INEE partners with more than 130 leading organizations in the field of education in emergencies and post-crisis recovery. We work in collaboration with these organizations to undertake joint strategic planning and to promote knowledge sharing, advocacy and training for the advancement of education in humanitarian crises. Below are a few organizations and projects INEE has institutional partnerships with.
The Alliance for Child Protection in Humanitarian Action
The Alliance for Child Protection in Humanitarian Action (The Alliance) envisions a world in which children are protected from abuse, neglect, exploitation and violence in humanitarian settings. Its mission is to support the efforts of humanitarian actors to achieve high-quality and effective child protection interventions in both refugee and non-refugee humanitarian contexts.
As a global network of operational agencies, academic institutions, policymakers, donors and practitioners, the Alliance facilitates inter-agency technical collaboration on child protection in all humanitarian contexts. It sets standards and produces technical guidance for use by the various stakeholders. The United Nations Children’s Fund (UNICEF) currently co-leads the Alliance with Plan International.
In June 2019, The Alliance and INEE signed a letter of understanding (LoU) to strengthen the integration of education and child protection programming. The partnership aims to strengthen the integration of education and child protection within programs funded by the Education Cannot Wait Fund (ECW) and advocate for more funding mechanisms integrated programs. All agreed to cooperate on three areas: (a) provision of technical input, (b) development of technical material, and (c) advocacy.
For more information on The Alliance, visit https://alliancecpha.org/en
Education Cannot Wait (ECW)
The Education Cannot Wait Fund was created as an education crisis fund designed to transform the global education sector, including both humanitarian and development responses. Launched at the World Humanitarian Summit in May 2016, the fund aims to deliver a more collaborative, agile, and rapid response to education in emergencies in order to fulfill the right to education for children and young people affected by crises. The Education Cannot Wait Fund will scale up resource mobilization over the first five years, commencing with an aim to raise approximately $150 million in the first year and with an ambition to bring funding to a level of $1.5 billion in the fifth year. This involves an overall 5-year fundraising ambition of $3.85 billion.
In June 2019, INEE signed a Letter of Understanding (LoU) with ECW to promote mutual interest through cooperation in the field of Education in Emergencies (EiE). The partnership aims to strengthen the collaboration between ECW and INEE in alignment with INEE’s 2018-2023 Strategic Framework and ECW’s Strategic Plan. The Parties agree to cooperate on three areas: (a) provision of technical assistance and technical support, (b) information sharing and communications, and (c) advocacy.
For more information and to follow the progress of the fund, visit www.educationcannotwait.org.
Global Partners Project
INEE is partnering with the Global Education Cluster (GEC) and the United Nations High Commissioner for Refugees (UNHCR) as part of a strategic partnership supported by Education Cannot Wait (ECW). The aim is to undertake a comprehensive review of education in emergencies joint coordination, planning, and response structures. The partnership will document existing practices, challenges, and gaps in coordination at the country and global level.
Recognizing the need for strengthened joint planning, response and coordination for education in crisis-affected contexts, ECW has brought together three key entities working on EiE - INEE, GEC, UNHCR - all of whom have important and different mandates and roles in the field of education and humanitarian response.
INEE, GEC, and UNHCR are working with the Overseas Development Institute (ODI) to develop a series of in-depth country case study reports from Ethiopia, Chad, Somalia, and Bangladesh, as well as desk-based studies of Syria and the Democratic Republic of Congo (DRC). Together with a global mapping of coordination structures, the case studies will aim to identify lessons across a range of emergency contexts and their policy implications at the global level.
The research will look more closely at the ‘who’, the ‘how’, and the ‘why’ of coordination of education in emergencies and protracted crises, resulting in recommendations for action that can be taken by diverse stakeholders across different contexts, including by Education Cannot Wait and key partners.
The expected results of the programme are:
- EiE practitioners globally and at the country level have an enhanced knowledge of and capacity for improved education coordination, joint planning and response.
- EiE partners' operational collaboration at global and country levels is strengthened to support effective and harmonized coordination, joint planning, and response in EiE programming.
