Transcript Slide 1

Session four:
Using the
INEE Minimum
Standards in response
Session 1-1
Technical components
What are the technical
components of education
in emergencies?
Session 1-2
Technical components
 Apply across all phases of
emergencies
 Activities will need to be adjusted and
adapted to reflect the different stages
/ phases
 It’s crucial to consider preparedness
(and prevention) in all our work
Session 1-3
Technical Components of
education in emergencies
1. Cluster/Sector Coordination Mechanism
Session 1-4
Technical Components of
education in emergencies
2. Assessment
• Multi-sectoral
• Rapid education
assessment
• Ongoing
assessment
Session 1-5
Technical Components of
education in emergencies
3. Emergency Education Curricula
Session 1-6
Technical Components of
education in emergencies
4. Planning (including contingency planning)
Session 1-7
Technical Components of
education in emergencies
5. Education Supplies and Logistics
Session 1-8
Technical Components of
education in emergencies
6. Temporary Learning Spaces
Session 1-9
Technical Components of
education in emergencies
7. Psychosocial Support and Strategies
Session 1-10
Technical Components of
education in emergencies
8. Mobilisation and Training of Teachers
and other Education Personnel
Session 1-11
Technical Components of
education in emergencies
9. Rehabilitation and Construction of Schools
Session 1-12
Technical Components of
education in emergencies
10. Resumption of Formal Education
Session 1-13
Technical Components of
education in emergencies
11. Monitoring and Evaluation
Session 1-14
Technical components and
phases of emergency
What are the possible applications
of the technical components during
the different phases of education in
emergencies?
Session 1-15
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
Session 1-16
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 (ie. 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
Session 1-17
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
Session 1-18
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
Session 1-19
Early and Long-term
Recovery
 Support the MoE to ensure that schools/learning spaces can
resume formal education
 Rehabilitate and (re-)construct schools which 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
Session 1-20
EXERCISE:
Technical Components
• In groups discuss which of these technical components
you have undertaken and which are most relevant for
education response in situations of drought
Consider…
• Which emergency phase these activities could occur in (it
could be multiple)
• Who needs to be involved in the implementation of these
activities?
• What are the corresponding INEE Minimum Standards
(domain and standard).
Session 1-21
Activity: technical components for
protracted emergency
Technical
Components of
Education in
Emergencies
Which phase?
Who needs to be
involved?
INEE Minimum
Standards (Domain
and Standard)
Session 1-22
Session Five:
Links between
Education
& Other Sectors
INEE/MSEE
Session 1-23
Learning Objectives
 Understand the links between education
and other sectors in all emergency phases
– from preparedness, response to
recovery.
 Gain a better understanding of the various
sectors that work in acute emergencies and
which ones to liase with when establishing
emergency education programmes.
Importance of cross cutting
issues and linkages
Why is it important to identify and understand the
linkages between education and other sectors?



To provide holistic support and to promote resilience we
need collaboration between education and other sectors
To advocate for the importance and prioritisation of
education in emergencies within overall humanitarian
response.
To avoid gaps or overlaps in services provided for
children and young people and to reinforce good
practice
Sphere standards
- Sphere project began in 1997 to address concerns
of quality and accountability in humanitarian
responses.
- Sphere emphasises “right to life with dignity”
- Sphere has minimum standards that include:
water, sanitation, hygiene, food security, nutrition,
food aid, shelter, health
- But NO Education
- More info: www.sphereproject.org
INEE-Sphere Companionship
 In 2009, INEE and Sphere established a
partnership.
 Linkages made in the revision process
 Mutual representation
 Sphere recognises INEE Minimum Standards as
a companion to the Sphere Minimum Standards
in emergencies.
IASC Clusters
In addition to Education, these are other IASC Clusters.
 Agriculture
 Camp Coordination/Management
 Early Recovery
 Emergency Shelter
 Emergency Telecommunications
 Health
 Logistics
 Nutrition
 Protection
 Water, Sanitation, Hygiene (WASH)
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 resources
What tools does INEE have to support work
the integration of cross cutting issues in
education response?
