\n\t\t\t\t\t\t\t\t\t\t\u25cf Disruption of education services <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Displacement of learners and families <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Damage to or loss of learning spaces <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Safety and protection concerns <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Shortages of learning materials <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Economic barriers affecting participation <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Reduced availability of teachers or education personnel <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Accessibility barriers <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Increased risk of children remaining out of education <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\u25cf Pressure on existing education systems in areas receiving displaced populations <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t

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\u0646\u0647\u062c\u0646\u0627 \n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Safe, Inclusive and Community-Informed Education \n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
WAP seeks to approach education programming through needs assessment, community \nparticipation, protection, inclusion, technical responsibility and accountability.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Our approach is guided by several priorities. \n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\tUnderstand Education Needs : <\/b> We seek to understand barriers to learning, existing capacities, protection risks and community priorities before determining appropriate interventions. <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\tSupport Access : <\/b>Where appropriate, programmes may seek to reduce relevant barriers preventing crisis-affected learners from accessing education opportunities. <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t $\"\"$ \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t $\"\"$ \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\tPromote Safe Learning : <\/b> Education activities should consider physical safety, safeguarding, PSEA, child protection and appropriate learning environments. <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\tStrengthen Inclusion <\/b> Programme design should seek to understand and address relevant barriers affecting participation.<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\tEngage Communities : <\/b>Children, families, caregivers, communities and relevant education actors can provide important perspectives on education needs and appropriate solutions. <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\tCoordinate Responsibly : <\/b> Education programming should complement relevant systems and actors rather than unnecessarily duplicate existing services. <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\tMonitor and Learn : <\/b> Programme monitoring, community feedback and learning should inform implementation and adaptation. <\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\n\t\t\t\t
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Teachers and Education Personnel\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Supporting the People Who Enable Learning\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\tTeachers and other education personnel can play an important role in maintaining learning\nduring crisis.\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\tWhere relevant to an approved project, WAP may support appropriate\ncapacity-strengthening or learning activities for education personnel.\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\n\t\t\t\t
\n\t\t\t\t\t
Such activities should respond to identified needs and may address relevant areas\nconnected to:\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Education in emergencies<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Safe learning environments<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Inclusion<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf \u062d\u0645\u0627\u064a\u0629 \u0627\u0644\u0623\u0641\u0631\u0627\u062f<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Child protection awareness<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Appropriate teaching and learning approaches<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Community engagement<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\tWAP should not claim accreditation or formal teacher certification unless such arrangements\nare officially established and verified.\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
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01<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Learning Materials\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Supporting Appropriate Learning Resources<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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A lack of suitable learning materials may create additional barriers for crisis-affected\nlearners.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Where identified as a programme need, WAP may support access to appropriate\neducational materials.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Selection and distribution should consider:\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Relevance to the learning context<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Age and learner needs<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Accessibility<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Cultural appropriateness<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Safety<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Education-system requirements where applicable<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Responsible procurement and distribution<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Materials should support\u2014not substitute for\u2014the wider educational environment required for\nmeaningful learning.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
02<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education and Child Protection\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Learning and Protection Are Connected\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Humanitarian crises may expose children and young people to increased protection risks.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education programming can provide opportunities to identify concerns and connect learners\nor families with appropriate support, but education personnel should not be expected to\nperform specialized protection functions outside their competence<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
WAP seeks to integrate appropriate child-protection considerations and referral\narrangements into relevant education programmes.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tExplore Protection<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\n\t\t
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03<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Safeguarding and PSEA\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Protecting Children and Learners From Harm\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education programming requires particularly strong safeguarding responsibilities because\nactivities may involve children and young people.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
