INEE, the Implementation of the INEE Minimum Standards and other Relevant Initiatives

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

2. Objectives Update on INEE, including: • Be familiar with INEE’s Strategic Plan (2008-2010) • 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

3. Agenda • 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

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

7. Community Participation -- Analysis -- Community Participation -- Analysis -- Access & Learning Environment Teaching & Learning Teachers & Other Education Personnel Education Policy & Coordination The Categories • Cross Cutting Issues: • Human and children’s rights • Gender • HIV/AIDS • Disability and vulnerability

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 a4 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 • 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

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

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

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

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: 2007-2008 consultative workshops, peer review, field testing, advocacy. Launch at INEE Global Consultation: March/April 2009

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 3 2009, Istanbul • Approx. 270 INEE members, key stakeholders • Workshop sessions proposed, organised by INEE members and participants