INEE Minimum Standards
The INEE Minimum Standards Handbook contains 19 standards, each with accompanying key actions and guidance notes. The handbook aims to enhance the quality of educational preparedness, response and recovery, increase access to safe and relevant learning opportunities and ensure accountability in providing these services. The guidance in the INEE Minimum Standards Handbook is designed for use in crisis response in a range of situations, including disasters caused by natural hazards and conflict, slow- and rapid-onset situations and emergencies in rural and urban environments.
Click here for a list of contextualised INEE Minimum Standards as well as resources to support the contextualisation process.
For case studies on the usage of the INEE Minimum Standards around the world, click here.
Community members participate actively, transparently and without discrimination in analysis, planning, design, implementation, monitoring and evaluation of education responses
Community resources are identified, mobilised and used to implement age-appropriate learning opportunities.
Coordination mechanisms for education are in place and support stakeholders working to ensure access to and continuity of quality education.
Timely education assessments of the emergency situation are conducted in a holistic, transparent and participatory manner.
Inclusive education response strategies include a clear description of the context, barriers to the right to education and strategies to overcome those barriers.
Regular monitoring of education response activities and the evolving learning needs of the affected population is carried out.
Systematic and impartial evaluations improve education response activities and enhance accountability
All individuals have access to quality and relevant education opportunities.
Learning environments are secure and safe, and promote the protection and the psychosocial well-being of learners, teachers and other education personnel.
Education facilities promote the safety and well-being of learners, teachers and other education personnel and are linked to health, nutrition, psychosocial and protection services.
Culturally, socially and linguistically relevant curricula are used to provide formal and non-formal education, appropriate to the particular context and needs of learners.
Teachers and other education personnel receive periodic, relevant and structured training according to needs and circumstances.
Instruction and learning processes are learner-centred, participatory and inclusive.
Appropriate methods are used to evaluate and validate learning outcomes.
A sufficient number of appropriately qualified teachers and other education personnel are recruited through a participatory and transparent process, based on selection criteria reflecting diversity and equity.
Teachers and other education personnel have clearly defined conditions of work and are appropriately compensated.
Support and supervision mechanisms for teachers and other education personnel function effectively
Education authorities prioritise continuity and recovery of quality education, including free and inclusive access to schooling.
Education activities take into account international and national educational policies, laws, standards and plans and the learning needs of affected populations.