1. INEE, the Implementation
of the INEE Minimum Standards and other Relevant Initiatives
Orientation Workshop and Update for IRC CYPD
28 April 2008
Inter-Agency Network for Education in Emergencies
INEE/MSEE

2. Objectives Update on INEE, including:
Be familiar with INEE’s Strategic Plan ( )
Be familiar with the INEE Minimum Standards – the process and product – and their implementation
Have a good understanding of IRC’s involvement in INEE Minimum Standards activities
Have a good understanding of other INEE initiatives that are relevant to IRC’s work
INEE/MSEE

3. Agenda Overview of INEE Minimum Standards:
Overview of INEE and IRC's role within the network
Overview of INEE Minimum Standards:
Review of content, focus on implementation process
Introduction to the INEE Minimum Standards Toolkit
IRC’s Implementation and Institutionalisation
Other Relevant Initiatives:
Sphere Companionship
IASC Education Cluster
INEE Working Group on Education and Fragility
INEE Task Teams
INEE Teacher Compensation Guidance Notes
INEE Policy Roundtable
INEE Global Consultation
Q&A/Discussion

4. INEE Strategic Goals
Strengthen institutional coordination to ensure education for all those affected by crisis
Enhance global knowledge and capacity in order to support education in crisis and post-crisis settings
Promote a dynamic membership to advance the field of education in emergencies

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

6. Handbook of the INEE Minimum Standards launched December 2004
INEE Minimum Standards represent:
Common starting point to reach a minimum level of educational quality and access
Tool to improve coordination and enhance accountability and predictability
Tool for capacity-building and training
Tool to promote education
INEE/MSEE

7. The Categories
Community Participation -- Analysis -- Community Participation -- Analysis --
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
INEE/MSEE

8. Training and Capacity-Building
Training and Capacity-Building process:
9 Regional Training of Trainers
Workshops (TOT)
Hundreds of follow-up training workshops
4 Regional Capacity-Building Workshops
IRC’s participation in TOTs and CBWs
TOT: Cote d’Ivoire, Guinea, Ethiopia, Indonesia, North America
CBW: Cote d’Ivoire, Ethiopia, Afghanistan

9. Follow-up Trainings
December 2005, New York: Allison and Rebecca conducted a training for IRC IPD staff, focused on the links between the INEE Minimum Standards and protection, water/sanitation, health and shelter activities in emergencies.
10 March, 2006, Afghanistan: Surraya Sahab, Senior Education Officer, held a training session on the INEE Minimum Standards with government officials, donor agency members and international and national NGO representatives.
10-13 July, 2006, Axum, Tigray, Ethiopia; Shewaye Tike conducted a 4 days training for 24 participants from IRC Education, Gender-based Violence, Youth and Community Service programs as well as for partner organizations.

10. Implementation Roll out and Promotion Utilization:
Use in 80+ countries
25,000+ copies distributed (English)
11 Languages: English, Spanish, French, Arabic; Bahasa Indonesian, Japanese, Portuguese, Thai, Bangla, Urdu, Khmer
Utilization:
In Burundi, USAID’s assessment team used the INEE Minimum Standards for their education sector assessment exercise
In Chad, UNICEF and its partner NGOs used the INEE Minimum Standards to develop a teacher’s code of conduct
In Pakistan, the education cluster established to respond to the earthquake used the standards as common framework

11. Implementation
“Having the INEE Minimum Standards, indicators and guidance notes will help us strengthen our efforts to meet the standards and to reconsider those which we overlooked in our implementation process”. IRC Ethiopia

12. Implementation
“We are using the INEE Minimum Standards to check our program work against all minimum standards and indicators to ensure quality. Based on the recommendations of the minimum standards, we will now consider the possibility of developing Community Education Committees to help formalize community involvement and guide these activities”. IRC Sudan

13. Implementation
“The INEE Minimum Standards serve as a vision and guidance for developing education program and have became a comprehensive tool for education program evaluation. I will continue to incorporate the standards into IRC Aceh Education Programs and will be a resource person for the INEE Minimum Standards for other organizations in Indonesia, especially in Aceh”. IRC Indonesia

14. Next Steps in 2008
Toolkit to complement and help implement the standards
Regional Capacity-Building Workshops
Continued Monitoring and Evaluation
Advocacy and strategic linkages, especially with donors and governments
Standards institutionalized within the application of the cluster approach to the education sector

15. INEE Minimum Standards Toolkit
A collection of high quality tools that will help humanitarian and education field staff and Ministry of Education officials implement the INEE Minimum Standards.
Tools are arranged by category, and have been chosen for their practical use and relevance for education interventions in emergencies, chronic crisis and early reconstruction.
The Toolkit is available in CD Rom format, as well as online.
The Toolkit is an ongoing project, that will be added to as INEE members share their tools with the network.
INEE/MSEE
Session 1-15 15

16. Sphere Companionship
Handbook branding: colors/size + education icon, statement of formal relationship on both handbooks
Website cross linkages, pages, icons, statements
Formalisation of training and capacity-building linkages (module in all events)
Formalisation of advocacy, promotion and communication linkages
Coordination and representation mechanisms (revision)
INEE/MSEE
Session 1-16 16

17. 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 Groups and Secretariat Support Unit (Geneva) in 2008
Global priorities: capacity mapping; core cluster capacity development & coordination; training and toolkits; needs assessment
INEE/MSEE
Session 1-17 17

18. INEE Working Group on Education and Fragility
Strengthen consensus on what works to mitigate state fragility through education
Support the development of quality effective education programmes in fragile contexts
Promote the development of alternative mechanisms to support education in fragile contexts in the transition from humanitarian to development assistance
Through:
Developing, strengthening the evidence base, shaping research agenda
Informing and influencing policy
Advocating for policy commitment to, mobilization of funds
Enhancing cross-sectoral approaches
INEE/MSEE
Session 1-18 18

19. INEE Task Teams and Language Communities
Promote the development and sharing of technical tools and good practice; advocacy for identified programming and policy gaps and opportunities; support and broaden networking and collaboration
INEE Task Teams
Adolescents and Youth
Gender (IASC WG)
Early Childhood (ECD CG)
Disability and Inclusive Education
HIV/AIDS (IATT)
Language Communities
Arabic
French
Portuguese
Spanish

20. INEE Guidance Notes on Teacher Compensation
INEE Guidance Notes drafted with broad-based inter-agency research and consultation on:
Policy and Coordination
Financial Compensation
Teacher Well-being, Technical Support, Management
Guidance Notes will provide guidance on, and frame the discussion for, stakeholders as they set and adapt interim teacher compensation arrangements that help to establish and institutionalize good practices and avoid negative consequences
Timeline: consultative workshops, peer review, field testing, advocacy. Launch at INEE Global Consultation: March/April 2009
INEE/MSEE

21. Upcoming Events for IRC CYPD to feed into
INEE Policy Roundtable: focus on education and fragility (October 2008). Opportunity to bring donors, governments, UN and NGO policy makers, academics together to engage on pressing issue of financing for education in fragile states
INEE Global Consultation:
Bridging the Gaps - Preparedness, Relief, Development
March 30-April , Istanbul
Approx. 270 INEE members, key stakeholders
Workshop sessions proposed, organised by INEE members and participants