Pack de Formação Harmonizada sobre EeE

This document is a guide to planning the content of an education in emergencies training. The materials referenced by the guide were created in 2010 through a project jointly sponsored by the Education Cluster Unit and the Inter-Agency Network for Education in Emergencies.

At the end of this session participants will be able to: Identify the different types of emergency scenarios and describe their impact; explain the rationale for education as a first response in emergencies; and be aware of the key international legal instruments and conventions and understand that they underpin learner‘s right to education, including education in emergencies.

At the end of this session participants will be able to understand what INEE is, understand the Domains and Standards of the INEE Minimum Standards, and understand how the Minimum Standards can be applied to ensure quality education during preparedness, response and recovery phases.

At the end of this session participants will be able to identify the phases of emergency education response; understand the education interventions for all phases of an emergency including preparedness, response and early recovery and how they can be linked; and understand the linkages between education interventions for all phases of an emergency and the INEE Minimum Standards.

At the end of this session participants will be able to explain the purpose, benefits and challenges of education sector coordination in emergency preparedness and response, understand good coordination, and state the objectives of the cluster approach in emergency response and be aware of the roles and responsibilities of the cluster

At the end of this session participants will be able to commit to an action plan related to what you have learned/discussed in this workshop and identify priority preparedness actions and next steps.

At the end of this session participants will be able to use a capacity mapping tool for the education sector/cluster, describe the purpose and timing of a multi-sectoral, joint rapid education, and further ongoing assessments; identify the information needed for creating or adapting a joint rapid education assessment tool; and identify mechanisms for two-way information management.

At the end of this session participants will be able to analyse a situation through assessment data to formulate an effective response strategy, utilise the INEE Minimum Standards to create a comprehensive emergency education programme, and design emergency response plan through identifying activities, supply needs, actors, time frames and the target beneficiaries

At the end of this session participants will be able to understand the links between education and other sectors in all emergency phases – from preparedness, response to recovery and gain a better understanding of the various sectors that work in acute emergencies and which ones to liaise with when establishing emergency education programmes.

At the end of this session participants will be able to understand what is contingency planning and why it is important, understand the key components of the contingency planning process, understand how to develop a contingency planning document, and begin the contingency planning process.

At the end of this session participants will be able to understand the importance of early recovery planning and activities, identify strategies for restarting formal education, reintegrating students and teachers into formal education systems, and investigate needs related to post-emergency curriculum and other key issues to support learners both within and outside of formal education.

At the end of this session participants will be able to understand and define advocacy, why it is important, and who should be targeted; understand the importance of including education in emergencies as a component of national education policies and planning processes; and develop context specific advocacy messages and action plans for change in education policy.

At the end of this session participants will be able to understand what is meant by Risk Reduction, Emergency Preparedness, and Contingency Planning; understand the Hyogo Framework for Action; identify risk reduction and preparedness activities; and create contingency plans based on likely emergencies in their country/district.

At the end of this session participants will be able to understand how the Guidance Notes on Teaching and Learning serve as a complementary tool to the INEE Minimum Standards, understand how the INEE MS Teaching and Learning domain links to curricula, training, instruction, and assessment, and understand how to navigate the tool for given scenarios and one’s own working context.

At the end of this session participants will have gained an awareness of human rights as tools for achieving a life in dignity and different legal frameworks for various types of emergencies; key duty-bearers, actions to support rights-holders and lines of accountability available to affected populations; the scope and limitations of human rights work, and ‘do no harm’

At the end of this session, participants will be able to understand the basic principles underpinning inclusive education and understand about barriers to inclusion, and how we can identify them and begin to address them.

​​​​​​At the end of this session participants will be able to explain what is meant by gender-responsive education; reflect on needs and challenges and identify best practices of gender-responsive education; practice the ADAPT and ACT Collectively Framework to mainstream gender into education in emergencies; develop gender-responsive strategies that support the INEE Minimum Standards.

At the end of this session, participants will identify challenges and vulnerabilities specific to youth and adolescents in crisis situations; review good practices and specific recommendations for effective, quality programming for adolescents and youth; learn practical ways to promote meaningful participation for adolescents and youth.

At the end of this module participants will be able to describe the general concept of Early Childhood Development (ECD) in Emergencies, explain the rationale for ECD in Emergencies, describe some key components and challenges of ECD in Emergencies programming, and explain potential partnerships for ECD in Emergencies.

Este módulo tem a duração de 3 horas (180 minutos) e inclui atividades e materiais de formação relacionados com Apoio Psicossocial (AP) e Aprendizagem Social e Emocional (ASE) em contextos de emergência. Além disso, inclui sugestões de atividades complementares que permitem compreender em maior profundidade os conceitos AP-ASE, com uma duração adicional de 5 horas (270 minutos).