Presentation on theme: "Training of Trainers Workshop Objectives"— Presentation transcript:
1Applying the INEE Minimum Standards to Ensure Disaster Risk Reduction through Education
2Training of Trainers Workshop Objectives Be familiar with the INEE Minimum Standards – the process and product – and able to adapt them to a particular context to ensure holistic, quality education throughout the risk management cycle: response, recovery, preparedness, mitigation and preventionBe able to apply, train on and advocate for the use of the INEE Minimum Standards as a commitment to enhanced quality, accountability and coordinationHave an awareness of other new education and risk reduction tools and relevant initiatives in the region and globally that you can link to and/or build upon to strengthen your existing workMake linkages across education and risk reduction programmes in the region, learn lessons from others’ experiences and incorporate those lessons, good practices into your work, including training plansGive expert input into the revision of the INEE Minimum Standards
3Workshop AgendaDay 1: Introduction to disaster risk management concepts and the INEE Minimum StandardsDay 2: Applying the INEE Minimum Standards to build back better (prevention, mitigation, preparedness and response)Day 3: Building upon the INEE Minimum Standards, go into further detail about ensuring risk reduction through education by utilising new tools and enhancing plans for safe schools, policy and coordination, community participation, inter-sectoral and cross-cutting linkagesDay 4: Applying the knowledge, good practices and lessons learnt from days 1-3 to individual and national action plans in order to strengthen existing workAfternoon: Feed into the update of the standards
4Risk Management Concepts Session 1:Risk Management Conceptsand Case Studies
5DRR Key Concepts: Session Objectives At the end of this session, participants will:Understand commonly used disaster management terminologyBe able to explain what is meant by and the difference between disaster preparedness, mitigation, prevention and responseBegin to consider how these concepts in relation to education and how they vulnerability and capacity impacts upon education at individual, community and system levels
6What is a hazard? What is a disaster? How are they different? UN Photo: Aftermath of tsunami in the Indian Ocean, 2004UN Photo: Tropical Storm Jeanne floods Haiti, 2004
7What is a natural hazard vs a disaster? A natural hazard is a natural phenomenon that can potentially trigger a disasterExamples include earthquakes, mud-slides, floods, volcanic eruptions, tsunamis, droughtThese physical events need not necessarily result in disasterA disaster is a serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, exceeding the ability of the community to cope using own resources
8What is risk?The product of hazards over which we have no control. It combines:the likelihood or probability of a disaster happeningthe negative effects that result if the disaster happensthese are increased by vulnerabilities (characteristics/circumstances that make one susceptible to damaging effects of a hazard)and decreased by capacities (combination of strengths, attitudes and resources)
9TerminologyPrevention: outright avoidance of the adverse affects of hazards / disastersMitigation: the process of lessoning or limiting the adverse affects of hazards / disastersPreparedness: knowledge and capacities to effectively anticipate, respond to and recover from impacts of likely hazardRisk Reduction: practice of reducing risks through systematic efforts to analyze and manage the causal factors of disasters, including through reduced exposure, lessened vulnerability, improved preparednessResponse: provision of emergency services to save lives, meet needs
10Appropriate disaster prevention, mitigation, preparedness and response builds on people’s capacities and tackles the causes of vulnerability
11How do the concepts of vulnerability and capacity apply to education? Within education systems, what kinds of vulnerabilities typically exist?What capacities exist that could enable education to continue with minimum disruption?How can education be used as a vehicle for increasing capacities to reduce vulnerability to disaster?
