Requisitos Mínimos da INEE

Agradecemos o acesso à versão digital dos Requisitos Mínimos da INEE, edição de 2024. A versão em língua portuguesa da edição atualizada dos RMs da INEE ainda não está disponível. Para visualizar a edição de 2010 em português, clique aqui.

 

Os Requisitos Mínimos da INEE para a Educação: Preparação, Resposta e Recuperação (RM da INEE) trazem 19 Requisitos, cada um dos quais inclui Ações-Chave e Notas de Orientação. O objetivo dos Requisitos Mínimos da INEE é melhorar a qualidade da preparação, da resposta e da recuperação da educação; aumentar o acesso a oportunidades de aprendizagem seguras e relevantes; e garantir que agentes que oferecem esses serviços sejam responsabilizados. Os RM da INEE foram desenvolvidos para serem aplicáveis à resposta a crises em muitas situações diferentes, incluindo emergências causadas por conflitos; por riscos naturais, como os induzidos pelas mudanças climáticas; e crises de início lento e rápido, tanto em ambientes rurais quanto urbanos.

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Domain 1: Foundational Standards for a Quality Response

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The foundational standards presented in this domain are essential to providing a quality education response that is both holistic and accountable to the people and communities it supports. These standards are considered foundational because they cover the key elements that should be present at all levels and in all types of education programming, and in all aspects of a response.

Standards

Standard 1: Participation

Community members participate meaningfully, transparently, and without discrimination in the analysis, planning, design, implementation, monitoring, and evaluation of the education response.

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Domain 2: Access and Learning Environment

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The standards presented in this domain address the importance of creating an inclusive, equitable, and protective learning environment for all during a crisis. They highlight the importance of making sure that, during an emergency, everyone has access to education and can learn in an environment that provides protection and promotes wellbeing.

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Domain 3: Teaching and Learning

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The standards in this domain emphasize that equitable access to education must be accompanied by quality teaching and learning, and attention to children’s and young people’s emotional, physical, and cognitive wellbeing.

Standards

Standard 11: Curricula

The curricula used to provide formal and non-formal education are culturally, socially, and linguistically relevant, and appropriate to the context and learner’s needs.

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Domain 4: Teachers and Other Education Personnel

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The standards in this domain focus on managing, administering, and supporting human resources in education, particularly teachers and other education personnel.

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Domain 5: Education Policy

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This domain highlights the importance of education policy in providing inclusive and equitable quality education during crises. There are two standards, the first relating to the formulation of law and policy, the second to planning and implementation.

Standards