A new tool to help countries in crisis develop an education plan

New guidelines issued by GPE will help evaluate the quality of transitional education plans that countries facing and recovering from crises develop

Guidelines for transitional education plan appraisal

Cover of the Guidelines for transitional education plan appraisal


Millions of children around the world are affected by conflict, natural disasters, complex humanitarian emergencies, internal strife, and fragility. Increasingly, the world’s out-of-school children live in countries facing war, violence and disasters. As a result, they are deprived of their right to education.

In order to maintain children’s access to quality education in these countries, the Global Partnership for Education provides targeted supports including: helping countries develop education sector plans (ESP) that reinforce emergency readiness, preparedness, and planning, providing accelerated funding to respond to crises quickly, and supporting the preparation of transitional education plans (TEP).

Robust planning can keep the system on track

The daunting challenges that countries endure in times of crisis make regular and longer-term education planning process difficult, or even unfeasible in some contexts.

Planning is however an important policy and system management exercise for any government, and to compensate for this, a transitional education plan (TEP) enables government and its partners to develop a structured and operational strategy, which aims to steer and mobilize resources to address immediate needs and progress toward achieving longer-term educational goals.

Last year, GPE and the UNESCO’s International Institute for Educational Planning (IIEP) published the Guidelines for Transitional Education Plan Preparation. As a continuation of this effort, the Guidelines for Transitional Education Plan Appraisal are now published by GPE. They are meant to assist education stakeholders and will serve as a support for partner countries in the evaluation of transitional education plans quality and robustness.

Guidance for an independent assessment of a transitional education plan

The guidelines provide practical guidance that allows actors who have not contributed to the plan’s preparation to conduct an independent assessment of the TEP.

The manual is organized in three core sections:

  • The first section describes the five key steps of the appraisal process: a clear methodology, beginning early, commissioning the appraisal based on terms of reference, an independent assessment, and the political and technical dialogue.
  • The second section provides a series of guiding questions that cover key standards of a credible TEP, including for example: do the proposed policy and program priorities form an appropriate response to the key education challenges? To what extent does the plan identify and address existing capacity constraints for the implementation of the plan? To what extent are national leadership and partners’ ownership reflected in the TEP? What empirical evidence was available and was it used effectively? Is the financial framework adequate and realistic? Is the TEP sensitive to the context and does it pay attention to disparities?
  • Finally, the third section is composed of a set of core appraisal questions, which are laid out in the form of a matrix to systematically assess and capture the minimum standards for the contents of a sound and credible TEP. This methodology allows a comparable analysis of TEP appraisal reports across countries over time.

The guidelines will be updated regularly based on country experiences. Please send your feedback to Arianne Wessal.



Senior Education Specialist, Global Partnership for Education
Raphaelle Martínez Lattanzio is a Senior Education Specialist in charge of systems, finance and efficiency of the Strategy, Policy and Performance team of the GPE Secretariat. She joined GPE in November 2013...
Education Specialist, Global Partnership for Education
Arianne Wessal is an Education Specialist in the Quality Assurance unit, within the Strategy, Policy and Performance Team at the Global Partnership for Education.  Prior to joining the Secretariat in 2014...

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