13INEE Minimum Standards Session 2:Introduction to theINEE Minimum Standards
14Session ObjectivesUnderstand that the INEE Minimum Standards have been developed as a co-operative exercise by many actors as a commitment to accountability, safe access and qualityHave an awareness of the range of standards and their associated indicators and guidance notes, including the ones most useful to you in your workUnderstand the link between the legal frameworks that specify the right to education and the INEE Minimum Standards (MS, indicators are descriptors of a rights-based approach)Have an awareness about the broad range of implementation tools to support application and training
15Inter-Agency Network for Education in Emergencies (INEE) Global, open network: over 3,500 members in 115 countriesWorking to ensure right to education in disasters and post-disaster recoveryFacilitative role across agencies, governments, research institutions to strengthen knowledge base, build capacitySharing information and creating good practices, lessons learned and tools, inter-agency training, increasing collaboration and reducing duplication
16Education in every disaster response (+ preparedness) Education can be life-saving and life-sustaining during disastersEducation is a right, even in an emergency, and key to life with dignityEducation is what children/parents ask for during disastersQuality, relevant education contributes to development, economic growth, peace, stability and good governance
17The Sphere Project www.sphereproject.org A process that began in 1997 to address concerns of quality and accountability in humanitarian responsesHumanitarian Charter that emphasizes the “right to life with dignity”Minimum Standards in Disaster ResponseWater, sanitation and hygiene promotionFood security, nutrition and food aidShelter, settlement and non-food itemsHealth services
18Development of the INEE Minimum Standards Highly consultative process, involving more than 2,250 people:INEE listserv consultationsField-based consultationsMore than 110 local, national, sub-regional & regional consultations in more than 50 countriesPeer review processContent represents rights, global good practice and lessons learned across contexts and actors for safe, quality education
19Standards, Indicators and Guidance Notes Goals to be metPractical guide to plan and develop appropriate educational responsesEnsure all components of education are includedIndicatorsSignals that show whether the standard has been attainedTools to measure and communicate the impact or resultMay be qualitative or quantitativeGuidance NotesProvide background information in relation to the indicator(s)Help to interpret the indicators, advice on priority issues
20The INEE Minimum Standards categories Community Participation -- Analysis -- Community Participation -- Analysis --Access & Learning EnvironmentTeaching & LearningTeachers & Other Education PersonnelEducation Policy & CoordinationCross cutting issues:Human and children’s rightsGenderHIV/AIDSDisability and vulnerability
21Group workWhich of the standards-- and accompanying indicators-- has your organisation (or programme) achieved?Which of the standards-- and accompanying indicators-- are not being met?- What were obstacles?- What needs to be done in order to meet the standards?
22Implementation Achievements (2005-2009) Promotion, Capacity Building, Monitoring and EvaluationTracking use, relevance, impact through evaluation questionnaire: Use in 80+ countriesMonitoring & evaluation case studies: Uganda, Darfur, Pakistan25,000+ copies distributed (English), translations in 17 languagesPromotional materials and tools for advocacy, implementation, institutionalization:Toolkit to complement and help implement the standards12 Regional Training of Trainers Workshops, hundreds of training workshops; 4 Regional Capacity-Building Workshops
23Case Study Examples: Using the INEE Minimum Standards for Disaster Risk Reduction and Quality ResponsePhilippines: Coordination led by Ministry of Education, UNICEF, Save the Children, Plan, Philippines civil society groups and other partners for prevention, mitigation, preparedness and holistic responseAceh, Indonesia: Building back better after the tsunami; enhancing resilience through response that includes mitigation and preparedness after thorough assessment
24Monitoring & Evaluation of the INEE Minimum Standards: Uganda, Darfur, Pakistan, global Questionnaire, feedbackThose with awareness, training have a clear understanding of interconnectedness of standards -- enforcing holistic response to the emergency and laid groundwork for recoveryPolicies and programmes influenced by standards crossed relief to development continuum and avoided funding gap between phasesGlobal survey: more than 1/3 say the standards have improved the quality of services and led to improvements in project outcomes
25Minimum? Standards?They articulate a universal minimum level of educational quality, access and provision.They reflect the legal instruments/rights upon which they are based, which allow for appropriate education for all even in situations of emergencyIf cannot attain standards/indicators, must understand and explain gap and what needs to changeStandards because of humanitarian terminology… In reality content is global good practice guidance which is meant to be adapted to local context and to complement not compete with national standards
26INEE Minimum Standards are used in over 80 countries around the world for as a common starting point and common language to:Enhance the holistic quality programs and policiesImprove response coordination, enhance accountability and predictabilityTool for capacity-building and trainingTool to strengthen resilience and preparedness, including Ministries of EducationTool to bridge the gap between phases of relief and recovery and integrate DRR into allTool to promote education as essential component of disaster response through to recover
27Applying the INEE Minimum Standards: A Rights Based Approach Brainstorm:What are the legal instruments and international and regional agreements that support the concept and content of the INEE Minimum Standards?Community Participation -- Analysis -- Community Participation -- Analysis --Access & Learning EnvironmentTeaching & LearningTeachers & Edu PersonnelEducation Policy & Coordination
28Rights-based approaches to education in emergencies: application case studies Small Group work:Read your group’s scenarioWhat are the standards and indicators that should be met in this context?What are possible strategies (using a rights-based approach and drawing on the standards, indicators and guidance notes that you have identifies)?
29Inter-Agency collaboration Implementation Tools: INEE Minimum Standards Adoption Strategy ChecklistChecklist for:UN agenciesNGOsGovernmentsDonorsInter-Agency collaborationSmall Group discussion:What actions are you already doing?What actions do you need to work towards?
30Implementation Tools: INEE Minimum Standards Toolkit Developed to respond to need for clear, practical tools to help contextualise the standards, develop strategies to apply the indicators and guidance notes and meet the standardsDrawers on:OverviewINEE Minimum Standards handbook, translationsINEE Minimum Standards ToolkitINEE Minimum Standards training materialsAdvocacy Materials