1. INEE Minimum Standards and Resources for Education in Emergencies Workshop February 28th, 2012 Nairobi, Kenya

2. Review of Learning  What have we learned?  What do we still want to learn?  What expectations have been met and what still need to be met if possible? INEE and Global Education Cluster

3. Update on the Minimum Standards Assessment and Case studies INEE and Global Education Cluster

4. 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 1-4

5. INEE’s training resources  Harmonised training package available online Harmonised training package  E-learning module E-learning module  Tips on how to conduct a training  Tips on how to customise a training  Training adaptations webpage Training adaptations  Contact INEE! Email: mstraining@ineesite.orgmstraining@ineesite.org  Request INEE resources: email us at materials@ineesite.org or complete the online form materials@ineesite.orgonline form  Multimedia resources

6. INEE 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/implement ation_cs/ There are also case studies for teaching and learning, teacher compensation, ECD and safer school construction…teaching and learning

7. Discuss and address…  Identify 2- 3 different ways in which you can integrate the INEE Minimum Standards 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?

8. INEE Guidance Notes for Teaching and Learning

9. Back to the INEE Guidance Notes on Teaching and Learning INEE and Global Education Cluster

10. Instruction and Learning Processes INEE and Global Education Cluster

11. Standard 3: Instruction and Learning Processes Instruction and learning processes are learner- centred, participatory and inclusive. INEE and Global Education Cluster Instruction & Learning Processes

12. Standard 3: Analysis KEY POINTS TO CONSIDER:  Who is directly involved in the teaching and learning process?  Have learners’ needs or the composition of the learner community changed in the emergency, if yes, how?  Who are the teachers? Who are the learners?  What skills and knowledge are required for effective instruction in the changing context? What is the MoE’s capacity to support instruction at national and sub-national levels?  What is the capacity of the community to support the teaching and learning process?  Has the capacity of teachers/school/community changed? INEE and Global Education Cluster Instruction & Learning Processes

13. Standard 3: Programme Design Process and Method of Teaching and Learning KEY POINTS TO CONSIDER:  Is the content of instruction appropriate for the changing context?  Are the methods of instruction appropriate and effective, as well as inclusive and relevant to all?  What pedagogical practices are appropriate considering learners’ needs and desired learning outcomes…?  What are the opportunities to increase the level and quality of instruction?  What support is required to ensure effective use of curriculum and teaching materials? INEE and Global Education Cluster Instruction & Learning Processes

14. Standard 3: Implementation Establishing Supportive, Conducive and Inclusive Learning Environments KEY POINTS TO CONSIDER:  Who is responsible for the learning environment?  What are the requirements of protective learning spaces? What spaces are available?  What are the current protection and discipline practices?  Does the Ministry of Education or communities have skills and resources necessary to continue learning spaces as necessary?  What systems are in place to transition temporary spaces as needed?  Is there a policy on positive discipline? INEE and Global Education Cluster Instruction & Learning Processes

15. Standard 3: Monitoring & Evaluation  Provides examples of how to approach the monitoring and evaluation of both the process and content. For example:  Is there a process to support necessary capacity development of personnel? -- process  Are learning environments safe, protective and do they allow for meaningful participation of all learners? -- content INEE and Global Education Cluster Instruction & Learning Processes

16. Standard 3: Additional Resources  Provides additional information on Instruction and Learning Processes, including steps required to assess and establish appropriate programming, as well as general reference and advocacy materials.  All available to download: http://www.ineesite.org/index.php/post/resource_p ack/ INEE and Global Education Cluster Instruction & Learning Processes

17. Assessment of Learning Outcomes INEE and Global Education Cluster

18. Standard 4: Assessment of Learning Outcomes Appropriate methods are used to evaluate and validate learning outcomes. INEE and Global Education Cluster Assessment of Learning Outcomes

19. Standard 4: Analysis KEY POINTS TO CONSIDER:  Who are the key stakeholders in the assessment process?  What is or was the national assessment in place?  What formal assessment tools are used by teachers?  Who are the key stakeholders for longer-term strengthening of the assessment process?  What assessment systems are in place? How can these systems be continuously strengthened? INEE and Global Education Cluster Assessment of Learning Outcomes

20. Standard 4: Programme Design Assessment Systems and Tools KEY POINTS TO CONSIDER:  How do teachers use assessment data?  Is the data from continuous and summative assessments being recorded by teachers to track learners’ progress? INEE and Global Education Cluster Assessment of Learning Outcomes

21. Standard 4: Implementation Accreditation of Learner’s Achievements KEY POINTS TO CONSIDER:  What should be considered in ensuring accreditation for learners?  What systems are needed to ensure continued accreditation of learners? INEE and Global Education Cluster Assessment of Learning Outcomes

22. Standard 4: Monitoring & Evaluation  Provides examples of how to approach the monitoring and evaluation of both the process and content. For example:  Has the process of establishing or strengthening assessment of learning outcomes, tools, and approaches allowed for a more robust and appropriate teaching and learning process? -- process  Are learners’ recognized for their learning achievements? -- content INEE and Global Education Cluster Assessment of Learning Outcomes

