Transcript The Impact of Emergencies and the Rationale for Education

INEE Minimum Standards and
Resources for
Education in Emergencies Workshop
February 28th, 2012
Nairobi, Kenya
Review of Learning
 What have we learned?
 What do we still want to learn?
 What expectations have been met and what still
need to be met if possible?
INEE and Global Education Cluster
Update on the Minimum Standards
Assessment and Case studies
INEE and Global Education Cluster
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 1-4
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 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 Minimum Standards 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?
INEE
Guidance Notes
for Teaching and
Learning
Back to the INEE Guidance
Notes on Teaching and Learning
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Instruction and Learning Processes
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Instruction
& Learning
Processes
Standard 3:
Instruction and Learning
Processes
Instruction and learning
processes are learnercentred, participatory and
inclusive.
INEE and Global Education Cluster
Instruction
& Learning
Processes
Standard 3: Analysis
KEY POINTS TO CONSIDER:
Who is directly involved in the teaching and learning process?
Have learners’ needs or the composition of the learner
community changed in the emergency, if yes, how?
Who are the teachers? Who are the learners?
What skills and knowledge are required for effective instruction
in the changing context? What is the MoE’s capacity to support
instruction at national and sub-national levels?
What is the capacity of the community to support the teaching
and learning process?
Has the capacity of teachers/school/community changed?
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Instruction
& Learning
Processes
Standard 3: Programme Design
Process and Method of Teaching
and Learning
KEY POINTS TO CONSIDER:
Is the content of instruction appropriate for the changing
context?
Are the methods of instruction appropriate and effective,
as well as inclusive and relevant to all?
What pedagogical practices are appropriate considering
learners’ needs and desired learning outcomes…?
What are the opportunities to increase the level and
quality of instruction?
What support is required to ensure effective use of
curriculum and teaching materials?
INEE and Global Education Cluster
Instruction
& Learning
Processes
Standard 3: Implementation
Establishing Supportive, Conducive and
Inclusive Learning Environments
KEY POINTS TO CONSIDER:
 Who is responsible for the learning environment?
 What are the requirements of protective learning
spaces? What spaces are available?
 What are the current protection and discipline practices?
 Does the Ministry of Education or communities have
skills and resources necessary to continue learning
spaces as necessary?
 What systems are in place to transition temporary
spaces as needed?
 Is there a policy on positive discipline?
INEE and Global Education Cluster
Instruction
& Learning
Processes
Standard 3: Monitoring &
Evaluation
 Provides examples of how to approach the
monitoring and evaluation of both the process and
content.
For example:
 Is there a process to support necessary capacity
development of personnel? -- process
 Are learning environments safe, protective and
do they allow for meaningful participation of all
learners? -- content
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Instruction
& Learning
Processes
Standard 3: Additional Resources
 Provides additional information on Instruction
and Learning Processes, including steps
required to assess and establish appropriate
programming, as well as general reference and
advocacy materials.
 All available to download:
http://www.ineesite.org/index.php/post/resource_p
ack/
INEE and Global Education Cluster
Assessment of Learning
Outcomes
INEE and Global Education Cluster
Assessment
of Learning
Outcomes
Standard 4:
Assessment of
Learning Outcomes
Appropriate methods are
used to evaluate and
validate learning outcomes.
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Assessment
of Learning
Outcomes
Standard 4: Analysis
KEY POINTS TO CONSIDER:
 Who are the key stakeholders in the assessment
process?
 What is or was the national assessment in place?
 What formal assessment tools are used by
teachers?
 Who are the key stakeholders for longer-term
strengthening of the assessment process?
 What assessment systems are in place? How can
these systems be continuously strengthened?
INEE and Global Education Cluster
Assessment
of Learning
Outcomes
Standard 4: Programme Design
Assessment Systems and Tools
KEY POINTS TO CONSIDER:
How do teachers use assessment
data?
Is the data from continuous and
summative assessments being
recorded by teachers to track learners’
progress?
INEE and Global Education Cluster
Assessment
of Learning
Outcomes
Standard 4: Implementation
Accreditation of Learner’s
Achievements
KEY POINTS TO CONSIDER:
 What should be considered in
ensuring accreditation for learners?
 What systems are needed to ensure
continued accreditation of learners?
INEE and Global Education Cluster
Assessment
of Learning
Outcomes
Standard 4: Monitoring &
Evaluation
 Provides examples of how to approach the
monitoring and evaluation of both the process and
content.
