1. Humanitarian Practice Network Network Paper Launch: Education in Emergencies 6 February 2007

2. 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 and Early 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

3. INEE Minimum Standards categories Access & Learning Environment Teaching & Learning Teachers & Other Education Personnel Education Policy & Coordination

4. 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)

5. 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

6. 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

7. 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

8. 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

9. 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 Learned and Recommendations

10. Challenges and Lessons Learned: Pakistan Earthquake Response Pakistan 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 education within the humanitarian response Reconstruction Authority/UN Plan: INEE Minimum Standards are guiding framework for all education interventions

11. 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

12. 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