Transcript Document

INEE Minimum Standards Assessment
Final Report Presentation
Location, Date, 2012
Presentation Overview
• Purpose of Assessment
& Methodology
• Respondent Profile
• Findings & Key Observations
• Discussion
Purpose of Assessment
• “It is critical to understand who is aware of the INEE Minimum
Standards, how they are being used, how they are institutionalized
in plans and policies.” – Assessment TOR
• Question: What is the value added of the INEE
Minimum Standards Handbook to date as a tool for:
–
–
–
–
–
Advocacy
Coordination
Program planning and response
Research
Institutional change
Methodology
• Three Elements:
1) Literature Review
2) Interviews (17 stakeholders) and Focus Groups
(3 total – NY, DC, Beirut)
3) Online Survey in English, French, Arabic,
Spanish, Portuguese and Urdu
Respondents
Australia
1%
North
America
Central Asia
10%
12%
Asia
11%
Middle East
14%
S/ Cent
America
5%
Lat Am
3%
Other
3%
Academic
Institution
12%
Found2%
Donor 2%
East Africa
14%
Southern
West Africa
Africa
10%
2% Central
Europe
Africa
11%
North 6%
Africa
1%
UN Agency
20%
No org
affil
7%
National NGO
13%
Gov/MoE
11%
International
NGO
30%
• 701 Respondents from 117 Countries
• 46% work at national, 22% at international and 14% at regional levels
• 52% affiliated with the Education Cluster
Awareness of INEE MS
Overall: Good – 45%, Basic – 40%, Limited – 15%
3 years or less
60%
Good
Limited
14%
Good
32%
Basic
Limited
50%
Basic
54%
Chart Title
4-6 years
30%
20%
Limited
16%
Good 48%
Basic
36%
% Respondents
40%
10%
0%
National NGO Government/MoE
International
NGO
UN Agency
Academic
Institution
“Have you participated in an INEE MS Training?”
Overall: Yes – 53% No – 47%
Yes
53%
47%
National NGO
44%
56%
Ed Cluster Member
41%
59%
No
45%
55%
Government/MoE International NGO
26%
74%
38%
46%
62%
54%
UN Agency
Academic
Institution
36%
57%
51%
43%
49%
64%
Ed Cluster
Member of the Not affiliated with
Coordinator or Info Global Ed Cluster the Ed Cluster or
Mgr
any other Cluster
Member of
another Cluster
Key Observations
• Little over half of the
respondents trained
• UN Agency most
trained, National
NGOs least
• Education Cluster
coordinators/Info
Managers have had
most training.
Training by Region & Frequency of Use
Yes
43%
50%
57%
N. America
53%
50%
47%
S/C
America
E Africa
80%
No
44%
41%
56%
59%
W Africa
C Africa
43%
34%
43%
60%
57%
66%
57%
40%
Europe
Middle
East
How often do you use the INEE MS?
Asia
Central
Asia
70%
60%
50%
40%
30%
Trained
20%
Not Trained
10%
0%
Regularly
Sometimes
Rarely
Never
Usage: “In what context have INEE MS been
most used?”
Key Observations
Other
12%
Conflict
32%
 Used more in Conflict
exclusively than in Natural
Disaster
Neither 13%
 Not completely skewed to
one context
Both Conflict &
Disaster
19%
Natural Disaster
24%
 ‘Other’ responses include:
 Prevention and
Mitigation
 Academic settings
 Policy Level, PostConflict
Usage: “At what stage of response have INEE
MS been most used?”
245
Number of Responses
208
192
Key Observations
167
152
 ‘Choose all that apply’
question
 Used most during
Preparedness stage
 Not used as often at
Acute Response stage
Usage: “How often do you use INEE MS when
planning/implementing work?”
Overall: Regularly – 29%, Sometimes – 42%, Never – 13%
Regularly
Sometimes
Rarely
6%
14%
14%
Never
8%
14%
18%
19%
29%
14%
18%
49%
29%
Key Observations
40%
 National NGOs and
International NGOs
use them most
frequently
45%
29%
 Academic Institutions
use less frequently
 Overall, usage is high
37%
27%
National NGO
31%
Government/MoE International NGO
34%
23%
UN Agency
Academic
Institution
Usage: “How useful have they been?”
Overall: Very Useful – 38%, Useful – 57%, Not Useful – 5%
Very Useful
4.2%
4.9%
Useful
4.9%
Not Useful
4.3%
6.7%
Key Observations
47.9%
44.4%
54.1%
56.4%
62.3%
 Similar profiles across
agencies – High levels
 For International NGOs,
not as useful
48.9%
47.9%
41.0%
32.8%
National NGO
Government/MoE International NGO
39.3%
UN Agency
Academic
Institution
 National NGOs and
Academic Institutions
ranked them ‘Very Useful’
significantly higher than
overall response
Most frequent uses of the INEE MS
• Advocacy for EiE and recognition of education as a
key hum. Response (264)
• Disaster/emergency preparedness planning (112)
• Monitoring and Evaluation (102)
• Training and Capacity Development purposes (102)
• Proposal Development (95)
• Project Design (93)
• Teaching and Learning about EiE (90)
• Coordination of Education Activities (81)
• Research (72)
Top 9 most frequent uses from 17 possible answer choices.