For example:
 Has the process of establishing or strengthening
assessment of learning outcomes, tools, and
approaches allowed for a more robust and
appropriate teaching and learning process? -process
 Are learners’ recognized for their learning
achievements? -- content
INEE and Global Education Cluster
Assessment
of Learning
Outcomes
Standard 4: Additional Resources
 Provides additional information on Assessment
of Learning Outcomes, including steps required
to assess and establish appropriate
programming, as well as general reference and
advocacy materials.
 All available to download:
http://www.ineesite.org/index.php/post/resource_p
ack/
INEE and Global Education Cluster
Guidance Notes on Teaching
and Learning Resource Pack
The INEE Resource Pack on Teaching
and Learning is a compilation of
vetted resources:
• sample tools
• teaching materials
• case studies
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INEE Resource Pack on
Teaching and Learning
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Example of Curricula
Resources Page:
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Further Resources found in the
appendix of the Guidance Notes:
 Terminology – to support a common understanding
 Brief on the INEE Teaching and Learning Initiative
 Strengths, Weaknesses, Opportunities, Threats (SWOT)
Analysis Template
 Further guidance on learning outcomes from the UNESCO
International Classification of Educational Levels
 Further guidance on developing indicators for Monitoring &
Evaluation.
 Teachers user guide to the Guidance Notes on Teaching
and Learning
 Sample lesson planning template
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Case Studies
More than 20 case
studies have been
submitted by INEE
members regarding
the domain of
Teaching and
Learning.
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The Teaching and Learning
Initiative
Quality and relevant education in
times of crisis can be life saving
and life sustaining, providing
protection, psychosocial support,
and a basis for social and
economic development and
peace-building.
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INEE Task Team on Quality Education in
Preparedness, Response and Recovery
What?
Quality Education Task Team for
Prevention, Preparedness, Response &
Recovery
When?
Launched on September 8, 2011,
International Literacy Day
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ACTIVITY
Learning Objectives
At the end of this session,
participants will:
 Have designed a workshop for
teachers using the Teacher’s
Users Guide found in the
Guidance Notes on Teaching and
Learning.
INEE and Global Education Cluster
Teachers in Preparedness,
Response and Recovery
 Teachers play a crucial role during and
after disasters and conflict. Education
programmes provide students and their
families with life-sustaining and life-saving
information and support. They also provide
the opportunity for continuity in school,
which can lead to a greater sense of hope
and emotional stability during an otherwise
tumultuous time.
INEE and Global Education Cluster
The Teacher’s User Guide to the INEE
Guidance Notes on Teaching and Learning:
 Designed to be used by teachers and teacher
trainers.
 Offers practical tips for teachers to keep in mind
when planning and supporting classes during
times of crises or early recovery.
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Exercise Directions
1. Divide into working groups of 4-5 participants.
2. Review the Teacher’s Users Guide found on pages 73-80 of the
Guidance Notes on Teaching and Learning (10 minutes)
2. Group Work Tasks (30 minutes):
As a group you will be planning an upcoming workshop for teachers
utilizing the Teacher’s User Guide.
a)Fill in the Workshop Planning Document
b)Complete the Workshop Agenda Template
3. Group Presentations (20 minutes)
INEE and Global Education Cluster
Summary
 What further steps need to be
taken in designing your teacher
workshop?
 Are there adjustments to your
workshop that you would like
to make after listening to the
presentations?
INEE and Global Education Cluster
Education in Emergencies
Gender-Responsive
Education
Learning Objectives
At the end of this session, participants will be able to:
 Explain what is meant by genderresponsive education
 Reflect on constraints and gaps and identify
best practices
 Practice the ADAPT and ACT Collectively
Framework
 Develop gender-responsive strategies
INEE and Global Education Cluster
Gender and Sex
 Gender refers to the socially constructed roles,
behaviors, power dynamics, access to resources and
rewards and characteristics assigned to females and
males in different cultures. These vary from one context
to another and over time.
 Sex refers to the biological difference between male and
females. It is generally unchanging unless medically
assisted.
INEE and Global Education Cluster
Exploring the Gender Disparities and
Gaps in Education in Emergencies
http://www.youtube.com/watch?v=ptCeodSHMOI
INEE and Global Education Cluster
What is Gender-Responsive
Education?
