INEE Minimum Standards and Education in Emergencies workshop

February 21 st – 23rd

Addis Ababa, Ethiopia

Session 1-1

Administration

 Introductions  Name Tags  Materials –INEE Minimum Standards handbook and toolkits  Agenda  Restrooms  Lunch / breaks  Guidelines/expectations for the next 3 days Session 1-2

Workshop Objectives

  Be familiar with the INEE Minimum Standards and tools Understand the relevance and value added of the INEE MSE to the Ethiopian context  Identify how to use the INEE MSE and tools to strengthen the work of the education cluster and National Authorities in Ethiopia  Identify and commit to applying the INEE Minimum Standards to your work Session 1-3

Session One: Introduction & Rationale to Education in Emergencies

Session 1-4

Learning Objectives

   Understand commonly used disaster management terminology and the rationale for Education in Emergencies Identify different types of emergency scenarios and how the Ethiopian context fits with this.

Describe the impact of emergencies on children, education systems, & communities and identify the most relevant considerations for the Ethiopian context Session 1-5

Types of Emergencies

earthquake volcano flood cyclone chemical spill epidemic terrorist attack plane crash war drought civil unrest famine Natural Manmade

Session 1-6

Types of Emergency

 Natural disasters which include hurricanes, earthquakes, tsunamis, droughts, cyclones, epidemics, floods, landslides and volcanoes  Man-made disasters, including civil or military unrest, war, occupation, economic crises  Complex emergencies, which combine both natural and man-made emergencies. Session 1-7

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).”

Session 1-8

Ethiopia context

Types of emergencies

      Drought Flooding

(resulting in food insecurity and malnutrition)

Refugee influx Conflict Post conflict Session 1-9

Common Elements

      Affects people Triggered by a hazard Directly related to vulnerability Exceeds capacity of household, community or group of people to cope Social processes play an important role More to do with society than natural phenomena Session 1-10

Hazards, Risks and Vulnerabilities

Hazard

A 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. Session 1-11

Risk

The likelihood of a disaster happening to a particular group of people - can be estimated by

frequency

and

severity

of a

hazard

and capacity of people to meet that hazard. when combined with

vulnerability

Risk can therefore be expressed as:

Risk = Hazard x Vulnerability

Session 1-12

The Impact of Emergencies

Session 1-13

Brainstorming

What are the possible impacts of emergencies on learners in Ethiopia?

Session 1-14

What is the Impact on Children, Youth and Communities?

      Death Displacement Loss of family support and community safety nets Limited or no access to facilities Breakdown of systems Lack or loss of learning and livelihood opportunities Session 1-15

What would Children say about their Experience?

         Forced to leave my village or town Home destroyed Separated from my family Parents separated from each other because of the disaster Member of my family in a hospital following the disaster Member of my family injured during the disaster Member of my family killed in the disaster Experienced horror at a very close distance Have to stay outside because of the possibility for recurrence Session 1-16

What would Children say about their Experience?

        So cold that I thought I would die So hungry that I thought I would die Saw people who had been recently injured Saw someone die Saw a dead body or bodies Helped to carry wounded or dead people Injured during the disaster Trapped inside a building Session 1-17

Categorising the Impact

Infrastructure & Materials Effects on Learners Effects on Educ. Personnel Other

Session 1-18

What is the Impact on Marginalised Groups?

        

In an emergency marginalisation often increases. Marginalised groups include:

Children with disabilities Children living in rural areas Orphans Street children Ex-combatants Child labourers Ethnic minorities HIV/AIDS affected Can be gender based Session 1-19

Vulnerable groups Who are the vulnerable groups in Ethiopia?

Session 1-20

Need for Education in Emergencies (EiE)

Session 1-21

Video: Education can’t wait

http://www.youtube.com/watch?v=Mve8EeGF-jA Session 1-22

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 “ Session 1-23

Consequences of not prioritising Education in an Emergency



Lebanon during 2006 Israel/ Lebanon conflict

Major donors did not prioritise education 

Cyclone Nargis in Myanmar

Ministry of Education did not prioritise education as a first response Session 1-24

Consequences for Children

      Children and youth neglected,

exploitation vulnerable to harm and 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.

Session 1-25

In Pakistan Education was Prioritised

Session 1-26

Why was Pakistan Different?

