Transcript Document

The INEE Minimum Standards:
how are they being used to
support quality education
in fragile states?
Presentation to the NGO Forum, Oslo University
December 2nd, 2008
What is INEE and what does it do?
• Over 3,000 members
• INEE enables members to be more effective through:
– Facilitating sharing of information, networking to reduce duplication
and enhance collaboration
– Facilitating the collaborative establishment of good practices and
development of tools, training and capacity building opportunities
– Advocating for institutions, governments to work together to ensure the
right to education
• Steering Group: CARE, CCF, IRC, NRC, Save the Children
Alliance, NRC, UNICEF, UNESCO, UNHCR, World Bank
• Collective vision: All people in crisis-affected and fragile
states have access to quality, relevant and safe education
opportunities and Education services are integrated into all
humanitarian responses
Education in EMERGENCIES because:
• Education can be life-saving and life-sustaining,
providing physical, psychosocial and cognitive
protection, and is a key part of a child’s survival
strategy
• Crises which destabilise education can also be
opportunities for positive transformation
• Accountability to needs and rights:
– Education is what children/parents ask for during
crisis
– Education is a right, even in an emergency, and key
to life with dignity
In an emergency, education includes:
• Initiating policy and coordination mechanisms/structures
(across actors in education and across sectors)
• Rapid needs assessment, design of response, with
emphasis on safe structured activities --> restoration of
education (safe spaces for children, providing security,
protection, psychosocial support, basic literacy/numeracy,
community engagement)
• Making intersectoral linkages: ensuring water and
sanitation, shelter and camp management, nutrition/food,
health, protection, etc. in safe spaces
• Non-formal education: essential life skills, recreation (play)
• Provide essential teaching and learning materials,
recruitment/training teachers
Development of the INEE Minimum Standards
Highly consultative process,
involving more than 2,250 people:
• INEE listserv consultations
• Field-based consultations
More than 110 local, national, sub-regional &
regional consultations in more than 50
countries
• Peer review process
Content of handbook represents
rights, global good practice and
lessons learned across contexts
INEE Minimum Standards
(Mitigation / Prevention)  Preparedness  Response  Recovery
Cross Cutting
Issues:
Access &
Learning
Environment
Teachers
& Other
Education
Personnel
Teaching
&
Learning
• Human and
children’s rights
• Gender
Education
Policy &
Coordination
• HIV/AIDS
•Disability and
vulnerability
INEE Minimum Standards Implementation (2005 - 2008)
Key facts and figures:
• Use in 80+ countries
• 25,000+ copies distributed (English), 15 Languages
• Over 2,500 trained through regional Training and CapacityBuilding workshops and national follow-up workshops
Feedback on the INEE Minimum Standards:
• Represent a common starting point
• Improve coordination, accountability and predictability
• Enforce holistic, quality response
• Support capacity-building and training
• Strengthen the resilience of Ministries of Education
• Promote education -- internally and externally
INEE Minimum Standards Implementation (2005 - 2008)
• Projects and programs: Development of a teachers’ code
of conduct in Somaliland (NRC); inclusion in assessment
survey in Uganda (UNICEF); inclusion in design, monitoring
and evaluation tools in Sudan (Save the Children).
• Sector planning: Development of contextualized standards
for community-based education in Afghanistan (PACE-A);
development of education emergency preparedness and
response plan in Uganda (education cluster).
• Financing: Criterion for funding quality education programs
(NORAD, CIDA).
• Policy development, advocacy, research, etc.
INEE Minimum Standards Implementation Tools
• INEE Minimum Standards Toolkit
• INEE Minimum Standards Thematic Guides
• INEE Minimum Standards Reference Tool
• Adoption Strategy Checklists for UN agencies, NGOs,
donor agencies and national governments
• Case-studies on the implementation of the INEE
Minimum Standards
www.ineesite.org/implementation
INEE Tools on Teachers and Other Education Personnel
INEE Minimum Standards handbook: categories on Teachers and
other Education Personnel, Teaching and Learning
INEE Minimum Standards Toolkit Thematic Guide on Teachers and
Other Education Personnel: practical field-friendly tools, guidelines,
checklists, case studies and good practices
INEE Guidance Notes on Teacher Compensation in Fragile States,
Situations of Displacement and Post-Crisis Recovery
(www.ineesite.org/teachercomp) provide a suggested framework for
compensating teachers around themes of:
• Policy and Coordination of Teacher Compensation
• The Management and Financial Aspects of Teacher Compensation
• Teachers' Motivation, Support and Supervision as Forms of NonMonetary Teacher Compensation
INEE Teacher Training Toolkit: training guides, principles
Utilise INEE’s resources,
contribute to the network:
www.ineesite.org
INEE Working Group on INEE Minimum Standards:
www.ineesite.org/minimumstandards
[email protected]
INEE Minimum Standards toolkit: www.ineesite.org/toolkit
Implementation tools: www.ineesite.org/implementation
INEE Task Teams and Language Communities: [email protected]
Join INEE:
www.ineesite.org/join