 MS Handbook highlights linkages with
Sphere standards
 Pocket Guide to Gender, Pocket guide to
inclusive education
 Harmonised training package
Reflection
What are the cross cutting issues we
need to aware of in the Ethiopian
context?
Session 1-31
Group Exercise
 In groups choose one cross cutting issue and one INEE MSE
domain
 Brainstorm how the cross cutting issue you have been
assigned, fits within your domain: e.g. what are some
important gender considerations we should be taking into
account when looking at teaching and learning within our
education preparedness and response? / Or, if we are
implementing a vocational skills training programme for out
of school youth how should we reflect the INEE MSE on
access and learning environment in our work?
 Take 30 minutes to prepare and write your answers on
flipchart paper for presentation back to the larger group
Session 6:
Emergency
preparedness
INEE/MSEE
Session 1-33
Learning objectives
 Understand common education related
preparedness terminology and priority actions
 Understand how preparedness planning and
activities relate to the INEE MSE
 Identify relevant preparedness activities for the
Ethiopia context (i.e. pro-active ways to reduce
vulnerability, mitigate the impact of
emergencies and support efforts to promote
resilience)
Risk
Risk = Hazard x Vulnerability
 Hazard: The more severe the hazard, and the more
likely it is to occur, the greater the risk.
 Vulnerability: The more vulnerable a community is
(the less capacity it has to respond to a crisis) the
greater the risk
Risk Reduction
Risk Reduction involves measures designed
either to prevent hazards from creating risks or
to lessen the distribution, intensity or severity
of hazards (know as mitigation) by addressing
vulnerability. It also includes improved
preparedness for adverse events.
Prevention
Mitigation
Preparedness
Preparedness
The knowledge and capacities developed by
governments, professional response and recovery
organizations, communities and individuals to effectively
anticipate, respond to, and recover from, the impacts of
likely, imminent or current hazard events or conditions.
Source - UNISDR Terminology on Disaster Risk Reduction (2009)
Education preparedness
 Broad set of measures at micro and macro level
(some general and some specific)
 Covers a range of different situations
 Establishes standing capacity for response
 Assessed, reviewed and updated regularly
 An ongoing process
 Strengthens the overall capacity and capability
to manage emergencies at all levels of the
system
 Relevant for conflict and natural disaster
Preparedness planning
 To support national level prioritisation (strategic
and political components)
 Creates an enabling environment for the
implementation of preparedness activities (e.g.
contingency plans and disaster risk reduction)
 Requires financial and human resources
 May include long term planning, policy making
and legislation, budgeting, commitment to
training of personnel, material stockpiling and
awareness raising
Different levels of planning
Effective humanitarian action requires planning at several levels
Inter-Agency
Contingency
Planning
UNICEF
Organizational
Planning
Ed Cluster
SC
Sector/Cluster
Planning
Organizational Planning
Defines specific services that
the organization is committed
to provide
Sector/Cluster Planning
Defines how organizations
will work together to achieve
sectoral objectives
Inter-Agency Planning
Provides a common strategic
planning framework &
process to ensure alignment
of humanitarian action to
overarching principles and
goals
Different levels of planning
This also applies to Government and MOE
National Level
Provincial/District Level
Community Level
School Level
Contingency planning: what
is it?
 More specific level of preparedness planning to set
out how to manage a particular pre-defined
emergency scenario
 An on-going process led by key stakeholders
 Often led by technical clusters (i.e. Education
cluster) but should include active participation and
leadership of government ministry (i.e. Ministry of
Education)
 A key output is the contingency planning document
but the overall process of creating the document
should also promote preparedness
Contingency Planning
Definition
A management process that analyses specific
potential events or emerging situations that
might threaten society or the environment and
establishes arrangements in advance to enable
timely, effective and appropriate responses to
such events and situations.
Source - UNISDR Terminology on Disaster Risk Reduction (2009)
Why Contingency Planning?

A key part of preparing for
emergencies
 It provides an opportunity to
identify constraints and focus on
operational issues prior to the
on-set of a crisis.