  

All

stakeholders prioritised: 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 Session 1-27

Education is an important first response because 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

communities for children and 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

conflict resolution Is critical for

economic recovery reconstruction

and

social

and Session 1-28

Education is an important first response because education:

        Can engender

democratic participation

rights and respect for Is what children and parents

prioritise

Is a platform for providing

life saving knowledge skills

and (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 Session 1-29

Session Two: Framework for Education in Emergencies (EiE): INEE Minimum Standards

Session 1-30

Learning Objectives

  Understand INEE and its mission Understand the INEE Minimum Standards and their relevance to the Ethiopian context  Understand how the INEE Minimum Standards can be applied to in the Ethiopian context to support quality education provision Session 1-31

Conceptual Framework for Phases of Emergency

Adapted from IASC SWG on Preparedness and Contingency Planning

Trigger Preparedness, Mitigation, Prevention

Before Trigger

Early Recovery Long Term Recovery and Regular Programming Critical Response

Usually a number of weeks to several months Session 1-32

Conceptual Framework for Phases of Emergency

Preparedness, Mitigation, Prevention • Before the Emergency Longer-term Recovery • 18 months and onwards Critical Response • 1 week to 6 months Early Recovery • 6 to 18 months Session 1-33

Phases of Emergency: the reality

  Rarely sequential Rarely discrete (complicated by other intersecting issues).

 Emergency phases overlap and recur

Instead, we need to think of this as a three dimensional model where the phases may be overlapping

Session 1-34

Before an emergency: Preparedness, Mitigation and Prevention Timeframe

Before the emergency.

Phase

Preparedness, Mitigation, Prevention

Description

Continuous cycle of planning and organizing to prevent, protect against, respond to, recover from, and mitigate against natural disasters and conflict.

From 1 week to 6 months after the emergency Critical Response -Addresses immediate education needs of children and families (i.e. temporary learning spaces, non-formal education, recreation, play, psychosocial support until formal education is ready to re start) From 6 months 6 to 18 months after the response From 18 months onwards Early Recovery - Transition from immediate needs to longer-term needs.

Long Term Recovery and Regular Programming - Transition to longer-term development programming and connection to preparedness, mitigation and prevention Session 1-35

Protracted emergencies

An emergency that continues for a long period of time. It presents particular challenges. These may include;  School drop out and retention challenges  Disruption of capacity building  Difficulties for monitoring and evaluation  May include protracted displacement (IDP and refugee children and adolescents)  Exposure to harmful activities including through child labour in response to economic decline Session 1-36

Protracted emergency

 Efforts tend to be focused on maintaining a certain status of response and support as opposed to shifting into recovery, reconstruction and more positive growth  Other localized acute emergencies can occur during protracted emergencies.

 May require different types of response Session 1-37

Inter-Agency Network for Education in Emergencies (INEE)

 Open, global network of UN agencies, NGOs, donors, practitioners, researchers and individuals from affected populations (5,700 members)    Working to ensure right to education in emergencies Sharing good practices, tools and research  Encouraging information sharing among members and partners INEE’s 10 th year Anniversary

www.ineesite.org

Session 1-38

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”  Sphere Minimum Standards in Humanitarian Response  Water, sanitation and hygiene promotion  Food security, nutrition and food aid  Shelter, settlement and non-food items  Health services

www.sphereproject.org

Session 1-39

Overview of the INEE Minimum Standards

  The standards are

based on the Convention on the Rights of the Child (CRC), Education for All (EFA) and Humanitarian Charter

to represent ‘universal goals for helping adults and children achieve the right to life with dignity’.

 INEE was established to develop

standards to promote a minimum level of access to quality education

for all persons including those affected by emergencies Addition to Sphere Minimum Standards Handbook, which does not include education.

 More information: INEE web site at www.ineesite.org

.

Session 1-40

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  Tool for capacity-development and training  Aid to strengthen the resilience of Ministries of Education  Tool to promote education/advocacy Session 1-41

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 More than 2,250 people participated (2003-2004)

Session 1-42

INEE

Update of the Minimum Standards (2009-2010)

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

•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 Session 1-43

Minimum standards assessment (2011-2012)

 What is the value added of the use and application of the INEE MS?

 Surveys, interviews and focus groups  Results out in April / May 2012 Session 1-44

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?

 How do the INEE MS relate to national standards and laws?

