Training on the INEE Minimum Standards Teachers College

Training on the INEE Minimum Standards

Teachers CollegeMarch 3, 2012

9:30 am – 3:30 pm

Tzvetomira Laub, Michelle Hollett & Meg Orazio

INEE and Global Education Cluster

Presenter

Presentation Notes

Thank you for coming for the training. Thanks to TC and Carine Allaf for hosting this training. Introductions. Acknowledge non-TC participants. Several facilitators. Encourage you to participate.

Workshop Objectives

Be familiar with the INEE Minimum Standards Have an awareness of all the Standards; understand that

the Standards are interdependent and mutually reinforcing

Be able to apply the Standards for programming, policy, advocacy and research

Have a good understanding of INEE as a network and ways and opportunities to engage in the network’s activities


Presenter

Presentation Notes

We hope that by the end of today, you’ll become very familiar with the MS and GN TL and will be able to apply the MS and TL to programming, policy, advocacy and M&E. Several facilitators. Encourage you to participate.

What Is the Inter-Agency Network for Education in Emergencies (INEE)?

• Conceived in 2000 out of EFA

• Over 6,000 members in 130+ countries: students, teachers, academics and staff from UN agencies, NGOs, donors, governments and individuals from affected populations

• Working together within a humanitarian and development framework to ensure all persons the right to quality, safe education in emergencies recovery

www.ineesite.org


Presenter

Presentation Notes

We hear that you have been learning about INEE and the Minimum Standards and the INEE tools, so rather than presenting, I wonder if we can discuss a few questions? Why is INEE a network? What makes INEE a network? Which organizations make up INEE’s Steering Group? INEE is an open, global network of members working together within a humanitarian and development framework to ensure all persons the right to quality education in safe and protective learning environments. Since its establishment in 2000, INEE’s membership has grown to 5,000 members—students, teachers, professors, EiE practitioners, hum. workers, donors and policy makers etc.

INEE’s Collective Vision

All people affected by crisis and instability have access to quality, relevant and safe education opportunities

Education as an essential component of humanitarian response

Governments and donors provide sustainable funding and develop holistic policies to ensure education preparedness, crisis prevention, mitigation, response and recovery

Education programmes in preparedness through to recovery are consistent with the INEE Minimum Standards


Presenter

Presentation Notes

INEE works to promote 1) the right to education; 2) edu as a key component of hum aid, 3) funding for EiE and 4) the policy and programs for EiE are consistent with the MS—the foundational tool for INEE.

INEE Network, not incorporated agency Members act of behalf of the network Guidance from the INEE Steering Group, Strategic Plan 5 full-time staff in the INEE Secretariat (NY, Paris, Geneva)

Various Network Activities Listserv and Website: www.ineesite.org Working Groups, Task Teams, Language Communities Consultative workshops, trainings, capacity building Policy Roundtables, Global Consultations Jobs in EiE: www.ineesite.org/jobs


Presenter

Presentation Notes

INEE has 5 staff in NY, Geneva and Paris; each of us coordinates various initiatives; our work is overseen by a Steering Group of 10 agencies and NGOs (WB, IRC, CARE, Save, UNICEF, UNHCR, UNESCO, RET, OSI, ChildFund) We facilitate and coordinate initiatives that capture good practices and knowledge on various issues related to EiE and put out good practices tools which are used by the EiE community. Clearing house for information on EiE and a platform for interactions among members who work on EiE We have several Task Teams on Youth, ECD, HIV and Arabic, French and Portuguese Language Communities. Working on the MS is pushed forward by a Working Group consisting of 20 NGO, UN agencies and donors and their job is to promote the MS, to deepen the application of the MS.

http://www.ineesite.org/jobs�

Education Is a RIGHT

What are the international legal instruments that underpin the right

to education?

See of the INEE MS Handbook

Presenter

Presentation Notes

Education is right, and emergencies do not put an end to that right. What are some of the international legal instruments that underpin the right to education? (CRC, Universal Declaration on Human Rights, MDGs, Dakar Education for All Framework, refugee law, humanitarian law, human rights law.)

