INEE Network Spaces

Over the past two decades, INEE network spaces have evolved organically and new types of spaces have arisen to fit specific needs. As a result, we have had a number of similar types of network spaces, with different names and slightly different ways of working, which has led to confusion. In an effort to simplify and harmonize both ongoing and future work, INEE is consolidating these many different types of network spaces into only two types - working groups and reference groups. For more information on the INEE Restructuring Process, click here.


Working Groups

INEE Working Groups (WG) are formalized network spaces that allow members to work collectively on specific focus areas, such as gender, data & evidence, PSS-SEL...etc. WGs are composed of individual and institutional INEE members who advocate for their focus area and who collaboratively develop knowledge and resources to help INEE members provide inclusive, quality, and safe education for all affected by crises. Each WG is led by a volunteer leadership team and carries out a specific set of time-bound tasks and activities. Below is a list of current INEE Working Groups.

Accelerated Education Working Group (AEWG)

The Accelerated Education Working Group is an inter- agency working group made up of members supporting and/or funding AEPs. The AEWG aims to improve the quality of AEPs through developing guidance and tools to ensure AE is a relevant response and to support a more harmonized approach to AE. 

In 2022/ 23 AEWG has five areas of focus:

  1. AEPs Included by More Governments in National Education Plans and Policies
  2. Evidence Base Strengthened 
  3. AE Quality Improved through the Development, Dissemination, and Utilization of Tools & Guidance
  4. AEPs Better Resourced by all Key Stakeholders for Scale & Quality
  5. Resilience Strengthened for Learners, Schools, and Systems to Respond to Crises 



Distance Education Working Group (DEWG) 

*Previously Distance Education Reference Group

As part of its wider COVID-19 response, INEE in November 2020 established and operationalized a new inter-agency Working Group on Distance Education. In line with INEE’s vision, mission, and guiding principles, this working group is focused on elevating the distance education needs of young people in humanitarian settings. To this end, notwithstanding the fluidity around the taxonomy of distance education (or distance learning), this group  intentionally embraces a far-reaching definition of distance education to encompass all relevant and viable high-, low-, and no-tech solutions to support out-of-school learning during challenging times.

The working group is composed of a diverse variety of education stakeholders and they serve as a platform for strategic exchange and dialogue on distance education in emergencies within the INEE community and other education stakeholders. The working group will be instrumental in strengthening INEE members' ability to minimize education disruption and ensure equitable and inclusive continuity of learning via distance education approaches in emergencies. The working group also aims to support INEE and its members in reimagining education in emergencies in the wake of COVID-19.



Early Childhood Working Group (ECD WG)

*Previously Early Childhood Development Task Team

Revitalized in 2019, the ECD Working Group aims to support the improvement of outcomes for young children in humanitarian and fragile settings by strengthening inter-agency ECD programs, practices, and policies for children and families affected by crisis through collaboration and knowledge sharing, development, testing and dissemination of practical tools, and advocacy. Since its revitalization, the ECD Working Group has developed a work plan that aims to support multi-sectoral teams on the ground in implementing programs to assist the youngest children and families impacted by humanitarian crises globally.



EiE Data Working Group (DWG)

*Previously Reference Group on EiE Data

Convened in December 2020, the overarching aim of the EiE Data Working Group is to directly improve the EiE data ecosystem or, through the creation of global public goods and generation of consensus for particular changes, to catalyze 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. 



Evidence Working Group (EWG)

*Previously Data and Evidence Collaborative

INEE is excited to reconvene a network space on EiE evidence. It will do so by engaging members to ensure that the space is relevant, non-duplicative, and harnessing INEE’s added value. 



Gender Working Group (GWG)

*Previously Gender Task Team

The Gender Working Group is a member-led community of practice for actors engaged in Gender and EiE to work collaboratively to raise awareness and visibility, promote understanding, and advance action on gender-responsive EiE. The GWG focuses on developing practical resources, strengthened knowledge-sharing, evidence and advocacy related to gender equity and education.



