1. Using the Minimum Standards Attitudes, experiences and application

2. Introduction The long running conflict in Burma has impacted on millions of children’s education Source: KHRG

3. Coping strategies Forest Trading Source: KHRG

4. Coping strategies Education Source: KHRG

5. Coping strategies Education Source: KHRG

6. Education in camps Traditional school design Source: KHRG

7. Education in the camps Source: ZOA

8. Education under attack – impact on identity Source: KHRG

9. Education and culture Camps have enabled refugees to maintain a sense of cultural identity Source: ZOA

10. Maintaining identity A consequence of the situation has been to view external ideas with suspicion

11. Sample quotes “The INEE does not fit with the situation here” – Education Manager (NGO) “Reaching these standards is just unrealistic…” - Educator working on TT in Burma “Our situation is different” – CBO senior staff member

12. How to move forwards? A process of providing information and demonstration of practice to support a shift in attitudes

13. Changing attitudes - NGOs Review of the understanding of what the standards and tools are seen to be representing, listening to any/the concerns – list them Reflection of concerns and identification of standards that could be applied - ways to still use INEE Workshops with staff to get them to think about their own standards for each category

14. Changing attitudes - CBOs Involvement in workshops Providing information on the standards and what they are – common understanding Using the standards as a reflection tool to show how they closely match up with the refugee education Working together with the standards

15. Ways the standards have been applied/used tool for monitoring tool for internal reflection challenge – you only know what you know (putting an objective value on the status of an activity against an indicator)

16. Application of tools Exercise – making your own standards in the categories – understanding how they match Understanding one’s role in education – “After this workshop I understand much more about the scope of responsibilities in my job” (Ed. Co ML) Mapping of roles and responsibilities in education

17. Other applications Mapping of strengths and areas for improvement in educational service delivery CCSDPT - Reflection for Teaching and Learning just carried out Assessment framework for highlighting training needs and areas for improvement in education – Removal of the names INEE, MSEE and expat delivery to CBO…acceptance

18. Other applications Project design research checklist – for primary education support in rural / isolated communities in Thailand (non-emergency) Tools from handbook used to prepare project overview – feeding checklist and other tools in original edition used to shape assessment of donor support in Lao PDR schools (non-emergency)

19. Latest application Project design – using the categories as project results and making a logical framework for implementing in line with the standards and categories, thereby opening up the opportunity to use tools and manuals from INEE Development done alongside CBO partner with their input at all stages. Full acceptance of the project design

20. Other experiences in ZOA Used to support development of Education Policy Paper (HQ –NL) Introduced to Uganda programme, staff are now INEE members –INEE standards used by Ugandan Education Cluster and Ministry of Education (Own standards dev. already)

21. Ideal application??? System for all education stakeholders to plan and advocate for a standard of services

22. Reflection Consider how people view the standards Consider how the name/title and circumstances can lead to misunderstandings and mitigate as per context Let people identify with and work with standards in a process of learning and discovery – imposition can lead to rejection Understand how the minimum level of education the standards represents can impact on the current situation and use it to set up a development plan for education

23. Thanks for listening about our situation… Source: ZOA