23. Standard 4: Additional Resources  Provides additional information on Assessment of Learning Outcomes, including steps required to assess and establish appropriate programming, as well as general reference and advocacy materials.  All available to download: http://www.ineesite.org/index.php/post/resource_p ack/ INEE and Global Education Cluster Assessment of Learning Outcomes

24. Guidance Notes on Teaching and Learning Resource Pack INEE and Global Education Cluster The INEE Resource Pack on Teaching and Learning is a compilation of vetted resources: sample tools teaching materials case studies

25. INEE Resource Pack on Teaching and Learning INEE and Global Education Cluster

26. Example of Curricula Resources Page: INEE and Global Education Cluster

27. Further Resources found in the appendix of the Guidance Notes: Terminology – to support a common understanding Brief on the INEE Teaching and Learning Initiative Strengths, Weaknesses, Opportunities, Threats (SWOT) Analysis Template Further guidance on learning outcomes from the UNESCO International Classification of Educational Levels Further guidance on developing indicators for Monitoring & Evaluation. Teachers user guide to the Guidance Notes on Teaching and Learning Sample lesson planning template INEE and Global Education Cluster

28. Case Studies More than 20 case studies have been submitted by INEE members regarding the domain of Teaching and Learning.case studies INEE and Global Education Cluster

29. The Teaching and Learning Initiative INEE and Global Education Cluster Quality and relevant education in times of crisis can be life saving and life sustaining, providing protection, psychosocial support, and a basis for social and economic development and peace-building.

30. INEE Task Team on Quality Education in Preparedness, Response and Recovery What? Quality Education Task Team for Prevention, Preparedness, Response & Recovery When? Launched on September 8, 2011, International Literacy Day INEE and Global Education Cluster

31. ACTIVITY Learning Objectives At the end of this session, participants will:  Have designed a workshop for teachers using the Teacher’s Users Guide found in the Guidance Notes on Teaching and Learning. INEE and Global Education Cluster

32. Teachers in Preparedness, Response and Recovery  Teachers play a crucial role during and after disasters and conflict. Education programmes provide students and their families with life-sustaining and life-saving information and support. They also provide the opportunity for continuity in school, which can lead to a greater sense of hope and emotional stability during an otherwise tumultuous time. INEE and Global Education Cluster

33. The Teacher’s User Guide to the INEE Guidance Notes on Teaching and Learning:  Designed to be used by teachers and teacher trainers.  Offers practical tips for teachers to keep in mind when planning and supporting classes during times of crises or early recovery. INEE and Global Education Cluster

34. Exercise Directions 1.Divide into working groups of 4-5 participants. 2.Review the Teacher’s Users Guide found on pages 73-80 of the Guidance Notes on Teaching and Learning (10 minutes) 2.Group Work Tasks (30 minutes): As a group you will be planning an upcoming workshop for teachers utilizing the Teacher’s User Guide. a)Fill in the Workshop Planning Document b)Complete the Workshop Agenda Template 3. Group Presentations (20 minutes) INEE and Global Education Cluster

35. Summary  What further steps need to be taken in designing your teacher workshop?  Are there adjustments to your workshop that you would like to make after listening to the presentations? INEE and Global Education Cluster

36. Education in Emergencies Gender-Responsive Education

37. Learning Objectives At the end of this session, participants will be able to:  Explain what is meant by gender- responsive education  Reflect on constraints and gaps and identify best practices  Practice the ADAPT and ACT Collectively Framework  Develop gender-responsive strategies INEE and Global Education Cluster

38. Gender and Sex  Gender refers to the socially constructed roles, behaviors, power dynamics, access to resources and rewards and characteristics assigned to females and males in different cultures. These vary from one context to another and over time.  Sex refers to the biological difference between male and females. It is generally unchanging unless medically assisted. INEE and Global Education Cluster

39. Exploring the Gender Disparities and Gaps in Education in Emergencies http://www.youtube.com/watch?v=ptCeodSHMOI INEE and Global Education Cluster

40. What is Gender-Responsive Education?  It addresses gender-based barriers  It respects gender differences as identity of the learner  It enables education structures, systems and methodologies to be sensitive to gender  It ensures gender parity is part of a wider strategy to advance gender equality  It evolves to close gaps and eradicate gender- based discrimination INEE and Global Education Cluster

41. Practicing Gender- Responsive Education

42. IASC Gender Handbook  Targeted for field practitioners  Sets gender standards from the onset of an emergency  Provides a legal framework for gender  Addresses coordination and participation  Provides a framework that uses a “gender lens”: ADAPT and ACT Collectively Framework INEE and Global Education Cluster

43. ADAPT  A nalyze gender differences  D esign services to meet the needs of all  A ccess for women, girls, boys and men is provided equally  P articipate equally; ensure gender balance  T rain males and females equally INEE and Global Education Cluster

