MSEE jan 05

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Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction

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Education in Emergencies, Chronic Crises and Early Reconstruction Education that protects the well being, fosters learning opportunities, and nurtures the overall development (social, emotional, cognitive, physical) of people affected by conflicts and disasters Education is a Right!

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Education in Emergencies Is Life Sustaining AND Life Saving Sustains life by Offering structure, stability and hope for the future Helping to heal bad experiences Building skills Supporting conflict resolution and peace-building Saves lives by Directly protecting against exploitation and harm Disseminating key survival messages, such as landmine safety or HIV/AIDS prevention

Gaps in the Provision of Education in Emergencies: 

Gaps in the Provision of Education in Emergencies Lack of: Access Quality Coordination Funding Result: education falls through the cracks and populations in crisis lack stability, structure and skills

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Inter-Agency Network for Education in Emergencies (INEE) Objectives: Share knowledge and experience Promote greater donor understanding Advocate for education as an emergency response Make teaching and learning resources widely available Ensure attention to gender issues Document and disseminate best practices Develop consensual guidelines

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Inter-Agency Network for Education in Emergencies (INEE) Over 950 individual and 100 organizational members Steering Group members: CARE International International Rescue Committee International Save the Children Alliance Norwegian Refugee Council UNESCO UNHCR UNICEF World Bank

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Based on right to life with dignity To improve the quality of assistance To improve the accountability of states and humanitarian agencies Sphere Humanitarian Charter and minimum standards Water supply and sanitation Food security Nutrition and food aid Shelter and site management Health services Sphere Project

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INEE’s Working Group on Minimum Standards for Education in Emergencies CARE Canada CARE USA Catholic Relief Services International Rescue Committee Norwegian Church Aid Norwegian Refugee Council / Norway United Nations Association Save the Children UK Save the Children USA Foundation for the Refugee Education Trust UNICEF UNESCO UNHCR World Education

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Donors Canadian International Development Agency (CIDA) International Rescue Committee International Save the Children Alliance Save the Children Norway Swedish International Development Cooperation Agency (SIDA) UNESCO UNHCR UNICEF World Bank USAID

Minimum standard articulates the minimum level of service to be attained in a situation of humanitarian assistance. They are qualitative, meant to be universal and applicable in any environment.: 

Minimum standard articulates the minimum level of service to be attained in a situation of humanitarian assistance. They are qualitative, meant to be universal and applicable in any environment. Guidance Notes relate to specific points to consider when applying the standards in different situations. Provide guidance on tackling practical difficulties, advice on priority issues, describe dilemmas, controversies or gaps in current knowledge. Key indicators are signals that show whether the standard has been attained. They function as tools to measure and communicate the impact, or result, of programmes as well as the process, or methods, used. Qualitative or quantitative.

Global minimum standards aim to:: 

Global minimum standards aim to: Provide a common starting point to reach a minimum level of educational quality and access Improve coordination Enhance accountability and predictability Capacity-building and training tool Contribute to strengthening the resilience of MoE Promote education Tool to address EFA and UN MDG Consultative process has strengthened the education and humanitarian community

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Minimum Standards Development Drawn from experience on good practice and rights / commitments Process based on Sphere (lessons learned) Wide application: refugees, IDPs, host country population emergency, chronic crisis and early reconstruction conflict and natural disaster

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Broad & Highly Consultative Process Over 2,250 people participated: In-Person consultations Local National Sub-regional & Regional INEE listserve consultations Peer Review

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Regional consultations Africa Nairobi, Kenya, January 21-23 Hosts: CARE Canada and Norwegian Church Aid 29 local consultations in 14 countries Over 525 participants Asia and the Pacific Kathmandu, Nepal, April 21-23 Host: Save the Children Alliance 44 local consultations in 10 countries 647 participants

