1. INEE/MSEESession 1-1 INEE Minimum Standards Orientation and Training for IRC Ethiopia November 2007 Inter-Agency Network for Education in Emergencies

2. INEE/MSEESession 1-2 Orientation Training Objectives  Be familiar with the Inter-Agency Network for Education in Emergencies (INEE), including IRC’s involvement, and the INEE Minimum Standards (process & product)  Have an awareness of all the standards as well as an in-depth knowledge of the particular standards and indicators that are most relevant to your current work (gender and protection focus)  Understand the link between the legal frameworks that specify the right to education and the INEE Minimum Standards  Be able to apply and commit to the use and institutionalisation of the INEE Minimum Standards (and key tools) within IRC’s programming, policy, coordination, research and advocacy work  Have an awareness of other current education initiatives and how you can feed into them

3. INEE/MSEESession 1-3 Inter-Agency Network for Education in Emergencies (INEE)  Open network of UN agencies, NGOs, donors, practitioners, researchers and individuals from affected populations  Created in 2000 at the Global Education Forum in Dakar  Ensure that the right to education in situations of emergency and post-crisis reconstruction is respected  IRC is a member of the INEE Steering Group, INEE Working Group on Minimum Standards, has dozens of staff as active members, trainers on the INEE Minimum Standards and hosts the INEE Secretariat www.ineesite.org

4. INEE/MSEESession 1-4 INEE Network  INEE provides a mechanism for inter-agency discussions, engagement and initiatives on education in emergencies and post-crisis reconstruction: –Development of inter-agency resources (INEE Minimum Standards, Good Practice Guides, INEE MS Toolkit, etc) –Advocacy and Policy (Sphere, IASC Education Cluster, Teacher Compensation, Fragile States) –Knowledge Creation and Management (INEE Task Teams and Interest Groups) –Sharing resources, good practices, research, tools, information, opportunities (website/listserv, resource bulletins

5. INEE/MSEESession 1-5 INEE member engagement and resource collaboration: join! INEE Task Teams and Interest Groups:  Teacher Training (IRC -- 2004-2005)  Gender Task Team (IRC)  Teaching and Learning Task Team (UNICEF)  Early Childhood Development Task Team (SC)  Youth and Adolescent Interest Group (RET) Sharing and utilizing inter-agency resources: INEE Minimum Standards handbook and toolkit INEE Good Practice Guides INEE Teacher Training Resource Kit INEE Technical Kits on Education in Emergencies and Early Recovery INEE Peace Education Materials Hundreds of inter-agency tools, resources (searchable database) Country profiles and much more…

6. INEE/MSEESession 1-6 Introduction to the INEE Minimum Standards Inter-Agency Network for Education in Emergencies

7. INEE/MSEESession 1-7 The Sphere Project  A process that began in 1997 to address concerns of quality and accountability in humanitarian responses  Humanitarian Charter that emphasizes the “right to life with dignity”  Minimum Standards in Disaster Response  Water, sanitation and hygiene promotion  Food security, nutrition and food aid  Shelter, settlement and non-food items  Health services www.sphereproject.org

8. INEE/MSEESession 1-8 Development of the INEE Minimum Standards Consultative process  INEE listserv consultations  Field-based consultations  Peer review process More than 2,250 people participated Content of handbook represents rights, lessons learned, and collective thinking of education professionals

9. INEE/MSEESession 1-9 Goal of the INEE Minimum Standards  Common starting point to reach a minimum level of educational quality and access  Tool to improve coordination and enhance accountability and predictability (preparedness and response)  Tool for capacity-building and training  Aid to strengthen the resilience of Ministries of Education  Tool to quality promote education

10. INEE/MSEESession 1-10 Standards, indicators….  What are standards? Indicators?  Does your organization use standards and indicators? How?

11. INEE/MSEESession 1-11 Standards, Indicators, Guidance Notes  Standards  Goals to be met  Practical guide to plan and develop appropriate educational responses  Ensure all components of education are included  Indicators  Signals that show whether the standard has been attained  Tools to measure and communicate the impact or result  May be qualitative or quantitative  Guidance Notes  Provide background information in relation to the indicator(s)  Offer advice on priority issues  Highlight some of the practical issues that may arise

12. INEE/MSEESession 1-12 The Categories Access & Learning Environment Teaching & Learning Teachers & Other Education Personnel Education Policy & Coordination Cross Cutting Issues: Human and children’s rights Gender HIV/AIDS Disability and vulnerability

13. INEE/MSEESession 1-13 Why “minimum” 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 emergency  If cannot attain standards/indicators, must understand and explain gap and what needs to change

14. INEE/MSEESession 1-14 Where and how have you seen the standards applied? Which of the standards have you seen achieved? Where was this and what were the circumstances? Which standards have you seen not met and what were the obstacles to achieving those standards? What needed to done in order to meet the standards that were not being met?