 Strengthens coordination by working together
 By developing a common understanding of agencies’
capacities and challenges it helps facilitate effective
collaboration: avoiding overlap or gap in service provision
Who should be involved?
 All those required to work together in the event of
an emergency: should also include coordination
with other sectors (e.g. WASH, Child Protection)
 Those affected by the response (e.g. students,
teachers)
 Education authorities at the national and local
levels
 Experts on areas covered in the plan (e.g.
engineers to help with school re-construction)
Uses of a Contingency plan
Emergency Risk
Reduction
- Analyse risks, vulnerability and response capacity
- Identify preparedness measures
- Provides a joint platform for involved actors
Capacity
Development
-Has agreed upon capacity development plan
- Increase participants’ awareness of, access to, and
use of existing tools (e.g. best practices, templates)
Monitoring
Preparedness
- A framework for monitoring progress, outcomes, and
impact of preparedness measures.
Uses of a Contingency plan
Communication and
Advocacy
-Analysis, planning and coordination provides a
good platform for communicating and advocating on
the importance of education in emergency
preparedness initiatives.
Mobilising and
managing resources
- Coherent and well informed plans are a good
foundation for dialogue with donors
Contingency Planning Process
Analyse
potential
emergencies
Analyse
potential
impact
Establish
clear
objectives &
strategies
Implement
preparedness
actions
Example:
Example:
Example:
Example:
Due to unusual
weather
patterns,
Country X is at
risk of large
scale flooding
this year
Up to 1.5 million
pupils lose
access to
education
because schools
destroyed
and/or being
used as shelter
Provide
temporary
learning
facilities
Prepare
community-based
early warning
mechanism
Reconstruction
or rehab of
schools
Distribute
teaching/learning
materials in highrisk areas
Contingency planning
structure
 Develop most likely, best and worst case
scenarios – identify triggers
Worst-case scenario
Most likely scenario
Best-case scenario
Elaborated in the
Planning assumption
To be elaborated; if
contingency plan
for the humanitarian happens, we can revise /
Response to this scenario
response in 2011
downscale the Response
is guided through the
Plan
contingency plan
INEE resources
New INEE webpage on contingency
planning!
http://www.ineesite.org//index.php/post/
contingency_planning/
Preparedness planning and
Disaster Risk Reduction




What is DRR?
How does DRR relate to preparedness?
How does DRR relate to the INEE MSE?
How does DRR relate to the Ethiopia
context?
Disaster Risk Reduction
The concept and practice of reducing disaster risks
through systematic efforts to analyse and manage the
causal factors of disasters, including through reduced
exposure to hazards, lessened vulnerability of people
and property, wise management of land and the
environment, and improved preparedness for adverse
events - UNISDR Terminology on Disaster Risk Reduction (2009)
Every US$1 invested in pre-disaster risk management in
developing countries can prevent losses of US$7
– UNDP Human Development Report 2007-08
What is DRR
 Aims to minimize vulnerability
and impact of disasters.
 Utilises prevention and
mitigation measures as well
as preparedness
 Strengthens communities
capacity and resilience
 Conducted within the broad
context of sustainable
development
Hyogo Framework for Action
2005 - 2015
Five goals and priorities for action on Disaster Risk Reduction
over the next 10 years:
1. Ensure that disaster risk reduction is a national and a
local priority with a strong institutional basis for
implementation
2. Identify, assess and monitor disaster risks and enhance
early warning
3. Use knowledge, innovation and education to build a
culture of safety and resilience at all levels
4. Reduce the underlying risk factors
5. Strengthen disaster preparedness for effective
response at all levels
DRR in Education in
Emergencies
 Is a systematic attempt to analyse and reduce
disaster risks to enable the education system to
provide, learners to continue, and out-of-school
children to access, quality education both during
and after emergencies.
 Helps to minimise underlying factors of
vulnerability, prevent disasters and improve
disaster preparedness.
