Session 8: Action planning INEE/MSEE

INEE Minimum Standards Contextualising the INEE Minimum Standards

There are many different kinds of emergencies Indonesia – sectors / issues that need to be addressed at the onset of an emergency. Indonesia

Some emergency issues that need addressing? Sectors… issues that arise? Pakistan IDP camp 2009

Chad… think of all the sectors and issues in an emergency….

Classroom destroyed by war in Afghanistan

How is it possible that the same handbook is applicable to all these different contexts? Some immediate issues and what challenges they present – eg heavy machinery into places over damaged roads. Where to put all the debris – how to deal with injured and dead? Haiti 2010

Because every context is different, the key actions in the handbook must be adapted to the specific location Rationale for contextualization There is inevitably tension between universal standards, based on human rights, The Standards define the goals for access to quality education in universal terms, while the key actions represent specific steps that are needed to achieve each Standard. Since every context is different, the key actions in the handbook must be adapted to each specific local situation. Context, including available resources, and the stage of the emergency must be considered in determining locally acceptable contextualized actions.

What is Contextualisation? When should it occur? Who should contextualise the Minimum Standards? Example The key action on teacher-student ratio states that ‘enough teachers should be recruited to ensure an appropriate teacher-student ratio.’ This must be contextualized by determining, in consultation with relevant stakeholders, the teacher-student ratio that is locally acceptable. While 60 students per teacher might be an acceptable ratio in the acute stage of an emergency, the number could be expected to improve to 30 or 40 students per teacher in a chronic crisis or recovery context. Context, including available resources, and the stage of the emergency must be considered in determining the locally acceptable contextualized actions.   Ask participants for other examples of contextualization from their own experiences (Access Standards #3: Facilities and Services, key action “schools and learning spaces are linked to child protection, health, nutrition, social and psychosocial services.” What have you done in your work to contextualize the Minimum Standards for a project and setting? How could contextualization be useful in your work in the future? What are the benefits of contextualization?

Contextualising the Standards 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: Steps to contextualize the INEE Minimum Standards Now that participants know why it is important to contextualize the Standards, explain how to contextualize the MS. Additional information about the contextualization steps can be found in the Contextualization Package. Identify other education providers within your context who are interested in cooperating with you in the contextualization process. Host an orientation to the Minimum Standards. Invite other education providers from local agencies and Ministry of Education. Use the Handbook in the local language if available. During this orientation, some participants may become interested in contributing to the contextualization process. Set up a working group of representatives of other educational agencies and hopefully those who attended the orientation to the Minimum Standards. Select a chairperson to oversee the entire contextualization process, and organize meetings to discuss each Standard separately. Present the framework for contextualization to serve as a guide to discuss the characteristics and elements of each Standard. Break up each Standard into its different components and discuss each in detail, ensuring not to lower the Standards due to challenging contexts. Consult the key actions and guidance notes of each Standard to help guide discussions and definitions (see the Sample Framework for the Contextualization Process). Hold a series of working meetings with the education providers to go through all the Minimum Standards. Once the Standards have been contextualized, combine them into a compiled document. Host a forum where these contextualized Standards are presented to practitioners and stakeholders in your setting.

Contextualisation Completed Afghanistan Haiti Somalia Vietnam What has already been done? Explain that MS contextualization has already been completed in Vietnam, Haiti, Somalia and Afghanistan. Ask participants to look at the Vietnam contextualization example in their workbooks. Haiti: The Education Cluster in Haiti contextualized the Standards after the 2010 earthquake. Somalia: The Education Cluster in Somalia contextualized 10 of the 19 standards in February 2011. Vietnam: The MOE, UNESCO and other partners contextualized the Standards in May 2011. Afghanistan: CARE and other partners contextualized the Standards. Read the Afghanistan Case Study online at www.ineesite.org/MScasestudies.   Explain that the outcome goal of contextualization is not simply the existence of contextualized MS, but rather the development of a community and a contribution to a larger goal.

MSEE in Afghanistan 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 walking distance 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 to enroll 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 and learning, Competent and trained teachers who are knowledgeable 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-life examples 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 any child’s access to education. Teachers will provide effective instruction to enable children to learn in a meaningful way. Community and stake holder discussions and / or focus group discussions. Topics include: - efforts made to minimize obstacles that restrict access to class - strategies used to facilitate all children’s attendance in class to avoid discrimination. teacher and students attendance registers materials available in academic progress of children motivation of students What has already been done? Haiti, Somalia, Vietnam, 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

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?

The Ethiopian standards for Education and the INEE MSE Session 9: The Ethiopian standards for Education and the INEE MSE INEE/MSEE

Activity Review the Ethiopian Standards for education and in groups discuss and prepare answers on the following; How do the Ethiopian standards for education relate to the INEE MSE? Are there gaps or major differences between the two sets of standards? What are the possible key actions we can determine for the Ethiopian Standards? INEE/MSEE

Open discussion and next steps Session 10: Open discussion and next steps INEE/MSEE