 It addresses gender-based barriers
 It respects gender differences as identity of the
learner
 It enables education structures, systems and
methodologies to be sensitive to gender
 It ensures gender parity is part of a wider
strategy to advance gender equality
 It evolves to close gaps and eradicate genderbased discrimination
INEE and Global Education Cluster
Practicing GenderResponsive Education
IASC Gender Handbook
 Targeted for field practitioners
 Sets gender standards from the onset of an
emergency
 Provides a legal framework for gender
 Addresses coordination and participation
 Provides a framework that uses a “gender lens”:
ADAPT and ACT Collectively Framework
INEE and Global Education Cluster
ADAPT
 Analyze gender differences
 Design services to meet the needs of all
 Access for women, girls, boys and men is
provided equally
 Participate equally; ensure gender balance
 Train males and females equally
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ACT Collectively
 Address GBV in education and humanitarian
emergency efforts
 Collect, analyze and report sex-and agedisaggregated data
 Target actions based on a gender analysis
 Collectively coordinate actions with all partners
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Strategies for a GenderResponsive Approach to
Education in Emergencies
INEE and Global Education Cluster
Gender-Responsive Participation,
Coordination, and Analysis
Foundational Standards:
 Emphasizes gender-balanced participation in decisionmaking, processes and actions
 Stresses disaggregated data by sex and age
 Promotes coordination to address gender dimensions in:
 Planning
 Information exchange
 Design
 Response
 Delivery of services
INEE and Global Education Cluster
Equal Access and Gender-Responsive
Learning Environments
Access and Learning Environment Domain:
 Highlights the need to reduce gender
discrimination and barriers
 Addresses different gender concerns of safety
and well-being in/on the way to school
 Promotes gender-sensitive facilities and services
INEE and Global Education Cluster
Gender-Responsive
Teaching and Learning
Teaching and Learning Domain:
 Promotes gender equality and reduces gender
stereotypes in:
 Educational materials
 Curriculum
 Teaching methodologies
 Educator’s behavior and attitudes towards all
learners
INEE and Global Education Cluster
Gender-Responsive Policies for Teachers
and Other Educational Personnel
Teachers and Other Education Personnel
Domain:
 Promotes gender balance in recruitment
 Ensures the presence of positive role models
 Supports codes of conduct, incentives and
compensation packages that are gender
protected/parity
INEE and Global Education Cluster
Gender-Responsive
Education Policy
Education Policy Domain:
 Promotes education policies that protect against
discrimination based on sex and gender
 Ensures a commitment from education partners
to utilize standards on gender-sensitive project
implementation and management
INEE and Global Education Cluster
ACTIVITY – Group I
 Some aid agencies have been allowed into the area to
provide educational support to families. By looking at
the INEE Pocket Guide on Gender, what might your
strategy be for a gender-responsive approach to
participation, coordination, and analysis? List steps
you might take given the above situation.
 Create a “Do’s and Don’ts Checklist” that highlights
issues and challenges that should be upheld or avoided
to ensure that your strategy is gender-responsive.
INEE and Global Education Cluster
ACTIVITY – Group II
 Some aid agencies have been allowed into the area to
provide educational support to families. By looking at
the INEE Pocket Guide on Gender, what might your
strategy be for a gender-responsive approach for equal
access and a gender responsive learning
environment? List steps you might take given the above
situation.
 Create a “Do’s and Don’ts Checklist” that highlights
issues and challenges that should be upheld or avoided
to ensure that your strategy is gender-responsive.
INEE and Global Education Cluster
ACTIVITY – Group III
 Some aid agencies have been allowed into the area to
provide educational support to families. By looking at
the INEE Pocket Guide on Gender, what might your
strategy be for a gender-responsive approach to
teaching and learning? List steps you might take given
the above situation.
 Create a “Do’s and Don’ts Checklist” that highlights
issues and challenges that should be upheld or avoided
to ensure that your strategy is gender-responsive.
INEE and Global Education Cluster
Conclusion
 Gender-responsive education in an emergency
is essential if we are to achieve the right of
Education for All.
 Understanding the principles, framework and
tools for mainstreaming gender into education in
emergencies is the first step.
 Promoting advocacy, awareness-raising,
capacity-building and knowledge sharing of
these tools must be a continuous effort by all.
INEE and Global Education Cluster
Other INEE Tools &
Resources
INEE and Global Education Cluster
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 1-56
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 1-57
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 1-58
Toolkit
http://toolkit.ineesite.org
Session 1-59
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 1-60
Activity: using INEE tools,
resources and communities
Identify
one of the main challenges you now face in
your work as an Education in Emergencies
practitioner.
What
Standards & Key Actions (with possible
adaptations) should be met?
What
are the associated INEE resources network
tools that could support you in determining the
possible strategies that can be used.
Day 1-61
Conclusion
 Review of objectives covered.
 Workshop evaluation and feedback.
INEE and Global Education Cluster