Education is a RIGHT and…

Sustains life by: • Offering structure, stability and hope for the future • Helping to heal bad experiences• Building skills, supporting conflict resolution and peace-

building

Saves lives by:• Protecting against exploitation, harm and rights violations• Disseminating vital survival messages and skills (landmine

safety, HIV/AIDS prevention)• Reducing maternal mortality

Presenter

Presentation Notes

Many people would also argue that education sustains life. Why? In what ways is education life-sustaining? (offers structure, stability, hope for the future; helps people deal with negative experiences and trauma; builds skills and supports conflict resolution and peace-building) How does education save life? (protects against exploitation, harm, human rights violations; vital survival messages and skills can be taught at school—landmine awareness; reduces maternal mortality)


Presenter

Presentation Notes

Q: What types of emergencies do you see on the PPT? Have you experienced an emergency or lived through an emergency? Who benefits from EiE? Who are the beneficiaries? -children, but also adult learners, young people, older people.

Definition of Emergency

UNDMTP (United Nations Disaster Management Training Programme)

“A disaster is a serious disruption of the functioning of a society, causing widespread human, material, or environmental losses which exceed the ability of affected society to cope using only its own resources. Disasters are often classified according to their speed of onset (sudden or slow), or according to their cause (natural or human-made).”


Presenter

Presentation Notes

Q: How do we define “emergency”? ”serious disruption of the functioning of a society that causes widespread losses to the extent that the affected community cannot cope using only its own resources”

Types of Emergencies

Natural Manmade

Rap

id

onse

tSl

ow

onse

t

drought

war

earthquaketerrorist

attack

cyclone

flood

famine

epidemic

volcano chemicalspill

plane crash

civil unrest


Presenter

Presentation Notes

Q: What are the different types of emergencies? How do we classify them: Q: If you had to compare various types of emergencies, what would be some of the common elements?—all are triggered by a hazard; all affect the capacity of the government, communities to cope

Hazards, Risks and Vulnerabilities

HazardA physical or human-made event that can potentially trigger a disaster (e.g. earthquakes, mud-slides, floods, volcanic eruptions, tsunamis, drought, economic collapse, and war)

Vulnerability The susceptibility of people and things to be damaged by a hazard. A person or group’s vulnerability therefore depends on their capacity to anticipate, cope with, resist and recover from the impact of a hazard.


Presenter

Presentation Notes

Important to distinguish between Hazards and vulnerabilities= hazards are triggers of the disasters; vulnerability is the susceptibility of people and things to be damaged by a hazard. (vulnerability vs. capacity)

Risk

The likelihood of a disaster happening to a particular group of people. Can be estimated by frequency and severity of a hazard, combined with vulnerability and capacity of people to meet that hazard. Risk can be expressed as:

Risk = Hazard x Vulnerability


Presenter

Presentation Notes

Q: Definition of risk? = frequency/severity of the hazard/trigger times the vulnerability of the population. What’s the risk of earthquake damage in NY?

The Impact of Emergencies


Presenter

Presentation Notes

IMPACT of EMERGENCIES How life of a child would be different if they lived in rural Uganda? In Kosovo after the war? In Palestine?

A Child’s Day


Categorising the ImpactIn fras truc ture &

Materia lsEffec ts on Learners

Effec ts on Ed Pers onnel

Other


Presenter

Presentation Notes

Different ways of categorizing the Impact of emergencies -material -effects on learners (including psychosocial) -effects on teachers and edu personnel -etc

What Is the Impact on Marginalised Groups?

Children with disabilities Children living in rural areas Orphans Street children Ex-combatants Child labourers Ethnic minorities HIV/AIDS affected Can be gender based

In an emergency marginalisation often increases. Marginalised groups include:


Presenter

Presentation Notes

the impact of emergencies is multifaceted, and has an especially grave impact on marginalized groups such as very small children, HIV-positive edt.

The Rationale for Education in Emergencies


Presenter

Presentation Notes

The learning environment can bring in these marginalized groups and give them a chance for stability and normalcy through education in emergencies.