44. ACT Collectively  A ddress GBV in education and humanitarian emergency efforts  C ollect, analyze and report sex-and age- disaggregated data  T arget actions based on a gender analysis  C ollectively coordinate actions with all partners INEE and Global Education Cluster

45. Strategies for a Gender- Responsive Approach to Education in Emergencies INEE and Global Education Cluster

46. Gender-Responsive Participation, Coordination, and Analysis Foundational Standards:  Emphasizes gender-balanced participation in decision- making, processes and actions  Stresses disaggregated data by sex and age  Promotes coordination to address gender dimensions in:  Planning  Information exchange  Design  Response  Delivery of services INEE and Global Education Cluster

47. Equal Access and Gender-Responsive Learning Environments Access and Learning Environment Domain:  Highlights the need to reduce gender discrimination and barriers  Addresses different gender concerns of safety and well-being in/on the way to school  Promotes gender-sensitive facilities and services INEE and Global Education Cluster

48. Gender-Responsive Teaching and Learning Teaching and Learning Domain:  Promotes gender equality and reduces gender stereotypes in:  Educational materials  Curriculum  Teaching methodologies  Educator’s behavior and attitudes towards all learners INEE and Global Education Cluster

49. Gender-Responsive Policies for Teachers and Other Educational Personnel Teachers and Other Education Personnel Domain:  Promotes gender balance in recruitment  Ensures the presence of positive role models  Supports codes of conduct, incentives and compensation packages that are gender protected/parity INEE and Global Education Cluster

50. Gender-Responsive Education Policy Education Policy Domain:  Promotes education policies that protect against discrimination based on sex and gender  Ensures a commitment from education partners to utilize standards on gender-sensitive project implementation and management INEE and Global Education Cluster

51. ACTIVITY – Group I  Some aid agencies have been allowed into the area to provide educational support to families. By looking at the INEE Pocket Guide on Gender, what might your strategy be for a gender-responsive approach to participation, coordination, and analysis? List steps you might take given the above situation.  Create a “Do’s and Don’ts Checklist” that highlights issues and challenges that should be upheld or avoided to ensure that your strategy is gender-responsive. INEE and Global Education Cluster

52. ACTIVITY – Group II  Some aid agencies have been allowed into the area to provide educational support to families. By looking at the INEE Pocket Guide on Gender, what might your strategy be for a gender-responsive approach for equal access and a gender responsive learning environment? List steps you might take given the above situation.  Create a “Do’s and Don’ts Checklist” that highlights issues and challenges that should be upheld or avoided to ensure that your strategy is gender-responsive. INEE and Global Education Cluster

53. ACTIVITY – Group III  Some aid agencies have been allowed into the area to provide educational support to families. By looking at the INEE Pocket Guide on Gender, what might your strategy be for a gender-responsive approach to teaching and learning? List steps you might take given the above situation.  Create a “Do’s and Don’ts Checklist” that highlights issues and challenges that should be upheld or avoided to ensure that your strategy is gender-responsive. INEE and Global Education Cluster

54. Conclusion  Gender-responsive education in an emergency is essential if we are to achieve the right of Education for All.  Understanding the principles, framework and tools for mainstreaming gender into education in emergencies is the first step.  Promoting advocacy, awareness-raising, capacity-building and knowledge sharing of these tools must be a continuous effort by all. INEE and Global Education Cluster

55. Other INEE Tools & Resources INEE and Global Education Cluster

56. Learning Objectives  Know the range of INEE tools and resources to help you use and apply the standards  Gain familiarity with the INEE Toolkit  Know about other network services and how to actively participate with the INEE Session 1-56

57. Toolkit Intro  The Toolkit contains more than 800 practical, field-friendly tools and resources to guide those working in the field of education in emergencies through to recovery.  This Toolkit includes INEE’s primary publications in multiple languages & numerous implementation tools (such as MS Handbook, case studies, articles, etc.) to support their use. Session 1-57

58. Toolkit Structured Major Sections: 1.Overview 2.Minimum Standards 3.Reference Guide on External Education Financing 4.Guidance Notes on Teaching & Learning 5.Guidance Notes on Safer School Construction 6.Guidance Notes on Teacher Compensation 7.Pocket Guide to Inclusive Education 8.Pocket Guide to Gender 9.INEE Advocacy Materials 10.Key Thematic Issues Session 1-58

59. Toolkit http://toolkit.ineesite.org Session 1-59

60. INEE community Other resources  Navigating the website: http://www.ineesite.org/http://www.ineesite.org/  Member database  INEE materials request  INEE training resources Member involvement  Language communities  Working groups and task teams  Meet ups Session 1-60

61. Activity: using INEE tools, resources and communities  Identify one of the main challenges you now face in your work as an Education in Emergencies practitioner.  What Standards & Key Actions (with possible adaptations) should be met?  What are the associated INEE resources network tools that could support you in determining the possible strategies that can be used. Day 1-61

62. Conclusion  Review of objectives covered.  Workshop evaluation and feedback. INEE and Global Education Cluster