InterAction, 19 November 2008

1. Ensuring Quality and Accountability in Humanitarian Action through linkages between education and other sectors InterAction, 19 November 2008

2. Workshop Objectives Be able to describe what education in emergencies looks like, why it is a crucial element of humanitarian response, and the linkages with and need for coordination between education and other humanitarian sectors Have an enhanced understanding of the INEE Minimum Standards, and the range of standards, indicators and guidance notes relevant to your work and be able to apply them in a particular context Have an awareness of the Sphere-INEE Companionship agreement and be able to utilise the INEE and Sphere Minimum Standards to design a more effective programme that represents humanitarian accountability and quality Have an awareness relevant initiatives and tools important for ensuring inter-sectoral linkages as well as upcoming opportunities for YOUR input

3. Workshop Agenda • Discuss education’s links to other emergency sectors, explore the INEE Minimum Standards and review the Sphere-INEE Companionship Agreement • Break • Activity focused on linkages in an emergency, using the INEE and Sphere Minimum Standards • Lunch • Introduction to and discussion of new and relevant tools, initiatives and opportunities

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

5. 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

6. What does education look like in an emergency?

7. 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

8. Inter-sectoral Linkages with Education in Emergencies • 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?

9. What is INEE and what does it do? • Over 3,000 members from UN agencies, NGOs, donors, governments, researchers, teachers and individuals from affected populations working together to ensure the right to education in emergencies and recovery • Steering Group: CARE, CCF, IRC, NRC, Save the Children Alliance, NRC, UNICEF, UNESCO, UNHCR, World Bank • INEE is a flexible and responsive mechanism which brings agencies, institutions and individuals together; does not implement projects, but enables members to be more effective through: • Facilitating sharing of information, networking to reduce duplication and enhance collaboration • Facilitating the collaborative establishment of good practices and development of tools, training and capacity building opportunities • Advocating for institutions, governments to work together to ensure the right to education

10. INEE’s Shared and Collective Vision • All people in crisis-affected and fragile states have access to quality, relevant and safe education opportunities • Education services are integrated into all humanitarian responses • Governments and donors ensure sustainable funding for education preparedness, crisis response, mitigation and recovery • All education programs responding to emergencies, chronic crises and reconstruction are consistent with the INEE Minimum Standards and are accountable for quality and results

11. The Sphere Project • A process that began in 1997 to address concerns of quality and accountability in humanitarian responses • Humanitarian Charter that emphasizes the “right to life with dignity” • Minimum Standards in Disaster Response • Water, sanitation and hygiene promotion • Food security, nutrition and food aid • Shelter, settlement and non-food items • Health services • www.sphereproject.org

12. Sphere Project and INEE The Minimum Standards are both a handbook and an expression of commitment, developed through a broad process of collaboration, that all individuals – children, youth and adults – have a right to education during emergencies. They echo the core beliefs of the Sphere Project: that all possible steps should be taken to alleviate human suffering arising out of calamity and conflict, and that people affected by disaster have a right to life with dignity.

13. Development of the INEE Minimum Standards Highly consultative process, involving more than 2,250 people: INEE listserv consultations Field-based consultations More than 110 local, national, sub-regional & regional consultations in more than 50 countries Peer review process Content of handbook represents rights, global good practice and lessons learned across contexts

14. INEE Minimum Standards Community Participation -- Analysis -- Community Participation -- Analysis -- Access & Learning Environment Teaching & Learning Teachers & Other Education Personnel Education Policy & Coordination (Mitigation / Prevention)  Preparedness  Response  Recovery Founded on rights, good practices, and consensus on lessons learnt • Cross Cutting Issues: • Human and children’s rights • Gender • HIV/AIDS • Disability and vulnerability

15. INEE Minimum Standards Implementation (2005 - 2008) • Use in 80+ countries • 25,000+ copies distributed (English), 14 Languages • Over 2,500 trained through regional Training and Capacity-Building workshops • Through evaluations and feedback, users relate that the standards provide: • Common starting point to enhance educational quality, access, and accountability • Enforce holistic response (quality) • Tool to improve coordination and enhance accountability and predictability • Tool for capacity-building and training • Aid to strengthen the resilience of Ministries of Education • Tool to promote education -- internally and externally

16. Emergency in DOMISTAN: Designing an integrated, intersectoral response strategy • Read scenario and assessment findings • Utilise role within emergency response team as a means of highlighting practical issues that effect intersectoral coordination • Within your group, brainstorm two relevant INEE Standards to prioritise • Utilise INEE and Sphere indicators and guidance notes to develop an integrated response strategy • Write up response plan and be prepared to give 5 minute presentation to the group

17. Sphere - INEE Companionship Agreement • Launched on October 22 2008 • Companionship includes: • Advocacy, promotion and communication linkages • Branding • Training linkages • Linkages in revision processes

18. IASC Education Cluster • Only co-lead cluster: UNICEF and Save the Children • ---> Established at end of 2006 • Education Cluster Working Group • Global Oversign and Liaison Task Team • Capacity Building Task Team • Knowledge Management Task Team • Field Operations Task Team • Linkages w/ INEE: • INEE Secretariat, Steering Group, Working Group within the Working Group • INEE Working Group on Minimum Standards, Task Teams support the cluster: INEE MS, Toolkit, checklists for cluster • Linkages with other clusters: focus in 2009

19. INEE Minimum Standards Toolkit

20. Utilise INEE’s resources, contribute to the network: www.ineesite.org INEE Working Group on INEE Minimum Standards: www.ineesite.org/minimumstandards Minimumstandards@ineesite.org INEE Minimum Standards toolkit: www.ineesite.org/toolkit Implementation tools: www.ineesite.org/implementation INEE Task Teams and Language Communities: network@ineesite.org Join INEE: www.ineesite.org/join