 Principles are reflected by using a rights-based approach  INEE Minimum Standards reinforce this approach Session 1-45

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

, must understand and explain gap and what needs to change Session 1-46

The 5 Domains

Session 1-47

5 Domains and 19 Standards

Domain 1: Foundational Standards

 Community Participation and Resources  Coordination  Assessment, Response, Monitoring and Evaluation

Domain 2: Access and Learning Environment

 Equal access  Protection and Well-being  Facilities and Services

Domain 3: Teaching and Learning

 Curricular  Training, Professional Development and Support  Instruction and Learning Processes  Assessment of Learning Outcomes

Domain 4: Teachers and Other Educational Personnel

 Recruitment and Selection  Conditions of Work  Support and Supervision

Domain 5: Education Policy

 Law and Policy Formulation  Planning and Implementation Session 1-48

11 Cross-Cutting Issues

           Conflict Mitigation

Disaster Risk Reduction*

Early Childhood Development

Gender*

HIV and AIDS Human Rights Inclusive Education

Inter-sectoral linkages*

Protection

Psychosocial support*

Youth

*INEE members identified these issues as weaknesses/gaps in the 2004 edition, so they were mainstreamed in the 2010 new edition.

Session 1-49

Standards, Key Actions, Guidance Notes



Standards

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



Key Actions

- are suggested actions/steps to be taken in order to reach/meet the standard. 

Guidance Notes

– cover points of good practice to consider when applying the minimum standards and adapting the key actions in different situations.

Session 1-50

Foundational Domain: Community Participation

 Standard 1: Participation Community members participate actively, transparently and without discrimination in analysis, planning, design, implementation, monitoring and evaluation of education responses.

 Standard 2: Resources Community resources are identified, mobilised and used to implement age-appropriate learning opportunities.

Session 1-51

Foundational Domain: Coordination

 Standard 1: Coordination Coordination mechanisms for education are in place and support stakeholders working to ensure access to and continuity of quality education.

Session 1-52

Foundational Domain: Analysis

   Standard 1: Assessment Timely education assessments of the emergency situation are conducted in a holistic, transparent and participatory manner.

Standard 2: Response Strategies Inclusive education response strategies include a clear description of the context, barriers to the right to education and strategies to overcome those barriers.

Standard 3: Monitoring Regular monitoring of education response activities and the evolving learning needs of the affected population is carried out.

 Standard 4: Evaluation Systematic and impartial evaluations improve education response activities and enhance accountability.

Session 1-53

Access and Learning Environment

Domain: Access and Learning Environment

   Standard 1: Equal Access All individuals have access to quality and relevant education opportunities.

Standard 2: Protection and Well-being Learning environments are secure and safe, and promote the psychosocial well-being of learners, teachers and other education personnel.

Standard 3: Facilities and Services Education facilities promote the safety and well-being of learners, teachers and other education personnel and are linked to health, nutrition, psychosocial and protection services.

Session 1-54

Teaching and Learning

Domain: Teaching and Learning

    Standard 1: Curricula Culturally, socially and linguistically relevant curricula are used to provide formal and non-formal education, appropriate to the particular context and needs of learners.

Standard 2: Training, Professional Development and Support Teachers and other education personnel receive periodic, relevant and structured training according to needs and circumstances.

Standard 3: Instruction and Learning Processes Instruction and learning processes are learner-centred, participatory and inclusive.

Standard 4: Assessment and Learning Outcomes Appropriate methods are used to evaluate and validate learning outcomes.

Session 1-55

Teachers and Other Education Personnel

Domain: Teachers and Other Education Personnel

   Standard 1: Recruitment and Selection A sufficient number of appropriately qualified teachers and other education personnel are recruited through a participatory and transparent process, based on selection criteria reflecting diversity and equity.

Standard 2: Conditions of Work Teachers and other education personnel have clearly defined conditions of work and are appropriately compensated.

Standard 3: Support and Supervision Support and supervision mechanisms for teachers and other education personnel function effectively.

Session 1-56

Domain: Education Policy

  Standard 1: Law and Policy Formulation Education authorities prioritise continuity and recovery of quality education, including free and inclusive access to schooling.

Standard 2: Planning and Implementation Education activities take into account international and national education policies, laws, standards and plans and the learning needs of affected populations.

Session 1-57

Case Study

 Read the case study of Emergency Education in a drought situation.

 What are the challenges faced and the corresponding responses?

 Identify which standards from the assigned domain were used in the emergency education response.

 Identify gaps in response: which other standards could should have been addressed?

Session 1-58

Conclusion

INEE Minimum Standards:

 Tool to improve the effectiveness and quality of education in emergency situations  Commitment to accountability  The 5 domains are interdependent and must be applied based on the specific context  Based on the principle that affected populations have the right to life with dignity Session 1-59

Other INEE tools and resources

Session 1-60

Where are you now?

   

Consider and discuss;

Which of the standards are most relevant to your work?

Which standards are not being met?

What are the obstacles to achieving the standards that are not being met?

