inee minimum standards and resources for education in emergencies workshop february 28th, 2012...

INEE Minimum Standards and Resources for

Education in Emergencies Workshop

February 28th, 2012

Nairobi, Kenya

Review of Learning

What have we learned?

What do we still want to learn?

What expectations have been met and what still need to be met if possible?

INEE and Global Education Cluster

Update on the Minimum Standards Assessment and Case studies


Applying the standards

Capacity building Monitoring and evaluation Assessing programme or project effectiveness

(audit) Proposal development Advocacy Fundraising Contingency planning Disaster risk management planning

Session 1-4

INEE’s training resources

Harmonised training package available online E-learning module Tips on how to conduct a training Tips on how to customise a training Training adaptations webpage Contact INEE! Email: [email protected] Request INEE resources: email us at

[email protected] or complete the online form Multimedia resources

INEE Case Studies

Examples of how INEE members across the world have used the standards to support their work;

http://www.ineesite.org//index.php/post/implementation_cs/

There are also case studies for teaching and learning , teacher compensation, ECD and safer school construction…

Discuss and address…

Identify 2- 3 different ways in which you can integrate the INEE Minimum Standards into your work (through existing activities or additional activities)

What resources do you need for this? How will you utilise the network to support

you? What are the key next steps you need to

take?

INEE Guidance Notes for

Teaching and Learning

Back to the INEE Guidance Notes on Teaching and Learning


Instruction and Learning Processes


Standard 3: Instruction and Learning

Processes

Instruction and learning processes are learner-centred, participatory and inclusive.


Instruction & Learning Processes

Standard 3: Analysis

KEY POINTS TO CONSIDER:Who is directly involved in the teaching and learning process?Have learners’ needs or the composition of the learner community changed in the emergency, if yes, how?Who are the teachers? Who are the learners?What skills and knowledge are required for effective instruction in the changing context? What is the MoE’s capacity to support instruction at national and sub-national levels?What is the capacity of the community to support the teaching and learning process?Has the capacity of teachers/school/community changed?



Standard 3: Programme DesignProcess and Method of Teaching

and Learning

KEY POINTS TO CONSIDER:Is the content of instruction appropriate for the changing context?Are the methods of instruction appropriate and effective, as well as inclusive and relevant to all?What pedagogical practices are appropriate considering learners’ needs and desired learning outcomes…?What are the opportunities to increase the level and quality of instruction?What support is required to ensure effective use of curriculum and teaching materials?



Standard 3: ImplementationEstablishing Supportive, Conducive and

Inclusive Learning Environments

KEY POINTS TO CONSIDER:Who is responsible for the learning environment?What are the requirements of protective learning spaces? What spaces are available?What are the current protection and discipline practices? Does the Ministry of Education or communities have skills and resources necessary to continue learning spaces as necessary?What systems are in place to transition temporary spaces as needed?Is there a policy on positive discipline?



Standard 3: Monitoring & Evaluation

Provides examples of how to approach the monitoring and evaluation of both the process and content.

For example: Is there a process to support necessary capacity

development of personnel? -- process Are learning environments safe, protective and

do they allow for meaningful participation of all learners? -- content



Standard 3: Additional Resources

Provides additional information on Instruction and Learning Processes, including steps required to assess and establish appropriate programming, as well as general reference and advocacy materials.

All available to download:

http://www.ineesite.org/index.php/post/resource_pack/



Assessment of Learning Outcomes


Standard 4: Assessment of

Learning Outcomes

Appropriate methods are used to evaluate and validate learning outcomes.



Standard 4: Analysis

KEY POINTS TO CONSIDER:Who are the key stakeholders in the assessment process?What is or was the national assessment in place?What formal assessment tools are used by teachers?Who are the key stakeholders for longer-term strengthening of the assessment process?What assessment systems are in place? How can these systems be continuously strengthened?



Standard 4: Programme DesignAssessment Systems and Tools

KEY POINTS TO CONSIDER:How do teachers use assessment data?Is the data from continuous and summative assessments being recorded by teachers to track learners’ progress?



Standard 4: ImplementationAccreditation of Learner’s

Achievements

KEY POINTS TO CONSIDER:What should be considered in ensuring accreditation for learners?What systems are needed to ensure continued accreditation of learners?



Standard 4: Monitoring & Evaluation

Provides examples of how to approach the monitoring and evaluation of both the process and content.