Advocacy
Agree
Somewhat agree
Somewhat disagree
Disagree
10%
Used the INEE MS to advocate
with governments and donor
agencies to prioritize and fund
6%
Education in Emergencies.
48%
36%
Public messages by key
The INEE MS have contributed
to policy decisions
opinion leaders have been
informed by the INEE MS
7.6%
7.4%
16.5%
30.8%
41.4%
11.3%
43.7%
41.4%
INEE MS incorporated into advocacy message
Country
Description
Afghanistan
Joint 2010-2013 UNICEF/MoE cooperation for Annual Workplans
Swaziland
Disaster Risk Reduction National Action Plan - 2008 to 2015
DRC
Gender-sensitive teacher recruitment
Haiti
Access to quality education for displaced children
Burkina Faso
Flash appeal to mobilize funds for Education sector after floods
Cote d’Ivoire
Re-opening of schools/temporary learning spaces
Liberia
Provision of school feeding for Ivorian refugees
INEE MS as a guide for Coordination
The INEE MS have been used as a guide
for coordination of Education
stakeholders in a humanitarian setting.
Disagree
3%
Somewhat
disagree
6%
Somewhat
agree 37%
The INEE MS have been used as a
reference for assigning /targeting/
directing resources.
Disagree
6%
Somewhat
disagree
14%
Agree
48%
Agree
54%
Somewhat
agree
32%
“How were the INEE MS used for
Programming?"
Use of the Minimum Standards
# times selected
(all choices in descending order)
As reference when developing project implementation plan
209
Incorporated into project proposal
172
Developed a M&E framework with guidance from INEE MS
136
INEE MS incorporated into work with Ministry of Education
99
Checked against the INEE MS before finalizing project design
for additional project ideas
88
Incorporated in project design linkages and components
related to other sectors with guidance from the INEE MS
71
An existing project has been redesigned to incorporate MS
42
Requested additional funding to redesign projects to meet
INEE MS
30
“To what extent were the INEE MS used
in the following areas?”
Ideas on engaging communities, PTAs
Ideas on engaging children and youth
25.0%
20.9%
Training and capacity development
56.7%
18.3%
53.5%
25.6%
36.8%
50.8%
12.4%
Conducting evaluations
24.5%
53.2%
22.3%
Monitoring framework
23.9%
54.4%
21.8%
Implementation guidance
25.5%
Program design
26.8%
Negotiate/resolve program challenges
Assessment and setting priorities
15.6%
21.7%
Primary framework
57.4%
17.1%
60.5%
12.7%
54.0%
30.5%
63.2%
Reference
15.1%
Not used
Research
“Have you ever used the INEE
MS for Research Purposes?”
Yes: 31% No: 69%
“Used as a conceptual and/or
organizing framework for
report, paper, article”
Yes: 30% No: 70%
“Cited in report, paper, article”
Yes: 47% No: 53%
Key Observations
 Less used for research purposes
 Academics score highest
 Used mainly for:
•Theses/ Dissertation
•Donor Application/ Proposal
•Project/ Progress/ Activity
Reports
•Internal Reports/ Evaluations
•TORs
•Guidance Note on DRR
“Has your organization committed to using the
INEE MS?”
Overall: Yes: 85% No: 15%
Yes
No
6%
27%
8%
32%
33%
94%
73%
Key Observations
92%
68%
National NGO Government/MoE
67%
International
NGO
UN Agency
Academic
Institution
 Intl. NGOs and UN
Agencies – higher levels of
commitment
 Most commonly cited
reasons for not committing:
 Institution lacks funds
 No capacity or trained
staff to support
implementation
 No Education and/or
EiE Strategy/Policy.
“Have the INEE MS been formally adopted into
the policies/procedures of your organization?”
Overall: Yes: 42% No: 58%
Key Observations
44%
55%
55%
58%
82%
 UN higher than others
56%
45%
45%
42%
18%
National NGO Government/MoE
International
NGO
Yes
No
UN Agency
 Many have committed to
using – less have formally
adopted into org. policies
Academic
Institution
Institutional Change: Capacity Building
Led to an increase in organizational
capacity to prepare and respond to
emergency education.
6%
Incorporated as a key component to
professional/capacity development
3%
11.0%
Agree
11.8%
37.7%
Somewhat
agree
36%
55%
Somewhat
disagree
Disagree
39.4%
Respondent Recommendations
•
•
•
•
Online training tools
Included case studies
Contextualized Standards
More specific and quantitative
Discussion
1) What are the takeaways from this Assessment relative
to you and your organization or agency?
2) What actions can you or your organization take to
strengthen your education in emergency programs
given the data presented in the Assessment?
For more information:
• www.ineesite.org/standards
• www.ineesite.org/toolkit
• Please email your feedback, questions and comments to
[email protected]
• If you are currently not a member of INEE and would like to join,
please visit www.ineesite.org/join