Session 1-1

Session four:Using the

INEE Minimum Standards in response

Technical components

What are the technical components of education

in emergencies?

Session 1-2

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

Session 1-3

Technical Components of education in emergencies

1. Cluster/Sector Coordination Mechanism

Session 1-4

Technical Components of education in emergencies

2. Assessment• Multi-sectoral • Rapid education

assessment• Ongoing

assessment

Session 1-5

Technical Components of education in emergencies

3. Emergency Education Curricula

Session 1-6

Technical Components of education in emergencies

4. Planning (including contingency planning)

Session 1-7

Technical Components of education in emergencies

5. Education Supplies and Logistics

Session 1-8

Technical Components of education in emergencies

6. Temporary Learning Spaces

Session 1-9

Technical Components of education in emergencies

7. Psychosocial Support and Strategies

Session 1-10

Technical Components of education in emergencies

8. Mobilisation and Training of Teachers and other Education Personnel

Session 1-11

Technical Components of education in emergencies

9. Rehabilitation and Construction of Schools

Session 1-12

Technical Components of education in emergencies

10. Resumption of Formal Education

Session 1-13

Technical Components of education in emergencies

11. Monitoring and Evaluation

Session 1-14

Technical components and phases of emergency

What are the possible applications of the technical components during the different phases of education in

emergencies?

Session 1-15

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

Session 1-16

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

Session 1-17

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

Session 1-18

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

Session 1-19

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

Session 1-20

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).

Session 1-21

Technical Components of Education in Emergencies

Which phase? Who needs to be involved?

INEE Minimum Standards (Domain and Standard)

Session 1-22

Activity: technical components for protracted emergency

INEE/MSEE Session 1-23

Session Five:

Links between Education

& Other Sectors

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.

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

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

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.

IASC ClustersIn 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)

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

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

Reflection

What are the cross cutting issues we need to aware of in the Ethiopian

context?

Session 1-31

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

INEE/MSEE Session 1-33

Session 6:Emergency

preparedness

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)

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

Risk Reduction

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

Prevention Mitigation Preparedness

PreparednessThe 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)

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

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

Different levels of planningEffective humanitarian action requires planning at several

levels Organizational PlanningDefines specific services that the organization is committed to provideSector/Cluster PlanningDefines how organizations will work together to achieve sectoral objectivesInter-Agency PlanningProvides a common strategic planning framework & process to ensure alignment of humanitarian action to overarching principles and goals

OrganizationalPlanning

Sector/ClusterPlanning

Inter-AgencyContingency

Planning

UNICEF Ed Cluster

SC

Different levels of planningThis also applies to Government and MOE

National Level

Provincial/District Level

Community Level

School Level

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

Contingency Planning

DefinitionA 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)

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

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)

Uses of a Contingency plan

Capacity Development

Monitoring Preparedness

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)

- A framework for monitoring progress, outcomes, and impact of preparedness measures.

- Analyse risks, vulnerability and response capacity- Identify preparedness measures- Provides a joint platform for involved actors

Uses of a Contingency plan

Communication and Advocacy

Mobilising and managing resources

-Analysis, planning and coordination provides a good platform for communicating and advocating on the importance of education in emergency preparedness initiatives.

- Coherent and well informed plans are a good foundation for dialogue with donors

Analyse potential emergencies

Analyse potentialimpact

Establish clear objectives & strategies

Implement preparedness actions

Example:Due to unusual weather patterns, Country X is at risk of large scale flooding this year

Example:Up to 1.5 million pupils lose access to education because schools destroyed and/or being used as shelter

Example:Provide

temporary learning facilities

Reconstruction or rehab of schools

Example:Prepare community-based early warning mechanismDistribute teaching/learning materials in high-risk areas

Contingency Planning Process

Contingency planning structure

Develop most likely, best and worst case scenarios – identify triggers

Worst-case scenario Most likely scenario Best-case scenarioElaborated in the

contingency planResponse to this scenario

is guided through the contingency plan

Planning assumption for the humanitarian

response in 2011

To be elaborated; if happens, we can revise / downscale the Response

Plan

INEE resources

New INEE webpage on contingency planning!

http://www.ineesite.org//index.php/post/contingency_planning/

Preparedness planning and Disaster Risk Reduction

What is DRR? How does DRR relate to preparedness? How does DRR relate to the INEE MSE? How does DRR relate to the Ethiopia

context?

Disaster Risk Reduction

The concept and practice of reducing disaster risks through systematic efforts to analyse and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness for adverse events - UNISDR Terminology on Disaster Risk Reduction (2009)

Every US$1 invested in pre-disaster risk management in developing countries can prevent losses of US$7 – UNDP Human Development Report 2007-08

What is DRR Aims to minimize vulnerability

and impact of disasters. Utilises prevention and

mitigation measures as well as preparedness

Strengthens communities capacity and resilience

Conducted within the broad context of sustainable development

Hyogo Framework for Action 2005 - 2015

1. Ensure that disaster risk reduction is a national and a local priority with a strong institutional basis for implementation

2. Identify, assess and monitor disaster risks and enhance early warning

3. Use knowledge, innovation and education to build a culture of safety and resilience at all levels

4. Reduce the underlying risk factors5. Strengthen disaster preparedness for effective

response at all levels

Five goals and priorities for action on Disaster Risk Reduction over the next 10 years:

DRR in Education in Emergencies

Is a systematic attempt to analyse and reduce disaster risks to enable the education system to provide, learners to continue, and out-of-school children to access, quality education both during and after emergencies.

