Based on principles of network theory, INEE Reference Groups have emerged as an important network space to enable INEE Working Groups to collaborate with technical experts, who may be outside of INEE, whose expertise in related sectors or thematic areas benefits the sector of education in emergencies. Through INEE Reference Groups, INEE leverages the technical and often cross-sectoral expertise of global experts to inform the global goods that INEE creates. Reference Groups are timebound, technical and advisory in nature and focused on completing specific tasks related to the chosen theme.
Reference Groups can be convened for a number of reasons, including but not limited to providing technical oversight and guidance on a particular theme or activity for INEE network spaces (Working Groups, Collaboratives, and/or Task Teams); advocating for tools, resources, or agendas; supporting with donor outreach and information sharing to ensure alignment; or a combination of the above.
Participation in an INEE Reference Group is open to both INEE members and to non-members with technical expertise that is applicable to the stated outcomes of the Reference Group. All efforts will be made to ensure equitable representation of members from a range of organizations and regions where EiE is taking place, in order to amplify under-represented voices and perspectives and ensure that task team products are globally reviewed and relevant in a range of contexts.to include members who give the Reference Group diverse geographic and language representation.
Current Reference Groups
The Girls’ Education in Emergencies Reference Group, made up of 23 practitioners, policy makers, and donors, serves as a platform for strategic exchange on the Charlevoix Declaration and women’s and girls’ education in humanitarian and development contexts. The Reference Group develops and disseminates information and resources which support accountability and transparency in commitments to women’s and girls’ EiE in order to “improve the collection, monitoring, analysis, publication and reporting of progress in girls’ and women’s education participation, completion and learning, training and youth employment.”
The PSS-SEL Reference Group was established in June 2020 to provide strategic oversight and technical expertise to the work of the PSS-SEL Framework Project, a partnership project between INEE PSS-SEL Collaborative and Harvard University’s EASEL Lab. The Reference Group has been essential to ensuring that the project produces outputs which improve coherence and coordination in the field of PSS-SEL in EiE.
Measurement Library Reference Group (MLRG)
The MLRG, established in October 2020, is composed of 26 practitioners, academics, and researchers from around the globe, who support the continued building and expansion of the INEE Measurement Library by providing technical knowledge and guidance. The MLRG will influence policymakers and practitioners to use evidence-based research and reliable measures to achieve holistic learning outcomes for children in crisis contexts through the following objectives: 1) To evaluate the psychometric evidence on new measures submitted to the Measurement Library using agreed-upon standards for evaluation; 2) To provide peer review of enumerator training materials that accompany new measures (to increase the uptake and use; and 3) To advocate for the use of the Measurement Library to internal and external networks. The group is co-chaired by IRC and NYU Global TIES for Children.
For more information on the MLRG, contact email@example.com.
Distance Education Reference Group (DERG)
Established in November 2020, the Distance Education Reference Group (DERG), includes 40 members from 27 organizations from government agencies, NGOs, multilateral agencies, academia and the private sector. DERG focuses on elevating the distance education needs of young people in emergencies and humanitarian settings. DERG intentionally embraces a far reaching definition of distance education as to encompass all relevant and viable high-, low-, and no-tech solutions to support out-of-school learning during challenging times. DERG’s strategic objectives are: 1) Produce, curate, and share guidance and knowledge on distance education in emergencies to inform policy and practice and and 2) Advocate for quality, safe, and relevant distance education solutions that leave no child behind, especially the most vulnerable and marginalized young people. The group is chaired by an INEE Coordinator and co-chaired by UNHCR and the Carey Institute for Global Good.
For more information on the DERG, contact firstname.lastname@example.org.
The Reference Group on EiE Data, convened in December 2020, includes 55 members from governments, NGOs, donors, academics, and UN agencies. The group is co-chaired by ECW and the UNESCO UIS. The overarching aim of the Reference Group is to either directly improve the EiE data ecosystem or, through the creation of global public goods and generation of consensus for particular changes, to catalyse improvements in the EiE data ecosystem. Building on and linking to the work of key EiE data actors and working groups, this group aims to provide a strategic global platform for a strengthened and more collaborative EiE data ecosystem.
If you are interested in joining this group please contact Sonja Anderson (email@example.com).