Inclusive Education Working Group (IEWG)

*Previously Inclusive Education Task Team

The IEWG aims to promote the key principles, behaviors, and actions necessary for ensuring that all excluded and marginalized people (whether on the grounds of disability, ethnicity, gender, language, poverty, etc.) are included in education in emergencies, including in situations of forced displacement. 

The IEWG’s work plan focuses on producing, disseminating and promoting the use of practical inclusive education resources for EiE practitioners and policy-makers before, during and after emergencies.



PSS-SEL Working Group

*Previously PSS-SEL Collaborative

The PSS-SEL Working Group, formed in 2018, is a continuation of the PSS-SEL sub-group from the previous iteration of INEE Working Groups (2014-2017). The working group builds on the momentum and achievements of the previous group, with the same aim to better support ongoing work in PSS-SEL in crisis contexts. Members of the group work across agencies to address gaps in policy, practice, and research regarding PSS-SEL.



Teachers in Crisis Contexts (TiCC) Working Group

*Previously TiCC Collaborative

The Teachers in Crisis Contexts (TiCC) Working Group was founded in April 2014 as an inter-agency effort to provide more and better support to teachers in crisis settings. Members of the group work together to identify problem areas in teacher management, development and support in crisis contexts and propose and provide inter-agency open-source solutions. The work of TiCC builds on INEE’s long-standing commitment to working with and for teachers in crisis settings.



Reference Groups

INEE Reference Groups exist to enable the INEE Secretariat and Network Space members to collaborate and receive input from technical and subject-matter experts whose expertise in related sectors or thematic areas benefits the INEE's relevant projects/activities. Through INEE Reference Groups, INEE leverages technical and often cross-sectoral expertise to inform specific projects, agendas, or the development of global goods. As a result, Reference Groups are time bound, needs-driven, technical and advisory in nature. Below is a list of current INEE Reference Groups


Child Protection-EiE (CP-EiE) Reference Group

*Previously CP-EiE Advisory Group

The role of the Reference Group is to advise on the process and technical elements of the Alliance-INEE Joint Initiative in support of stronger collaboration and integration of Child Protection and Education in Humanitarian Action. The objectives of the group is to support:

  • Critical dialogue at global, regional, and country levels on the value of collaboration, specifically the value of integrated programming, to secure greater outcomes for children in crises. This will be facilitated by amplifying evidence and demonstrating the value of integration through collective and strategic engagements at all levels. 
  • Closer collaboration between CPHA & EiE Actors at all levels of the Humanitarian Programme Cycle and at every stage in humanitarian settings, including support for stronger and broader connections and collaboration with humanitarian leadership.
  • Strengthening capacities of both sectors to more intentionally support collaborative efforts through capacity building initiatives and in creating spaces and opportunities to learn (Communities of Practice).
  • Advocating for and supporting field-testing of guidance to ensure subsequent work has access to and accommodates best practices in programming and collaboration.



Measurement Library Reference Group (MLRG)

The MLRG supports the continued development and expansion of the INEE Measurement Library by providing technical support to the Measurement Library. The key responsibilities of the MLRG members include but are not limited to:

  • Peer-reviewing and providing independent technical feedback on the Measurement Tools submitted to the Measurement Library 
  • Peer-reviewing and providing independent technical feedback on the training materials that accompany measures submitted to the Measurement Library

In addition to these core tasks, all MLRG members are engaged in promoting awareness of the Measurement Library amongst their colleagues/networks to encourage submissions and usage of the Library. As such, the MLRG seeks to influence EiE stakeholders, including policymakers and practitioners, to use evidence-based research and reliable measures to achieve holistic learning outcomes for children in crisis contexts.



Minimum Standards (MS) Update Reference Group

The Reference Group is bounded to the MS Update project. This initiative brings together 14 key EiE stakeholders for a period of 1 year. The main objective of the Reference Group (RG) is to provide technical advice and support throughout the four phases of the project: Phase 1: Groundwork, Phase 2: Synthesis, Phase 3: Drafting and Phase 4: Finalization. The RG also serves as a platform for strategic exchange, thinking, analysis and provides critical reflections.


Information on previous Working Groups is available via the links below: