session four: using the inee minimum standards in response
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Session 1-1
Session four:Using the
INEE Minimum Standards in response
Technical components
What are the technical components of education
in emergencies?
Session 1-2
Technical components
Apply across all phases of emergencies
Activities will need to be adjusted and adapted to reflect the different stages / phases
It’s crucial to consider preparedness (and prevention) in all our work
Session 1-3
Technical Components of education in emergencies
1. Cluster/Sector Coordination Mechanism
Session 1-4
Technical Components of education in emergencies
2. Assessment• Multi-sectoral • Rapid education
assessment• Ongoing
assessment
Session 1-5
Technical Components of education in emergencies
3. Emergency Education Curricula
Session 1-6
Technical Components of education in emergencies
4. Planning (including contingency planning)
Session 1-7
Technical Components of education in emergencies
5. Education Supplies and Logistics
Session 1-8
Technical Components of education in emergencies
6. Temporary Learning Spaces
Session 1-9
Technical Components of education in emergencies
7. Psychosocial Support and Strategies
Session 1-10
Technical Components of education in emergencies
8. Mobilisation and Training of Teachers and other Education Personnel
Session 1-11
Technical Components of education in emergencies
9. Rehabilitation and Construction of Schools
Session 1-12
Technical Components of education in emergencies
10. Resumption of Formal Education
Session 1-13
Technical Components of education in emergencies
11. Monitoring and Evaluation
Session 1-14
Technical components and phases of emergency
What are the possible applications of the technical components during the different phases of education in
emergencies?
Session 1-15
Preparedness, Mitigation, Prevention
Contextualise the Minimum Standards for Education to the local context
Translate the INEE Minimum Standards handbook to a national or local language
Establish an appropriate Coordination mechanism with the MoE
Develop a Contingency Plan (with likely emergency scenarios)
Who’s Doing What Where (mapping agencies’ capacities and resources)
Lessons Learned workshop to review and learn from a previous education in emergency response
Session 1-16
Preparedness, Mitigation, Prevention
Training and Capacity Strengthening for UN, INGOs, NGOs, MOE, teachers (i.e. education in emergencies training)
Develop a teacher roster Stockpile/pre-position education materials (ie. school-in-a
box kits, early childhood development kits, textbooks, sports materials).
Advocate for emergency activities to be included in the National Education Sector Plan and budgeted for
Support schools to conduct Disaster Risk Reduction activities like school safety assessments and evacuation drills
Session 1-17
Critical Response
Conduct rapid education needs assessments Set up temporary learning spaces if schools have been
damaged or destroyed Begin non-formal education (i.e. literacy, numeracy,
health/hygiene education) Begin formal education (where possible) Establish emergency child friendly spaces, in camps for
displaced children, if appropriate
Session 1-18
Critical Response
Develop psychosocial support programmes and strategies
Support the Ministry of Education (MoE) to develop and disseminate emergency education curricula
Deploy trained and experienced emergency education specialists to affected areas
Monitor response activities to ensure all children are reached
Session 1-19
Early and Long-term Recovery
Support the MoE to ensure that schools/learning spaces can resume formal education
Rehabilitate and (re-)construct schools which were damaged or destroyed during the emergency
Support the MoE to conduct back to school campaigns to ensure that all children return to school
‘Build back better’ so that schools are not vulnerable to future emergencies
Evaluate the response activities to assess the impact of the emergency education programmes
Session 1-20
EXERCISE: Technical Components
• In groups discuss which of these technical components you have undertaken and which are most relevant for education response in situations of drought
Consider…
• Which emergency phase these activities could occur in (it could be multiple)
• Who needs to be involved in the implementation of these activities?
• What are the corresponding INEE Minimum Standards (domain and standard).
Session 1-21
Technical Components of Education in Emergencies
Which phase? Who needs to be involved?
INEE Minimum Standards (Domain and Standard)
Session 1-22
Activity: technical components for protracted emergency
INEE/MSEE Session 1-23
Session Five:
Links between Education
& Other Sectors
Learning Objectives Understand the links between education
and other sectors in all emergency phases – from preparedness, response to recovery.
Gain a better understanding of the various sectors that work in acute emergencies and which ones to liase with when establishing emergency education programmes.
Importance of cross cutting issues and linkages
Why is it important to identify and understand the linkages between education and other sectors?
To provide holistic support and to promote resilience we need collaboration between education and other sectors
To advocate for the importance and prioritisation of education in emergencies within overall humanitarian response.