For example: Has the process of establishing or strengthening

assessment of learning outcomes, tools, and approaches allowed for a more robust and appropriate teaching and learning process? -- process

Are learners’ recognized for their learning achievements? -- content



Standard 4: Additional Resources

Provides additional information on Assessment of Learning Outcomes, including steps required to assess and establish appropriate programming, as well as general reference and advocacy materials.

All available to download:

http://www.ineesite.org/index.php/post/resource_pack/



Guidance Notes on Teaching and Learning Resource Pack


The INEE Resource Pack on Teaching and Learning is a compilation of vetted resources:

•sample tools•teaching materials•case studies

INEE Resource Pack on Teaching and Learning


Example of Curricula Resources Page:


Further Resources found in the appendix of the Guidance Notes: Terminology – to support a common understanding Brief on the INEE Teaching and Learning Initiative Strengths, Weaknesses, Opportunities, Threats (SWOT)

Analysis Template Further guidance on learning outcomes from the UNESCO

International Classification of Educational Levels Further guidance on developing indicators for Monitoring &

Evaluation. Teachers user guide to the Guidance Notes on Teaching

and Learning Sample lesson planning template


Case Studies

More than 20 case studies have been submitted by INEE members regarding the domain of Teaching and Learning.


The Teaching and Learning Initiative


Quality and relevant education in times of crisis can be life saving and life sustaining, providing protection, psychosocial support, and a basis for social and economic development and peace-building.

INEE Task Team on Quality Education in Preparedness, Response and Recovery

What?

Quality Education Task Team for Prevention, Preparedness, Response & Recovery

When?

Launched on September 8, 2011, International Literacy Day


ACTIVITYLearning Objectives

At the end of this session, participants will:

Have designed a workshop for teachers using the Teacher’s Users Guide found in the Guidance Notes on Teaching and Learning.


Teachers in Preparedness, Response and Recovery

Teachers play a crucial role during and after disasters and conflict. Education programmes provide students and their families with life-sustaining and life-saving information and support. They also provide the opportunity for continuity in school, which can lead to a greater sense of hope and emotional stability during an otherwise tumultuous time.


The Teacher’s User Guide to the INEE Guidance Notes on Teaching and Learning:

Designed to be used by teachers and teacher trainers.

Offers practical tips for teachers to keep in mind when planning and supporting classes during times of crises or early recovery.


Exercise Directions

1. Divide into working groups of 4-5 participants.

2. Review the Teacher’s Users Guide found on pages 73-80 of the Guidance Notes on Teaching and Learning (10 minutes)

2. Group Work Tasks (30 minutes):

As a group you will be planning an upcoming workshop for teachers utilizing the Teacher’s User Guide.

a)Fill in the Workshop Planning Document b)Complete the Workshop Agenda Template

3. Group Presentations (20 minutes)


Summary

What further steps need to be taken in designing your teacher workshop?

Are there adjustments to your workshop that you would like to make after listening to the presentations?


Education in EmergenciesGender-Responsive

Education

Learning Objectives

At the end of this session, participants will be able to:

Explain what is meant by gender-responsive education

Reflect on constraints and gaps and identify best practices

Practice the ADAPT and ACT Collectively Framework

Develop gender-responsive strategies


Gender and Sex

Gender refers to the socially constructed roles, behaviors, power dynamics, access to resources and rewards and characteristics assigned to females and males in different cultures. These vary from one context to another and over time.

Sex refers to the biological difference between male and females. It is generally unchanging unless medically assisted.


Exploring the Gender Disparities and Gaps in Education in Emergencies

http://www.youtube.com/watch?v=ptCeodSHMOI


What is Gender-Responsive Education?

It addresses gender-based barriers It respects gender differences as identity of the

learner It enables education structures, systems and

methodologies to be sensitive to gender It ensures gender parity is part of a wider

strategy to advance gender equality It evolves to close gaps and eradicate gender-

based discrimination


Practicing Gender-Responsive Education

IASC Gender Handbook

Targeted for field practitioners Sets gender standards from the onset of an

emergency Provides a legal framework for gender Addresses coordination and participation Provides a framework that uses a “gender lens”:

