HumanitarianPractice Network

Network Paper Launch:

Education in Emergencies6 February 2007

Inter-Agency Network for Education in Emergencies (INEE)

Objectives:• Education is included in all humanitarian response• All children & youth have access to relevant education opportunities• INEE Minimum Standards are applied and met• Sustainable efforts made to improve quality in formal / non-formal education• Governments have the capacity and resources to assume responsibility • International actors commit and invest to promote education for all

INEE Minimum Standards for Education in Emergencies, Chronic Crises andEarly Reconstruction: Global tool developed by 2,250+ individuals, 50+

countries:– On-line consultations– Local, national, sub-regional & regional consultations (110+)– Peer review

Standards represent rights and global consensus on best practice

INEE Minimum Standards categories

Access & Learning

Environment

Teaching &

Learning

Teachers & Other

Education Personnel

Education Policy &

Coordination

Implementation (2005-2008)Roll out and Promotion• 25,000+ English copies distributed• Promotional materials and tools for advocacy, implementation,

institutionalization (www.ineesite.org/standards)• Languages

– Official: English, Spanish, French, Arabic – Spontaneous: Bahasa Indonesian, Japanese, Portuguese, Thai,

Bangla, Urdu

Training• Training Materials• 10 Regional Training of Trainers Workshops (2006-2007)

Piloting, Monitoring and Evaluation• Tracking use and relevance through evaluation questionnaire • Monitoring & Evaluation case studies (Uganda, Darfur)• Future INEE revision (and Sphere revision)

• To determine whether and how the INEE Minimum Standards are being used

• To identify challenges to their implementation

• To document lessons learned and recommendations

Case-Study Research:Darfur and Uganda

Developed standardized research and evaluation plan• Principal research questions

– Are the Standards being used?– Are they having any impact?– Can they be improved?

• Four levels researched– Awareness– Utilization– Institutionalization– Impact

• Sudan: Khartoum, North Darfur & South Darfur– Phase I (Nov 2005): Interviews & Trainings– Phase II (June 2006): Interviews & Focus Groups

• Uganda: Kampala, Gulu, Lira & Soroti– Phase I (March 2006): Interviews and document analysis

Research Protocol and Methodology

• Awareness– Learned about Standards through involvement with INEE, HQ or

trainings

• Utilization– Majority at stage of determining how best to use the Standards– Primarily seen as helpful reference guide or checklist – Community participation standards most widely used– Clear understanding of interconnectedness of standards

• Institutionalization– Too early but promising signs

• Impact– Too soon to measure impact but follow up research planned– Significant advances since the introduction of the INEE

Minimum Standards

Key Findings: Darfur and Uganda

• Unsure how to ‘operationalize’ the standards

• Lack of specificity

• Uncertainty of relationship between INEE Minimum Standards & national standards

• Not seen as relevant for non-emergency phase

• Language and format of handbook

Challenges: Darfur and Uganda

• Awareness and advocacy– Involve local community in efforts to promote

Standards– Discuss obstacles and share good practices in

promoting Standards– Emphasize relevance of Standards beyond

emergencies

• Utilization and Institutionalization– Develop additional tools to help contextualize and

adapt Standards to programs– Expand opportunities to learn about the Standards– Include training on Standards in orientation process

Lessons Learnedand Recommendations

Challenges and Lessons Learned: Pakistan Earthquake

ResponsePakistan Focal Point on the INEE Minimum Standards• UNESCO / INEE (NRC secondment through Norwegian

Government)

Efforts to Institutionalise Standards within education cluster– Focal point, pilot trainings created advocates and

implementers– Standards as framework: cyclical benefits– Link between emergency (education cluster) and

reconstruction (early recover cluster)

Standards enforced holistic approach to educationwithin the humanitarian response

Reconstruction Authority/UN Plan: INEE MinimumStandards are guiding framework for all education interventions

Lessons learned applicable to wider humanitarian community• Move beyond training to technical assistance in

implementation and contextualisation at field level

• Country/regional focal points must have organizational commitment and understanding

• Continuous dialogue with governments

• Inter-agency dialogue (national and regional meetings) to overcome challenges

• System wide participation and ownership in accountability initiatives

INEE Next Steps (2007-2008)• Toolkit to complement and help implement the standards

• Regional Capacity-Building Workshops

• Organizational and Regional/National Focal Points – Institutionalisation checklists

• Continued Monitoring and Evaluation– Building on Uganda, Darfur, Pakistan + new case studies– Questionnaire and Database

• Advocacy and strategic linkages, especially with donors and governments

• Funding

• Standards institutionalised within the application of the cluster approach to the education sector