To avoid gaps or overlaps in services provided for children and young people and to reinforce good practice
Sphere standards- Sphere project began in 1997 to address concerns
of quality and accountability in humanitarian responses.
- Sphere emphasises “right to life with dignity”- Sphere has minimum standards that include:
water, sanitation, hygiene, food security, nutrition, food aid, shelter, health
- But NO Education- More info: www.sphereproject.org
INEE-Sphere Companionship
In 2009, INEE and Sphere established a partnership.
Linkages made in the revision process Mutual representation Sphere recognises INEE Minimum Standards as
a companion to the Sphere Minimum Standards in emergencies.
IASC ClustersIn addition to Education, these are other IASC Clusters.
Agriculture
Camp Coordination/Management
Early Recovery
Emergency Shelter
Emergency Telecommunications
Health
Logistics
Nutrition
Protection
Water, Sanitation, Hygiene (WASH)
11 Cross-Cutting Issues Conflict Mitigation
Disaster Risk Reduction
Early Childhood Development
Gender
HIV and AIDS
Human Rights
Inclusive Education
Inter-sectoral linkages
Protection
Psychosocial support
Youth
INEE resources
What tools does INEE have to support work the integration of cross cutting issues in education response? MS Handbook highlights linkages with
Sphere standards Pocket Guide to Gender, Pocket guide to
inclusive education Harmonised training package
Reflection
What are the cross cutting issues we need to aware of in the Ethiopian
context?
Session 1-31
Group Exercise In groups choose one cross cutting issue and one INEE MSE
domain Brainstorm how the cross cutting issue you have been
assigned, fits within your domain: e.g. what are some important gender considerations we should be taking into account when looking at teaching and learning within our education preparedness and response? / Or, if we are implementing a vocational skills training programme for out of school youth how should we reflect the INEE MSE on access and learning environment in our work?
Take 30 minutes to prepare and write your answers on flipchart paper for presentation back to the larger group
INEE/MSEE Session 1-33
Session 6:Emergency
preparedness
Learning objectives
Understand common education related preparedness terminology and priority actions
Understand how preparedness planning and activities relate to the INEE MSE
Identify relevant preparedness activities for the Ethiopia context (i.e. pro-active ways to reduce vulnerability, mitigate the impact of emergencies and support efforts to promote resilience)
Risk
Hazard: The more severe the hazard, and the more likely it is to occur, the greater the risk.
Vulnerability: The more vulnerable a community is (the less capacity it has to respond to a crisis) the greater the risk
Risk = Hazard x Vulnerability
Risk Reduction
Risk Reduction involves measures designed either to prevent hazards from creating risks or to lessen the distribution, intensity or severity of hazards (know as mitigation) by addressing vulnerability. It also includes improved preparedness for adverse events.
Prevention Mitigation Preparedness
PreparednessThe knowledge and capacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions.
Source - UNISDR Terminology on Disaster Risk Reduction (2009)
Education preparedness
Broad set of measures at micro and macro level (some general and some specific)
Covers a range of different situations Establishes standing capacity for response Assessed, reviewed and updated regularly An ongoing process Strengthens the overall capacity and capability
to manage emergencies at all levels of the system
Relevant for conflict and natural disaster
Preparedness planning
To support national level prioritisation (strategic and political components)
Creates an enabling environment for the implementation of preparedness activities (e.g. contingency plans and disaster risk reduction)
Requires financial and human resources May include long term planning, policy making
and legislation, budgeting, commitment to training of personnel, material stockpiling and awareness raising
Different levels of planningEffective humanitarian action requires planning at several
levels Organizational PlanningDefines specific services that the organization is committed to provideSector/Cluster PlanningDefines how organizations will work together to achieve sectoral objectivesInter-Agency PlanningProvides a common strategic planning framework & process to ensure alignment of humanitarian action to overarching principles and goals
OrganizationalPlanning
Sector/ClusterPlanning
Inter-AgencyContingency
Planning
UNICEF Ed Cluster
SC
Different levels of planningThis also applies to Government and MOE
National Level
Provincial/District Level
Community Level
School Level
Contingency planning: what is it?