Definition of Education in Emergencies

“The provision of quality education opportunities that meet the physical protection, psychosocial, developmental and cognitive needs of people affected by emergencies, which can be both life-sustaining and life-saving.”


Presenter

Presentation Notes

How do we define EiE?

What are the unmet needs of children when education is not prioritised during an

emergency?

Cyclone Nargis in MyanmarMinistry of Education did not prioritise education as a first response

Drought in Northern Kenya Agencies and donors did not prioritise education


Presenter

Presentation Notes

In many emergencies in the past, education was not a priority—Myanmar, Kenya, Lebanon etc. with very grave consequencies We also have examples of cases where education was prioritized, and how it made a difference.

Consequences of not Prioritising Education in an Emergency

Lebanon during 2006 Israel/ Lebanon conflict Major donors did not prioritise education

Post Election Violence in KenyaDonors did not prioritise education


Consequences for Children

Children and youth neglected, vulnerable to harm and exploitation

Psychosocial impacts exacerbated by lack of safe spaces and opportunities to be with their peers

Cognitive and developmental needs neglected Likelihood of engaging in unsafe activities increases Likelihood of dropping out of school increases Children and youth may be more vulnerable to

recruitment by armed groups or armed forces.


Presenter

Presentation Notes

In addition to the arguments we heard, there are also other arguments often made: education in emergencies provides opportunities for children who have been out of school.

In Pakistan Education was Prioritised


Presenter

Presentation Notes

But Education was prioritized in Pakistan earthquake by donors, hum agencies etc.

Why Was Pakistan Different?

All stakeholders prioritised education: Donors, Aid agencies, Line ministries, Disaster management departments, Communities, Children

Physical destruction of schools and enormous loss of life of children during school hours created awareness of need for education

Communities supported education Children and youth wanted to resume education


Education is an important first responsebecause education:

Is a fundamental right to all and in emergencies children and other learners are often denied this right

Is critical for healthy development Can help children and youth deal with the effects of

crisis situations Can help create a sense of normalcy for children and

communities Is critical to provide protection in a safe environment

and provide life saving and sustaining skills and support

Is an important means of promoting tolerance and conflict resolution

Is critical for economic recovery and socialreconstruction


Education is an important first responsebecause education:

Can engender democratic participation and respect for rights

Is what children and parents prioritise Is a platform for providing life saving knowledge and

skills (landmines, cholera, gender violence, trafficking) Reduces maternal and child mortality Can identify and reach children with special needs Can provide nutrition Provides an opportunity to get out-of-school children

enrolled Can support livelihoods and income generation activities


Framework forEduca tion in Emergenc iesINEE Minimum Standards

for Educa tion

Presenter

Presentation Notes

Has anyone used the MS before? In what ways?

Overview of the INEE Minimum Standards

INEE was established to develop s tandards to promote aminimum leve l of acces s to qua lity educa tion for all personsincluding those affected by emergencies.

The standards are bas ed on the Convention on the Rights ofthe Child (CRC), Education for All (EFA) and Humanita rianCharte r to represent ‘universal goals for helping adults andchildren achieve the right to life with dignity’.


Presenter

Presentation Notes

The MS articulate the minimum level of access to and quality education in emergencies through to recovery. It is a tool that can be used for strengthening education policies and programs. It covers issues in terms of Community participation, coordination, analysis, access and learning environment, teaching and learning, teachers and edu policy.

The Sphere Project

A process that began in 1997 to address concerns of quality and accountability in humanitarian responses

Humanitarian Charter that emphasizes the “right to life with dignity”

Minimum Standards in Disaster Response Water, sanitation and hygiene promotion Food security, nutrition and food aid Shelter, settlement and non-food items Health services

www.sphereproject.org

Presenter

Presentation Notes

The MS are companion and complementary standards to the Sphere Standards. The Sphere Handbook sets out standards for water and sanitation, health, nutrition, shelter—these are the traditional sectors. In the late 1990s-early 2000, people came to believe that the Education for all goals would not be met unless we do something about education in emergencies and fragile contexts. It was great that we had the Sphere Humanitarian Charter and disaster, but we needed education related standards. This is when INEE and the MS come in to play.

