INEE/MSEE Session 1-1

INEE Minimum StandardsOrientation and Training for IRC Ethiopia

November 2007

Inter-Agency Network for Education in Emergencies

INEE/MSEE Session 1-2

Orientation Training Objectives

Be familiar with the Inter-Agency Network for Education in Emergencies (INEE), including IRC’s involvement, and the INEE Minimum Standards (process & product)

Have an awareness of all the standards as well as an in-depth knowledge of the particular standards and indicators that are most relevant to your current work (gender and protection focus)

Understand the link between the legal frameworks that specify the right to education and the INEE Minimum Standards

Be able to apply and commit to the use and institutionalisation of the INEE Minimum Standards (and key tools) within IRC’s programming, policy, coordination, research and advocacy work

Have an awareness of other current education initiatives and how you can feed into them

INEE/MSEE Session 1-3

Inter-Agency Network for Education in Emergencies (INEE) Open network of UN agencies, NGOs, donors,

practitioners, researchers and individuals from affected populations

Created in 2000 at the Global Education Forum in Dakar

Ensure that the right to education in situations of emergency and post-crisis reconstruction is respected

IRC is a member of the INEE Steering Group, INEE Working Group on Minimum Standards, has dozens of staff as active members, trainers on the INEE Minimum Standards and hosts the INEE Secretariat

www.ineesite.org

INEE/MSEE Session 1-4

INEE Network

INEE provides a mechanism for inter-agency discussions, engagement and initiatives on education in emergencies and post-crisis reconstruction:

– Development of inter-agency resources (INEE Minimum Standards, Good Practice Guides, INEE MS Toolkit, etc)

– Advocacy and Policy (Sphere, IASC Education Cluster, Teacher Compensation, Fragile States)

– Knowledge Creation and Management (INEE Task Teams and Interest Groups)

– Sharing resources, good practices, research, tools, information, opportunities (website/listserv, resource bulletins

INEE/MSEE Session 1-5

INEE member engagement and resource collaboration: join!

INEE Task Teams and Interest Groups: Teacher Training (IRC -- 2004-2005) Gender Task Team (IRC) Teaching and Learning Task Team (UNICEF) Early Childhood Development Task Team (SC) Youth and Adolescent Interest Group (RET)

Sharing and utilizing inter-agency resources:• INEE Minimum Standards handbook and toolkit• INEE Good Practice Guides• INEE Teacher Training Resource Kit• INEE Technical Kits on Education in Emergencies and Early Recovery• INEE Peace Education Materials• Hundreds of inter-agency tools, resources (searchable database) • Country profiles and much more…

INEE/MSEE Session 1-6

Introduction to the INEEMinimum Standards

Inter-Agency Network for Education in Emergencies

INEE/MSEE Session 1-7

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

INEE/MSEE Session 1-8

Development of the INEE Minimum Standards

Consultative process INEE listserv

consultations Field-based consultations Peer review process

More than 2,250 people participated

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

INEE/MSEE Session 1-9

Goal of the INEE Minimum Standards

Common starting point to reach a minimum level of educational quality and access

Tool to improve coordination and enhance accountability and predictability (preparedness and response)

Tool for capacity-building and training

Aid to strengthen the resilience of Ministries of Education

Tool to quality promote education

INEE/MSEE Session 1-10

Standards, indicators….

What are standards? Indicators? Does your organization use standards and

indicators? How?

INEE/MSEE Session 1-11

Standards, Indicators, Guidance Notes

Standards Goals to be met Practical guide to plan and develop appropriate educational

responses Ensure all components of education are included

Indicators Signals that show whether the standard has been attained Tools to measure and communicate the impact or result May be qualitative or quantitative

Guidance Notes Provide background information in relation to the indicator(s)

Offer advice on priority issues

Highlight some of the practical issues that may arise

INEE/MSEE Session 1-12

The Categories

Access & Learning

Environment

Teaching &

Learning

Teachers & Other

Education Personnel

Education Policy &

Coordination

Cross Cutting Issues:

• Human and children’s rights

• Gender

• HIV/AIDS

•Disability and vulnerability

INEE/MSEE Session 1-13

Why “minimum” standards?

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

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

If cannot attain standards/indicators, must understand and explain gap and what needs to change

INEE/MSEE Session 1-14

Where and how have you seen the standards applied?

Which of the standards have you seen achieved? Where was this and what were the circumstances?

Which standards have you seen not met and what were the obstacles to achieving those standards? What needed to done in order to meet the standards that were not being met?

INEE/MSEE Session 1-15

Legal Frameworks

Which legal instruments and international agreements support the concept of the INEE Minimum Standards?

What are the education rights inherent in these legal instruments and international agreements?

Principles are reflected by using a rights-based approach

INEE Minimum Standards reinforce this approach

INEE/MSEE Session 1-16

Conclusion

INEE Minimum Standards:

Based on the principle that affected populations have the right to life with dignity

The minimum standards and their accompanying indicators are descriptors of a rights-based approach.