More specific level of preparedness planning to set out how to manage a particular pre-defined emergency scenario
An on-going process led by key stakeholders Often led by technical clusters (i.e. Education
cluster) but should include active participation and leadership of government ministry (i.e. Ministry of Education)
A key output is the contingency planning document but the overall process of creating the document should also promote preparedness
Contingency Planning
DefinitionA management process that analyses specific potential events or emerging situations that might threaten society or the environment and establishes arrangements in advance to enable timely, effective and appropriate responses to such events and situations.
Source - UNISDR Terminology on Disaster Risk Reduction (2009)
Why Contingency Planning? A key part of preparing for emergencies It provides an opportunity to identify constraints and focus on operational issues prior to the on-set of a crisis. Strengthens coordination by working together By developing a common understanding of agencies’
capacities and challenges it helps facilitate effective collaboration: avoiding overlap or gap in service provision
Who should be involved?
All those required to work together in the event of an emergency: should also include coordination with other sectors (e.g. WASH, Child Protection)
Those affected by the response (e.g. students, teachers)
Education authorities at the national and local levels
Experts on areas covered in the plan (e.g. engineers to help with school re-construction)
Uses of a Contingency plan
Capacity Development
Monitoring Preparedness
Emergency Risk Reduction
-Has agreed upon capacity development plan - Increase participants’ awareness of, access to, and use of existing tools (e.g. best practices, templates)
- A framework for monitoring progress, outcomes, and impact of preparedness measures.
- Analyse risks, vulnerability and response capacity- Identify preparedness measures- Provides a joint platform for involved actors
Uses of a Contingency plan
Communication and Advocacy
Mobilising and managing resources
-Analysis, planning and coordination provides a good platform for communicating and advocating on the importance of education in emergency preparedness initiatives.
- Coherent and well informed plans are a good foundation for dialogue with donors
Analyse potential emergencies
Analyse potentialimpact
Establish clear objectives & strategies
Implement preparedness actions
Example:Due to unusual weather patterns, Country X is at risk of large scale flooding this year
Example:Up to 1.5 million pupils lose access to education because schools destroyed and/or being used as shelter
Example:Provide
temporary learning facilities
Reconstruction or rehab of schools
Example:Prepare community-based early warning mechanismDistribute teaching/learning materials in high-risk areas
Contingency Planning Process
Contingency planning structure
Develop most likely, best and worst case scenarios – identify triggers
Worst-case scenario Most likely scenario Best-case scenarioElaborated in the
contingency planResponse to this scenario
is guided through the contingency plan
Planning assumption for the humanitarian
response in 2011
To be elaborated; if happens, we can revise / downscale the Response
Plan
INEE resources
New INEE webpage on contingency planning!
http://www.ineesite.org//index.php/post/contingency_planning/
Preparedness planning and Disaster Risk Reduction
What is DRR? How does DRR relate to preparedness? How does DRR relate to the INEE MSE? How does DRR relate to the Ethiopia
context?
Disaster Risk Reduction
The concept and practice of reducing disaster risks through systematic efforts to analyse and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events - UNISDR Terminology on Disaster Risk Reduction (2009)
Every US$1 invested in pre-disaster risk management in developing countries can prevent losses of US$7 – UNDP Human Development Report 2007-08
What is DRR Aims to minimize vulnerability
and impact of disasters. Utilises prevention and
mitigation measures as well as preparedness
Strengthens communities capacity and resilience
Conducted within the broad context of sustainable development
Hyogo Framework for Action 2005 - 2015
1. Ensure that disaster risk reduction is a national and a local priority with a strong institutional basis for implementation
2. Identify, assess and monitor disaster risks and enhance early warning
3. Use knowledge, innovation and education to build a culture of safety and resilience at all levels
4. Reduce the underlying risk factors5. Strengthen disaster preparedness for effective
response at all levels
Five goals and priorities for action on Disaster Risk Reduction over the next 10 years:
DRR in Education in Emergencies
Is a systematic attempt to analyse and reduce disaster risks to enable the education system to provide, learners to continue, and out-of-school children to access, quality education both during and after emergencies.
Helps to minimise underlying factors of vulnerability, prevent disasters and improve disaster preparedness.
