1. Session 1-1 Session four: Using the INEE Minimum Standards in response

2. Technical components What are the technical components of education in emergencies? Session 1-2

3. 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

4. Technical Components of education in emergencies 1. Cluster/Sector Coordination Mechanism Session 1-4

5. Technical Components of education in emergencies 2. Assessment Multi-sectoral Rapid education assessment Ongoing assessment Session 1-5

6. Technical Components of education in emergencies 3. Emergency Education Curricula Session 1-6

7. Technical Components of education in emergencies 4. Planning (including contingency planning) Session 1-7

8. Technical Components of education in emergencies 5. Education Supplies and Logistics Session 1-8

9. Technical Components of education in emergencies 6. Temporary Learning Spaces Session 1-9

10. Technical Components of education in emergencies 7. Psychosocial Support and Strategies Session 1-10

11. Technical Components of education in emergencies 8. Mobilisation and Training of Teachers and other Education Personnel Session 1-11

12. Technical Components of education in emergencies 9. Rehabilitation and Construction of Schools Session 1-12

13. Technical Components of education in emergencies 10. Resumption of Formal Education Session 1-13

14. Technical Components of education in emergencies 11. Monitoring and Evaluation Session 1-14

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. Technical Components of Education in Emergencies Which phase?Who needs to be involved? INEE Minimum Standards (Domain and Standard) Session 1-22 Activity: technical components for protracted emergency

23. INEE/MSEESession 1-23 Session Five: Links between Education & Other Sectors

24. 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.

25. 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

26. 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.orgwww.sphereproject.org

27. 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.

28. 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)

29. 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

30. 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

31. Reflection What are the cross cutting issues we need to aware of in the Ethiopian context? Session 1-31

32. 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

33. INEE/MSEE Session 1-33 Session 6: Emergency preparedness

34. 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)

35. Risk  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 = Hazard x Vulnerability

36. 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

37. 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)

38. 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

39. 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

40. Different levels of planning Effective humanitarian action requires planning at several levels 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 Organizational Planning Sector/Cluster Planning Inter-Agency Contingency Planning UNICEFEd Cluster SC

41. Different levels of planning This also applies to Government and MOE National Level Provincial/District Level Community Level School Level

42. 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

43. 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)

44. 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

45. 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)

46. Uses of a Contingency plan Capacity Development Monitoring Preparedness Emergency Risk Reduction -Has agreed upon capacity development plan - Increase participants’ awareness of, access to, and use of existing tools (e.g. best practices, templates) - A framework for monitoring progress, outcomes, and impact of preparedness measures. - Analyse risks, vulnerability and response capacity - Identify preparedness measures - Provides a joint platform for involved actors

47. Uses of a Contingency plan Communication and Advocacy Mobilising and managing resources -Analysis, planning and coordination provides a good platform for communicating and advocating on the importance of education in emergency preparedness initiatives. - Coherent and well informed plans are a good foundation for dialogue with donors

48. Analyse potential emergencies Analyse potential impact Establish clear objectives & strategies Implement preparedness actions Example: Due to unusual weather patterns, Country X is at risk of large scale flooding this year Example: Up to 1.5 million pupils lose access to education because schools destroyed and/or being used as shelter Example: Provide temporary learning facilities Reconstruction or rehab of schools Example: Prepare community-based early warning mechanism Distribute teaching/learning materials in high- risk areas Contingency Planning Process

49. Contingency planning structure  Develop most likely, best and worst case scenarios – identify triggers Worst-case scenarioMost likely scenarioBest-case scenario Elaborated in the contingency plan Response to this scenario is guided through the contingency plan Planning assumption for the humanitarian response in 2011 To be elaborated; if happens, we can revise / downscale the Response Plan

50. INEE resources New INEE webpage on contingency planning! http://www.ineesite.org//index.php/post/ contingency_planning/

51. 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?

52. 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

53. 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

54. Hyogo Framework for Action 2005 - 2015 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 Five goals and priorities for action on Disaster Risk Reduction over the next 10 years:

55. 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

56. DRR in Education Children from the Mopeia Child Parliament (Mozambique) learn about flood risk reduction and preparedness using a board game - 2007 Teachers and pupils in an evacuation drill

57. Education Activities Teachers & other Education Personnel Teaching and Learning Education Policy Access & Learning Environment DRR in curriculum Environmental impact in curriculum Rapid learning/home based study materials Safe School Construction Child Friendly Schools School evacuation plans Teachers trained in DRR School safety officers First aid training for teachers Support for emergency education throughout MOE Contingency planning Special regulations for emergency situations Requirements for school evacuation and preparedness plans

58. DRR resources  INEE webpage on DRRwebpage on DRR  INEE webpage on DRR tools and resourceswebpage 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)Guidance notes

59. 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

60. INEE/MSEESession 1-60 Session 7: Applying the INEE Minimum Standards

61. Contextualising the INEE Minimum Standards

62. Indonesia There are many different kinds of emergencies

63. Pakistan IDP camp 2009

65. Classroom destroyed by war in Afghanistan

66. Haiti 2010 How is it possible that the same handbook is applicable to all these different contexts?

67. Because every context is different, the key actions in the handbook must be adapted to the specific location

68. When should it occur? Who should contextualise the Minimum Standards? What is Contextualisation?

69. StandardWhat does this mean for Somalia/ Afganistan/Vietnam? What does this look like in practice? How do we know? Means of verification Access and Learning Standard 1: Equal Access All individuals have access to quality and relevant education opportunities All individuals: Access: Quality education opportunities: Relevant education opportunities: Contextualising the Standards

70.  Afghanistan  Haiti  Somalia  Vietnam Contextualisation Completed

71. StandardWhat does this mean for Afghanistan? What does this look like in practice? How do we know? Means of verification Access and Learning Standard 1: Equal Access All individuals have access to quality and relevant education opportunities 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. 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. 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. 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. 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 MSEE in Afghanistan

72. Other applications: institutionalisation checklists  Donors  UN agencies  The Education Cluster  NGOs  Ministry of Education  Institutionalisation template  School based checklist (forthcoming)

73. 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

74. INEE’s training resources  Harmonised training package available online Harmonised training package  E-learning module E-learning module  Tips on how to conduct a training  Tips on how to customise a training  Training adaptations webpage Training adaptations  Contact INEE! Email: mstraining@ineesite.orgmstraining@ineesite.org  Request INEE resources: email us at materials@ineesite.org or complete the online form materials@ineesite.orgonline form  Multimedia resources

75. 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…teaching and learning

76. 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?