 Is the combination of actions, processes and
attitudes to achieve resilience
DRR in Education
Teachers and pupils in an evacuation drill
Children from the Mopeia Child
Parliament (Mozambique) learn
about flood risk reduction and
preparedness using a board
game - 2007
Education Activities
• Safe School
Construction
• Child Friendly
Schools
• School
evacuation
plans
• Teachers trained
in DRR
• School safety
officers
• First aid training
for teachers
Access &
Teaching
Learning
and
Environment Learning
Teachers &
other
Education
Personnel
Education
Policy
• DRR in curriculum
• Environmental impact
in curriculum
• Rapid learning/home
based study materials
• Support for emergency
education throughout
MOE
• Contingency planning
• Special regulations for
emergency situations
• Requirements for school
evacuation and
preparedness plans
DRR resources




INEE webpage on DRR
INEE webpage on DRR tools and resources
Guidance notes on safer school construction
INEE brief on Disaster Risk reduction and
Prevention
 Harmonised training package module on DRR
 Integrating conflict and disaster risk reduction
into Education Sector Planning Guidance notes
(IIEP and Global Education Cluster)
Preparedness planning in
Ethiopia
In groups discuss and then present back on
the following questions;
 What education vulnerabilities do we need
to prepare for in Ethiopia?
 What preparedness activities are already
being undertaken to address these?
 Where are the gaps in preparedness?
 What other relevant actions and activities
can we identify as necessary?
Session 1-59
Session 7:
Applying the INEE
Minimum Standards
INEE/MSEE
Session 1-60
Contextualising the
INEE Minimum Standards
There are many different kinds of emergencies
Indonesia
Pakistan IDP camp 2009
Classroom destroyed by war in Afghanistan
How is it possible that the same handbook is
applicable to all these different contexts?
Haiti 2010
Because every context is different, the key actions
in the handbook must be adapted to the specific
location
What is Contextualisation?
When should it occur?
Who should
contextualise the
Minimum Standards?
Contextualising the Standards
Standard
What does this mean for
Somalia/
Afganistan/Vietnam?
Access and
Learning
All individuals:
Standard 1:
Equal Access
Access:
All individuals
have access to
quality and
relevant
education
opportunities
Quality education
opportunities:
Relevant education
opportunities:
What does
this look
like in
practice?
How do we
know? Means
of verification
Contextualisation Completed
 Afghanistan
 Haiti
 Somalia
 Vietnam
MSEE in Afghanistan
Standard
What does this mean for
Afghanistan?
What does
How do we
this look like know? Means
in practice? of verification
Access and
Learning
All individuals: All school aged children within walking
distance of the classroom can attend the class. No child
should be discriminated against, or denied the right to attend
class.
Standard 1:
Equal Access
Access: children should have unrestricted opportunity to
enroll in and attend class. Community and stakeholders will
address obstacles that restrict access for children.
Obstacles may include physical barriers, security concerns,
social and cultural barriers, financial restrictions and lack of
appropriate facility.
All school aged children
should be able to attend
class, without
discrimination. Efforts will
be made to minimize
obstacles that restrict any
child’s access to education.
Teachers
will provide effective
instruction to enable
children to learn in a
meaningful way.
All individuals
have access to
quality and
relevant
education
opportunities
Quality education opportunities:
A positive, friendly and safe learning environment,
Consistent attendance of teacher and children, Effective use
of teaching time, Maximum of 35 children in the class,
Supply and use of dequate materials for teaching and
learning, Competent and trained teachers who are
knowledgeable in curriculum content, student-centered
teaching methods that promote active learning, including
creative activities.
Relevant education opportunities: Classroom instruction
should include local traditions, positive cultural practices and
needs of the community. Teachers use real-life
examples and local resources to teach the curriculum.
Community and stake
holder discussions and /
or focus group
discussions.
Topics include:
- efforts made to
minimize obstacles
that restrict access to
class
- strategies used to
facilitate all
children’s attendance
in class to avoid
discrimination.
teacher and students
attendance registers
materials available in
class
academic progress of
children
motivation of students
Other applications:
institutionalisation checklists







Donors
UN agencies
The Education Cluster
NGOs
Ministry of Education
Institutionalisation template
School based checklist (forthcoming)
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 1-73
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 MSE 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/implement
ation_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 MSE 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?