ADAPT and ACT Collectively Framework


ADAPT

Analyze gender differences

Design services to meet the needs of all

Access for women, girls, boys and men is provided equally

Participate equally; ensure gender balance

Train males and females equally


ACT Collectively

Address GBV in education and humanitarian emergency efforts

Collect, analyze and report sex-and age-disaggregated data

Target actions based on a gender analysis

Collectively coordinate actions with all partners


Strategies for a Gender-Responsive Approach to

Education in Emergencies


Gender-Responsive Participation, Coordination, and Analysis

Foundational Standards: Emphasizes gender-balanced participation in decision-

making, processes and actions Stresses disaggregated data by sex and age Promotes coordination to address gender dimensions in:

Planning Information exchange Design Response Delivery of services


Equal Access and Gender-Responsive Learning Environments

Access and Learning Environment Domain: Highlights the need to reduce gender

discrimination and barriers Addresses different gender concerns of safety

and well-being in/on the way to school Promotes gender-sensitive facilities and

services


Gender-Responsive Teaching and Learning

Teaching and Learning Domain: Promotes gender equality and reduces gender

stereotypes in: Educational materials Curriculum Teaching methodologies Educator’s behavior and attitudes towards all

learners


Gender-Responsive Policies for Teachers and Other Educational Personnel

Teachers and Other Education Personnel Domain:

Promotes gender balance in recruitment Ensures the presence of positive role models Supports codes of conduct, incentives and

compensation packages that are gender protected/parity


Gender-Responsive Education Policy

Education Policy Domain: Promotes education policies that protect against

discrimination based on sex and gender Ensures a commitment from education partners

to utilize standards on gender-sensitive project implementation and management


ACTIVITY – Group I

Some aid agencies have been allowed into the area to provide educational support to families. By looking at the INEE Pocket Guide on Gender, what might your strategy be for a gender-responsive approach to participation, coordination, and analysis? List steps you might take given the above situation.

Create a “Do’s and Don’ts Checklist” that highlights issues and challenges that should be upheld or avoided to ensure that your strategy is gender-responsive.


ACTIVITY – Group II

Some aid agencies have been allowed into the area to provide educational support to families. By looking at the INEE Pocket Guide on Gender, what might your strategy be for a gender-responsive approach for equal access and a gender responsive learning environment? List steps you might take given the above situation.



ACTIVITY – Group III

Some aid agencies have been allowed into the area to provide educational support to families. By looking at the INEE Pocket Guide on Gender, what might your strategy be for a gender-responsive approach to teaching and learning? List steps you might take given the above situation.



Conclusion

Gender-responsive education in an emergency is essential if we are to achieve the right of Education for All.

Understanding the principles, framework and tools for mainstreaming gender into education in emergencies is the first step.

Promoting advocacy, awareness-raising, capacity-building and knowledge sharing of these tools must be a continuous effort by all.


Other INEE Tools & Resources


Learning Objectives

Know the range of INEE tools and resources to help you use and apply the standards

Gain familiarity with the INEE Toolkit Know about other network services and

how to actively participate with the INEE

Session 1-56

Toolkit Intro

The Toolkit contains more than 800 practical, field-friendly tools and resources to guide those working in the field of education in emergencies through to recovery.

This Toolkit includes INEE’s primary publications in multiple languages & numerous implementation tools (such as MS Handbook, case studies, articles, etc.) to support their use.

Session 1-57

Toolkit Structured

Major Sections:

1.Overview

2.Minimum Standards

3.Reference Guide on External Education Financing

4.Guidance Notes on Teaching & Learning

5.Guidance Notes on Safer School Construction

6.Guidance Notes on Teacher Compensation

7.Pocket Guide to Inclusive Education

8.Pocket Guide to Gender

9.INEE Advocacy Materials

10.Key Thematic IssuesSession 1-58

Toolkit

http://toolkit.ineesite.org

Session 1-59

INEE community

Other resources Navigating the website: http://www.ineesite.org/ Member database INEE materials request INEE training resources

Member involvement Language communities Working groups and task teams Meet ups

Session 1-60

Activity: using INEE tools, resources and communities

Identify one of the main challenges you now face in your work as an Education in Emergencies practitioner.

What Standards & Key Actions (with possible adaptations) should be met?

What are the associated INEE resources network tools that could support you in determining the possible strategies that can be used.

Day 1-61

Conclusion

Review of objectives covered. Workshop evaluation and feedback.


inee minimum standards and resources for education in emergencies workshop february 28th, 2012...

Documents