Session four: Using the INEE Minimum Standards in response

1. Session four: Using the INEE Minimum Standards in response

2. Technical components What are the technical components of education in emergencies?

3. 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

4. Technical Components of education in emergencies 1. Cluster/Sector Coordination Mechanism

5. Technical Components of education in emergencies 2. Assessment • Multi-sectoral • Rapid education assessment • Ongoing assessment

6. Technical Components of education in emergencies 3. Emergency Education Curricula

7. Technical Components of education in emergencies 4. Planning (including contingency planning)

8. Technical Components of education in emergencies 5. Education Supplies and Logistics

9. Technical Components of education in emergencies 6. Temporary Learning Spaces

10. Technical Components of education in emergencies 7. Psychosocial Support and Strategies

11. Technical Components of education in emergencies 8. Mobilisation and Training of Teachers and other Education Personnel

12. Technical Components of education in emergencies 9. Rehabilitation and Construction of Schools

13. Technical Components of education in emergencies 10. Resumption of Formal Education

14. Technical Components of education in emergencies 11. Monitoring and Evaluation

15. Technical components and phases of emergency What are the possible applications of the technical components during the different phases of education in emergencies?

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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).

22. Activity: technical components for protracted emergency

23. Session Five: Links between Education & Other Sectors

24. 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.

25. 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

26. 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

27. 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.

28. IASC Clusters • In 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)

29. 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

30. 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

31. Reflection What are the cross cutting issues we need to aware of in the Ethiopian context?

32. 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

33. Session 6: Emergency preparedness

34. 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)

35. 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

36. Risk Reduction Risk Reduction involves measures designed either to prevent hazards from creatingrisks or to lessen the distribution, intensity or severity of hazards (know as mitigation) by addressing vulnerability. It also includes improved preparedness for adverse events. Mitigation Preparedness Prevention

37. Preparedness The 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)

38. 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

39. 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

40. Different levels of planning Effective humanitarian action requires planning at several levels Organizational Planning Defines specific services that the organization is committed to provide Inter-AgencyContingencyPlanning Sector/Cluster Planning Defines how organizations will work together to achieve sectoral objectives UNICEF Ed Cluster Inter-Agency Planning Provides a common strategic planning framework & process to ensure alignment of humanitarian action to overarching principles and goals SC Sector/ClusterPlanning OrganizationalPlanning

41. Different levels of planning This also applies to Government and MOE National Level Provincial/District Level Community Level School Level

42. 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

43. Contingency Planning Definition A 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)

44. 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

45. 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)

46. Uses of a Contingency plan - Analyse risks, vulnerability and response capacity - Identify preparedness measures - Provides a joint platform for involved actors 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) Capacity Development - A framework for monitoring progress, outcomes, and impact of preparedness measures. Monitoring Preparedness

47. Uses of a Contingency plan • Analysis, planning and coordination provides a good platform for communicating and advocating on the importance of education in emergency preparedness initiatives. Communication and Advocacy Mobilising and managing resources - Coherent and well informed plans are a good foundation for dialogue with donors

48. Contingency Planning Process Analyse potential emergencies Analyse potentialimpact Establish clear objectives & strategies Implement preparedness actions Example: Prepare community-based early warning mechanism Distribute teaching/learning materials in high-risk areas Example: Provide temporary learning facilities Reconstruction or rehab of schools Example: Up to 1.5 million pupils lose access to education because schools destroyed and/or being used as shelter Example: Due to unusual weather patterns, Country X is at risk of large scale flooding this year

49. Contingency planning structure • Develop most likely, best and worst case scenarios – identify triggers

50. INEE resources New INEE webpage on contingency planning! http://www.ineesite.org//index.php/post/contingency_planning/