WAP seeks to integrate safeguarding and PSEA requirements throughout relevant\nEducation projects.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Personnel, volunteers and partners involved in education activities should understand\napplicable standards of conduct and reporting responsibilities.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Appropriate measures should be considered in areas such as:\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Safe recruitment<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Codes of conduct<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Interaction with children<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Photography and communications<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Confidentiality<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Reporting concerns<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Referral procedures<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Data protection<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Appropriate measures should be considered in areas such as:\n<\/p>\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\u0627\u0644\u062d\u0645\u0627\u064a\u0629<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\u0627\u0644\u0627\u0633\u062a\u063a\u0644\u0627\u0644 \u0648\u0627\u0644\u0627\u0646\u062a\u0647\u0627\u0643 \u0627\u0644\u062c\u0646\u0633\u064a\u0627\u0646<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
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04<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Community Participation\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Communities Help Shape Education Responses\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Families, learners, teachers and communities possess important knowledge about the\nbarriers affecting education and the solutions that may be appropriate locally.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
WAP seeks to create meaningful opportunities for relevant community participation.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Participation may include:\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Identifying education needs<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Understanding access barriers<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Informing programme design<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Discussing learning environments<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Monitoring activities<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Providing feedback<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Raising complaints<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Contributing to programme learning<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Where children and young people participate, engagement should be age-appropriate, safe\nand consistent with safeguarding requirements.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
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\n\t\t
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\u0627\u0644\u0645\u0633\u0627\u0621\u0644\u0629<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Learners and Communities Have a Voice\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\tWAP seeks to provide appropriate information about Education programmes and accessible\nopportunities for communities to ask questions, provide feedback and raise concerns.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\tFeedback mechanisms should be appropriate to the programme context and accessible to\nintended participants.\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\tSpecial consideration should be given to ensuring that children and people facing\ncommunication or accessibility barriers can safely raise relevant concerns through\nappropriate mechanisms.\t\t\t\t\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\u0627\u0644\u0634\u0643\u0627\u0648\u0649 \u0648\u0627\u0644\u0645\u0644\u0627\u062d\u0638\u0627\u062a<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\u0627\u0644\u0625\u0628\u0644\u0627\u063a \u0639\u0646 \u0645\u0634\u0643\u0644\u0629<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t $\"\"$ \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education and WASH\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Learning Environments Need Appropriate WASH\nConditions\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Access to water, sanitation and hygiene can affect the safety, dignity and usability of learning\nenvironments.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Where relevant, WAP seeks to connect Education and WASH programming so that identified\nneeds can be addressed more coherently.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t Our Education Work <\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t<\/div>\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t $\"\"$ \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education and Health<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Supporting Learner Well-Being\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Health conditions and barriers to appropriate health support can affect learning and\nparticipation.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Where relevant to identified needs and programme design, WAP seeks appropriate\ncoordination between Education and Health interventions.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education activities should not be used to provide clinical health services without appropriate\ntechnical arrangements.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tExplore Health<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Education and Nutrition\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Nutrition Can Affect Participation and Learning\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Nutrition challenges can affect children's health, well-being and ability to participate in\nlearning.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Where appropriate, WAP seeks to consider relevant connections between Education and\nNutrition programming.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Any specialized nutrition intervention should remain subject to appropriate technical\nstandards and programme arrangements.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t Explore Nutrition<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Education, Peacebuilding and Social\nCohesion\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Learning Can Support Stronger Communities\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education can provide opportunities to strengthen respectful interaction, community\nparticipation and understanding where appropriate to programme objectives.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