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Regional consultations Latin America and Caribbean Panama City, Panama, May 5-7 Host: UNICEF 22 local consultations in 12 countries Over 360 participants Middle East, North Africa and Europe Amman, Jordan, May 19-21 Hosts: UNESCO and UNHCR 24 local consultations in 11 countries Over 300 participants

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Drafting & Peer Review Process Analysis across regional standards and rights ‘Virtual consultation’ with peer review experts Final draft on the INEE website for feedback Standards are a living tool Handbook of Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction launched at INEE Global Consultation, South Africa, December 2004

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Minimum Standards Common to All Categories: Community Participation Standard 1 Community Participation Emergency-affected community members actively participate in assessing, planning, implementing, monitoring and evaluating the education programme. Standard 2 Resources Local community resources are identified, mobilised and used to implement education programmes and other learning activities.

Minimum Standards Common to All Categories: Analysis : 

Minimum Standards Common to All Categories: Analysis Standard 1 Initial assessment A timely education assessment of the emergency situation is conducted in a holistic and participatory manner. Standard 2 Response strategy A framework for an education response is developed, including a clear description of the problem and a documented strategy for action. Standard 3 Monitoring All relevant stakeholders regularly monitor the activities of the education response and the evolving education needs of the affected population. Standard 4 Evaluation There is a systematic and impartial evaluation of the education response in order to improve practice and enhance accountability.

Access and Learning Environment: 

Access and Learning Environment Standard 1 Equal access All indiduals have access to quality and relevant edu-cation opportuni-ties. Standard 3 Facilities Education facilities are conducive to the physical well-being of learners. Standard 2 Protection and well-being Learning environments are secure, and promote the protection and mental and emotional well-being of learners.

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Teaching and Learning Standard 1 Curricula Culturally, socially and linguistically relevant curricula are used to provide formal and nonformal education, appropriate to the particular emergency situation. Standard 3 Instruction Instruction is learner-centred, participatory and inclusive. Standard 2 Training Teachers and other education personnel receive periodic, relevant and structured training according to need and circumstances. Standard 4 Assessment Appropriate methods are used to evaluate and validate learning achievements.

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Teachers and Other Education Personnel Standard 1 Recruitment and selection A sufficient number of appropriately qualified teachers and other education personnel is recruited through a participatory and transparent process based on selection criteria that reflect diversity and equity.   Standard 3 Support and supervision Supervision and support mechanisms are established for teachers and other education personnel, and are used on a regular basis. Standard 2 Conditions of work Teachers and other education personnel have clearly defined conditions of work, follow a code of conduct and are appropriately compensated.

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Education Policy and Coordination Standard 1 Policy formulation and enactment Education authorities prioritise free access to schooling for all, and enact flexible policies to promote inclusion and education quality, given the emergency context. Standard 2 Planning and implementation Emergency education activities take into account national and international educational policies and standards and the learning needs of affected populations. Standard 3 Coordination There is a transparent coordination mechanism for emergency education activities, including effective information sharing between stakeholders.

Minimum Standards Next Steps: 

Minimum Standards Next Steps WGMSEE transition Roll out, Distribution and Promotion Launch meetings and presentations Promotional materials Translations (Spanish, French, Arabic) Training Piloting and Field Testing, Monitoring and Evaluation

Other Resources: 

Other Resources INEE Teacher Training Resource Kit INEE Technical Kits on Education in Emergencies and Early Recovery http://www.humaninfo.org/collections/inee/ Forced Migration Review January 2005: Education in Emergencies: Learning for a Peaceful Future http://www.fmreview.org/mags1.htm

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JOIN INEE, utilize network’s resources, order minimum standards handbooks/CD-ROMs and contribute to the next phase of the minimum standards: http://www.ineesite.org Contact the INEE Focal Point on Minimum Standards: Allison Anderson, allison@theirc.org - http://ineesite.org/standards

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Questions for Brainstorming How can you/your organization use the MSEE? How could you introduce the MSEE within your organization and networks? How can organizations use the MSEE for advocacy purposes within your country? Internationally?