The 5 categories are interdependent and must be applied based on the specific context

The standards and indicators should be used holistically. Tool to improve the effectiveness and quality of

education in emergency situations

Commitment to accountability

INEE/MSEE Session 1-17

Implementation

Roll out and Promotion 25,000+ copies distributed (English), plus translations in Spanish, French,

Arabic, Dari, Bahasa Indonesian, Japanese, Portuguese, Thai, Bangla, Urdu, Khmer

Promotional materials and tools for advocacy, implementation, institutionalization: www.ineesite.org/standards

Toolkit to complement and help implement the standards

Monitoring and Evaluation Tracking and analysing use and relevance through evaluation

questionnaire/database and case studies: Uganda, Darfur, Pakistan Use in 80+ countries:- In Burundi, USAID’s education sector assessment - UNICEF Zimbabwe (CFS framework), Chad (teacher code of conduct)- Coordination tool, preparedness and holistic framework for Ministry of

Education in Pakistan, Sri Lanka, OPT, Cambodia- IRC Aceh: assessment & design, interagency coordination (HPN case

study)- Standards institutionalized within the IASC Education Cluster cluster

INEE/MSEE Session 1-18

Training and Capacity-Building

11 Regional Training of Trainers Workshops Hundreds of follow-up training workshops Regional Capacity-Building Workshops

Training examples: Regional training on the INEE Minimum Standards

organized by UNICEF-ESARO in Kampala in September 2006: 60 UNICEF Education Officers and representatives of 12 African Ministries of Education

IRC, INEE in New York (March 2007) IRC Ethiopia!

INEE/MSEE Session 1-19

INEE Minimum Standards Toolkit

Developed based on feedback and requests from INEE members and Minimum Standards users for assistance in contextualising indicators

INEE Minimum Standards Working Group vetted hundreds of tools to identify the most practical, useful, field-friendly

Tools and resources identified for each standard + preparedness and DRR, cross cutting issues

CD Rom and on-line Living document: need feedback, additional tools

INEE/MSEE Session 1-20

IASC Education Cluster

Humanitarian reform and ‘cluster approach’: Build capacity in gap areas Improve humanitarian preparedness, coordination &

leadership (set standards and priorities) Build more effective partnerships

Education Cluster co-led by UNICEF, SC Alliance plus Advisory Group (2007), Working Group in 2008

Global: capacity mapping; core cluster capacity dev & coordination; training and toolkits; needs assessment

Field: Cluster leads are accountable to HC for effective and timely assessment and coordinated response -- provider of last resort

INEE/MSEE Session 1-21

Teacher Compensation

2006 Roundtable on Teacher Compensation in Fragile States, Situations of Displacement & Post-Conflict Return:

Examined challenges, good practices and lessons learned Case studies from Liberia, South Sudan and Darfur Examined key players, gaps, good practices, recommendations

on: Teacher motivation Government structures, policies and roles and responsibilities

of non-state implementing actors Donor strategies and funding mechanisms

2007- 2008 work (based on 2006 recommendations): Develop Guidance Notes on teacher compensation through

broad-based research, consultation and collaboration 2008 Drafting Workshop, peer review, field testing, advocacy

INEE/MSEE Session 1-22

Disaster Risk Reduction (DRR)

Risk Reduction: focus on prevention, mitigation and preparedness as well as response and recovery

2005 Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters Priority 3: Use Knowledge, Innovation and Educaiton to Build

a Culture of Safety and Resilience at all Levels

Within education: Teach about hazards in formal and non-formal learning Promote schools as centers for community disaster risk

reduction and empower children Protect schools

INEE/MSEE Session 1-23

DRR Information and Resources

International Strategy for Disaster Risk Reduction (ISDR): www.unisdr.org

Thematic/Cluster Platform on Knowledge and Education (global), including listserv

Regional and Country Focal Points End 2008 or early 2009 Global Meeting

INEE Resources on Disaster Prevention and Management: INEE Resource database, including case studies, links forthcoming Good Practice Guide Links between INEE Minimum Standards and DRR (handout)

Request for YOUR resources, tools, lessons learned

INEE/MSEE Session 1-24

INEE Global Consultation

When and Where: February/March 2009 (likely Istanbul, Turkey or Bangkok, Thailand)

Duration: Three days, with the option of a fourth day for capacity-building workshops and side meetings

Theme: Bridging the Gap from Preparedness to Relief to Development

Participants: all INEE members + key stakeholders\

Objectives: Examine field and identify challenges, resources and good practices

around key existing and emerging issues of common concern Share lessons learned in the implementation and institutionalization of

the INEE Minimum Standards and decide next steps for revision Review INEE’s structure and help shape the network’s strategic

direction and priorities

INEE/MSEE Session 1-25

Institutionalisation of the INEE Minimum Standards

INEE Working Group members, including IRC, leading the effort to institutionalise the INEE Minimum Standards:

Adoption Strategy Checklists: suggested actions for applying the standards internally and in inter-agency work, specifically targeted at: NGOs UN Agencies Goverments and Donor Agencies Within an Education Cluster (InterAgency

Coordination) IRC’s HQ Institutionalisation Plan + M&E framework How can the IRC Ethiopia office build upon this plan?