15. INEE/MSEESession 1-15 Legal Frameworks  Which legal instruments and international agreements support the concept of the INEE Minimum Standards?  What are the education rights inherent in these legal instruments and international agreements?  Principles are reflected by using a rights-based approach  INEE Minimum Standards reinforce this approach

16. INEE/MSEESession 1-16 Conclusion INEE Minimum Standards:  Based on the principle that affected populations have the right to life with dignity  The minimum standards and their accompanying indicators are descriptors of a rights-based approach.  The 5 categories are interdependent and must be applied based on the specific context  The standards and indicators should be used holistically.  Tool to improve the effectiveness and quality of education in emergency situations  Commitment to accountability

17. INEE/MSEESession 1-17 Implementation Roll out and Promotion  25,000+ copies distributed (English), plus translations in Spanish, French, Arabic, Dari, Bahasa Indonesian, Japanese, Portuguese, Thai, Bangla, Urdu, Khmer  Promotional materials and tools for advocacy, implementation, institutionalization: www.ineesite.org/standardswww.ineesite.org/standards  Toolkit to complement and help implement the standards Monitoring and Evaluation  Tracking and analysing use and relevance through evaluation questionnaire/database and case studies: Uganda, Darfur, Pakistan Use in 80+ countries: -In Burundi, USAID’s education sector assessment - UNICEF Zimbabwe (CFS framework), Chad (teacher code of conduct) -Coordination tool, preparedness and holistic framework for Ministry of Education in Pakistan, Sri Lanka, OPT, Cambodia -IRC Aceh: assessment & design, interagency coordination (HPN case study) - Standards institutionalized within the IASC Education Cluster cluster

18. INEE/MSEESession 1-18 Training and Capacity-Building  11 Regional Training of Trainers Workshops  Hundreds of follow-up training workshops  Regional Capacity-Building Workshops Training examples:  Regional training on the INEE Minimum Standards organized by UNICEF-ESARO in Kampala in September 2006: 60 UNICEF Education Officers and representatives of 12 African Ministries of Education  IRC, INEE in New York (March 2007)  IRC Ethiopia!

19. INEE/MSEESession 1-19 INEE Minimum Standards Toolkit Developed based on feedback and requests from INEE members and Minimum Standards users for assistance in contextualising indicators  INEE Minimum Standards Working Group vetted hundreds of tools to identify the most practical, useful, field-friendly  Tools and resources identified for each standard + preparedness and DRR, cross cutting issues  CD Rom and on-line  Living document: need feedback, additional tools

20. INEE/MSEESession 1-20 IASC Education Cluster Humanitarian reform and ‘cluster approach’:  Build capacity in gap areas  Improve humanitarian preparedness, coordination & leadership (set standards and priorities)  Build more effective partnerships Education Cluster co-led by UNICEF, SC Alliance plus Advisory Group (2007), Working Group in 2008 Global: capacity mapping; core cluster capacity dev & coordination; training and toolkits; needs assessment Field: Cluster leads are accountable to HC for effective and timely assessment and coordinated response -- provider of last resort

21. INEE/MSEESession 1-21 Teacher Compensation 2006 Roundtable on Teacher Compensation in Fragile States, Situations of Displacement & Post-Conflict Return:  Examined challenges, good practices and lessons learned  Case studies from Liberia, South Sudan and Darfur  Examined key players, gaps, good practices, recommendations on:  Teacher motivation  Government structures, policies and roles and responsibilities of non-state implementing actors  Donor strategies and funding mechanisms 2007- 2008 work (based on 2006 recommendations):  Develop Guidance Notes on teacher compensation through broad-based research, consultation and collaboration  2008 Drafting Workshop, peer review, field testing, advocacy

22. INEE/MSEESession 1-22 Disaster Risk Reduction (DRR) Risk Reduction: focus on prevention, mitigation and preparedness as well as response and recovery  2005 Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters  Priority 3: Use Knowledge, Innovation and Educaiton to Build a Culture of Safety and Resilience at all Levels Within education:  Teach about hazards in formal and non-formal learning  Promote schools as centers for community disaster risk reduction and empower children  Protect schools

23. INEE/MSEESession 1-23 DRR Information and Resources International Strategy for Disaster Risk Reduction (ISDR): www.unisdr.org www.unisdr.org  Thematic/Cluster Platform on Knowledge and Education (global), including listserv  Regional and Country Focal Points  End 2008 or early 2009 Global Meeting INEE Resources on Disaster Prevention and Management:  INEE Resource database, including case studies, links  forthcoming Good Practice Guide  Links between INEE Minimum Standards and DRR (handout) Request for YOUR resources, tools, lessons learned

24. INEE/MSEESession 1-24 INEE Global Consultation When and Where: February/March 2009 (likely Istanbul, Turkey or Bangkok, Thailand) Duration: Three days, with the option of a fourth day for capacity-building workshops and side meetings Theme: Bridging the Gap from Preparedness to Relief to Development Participants: all INEE members + key stakeholders\ Objectives:  Examine field and identify challenges, resources and good practices around key existing and emerging issues of common concern  Share lessons learned in the implementation and institutionalization of the INEE Minimum Standards and decide next steps for revision  Review INEE’s structure and help shape the network’s strategic direction and priorities

25. INEE/MSEESession 1-25 Institutionalisation of the INEE Minimum Standards INEE Working Group members, including IRC, leading the effort to institutionalise the INEE Minimum Standards:  Adoption Strategy Checklists: suggested actions for applying the standards internally and in inter-agency work, specifically targeted at:  NGOs  UN Agencies  Goverments and Donor Agencies  Within an Education Cluster (InterAgency Coordination)  IRC’s HQ Institutionalisation Plan + M&E framework  How can the IRC Ethiopia office build upon this plan?