Unicef workshop report for syrian teachers training on help the helpers & INEE MS
Training on the INEE Minimum Standards Teachers College
Transcript of Training on the INEE Minimum Standards Teachers College
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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
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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
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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
INEE and Global Education Cluster
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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
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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
INEE and Global Education Cluster
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Education Is a RIGHT
What are the international legal instruments that underpin the right
to education?
See Page 6 of the INEE MS Handbook
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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
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INEE and Global Education Cluster
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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).”
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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
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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.
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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The Impact of Emergencies
INEE and Global Education Cluster
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A Child’s Day
INEE and Global Education Cluster
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Categorising the ImpactIn fras truc ture &
Materia lsEffec ts on Learners
Effec ts on Ed Pers onnel
Other
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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:
INEE and Global Education Cluster
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The Rationale for Education in Emergencies
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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.”
INEE and Global Education Cluster
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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
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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
INEE and Global Education Cluster
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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.
INEE and Global Education Cluster
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In Pakistan Education was Prioritised
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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Framework forEduca tion in Emergenc iesINEE Minimum Standards
for Educa tion
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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’.
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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
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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
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• 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
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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
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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
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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.
INEE and Global Education Cluster
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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.
INEE and Global Education Cluster
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Exercise
Applying the INEE Minimum Standards to
the Case Studies
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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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
INEE and Global Education Cluster
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Orientation and Exercise
INEE and Global Education Cluster
Guidance Notes on Teaching and Learning
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INEE/MSEE Sessions 5/6-42
Simulation: Emergency in Zamborra
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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
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INEE/MSEE
Bias“Bias” means that the sample data contain an unintended and systematic sampling error. The data does not reflect the full reality.
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INEE/MSEE
PoliticalGenderTime of day/schedule
Possible Forms of Bias
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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
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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
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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
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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
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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
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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
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INEE Secretariat
Contact us!www.ineesite.org
General inquiries: [email protected]
Minimum Standards inquiries: [email protected]
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