Is the combination of actions, processes and attitudes to achieve resilience
DRR in Education
Children from the Mopeia Child Parliament (Mozambique) learn about flood risk reduction and preparedness using a board game - 2007
Teachers and pupils in an evacuation drill
Education Activities
Teachers & other
EducationPersonnel
Teaching and
Learning
Education Policy
Access & Learning
Environment
• DRR in curriculum• Environmental impact
in curriculum• Rapid learning/home
based study materials
• Safe School Construction
• Child Friendly Schools
• School evacuation plans
• Teachers trained in DRR
• School safety officers
• First aid training for teachers
• Support for emergency education throughout MOE
• Contingency planning• Special regulations for
emergency situations• Requirements for school
evacuation and preparedness plans
DRR resources INEE webpage on DRR INEE webpage on DRR tools and resources Guidance notes on safer school construction INEE brief on Disaster Risk reduction and
Prevention Harmonised training package module on DRR Integrating conflict and disaster risk reduction
into Education Sector Planning Guidance notes (IIEP and Global Education Cluster)
Preparedness planning in Ethiopia
In groups discuss and then present back on the following questions; What education vulnerabilities do we need
to prepare for in Ethiopia? What preparedness activities are already
being undertaken to address these? Where are the gaps in preparedness? What other relevant actions and activities
can we identify as necessary?Session 1-59
INEE/MSEE Session 1-60
Session 7: Applying the INEE
Minimum Standards
Contextualising the INEE Minimum Standards
Indonesia
There are many different kinds of emergencies
Pakistan IDP camp 2009
Classroom destroyed by war in Afghanistan
Haiti 2010
How is it possible that the same handbook is applicable to all these different contexts?
Because every context is different, the key actions in the handbook must be adapted to the specific
location
When should it occur?
Who should contextualise the
Minimum Standards?
What is Contextualisation?
Standard What does this mean for Somalia/ Afganistan/Vietnam?
What does this look like in practice?
How do we know? Means of verification
Access and Learning
Standard 1: Equal Access
All individuals have access to quality and relevant education opportunities
All individuals:
Access:
Quality education opportunities:
Relevant education opportunities:
Contextualising the Standards
Afghanistan Haiti Somalia Vietnam
Contextualisation Completed
Standard What does this mean for Afghanistan?
What does this look like in practice?
How do we know? Means of verification
Access and Learning
Standard 1: Equal Access
All individuals have access to quality and relevant education opportunities
All individuals: All school aged children within walkingdistance of the classroom can attend the class. No child should be discriminated against, or denied the right to attend class.
Access: children should have unrestricted opportunity toenroll in and attend class. Community and stakeholders will address obstacles that restrict access for children. Obstacles may include physical barriers, security concerns, social and cultural barriers, financial restrictions and lack of appropriate facility.
Quality education opportunities:A positive, friendly and safe learning environment, Consistent attendance of teacher and children, Effective use of teaching time, Maximum of 35 children in the class, Supply and use of dequate materials for teaching andlearning, Competent and trained teachers who areknowledgeable in curriculum content, student-centered teaching methods that promote active learning, including creative activities.
Relevant education opportunities: Classroom instruction should include local traditions, positive cultural practices and needs of the community. Teachers use real-lifeexamples and local resources to teach the curriculum.
All school aged children should be able to attend class, without discrimination. Efforts will be made to minimize obstacles that restrict anychild’s access to education. Teacherswill provide effective instruction to enable children to learn in ameaningful way.
Community and stakeholder discussions and /or focus groupdiscussions.Topics include:- efforts made tominimize obstaclesthat restrict access toclass- strategies used tofacilitate allchildren’s attendancein class to avoiddiscrimination.teacher and studentsattendance registersmaterials available inclassacademic progress ofchildrenmotivation of students
MSEE in Afghanistan
Other applications: institutionalisation checklists Donors UN agencies The Education Cluster NGOs Ministry of Education Institutionalisation template School based checklist (forthcoming)
Applying the standards
Capacity building Monitoring and evaluation Assessing programme or project effectiveness
(audit) Proposal development Advocacy Fundraising Contingency planning Disaster risk management planning
Session 1-73
INEE’s training resources Harmonised training package available online E-learning module Tips on how to conduct a training Tips on how to customise a training Training adaptations webpage Contact INEE! Email: mstraining@ineesite.org Request INEE resources: email us at
materials@ineesite.org or complete the online form
Multimedia resources
INEE MSE Case Studies
Examples of how INEE members across the world have used the standards to support their work;http://www.ineesite.org//index.php/post/implementation_cs/
There are also case studies for teaching and learning , teacher compensation, ECD and safer school construction…
Discuss and address…
Identify 2- 3 different ways in which you can integrate the INEE MSE into your work (through existing activities or additional activities)
What resources do you need for this? How will you utilise the network to support
you? What are the key next steps you need to
take?
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