What must be done in order to meet the standards that are not currently being met? How long will it take you?

Session 1-61

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 1-62

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 1-63

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 Issues Session 1-64

Toolkit

http://toolkit.ineesite.org

Session 1-65

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 1-66

Activity: using INEE tools, resources and communities

Look at the case study on emergency education response in a context of drought.  Choose one of the challenges facing the education system  Identify the Standards & Key Actions (with possible adaptations) that should be met in this context  What are the associated INEE resources network tools that could support you in determining the possible strategies that can be used.

Day 1-67

Session Three: INEE MSE, Coordination and the IASC Cluster Approach

Session 1-68 INEE/MSEE

Learning Objectives

 Understand the purpose, benefits, and challenges of education sector coordination in emergency preparedness and response.

 Understand how the INEE MSE relate to the work of the IASC Education Cluster globally and in Ethiopia

INEE MSE and coordination

What do the INEE MSE say about coordination?

Foundational standards: coordination

Coordination mechanisms for education are in place and support stakeholders working to ensure access to and continuity of quality education

Session 1-70

The Concept of Humanitarian coordination

Orderly & Hierarchical lines of: • Authority • Communication • Reporting Clear roles & division of labor Expected to be efficient

Humanitarian Coordination The Reality:

• Dynamic & Messy • Non-hierarchical • Multiple lines of communication & reporting • Overlapping roles, role-service gaps • A “Network”

The Cluster Approach

 The result of a

reform process

(2005) to improve predictability, timeliness, and effectiveness of response to humanitarian crises.

   To

support national governments

with humanitarian assistance.

Education cluster formally established in

2006

May exist as a formal education cluster or an alternative sector coordination mechanism (working group or sub-group)

Aims and Application of Cluster Approach

    High standards of

predictability

,

accountability

and

partnership

in all sectors or areas of activity Better linkages with Government/national authorities More strategic responses Better prioritisation of available resources The cluster approach is applied during

emergency response

to both natural and man-made disasters AND for

contingency planning

Clusters and Lead Agencies

Cluster

Agriculture Camp Coordination and Management Early Recovery Education Emergency Shelter Emergency Telecommunications Health Logistics Nutrition Protection Water Sanitation Hygiene (WASH)

Lead Agency

FAO UNHCR & IOM UNDP UNICEF & Save the Children UNHCR & IFRC OCHA WHO WFP UNICEF UNHCR UNICEF

INEE MSE and the Education Cluster

“The INEE MSE are the foundational tool used by the Education Cluster to provide a framework to ensure quality education response”

The education cluster helps to operationalise the INEE MSE before, during and after emergencies!

Session 1-76

Country Level Responsibilities



Country Level

Ensures a more effective response capacity by mobilising clusters of agencies, with clearly designated lead, as agreed by the Humanitarian Coordinator and the Country Team, in line with the cluster lead arrangements at the global level.

       

TOR for Cluster Leads

 Key partners Coordination Planning & strategy Information management Standards Monitoring & reporting Advocacy & resource mobilization Training & capacity building Provider of last resort

INEE and the IASC Cluster

How do INEE and the education cluster work together?

- To facilitate inter-agency dialogue - To develop shared objectives - Improve quality of response - Capacity building and training - To support fundraising Session 1-78

INEE MSE, the Education Cluster and National Authorities

    Support to National Authorities is a joint priority for INEE and the Cluster system Provide technical and operational support for National Authorities to strengthen MOE mechanisms and capacity for response coordination at national and local levels Using the standards to support national standards, laws and policies Sharing learning from EiE practice

Benefits

• Joint planning and strategy • Avoids overlap, duplication of efforts and activities • Maximises resources • Division of responsibility and geographic coverage • Strengthens advocacy and mobilisation of resources • Strengthens support for government • Can lead to standardisation of approaches, tools, and implementation • Greater community participation

Challenges

• Lack of clear definitions of roles and responsibilities • Lack of leadership skills • Weak meeting & planning • Lack of joint objectives • No communication and information strategies in data and information management • Duplication of effort • Personality clashes • Competing agency agendas, mandates or strategies • • Too process-orientated Resource constraints • Lack of accountability

Activity: develop a fundraising pitch

You are meeting with a high level humanitarian donor. Using what you have learnt thus far about the importance of education in emergencies prepare a 3 minute pitch to persuade them to fund a comprehensive response by education cluster partners to the protracted emergency education sector needs.

To consider;

What are the education needs?

Why should they prioritise education? What is the value added of the cluster in this response?

Session 1-81