Transcript Document

Session 8:
Action planning
INEE/MSEE
Session 1-1
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
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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 1-14
INEE’s training resources
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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?
Session 9:
The Ethiopian standards for
Education and the INEE
MSE
INEE/MSEE
Session 1-18
Activity
Review the Ethiopian Standards for education and
in groups discuss and prepare answers on the
following;
How do the Ethiopian standards for education
relate to the INEE MSE?
Are there gaps or major differences between the
two sets of standards?
What are the possible key actions we can
determine for the Ethiopian Standards?
INEE/MSEE
Session 1-19
Session 10:
Open discussion and next
steps
INEE/MSEE
Session 1-20