INEE Minimum Standards Contextualizations

If you are planning to undergo a contextualization process for the INEE Minimum Standards, please refer to the following tools in the Contextualization Package for guidance through the process

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts.The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Bangladesh in 2015.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from Ethiopia.

Based on the INEE Minimum Standards for Education, this contextualized tool defines effective, quality, and inclusive education practices that support the provision of safe, quality, and relevant education for all children and youth in Iraq and surrounding countries.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from Jordan.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from Lebanon.

Based on the INEE Minimum Standards for Education, this contextualized tool defines effective, quality, and inclusive education practices that support the provision of safe, quality, and relevant education for all children and youth in Mongolia. 

This document follows the organisation of the INEE Minimum Standards: the five domains and their correlating standards. The sections for each standard includes the text of the original INEE Minimum Standards, and then contextualised guidance on how to interpret the global standard in the North- East Nigeria context.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. The Minimum Standards are most effective when they are contextualised to each individual setting. The following is a sample of contextualised INEE Minimum Standards from occupied Palestinian territory in 2013.

INEE Minimum Standards for Education: Preparedness, Response, Recovery. Contextualized for Somalia. This document is the product of the work of the INEE Secretariat and the Somalia Education Cluster, carried out in 2011 and 2012.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from South Sudan.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from Sri Lanka.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards from Vietnam.

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are most effective when they are contextualized to each individual setting. The following is the contextualized INEE Minimum Standards for North Kivu in the Democratic Republic of the Congo (DRC).

The INEE Minimum Standards contextualized to the situation of community-based education in Afghanistan. These standards are to be used by community-based education providers to guide their work in communities.

This case study, which is based on document analysis and interviews, describes the first formal contextualisation process of the INEE Minimum Standards, which was carried out by the Community-Based Education Forum in Afghanistan.

The purpose of this paper is to identify, analyze, and make recommendations based on the processes of contextualization of the INEE Minimum Standards within the two countries of Sri Lanka and Bangladesh.

This workshop package was delivered in Erbil, Kurdistan Region, Iraq in April 2015 for education stakeholders from across Iraq. The package includes two days regarding introduction to education in emergency and three days regarding the INEE Minimum Standards contextualization process.

Resources for the INEE Minimum Standards contextualization workshop led by the South Sudan Education Cluster and the INEE Secretariat.

Thirty-six participants gathered at the Chatrium Hotel, Yangon, on 1-2 November for a workshop on the INEE Minimum Standards for Education: Preparedness, Response, Recovery.