Helps to minimise underlying factors of vulnerability, prevent disasters and improve disaster preparedness.

Is the combination of actions, processes and attitudes to achieve resilience

DRR in Education

Children from the Mopeia Child Parliament (Mozambique) learn about flood risk reduction and preparedness using a board game - 2007

Teachers and pupils in an evacuation drill

Education Activities

Teachers & other

EducationPersonnel

Teaching and

Learning

Education Policy

Access & Learning

Environment

• DRR in curriculum• Environmental impact

in curriculum• Rapid learning/home

based study materials

• Safe School Construction

• Child Friendly Schools

• School evacuation plans

• Teachers trained in DRR

• School safety officers

• First aid training for teachers

• Support for emergency education throughout MOE

• Contingency planning• Special regulations for

emergency situations• Requirements for school

evacuation and preparedness plans

DRR resources INEE webpage on DRR INEE webpage on DRR tools and resources Guidance notes on safer school construction INEE brief on Disaster Risk reduction and

Prevention Harmonised training package module on DRR Integrating conflict and disaster risk reduction

into Education Sector Planning Guidance notes (IIEP and Global Education Cluster)

Preparedness planning in Ethiopia

In groups discuss and then present back on the following questions; What education vulnerabilities do we need

to prepare for in Ethiopia? What preparedness activities are already

being undertaken to address these? Where are the gaps in preparedness? What other relevant actions and activities

can we identify as necessary?Session 1-59

INEE/MSEE Session 1-60

Session 7: Applying the INEE

Minimum Standards

Contextualising the INEE Minimum Standards

Indonesia

There are many different kinds of emergencies

Pakistan IDP camp 2009

Classroom destroyed by war in Afghanistan

Haiti 2010

How is it possible that the same handbook is applicable to all these different contexts?

Because every context is different, the key actions in the handbook must be adapted to the specific

location

When should it occur?

Who should contextualise the

Minimum Standards?

What is Contextualisation?

Standard What does this mean for Somalia/ Afganistan/Vietnam?

What does this look like in practice?

How do we know? Means of verification

Access and Learning

Standard 1: Equal Access

All individuals have access to quality and relevant education opportunities

All individuals:

Access:

Quality education opportunities:

Relevant education opportunities:

Contextualising the Standards

Afghanistan Haiti Somalia Vietnam

Contextualisation Completed

Standard What does this mean for Afghanistan?

What does this look like in practice?

How do we know? Means of verification

Access and Learning

Standard 1: Equal Access

All individuals have access to quality and relevant education opportunities

All individuals: All school aged children within walkingdistance of the classroom can attend the class. No child should be discriminated against, or denied the right to attend class.

Access: children should have unrestricted opportunity toenroll in and attend class. Community and stakeholders will address obstacles that restrict access for children. Obstacles may include physical barriers, security concerns, social and cultural barriers, financial restrictions and lack of appropriate facility.

Quality education opportunities:A positive, friendly and safe learning environment, Consistent attendance of teacher and children, Effective use of teaching time, Maximum of 35 children in the class, Supply and use of dequate materials for teaching andlearning, Competent and trained teachers who areknowledgeable in curriculum content, student-centered teaching methods that promote active learning, including creative activities.

Relevant education opportunities: Classroom instruction should include local traditions, positive cultural practices and needs of the community. Teachers use real-lifeexamples and local resources to teach the curriculum.

All school aged children should be able to attend class, without discrimination. Efforts will be made to minimize obstacles that restrict anychild’s access to education. Teacherswill provide effective instruction to enable children to learn in ameaningful way.

Community and stakeholder discussions and /or focus groupdiscussions.Topics include:- efforts made tominimize obstaclesthat restrict access toclass- strategies used tofacilitate allchildren’s attendancein class to avoiddiscrimination.teacher and studentsattendance registersmaterials available inclassacademic progress ofchildrenmotivation of students

MSEE in Afghanistan

Other applications: institutionalisation checklists Donors UN agencies The Education Cluster NGOs Ministry of Education Institutionalisation template School based checklist (forthcoming)

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 1-73

INEE’s training resources Harmonised training package available online E-learning module Tips on how to conduct a training Tips on how to customise a training Training adaptations webpage Contact INEE! Email: mstraining@ineesite.org Request INEE resources: email us at

materials@ineesite.org or complete the online form

Multimedia resources

INEE MSE 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/implementation_cs/

There are also case studies for teaching and learning , teacher compensation, ECD and safer school construction…

Discuss and address…

Identify 2- 3 different ways in which you can integrate the INEE MSE 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?