Development of the INEE Minimum Standards

Consultative process INEE listserv

consultations Field-based consultations Peer review process

Content of handbook represents rights,lessons learned, and collective thinking of education professionals

Presenter

Presentation Notes

2003-2004, series of regional consultative workshops around the world. Over 2,000 colleagues from 50 countries participates and defined and redefined and agreed upon the MS.

• Global tool that articulates the minimum level of educational quality and access in emergencies through to recovery.

• Developed through a highly participatory process—more than 2,250 people in 50 countries.

• Updated through a highly consultative process—more than 1,300 people in 52 countries:

reflect recent developments in the field of Education in Emergencies

incorporate the experience and good practices of the users of the Handbook

make the Handbook more user-friendly

INEE Minimum Standards

Presenter

Presentation Notes

Since 2004, much has changed in the field of EiE—DRR prominence, Education Cluster and the hum reform.

Regions Consultations Participants Facilitators Total

Africa 10 135 22 157

Asia 11 362 17 379

Europe 14 114 27 141

Latin America 5 55 9 63

Middle East 4 30 6 36

North America 8 101 18 119

Total 52 797 99 895

Key Steps in the Update Process (2009-2010) Participants

Online consultations (68 countries) 169Thematic Focal Points and reference group 162Consultations (27 countries) 895Category Focal Points and review group 48Peer review 51Listserv review 10Total 1,335

INEE Minimum Standards Update Process

Presenter

Presentation Notes

2009-2010, similar consultative workshop, we updated the MS to include 11 thematic issues and context analysis;

Foundational StandardsCommunity Participation and ResourcesCoordinationAssessment, Response, Monitoring and Evaluation

Access and Learning EnvironmentEqual accessProtection and Well-beingFacilities and Services

Teaching and LearningCurricularTraining, Professional Development and SupportInstruction and Learning ProcessesAssessment of Learning Outcomes

Teachers and Other Educational PersonnelRecruitment and SelectionConditions of WorkSupport and Supervision

Education PolicyLaw and Policy FormulationPlanning and Implementation

Thematic Issues:Conflict Mitigation, Disaster Risk Reduction, Early Childhood Development, Gender, HIV

and AIDS, Human Rights, Inclusive Education, Inter-sectoral Linkages,

Protection, Psychosocial Support, Youth.

19 Standards in 5 Domains

Standards, Key Actions, Guidance Notes

Standards are what you want to reach . They are qualitative and universal, applicable in any environment.

Key Actions are s ugges ted ac tions to be taken in o rder to reach /mee t the s tandard .

Guidance Notes cover po in ts o f good prac tice to consider when applying the minimum standards and adapting the key actions in different situations.


Presenter

Presentation Notes

How are the MS organized? 5 Domains, 19 standards, key actions and guidance notes. Standards—what we want to achieve Key Actions—steps we need to take in order to achieve the goals/standards Guidance Notes—additional info and ideas. Take a look at pp. 22 for an example.

Why “minimum” standards?

They articulate a universal minimum level of educational quality, access and provision.

They reflect the legal instruments upon which they are based, which allow for appropriate education for all, even in situations of emergency.

If cannot attain standards/indicators, gap must be explained, and reasons for gap and what needs to change in order to attain the standards.


Presenter

Presentation Notes

Contextualization of the standards—the standards are intentionally broad—cover various context and can be applied broadly. Need to contextualize the standards. “appropriate student-teacher ratio” INEE Toolkit, more resources to help with the implementation of the MS Why are the standards called “Minimum”?

