Using the Minimum Standards

Attitudes, experiences and application

Introduction

• The long running conflict in Burma has impacted on millions of children’s education

Source: KHRG

Coping strategiesForest Trading

Source: KHRG

Coping strategiesEducation

Source: KHRG

Coping strategiesEducation

Source: KHRG

Education in camps

• Traditional school design

Source: KHRG

Education in the camps

Source: ZOA

Education under attack – impact on identity

Source: KHRG

Education and culture

Camps have enabled refugees to maintain a sense of cultural identity

Source: ZOA

Maintaining identity

A consequence of the situation has been to view external ideas with suspicion

Sample quotes

• “The INEE does not fit with the situation here” – Education Manager (NGO)

• “Reaching these standards is just unrealistic…” - Educator working on TT in Burma

• “Our situation is different” – CBO senior staff member

How to move forwards?

A process of providing information and demonstration of practice to support a shift in attitudes

Changing attitudes - NGOs• Review of the understanding of what

the standards and tools are seen to be representing, listening to any/the concerns – list them

• Reflection of concerns and identification of standards that could be applied - ways to still use INEE

• Workshops with staff to get them to think about their own standards for each category

Changing attitudes - CBOs

• Involvement in workshops

• Providing information on the standards and what they are – common understanding

• Using the standards as a reflection tool to show how they closely match up with the refugee education

• Working together with the standards

Ways the standards have been applied/used

• tool for monitoring

• tool for internal reflection• challenge – you only know what

you know (putting an objective value on the status of an activity against an indicator)

Application of tools

• Exercise – making your own standards in the categories – understanding how they match

• Understanding one’s role in education – “After this workshop I understand much more about the scope of responsibilities in my job” (Ed. Co ML)

• Mapping of roles and responsibilities in education

Other applications

• Mapping of strengths and areas for improvement in educational service delivery CCSDPT - Reflection for Teaching and Learning just carried out

• Assessment framework for highlighting training needs and areas for improvement in education – Removal of the names INEE, MSEE and expat delivery to CBO…acceptance

Other applications

• Project design research checklist – for primary education support in rural / isolated communities in Thailand (non-emergency)

• Tools from handbook used to prepare project overview – feeding checklist and other tools in original edition used to shape assessment of donor support in Lao PDR schools (non-emergency)

Latest application

• Project design – using the categories as project results and making a logical framework for implementing in line with the standards and categories, thereby opening up the opportunity to use tools and manuals from INEE

• Development done alongside CBO partner with their input at all stages. Full acceptance of the project design

Other experiences in ZOA

• Used to support development of Education Policy Paper (HQ –NL)

• Introduced to Uganda programme, staff are now INEE members– INEE standards used by Ugandan

Education Cluster and Ministry of Education (Own standards dev. already)

Ideal application???

• System for all education stakeholders to plan and advocate for a standard of services

Reflection• Consider how people view the standards• Consider how the name/title and

circumstances can lead to misunderstandings and mitigate as per context

• Let people identify with and work with standards in a process of learning and discovery – imposition can lead to rejection

• Understand how the minimum level of education the standards represents can impact on the current situation and use it to set up a development plan for education

Thanks for listening about our situation…

Source: ZOA