Étude de cas sur les normes minimales de l'INEE

An education programme for South Sudanese refugees in Ethiopia illustrates the use of two complementary sets of standards: the Inter-Agency Network for Education in Emergencies (INEE)’s Minimum Standards for Education and Sphere Humanitarian Charter and Minimum Standards

This case study details the Training of Trainers on the INEE Minimum Standards conducted by the UNESCO oPt office and the subsequent steps to ensure that this learning was transposed into action on the ground.

This case study illustrates the ways in which the IRC and University of Nairobi staff have used the INEE Minimum Standards in developing a new Masters of Education degree in Education in Emergencies

This case study looks at the implementation of a three month education in emergencies intervention in Somalia and illustrates the utilization of the INEE Minimum Standards in the project’s execution.

This case study outlines Plan Haiti’s use of the INEE Minimum Standards to create non-formal education programs for Internally Displaced Persons after the January 2010 earthquake in Haiti.

In December 2005, Refugee Education Trust (RET) started a post-primary education program aimed at protecting and empowering young Sudanese refugees (basic education for over-aged youth, formal and distance secondary education and language courses) and young people in the Chadian host communities (basic education for over-aged youth)

This case study describes the use of the INEE Guidance Notes on Teacher Compensation and the INEE Minimum Standards in providing compensation to refugee teachers in Malaysia.

This case study looks at an education response implemented by the Participatory Rural Development Society for Afghan refugees in the Khyber Pakhtun Khwa region of Pakistan.

This case study looks at the how the International Rescue Committee applied the Foundational Standard of Community Participation to increase access to education at the pre-school, primary and secondary levels in the Shimelba refugee camp in Ethiopia.

This case study details the use of the INEE Minimum Standards for the establishment of Child Friendly Spaces (CFS) in North Yemen.

This case study describes the use of the INEE Minimum Standards by Hold the Child (HCO) to ensure community participation and coordination in creating temporary learning spaces (TLS) in Jonglei state, South Sudan.

This case study analyses the implementation of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction by the Government of Norway (GoN), including the Norwegian Ministry of Foreign Affairs (MFA) and the Norwegian Agency for Development Cooperation (Norad).

The guiding research focus of this study is to gain a better understanding of how organizations are using the Minimum Standards, with a focus on the crosscutting themes of gender and HIV/AIDS, in a chronic crisis setting.

Ces lignes directrices ont pour but de guider l’élaboration d’une étude de cas. Les études de cas renforcent les données probantes sur l’utilisation et l’impact des Normes minimales dans le monde entier et sont utilisées par les membres de l’INEE dans le cadre des formations, des activités de plaidoyer et de sensibilisation, et d’élaboration et de mise en œuvre des programmes.

This case study seeks to share information on how Gaza INEE members have built on their initial capacity development activity to support the provision of quality education response during the ongoing protracted crisis.

The Women’s Commission for Refugee Women and Children, as part of the assessment team for a two-country case study to determine the level of use and efficacy of the INEE Minimum Standards, conducted a two-phase assessment of the standards in Sudan, focusing on North and South Darfur.

This case study analyses the utilisation and institutionalisation of the INEE Minimum Standards by the Canadian International Development Agency (CIDA). It also identifies lessons learnt, good practices and recommendations for consideration and application by other donor agencies.

In the fall of 2005, the Norwegian Refugee Council’s (NRC) initiated an education programme targeting both educators and students. In this programme, NRC’s main support to the education sector in Somaliland was provided through an integrated approach targeting learners and teachers while building the capacity of education authorities to ensure sustainability.

This Case Study, authored by a member of INEE, describes the way in which the INEE Minimum Standards have been applied during the rehabilitation of public schools in Fallujah, Iraq.

On October 8th, 2005, a severe earthquake hit northern Pakistan, killing 75,000 of its inhabitants and affecting 3.5 million people. Only a week before, the pilot trainings on the Inter-Agency Network for Education in Emergencies (INEE) Minimum Standards for Education in Emergencies,Chronic Crises and Early Reconstruction (INEE Minimum Standards) had taken place in Peshawar and Islamabad.

This case study, which is based on document analysis and interviews, describes the first formal contextualisation process of the INEE Minimum Standards, which was carried out by the Community-Based Education Forum in Afghanistan.