Session 2.3 Applying the INEE Minimum Standards: Emergency assessment and design to BUILD BACK BETTER

1. Session 2.3 Applying the INEE Minimum Standards: Emergency assessment and design to BUILD BACK BETTER

2. Session Objective Community Participation -- Analysis -- Community Participation -- Analysis -- Access & Learning Environment Teaching & Learning Teachers & Edu Personnel Education Policy & Coordination • Understand the need for – and carry out -- a thorough assessment and analysis of the assessment findings to develop an effective response that builds back better, reducing risk in the long-term + cross cutting issues

3. INEE Minimum Standards: Analysis • Initial Assessment: participatory, intersectoral and holistic data, threats, vulnerabilities, capacities; local capacities, resources, strategies • Response: capacity building, updating strategies, strengthening national programmes • Monitoring: continuous, participatory, training to identify changes, trends and make adjustments • Evaluation: systematic, transparent, sharing lessons learnt, building capacity

4. Assessment • What is bias? • How can an assessment be biased?

5. Bias “Bias” means that the sample data contain an unintended and systematic sampling error. Thus they do not represent what they were intended to represent.

6. Possible forms of bias • Political • Gender • Time of day/schedule

7. How can we avoid bias in assessments?

8. Triangulation Triangulation • Using different assessment techniques or different indicators of the same phenomenon • Varying the information sources • Varying the composition of the assessment team Let’s read Analysis Standard 1 on Assessment

9. Scenario: Disaster in ZamboraAssessing a disaster and designing an intersectoral response plan for safe, quality education that Builds Back Better Session Objectives:

10. Assessment findings: Disaster in ZamboraWorkbook pages 33-34 Group work: Designing a response plan to build back better • Which standards are relevant? Prioritise two standards and develop response strategies to meet the priority standards (utilising indicators, guidance notes), filling out Response Plan Matrix: • How do these strategies incorporate DRR (mitigation, prevention, preparedness)? • How do they integrate cross-cutting issues? • Who are the key stakeholders that you need to work with? • What capacities can you build upon? What potential risks and vulnerabilities do you need need to mitigate?

11. Session 2.4 Applying the INEE Minimum Standards: Monitoring and Evaluation

12. Session Objectives • Be aware of the difference between monitoring and evaluation • Understand how the INEE Minimum Standards can and should be contextualised for monitoring and evaluating programmes and policies

13. Monitoring vs Evaluation • INEE Minimum Standards: Analysis • Monitoring: All relevant stakeholders regularly monitor the activities of the education response and the evolving education needs of the affected population • continuous, participatory measures that are used to demonstrate the change in a situation, identify trends, progress in or result of an activity in order to make adjustments (when necessary) • Evaluation: There is a systematic and impartial evaluation of the education response in order to improve practice and enhance accountability • systematic, transparent, sharing lessons learnt, building capacity • Both monitoring and evaluation require training, capacity building

14. Developing indicators • INEE Minimum Standards indicators: qualitative, need to be contextualised to create tangible, locally relevant monitoring criteria • Example: Afghanistan consortium on Community-based Education (workbook page 37) SMART indicators S= specific M= measurable A= achievable R= realistic T= timely

15. Session 3A: Disaster Risk Reduction through Education: InterSectoral Linkages and Cross-Cutting Issues

16. Session Objectives • Have an enhanced understanding of the critical linkages and the need for coordination between education and other preparedness, contingency planning and emergency response sectors (protection, water/sanitation, shelter, health, food aid, etc). • Be aware of the INEE – Sphere Companionship agreement and inter-agency tools for integrating cross-cutting issues into mitigation, preparedness and response • Be aware of programs being implemented within the region to ensure inter-sectoral linkages and the integration of cross-cutting issues

17. Brainstorm: Why should education be part of humanitarian response?

18. Education in EMERGENCIES because: • Education can be life-saving and life-sustaining, providing physical, psychosocial and cognitive protection, and is a key part of a child’s survival strategy • Crisis which destabilise education can also be opportunities for positive transformation • Accountability to needs and rights: • Education is what children/parents ask for during crisis • Education is a right, even in an emergency, and key to life with dignity

19. What does education look likein an emergency?

20. In an emergency, education includes: • Initiating policy and coordination mechanisms/structures (across actors in education and across sectors) • Rapid needs assessment, design of response, with emphasis on safe structured activities --> restoration of education (safe spaces for children, providing security, protection, psychosocial support, basic literacy/numeracy, community engagement) • Making intersectoral linkages: ensuring water and sanitation, food, health, etc. in safe spaces • Non-formal education: essential life skills, recreation (play) • Provide essential teaching and learning materials, recruitment/training teachers

21. Inter-sectoral linkages with education • In an emergency, what are the links between education and: • Water/Sanitation • Health (including mental health) • Shelter and Camp Management • Nutrition and Food aid • Protection • Logistics • How do cross cutting issues (gender, HIV/AIDS, disability) intersect as a challenge and as an opportunity?

22. INEE- Sphere Companionship • Stand-alone publications with their own recognizable identity but education integrated throughout Sphere in 2009/2010 revision and Sphere sectors integrated throughout INEE MS in revision + icon • Formalization of training linkages • Statement highlighting the formal relationship between Sphere and INEE included on the front cover of the INEE Minimum Standards Handbook: “The Sphere Project recognizes the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction as Companion Standards to the Sphere Project Humanitarian Charter and Minimum Standards in Disaster Response” • Advocacy, promotion and communication linkages between INEE Secretariat and the Sphere Project • Website links

23. New Tools to Integrate Cross Cutting Issues • In addition to cross-sectoral linkages, education preparedness, response and mitigation must also incorporate vital cross-cutting issues such as gender, disability and psychsocial well-being: • IASC Gender Handbook in Humanitarian Action • IASC Guideliens on Psychosocial Support and Mental Heath Wellbeing • INEE Pocket Guides on Inclusive Education • Other tools?

24. Session 3B: Planning and facilitating a training workshop on the INEE Minimum Standards + Sharing information on relevant initiatives

25. Brainstorm: preliminary plans for training • Questions to consider: • 1) Who are the participants for this orientation or training workshop? • What kind of context are they working in? • How can I adapt the training agenda, materials and workshop structure to best meet their needs? • 2) Who might I co-facilitate a training with? • 3) LATER: Will the method applied in each session that I am planning help the participants to understand, analyse and connect in a simulating and comfortable environment?