This project focuses on the development of global goods such as:
- A field-driven, evidence base of joint planning, coordination and response in different contexts;
- Recommendations for improved mechanisms for joint planning, coordination and response to influence and incentivize strengthened collaboration;
- Countries are supported to improve collaboration among humanitarian and development actors in delivering more aligned, coherent and sustainable education responses;
- Lessons learned and recommendations are disseminated globally.
Funding from this project support a portion of the update to the EiE Toolkit.
The case studies are expected to be published during the course of 2019.
Humanitarian Standards Partnership
The Humanitarian Standards Partnership is a collaboration between the world’s leading standards setting initiatives which aims to improve the quality and accountability of humanitarian action through the increased application of humanitarian standards.
The Partnership is designed to enhance the linkage between standards, eliminating the duplications, advocating collaboratively, and improving the accountability to the people affected by the emergencies.
What role does INEE play in the HSP?
The use of the INEE Minimum Standards as part of the HSP will help to ensure crucial linkages are made at the outset of an emergency - through multi-sectoral needs assessments, followed by joint planning, and a holistic response. Used together, INEE and other agencies under the HSP will improve the quality of assistance provided to people affected by crisis and enhance the accountability of disaster preparedness and response. For an effective education response, close collaboration between education and other sectors is essential - such as water supply and sanitation, food security and nutrition, shelter and settlements, health action, education, child protection, livestock management, economic recovery, and market analysis.
Current initiatives in the HSP include:
- The Sphere Handbook | Sphere Project
- Minimum Standards for Child Protection in Humanitarian Action (CPMS) | Alliance for Child Protection in Humanitarian Action
- Livestock Emergency Guidelines and Standards | LEGS
- Minimum Economic Recovery Standards (MERS) | SEEP Network
- Minimum Standards for Education | INEE
- Minimum Standard for Market Analysis (MISMA) | Cash Learning Partnership (CaLP)
- Humanitarian inclusion standards for older people and people with disabilities | HelpAge International, Age and Disability Capacity Program (ADCAP)
For more information on HSP and the partners, visit http://humanitarianstandardspartnership.org/
IASC Global Education Cluster
While not initially included as part of the humanitarian reform agenda's cluster approach, education clusters or sector groups were formed in cluster roll-out countries. This led to a greater understanding and acknowledgment of the value of including education in the cluster approach, as a means to address capacity gaps and bring actors together at country level in order to ensure a more predictable, timely and effective education response, with inter-sectoral links to other relevant clusters/sectors.
Recognizing the importance of consistent, reliable and accountable educational programming in emergencies, the InterAgency Standing Committee (IASC) endorsed the creation of an education cluster. Education has a strong foundation to build on, through the work of the Inter-Agency Network for Education in Emergencies (INEE) on technical tools, information-sharing, capacity-building, and the normative, Sphere-compatible INEE Minimum Standards for Education: Preparedness, Response, Recover.
UNICEF and Save the Children co-lead the IASC Global Education Cluster, working in close collaboration with other leading agencies and INEE. UNICEF and Save the Children provide joint oversight and ensure joint organizational accountability through the IASC Education Cluster Steering Group. Collaborative Working Groups of representatives from many agencies take forward various elements of the IASC Education Cluster’s workplan.
The Work of the IASC Education Cluster
UNICEF as lead agency, and Save the Children as co-lead, have jointly facilitated a three-month gap analysis and strategy development process, working collaboratively with an inter-agency advisory group, and building on the existing INEE network, leading to the submission of a cluster appeal. The members of the Education Advisory Group include UNESCO, WFP, UNHCR, International Rescue Committee, ChildFund International and INEE.
Global and country-level gaps exist in the emergency education sector – in terms of human resources, technical capacity, financial resources and equity of provision, each with global and country-level dimensions. These gaps are due to a lack of human resource capacities and mechanisms for preparedness, response and coordination not keeping pace with the increasing prioritization of education within humanitarian emergencies, as well as the number of actors and the variety of approaches, lack of standardization, and gaps in increasingly important technical areas (including psycho-social support, gender analysis, physical re-construction etc).