Programme d'origine de formation de l'INEE et adaptations

Ce guide de formation, ainsi que les présentations PowerPoint et le cahier du participant qui l’accompagnent sont conçus pour aider les participants à comprendre et à utiliser de manière plus efficace les normes minimales de l’INEE pour l’éducation en situations d’urgence, de crise chronique et de début de reconstruction. En votre qualité de formateur, vous devrez avoir une compréhension exhaustive de ces normes et du processus sous-jacent ayant abouti à leur élaboration.

This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on the acute phase of the emergency: refugees have just arrived in the camp and the main issues are: safety, shelter, food and health.

This adaptation, which includes two packages, focuses on the impact of natural disasters on education and the links between Education and Disaster Risk Reduction (DRR).

This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on early reconstruction phase of an emergency. These roles were developed by the consultant who created the original INEE training materials.

This training package was developed specifically targeting members of the Education Cluster and includes scenarios for conflict and natural disaster situations.

This adaptation is not just a change in focus; it proposes a different activity, which you might prefer if you are conducting a short training workshop and/or have few participants. It features an emergency response team composed of a water/sanitation, a health, a shelter and a child protection worker, who arrived in a country which has been in and out of war for 5 years.

These adaptations include packages designed specifically for Gaza and Sierra Leone.

This is an adaptation of the Zamborra simulation roles from the original training. The simulation roles highlight with stronger emphasis gender concerns and issues in the community affected by the crisis.

This adaptation and related roles are differing from the initial Zamborra background note and are different roles in that they feature a situation where peace has just been signed and the camp schools are closing.

This scenario and related roles highlight issues of abuse and exploitation in learning environments, with a focus on how they affect girls. In particular, it addresses the incidence and impact of sexual abuse as well as early pregnancies and marriages on girls' education.

These short orientations include a ½ day orientation that focused on inter-sectoral linkages; a ½ day orientation that focused on assessment and design of education programmes; a ½ day orientation with a focus on gender issues; a 1 day follow-up session that reviewed the INEE Minimum Standards, but focused primarily on implementing and institutionalising the INEE Minimum Standards.

This is a new session that was developed for the context of Zimbabwe. Save the Children led an assessment that indicated a decrease in the number of teachers reporting to work, thereby depriving many children of education.

One day training adaptations have been made for university students. The purpose of these adaptations is to provide an overview of education in emergencies and the INEE Minimum Standards.

This adaptation of the initial Zamborra scenario in the original training package (sessions on assessment, design, monitoring and evaluation) has roles focused on the difference of education issues in urban and rural settings during a chronic crisis.