In conflict-affected environments, education programming should remain sensitive to local\nconflict dynamics and avoid reinforcing exclusion or social tensions.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Where appropriate, WAP may connect relevant Education activities with conflict-sensitive\nand social-cohesion approaches.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\u0628\u0646\u0627\u0621 \u0627\u0644\u0633\u0644\u0627\u0645 \u0648\u0627\u0644\u062a\u0644\u0627\u062d\u0645 \u0627\u0644\u0627\u062c\u062a\u0645\u0627\u0639\u064a<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Technical Quality\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education Programming Requires Appropriate\nExpertise\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education interventions should be designed and implemented with appropriate technical\ncompetence<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
WAP seeks to ensure that the scope of Education activities matches available expertise and\nprogramme capacity<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Relevant technical considerations may include:\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Education needs assessment<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Programme design<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Learning objectives<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Inclusion<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf \u062d\u0645\u0627\u064a\u0629 \u0627\u0644\u0623\u0641\u0631\u0627\u062f<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Monitoring<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Education-system alignment where appropriate<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Teacher or facilitator capacity<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Quality assurance<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Where specialized expertise is required beyond WAP's internal capacity, appropriate\ntechnical collaboration should be considered.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Data Protection and Responsible\nCommunications<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Protecting Information About Children and Learners\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education programmes may involve personal information concerning children and families.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
WAP seeks to collect only information necessary for legitimate programme purposes and\nprotect it through appropriate confidentiality, access and data-management measures.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Particular care should be taken with:\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Children's names<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Photographs and videos<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Education records<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Contact information<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Protection information<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Location information<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\u25cf Stories involving children<\/span>\n\t\t\t\t\t\t\t\t\t<\/li>\n\t\t\t\t\t\t<\/ul>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Public communications should use appropriate consent and safeguarding procedures and\nshould not expose children or families to unnecessary risk.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Coordination and Partnerships\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Working With Relevant Education Actors\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Effective education responses may require coordination with communities, relevant\nauthorities, education actors, humanitarian organizations and other appropriate\nstakeholders.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
WAP seeks responsible coordination where it can strengthen programme relevance,\ntechnical quality, referrals, continuity of learning or efficient use of resources.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Formal partnerships should be subject to appropriate organizational review.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Only approved relationships should appear publicly.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t $\"\"$ \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t $\"\"$ \t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Target Population\n<\/h5>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education Support Based on Identified Need\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Target populations should be defined at project level according to verified education needs,\nprogramme objectives, access barriers and available capacity.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Projects may address the needs of crisis-affected learners and relevant communities where\nassessment demonstrates an appropriate programme need.<\/p>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Targeting should use transparent criteria and avoid discrimination.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\u0627\u0644\u062a\u0639\u0644\u064a\u0645 <\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\tWAP seeks to contribute to safe, inclusive and context-appropriate education\nresponses that strengthen access to learning, protection and community participation\nfor people affected by humanitarian crises.\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t
Learning Through Crisis. Opportunity for the Future.\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t
Education can provide continuity, protection and opportunity at times when crisis has\ndisrupted many other aspects of life. WAP seeks to work responsibly with communities and relevant education actors to\nunderstand barriers, support appropriate learning opportunities and help create safer and\nmore inclusive conditions for education.\n\n<\/p>\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tView Education Projects<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\u0623\u0645\u0627\u0643\u0646 \u0639\u0645\u0644\u0646\u0627<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t \n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tExplore Protection<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"
Education Supporting Learning, Protection and Opportunity Through Crisis Conflict, displacement and humanitarian emergencies can interrupt education, damage learning environments and create barriers that prevent children and young people from continuing to learn. Wings of Aid & Peace (WAP) seeks to contribute to safe, inclusive and context-appropriate education responses that support access to learning, strengthen protection […]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"elementor_header_footer","meta":{"_acf_changed":false,"give_campaign_id":0,"footnotes":""},"class_list":["post-10238","page","type-page","status-publish","hentry"],"acf":[],"campaignId":"","_links":{"self":[{"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/pages\/10238","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/comments?post=10238"}],"version-history":[{"count":54,"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/pages\/10238\/revisions"}],"predecessor-version":[{"id":11328,"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/pages\/10238\/revisions\/11328"}],"wp:attachment":[{"href":"https:\/\/wapglobal.org\/ar\/wp-json\/wp\/v2\/media?parent=10238"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}

Learning Can Support Stronger Communities\n<\/h2>\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\tEducation can provide opportunities to strengthen respectful interaction, community\nparticipation and understanding where appropriate to programme objectives.\n<\/p>\t\t\t\t<\/div>\n\t\t\t\t