Exercise

Applying the INEE Minimum Standards to

the Case Studies


Presenter

Presentation Notes

Mari and Tzvetomira

Preparedness, Mitigation, Prevention

Contextualise the Minimum Standards for Education to the local context

Translate the INEE Minimum Standards Handbook to a national or local language

Establish an appropriate coordination mechanism with the MoE Develop a Contingency Plan (with likely emergency scenarios) Who’s Doing What Where (mapping agencies’ capacities and

resources) Lessons Learned workshop to review and learn from a previous

education in emergency response


Presenter

Presentation Notes

Various activities that can be done before, during and after an emergency

Preparedness, Mitigation, Prevention

Training and Capacity Strengthening for UN, INGOs, NGOs, MOE, teachers (i.e. education in emergencies training)

Develop a teacher roster Stockpile/pre-position education materials (i.e. school-in-a box

kits, early childhood development kits, textbooks, sports materials)

Advocate for emergency activities to be included in the National Education Sector Plan and budgeted for

Support schools to conduct Disaster Risk Reduction activities like school safety assessments and evacuation drills


Critical Response

Conduct rapid education needs assessments Set up temporary learning spaces if schools have been

damaged or destroyed Begin non-formal education (i.e. literacy, numeracy,

health/hygiene education) Begin formal education (where possible) Establish emergency child friendly spaces, in camps for

displaced children, if appropriate


Critical Response

Develop psychosocial support programmes and strategies Support the Ministry of Education (MoE) to develop and

disseminate emergency education curricula Deploy trained and experienced emergency education

specialists to affected areas Monitor response activities to ensure all children are reached


Early and Long-term Recovery

Support the MoE to ensure that schools/learning spaces can resume formal education

Rehabilitate and (re-)construct schools that were damaged or destroyed during the emergency

Support the MoE to conduct back to school campaigns to ensure that all children return to school

‘Build back better’ so that schools are not vulnerable to future emergencies

Evaluate the response activities to assess the impact of the emergency education programmes


Orientation and Exercise


Guidance Notes on Teaching and Learning

Presenter

Presentation Notes

Liz

INEE/MSEE Sessions 5/6-42

Simulation: Emergency in Zamborra

Presenter

Presentation Notes

Liz

INEE/MSEE

Learning Objectives

At the end of this session, participants will: Understand the need for assessment and

analysis in order to develop effective education programs

Be able to analyse a situation in order to formulate an effective response strategy

INEE/MSEE

Bias“Bias” means that the sample data contain an unintended and systematic sampling error. The data does not reflect the full reality.

INEE/MSEE

PoliticalGenderTime of day/schedule

Possible Forms of Bias

INEE/MSEE Sessions 5/6-46

Varying the assessment techniques or different indicators of the same phenomenon

Varying the information sources Varying the composition of the

assessment team

Triangulation

INEE/MSEE

Crisis in Arcazia

200,000 people fled to Zamborra

Refugees camps: 200 km from the border and 1000 km from Zamborraville

Local population: 15,000

Civil War is on-going in Arcazia

INEE/MSEE

Arcazian Refugees

One ethnic group Tribal language 70% are women and children Majority are under age 25 33% are 5-17 years old Separated children 65% are illiterate 15% are highly educated

INEE/MSEE

Conducting the Assessment

Read your role guide

Do not share your role with anyone else

Write the role on the name tag

Play your roles so that the assessment can be conducted

Planning the assessment: 20 minConducting the assessment: 30 min

Presenter

Presentation Notes

You have 20 min to prepare your assessment

Academic Spaces

Provides an opportunity for academics to share their work with INEE members as well as the broader community working in the education in emergencies and post-crisis reconstruction field: Journals Master’s Thesis Research Papers

Presenter

Presentation Notes

LIZ

INEE Resources

Become an INEE member: Receive listserv messages Receive updated Job and Internship listings Receive bi-weekly bulletins Contribute to INEE initiatives Submit blog entries Learn about events and opportunities Advance the field of education in emergencies

www.ineesite.org/join

Presenter

Presentation Notes

LIZ

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INEE Secretariat

Contact us!www.ineesite.org

General inquiries: [email protected]

Minimum Standards inquiries: [email protected]

Please take 5 minutes to complete the evaluation form.

THANK YOU!

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Training on the INEE Minimum Standards Teachers College

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