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 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 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 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 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 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 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 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: 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.
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.
Drawing on Save the Children's experience around the world, this guide provides ideas and tools that will enable development and humanitarian workers to put children and their rights at the centre of their programmes.
The World Programme of Action for Youth (WPAY) provides a policy framework and practical guidelines for national action and international support to improve the situation of young people.
This report builds on existing research in the field of school violence with a focus on its economic effects on victims, schools, communities and governments as well as the economy as a whole.
This paper describes the creation of the IASC Global Education Cluster and INEE's role in its development. The paper was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2011 report.
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.
Plan Liberia seeks to ensure the facilitation of field based In-service training for teachers in 3 counties of Liberia. Thus our engagement in this project process is necessary to reduce the large percentage of untrained teachers in schools.
Reducing the Impact of Violence was a project implemented by TCC during the height of the Second Intifada and in a context of ongoing assaults by the Israeli military invasion.
This case study results from an action research project with teachers from Adult Education Schools in Khartoum, Sudan, which was undertaken as a PhD study between July 2008 and June 2009. The project had two principal aims – to gain insights into teaching and learning practices in Sudanese adult education and to facilitate the professional development of the participating teachers.
The following stories are from different schools students & PTSA members. They are simple but reflect the commitment & responsibility of Parent Teacher, Student Association (PTSA), Student Councils (SC), community elders & other relevant people. The following two stories are stated by two girls when they were invited to Child Friendly Survey.
This report presents the findings of an external review of the Inter-Agency Network for Education in Emergencies (INEE) Working Group (WG) on Education and Fragility.
This paper examines how assistance to the education sector in the BRIDGE states of Upper Nile, Blue Nile, South Kordofan and Abyei, can enhance access to quality basic education for the poor and vulnerable, at the same time improving governance and thereby mitigating the risks of fragility, and increasing the opportunities of lasting peace and social cohesion.
The current Special Rapporteur decided to devote his sixth and last annual report to the question of the right to education of migrants, refugees and asylum-seekers. The focus is on those who have crossed national borders, who generally are at risk of marginalization and specifically to discrimination in the provision of education.
The Guidance Notes present general steps for assessment of schools and hospitals within the view of mitigation planning. Schools refers to all educational institutions and hospitals refers to all health facilities.
This quick two-page checklist for school administrators and school disaster management committees provides 5 simple action steps: 1) Convene local school safety committee; 2) Assess & Plan; 3) Implement the plan; 4) Communicate and coordinate; 5) Hold regular drills.
This 60-page paper outlines a new, integrated approach to achievement of the Millennium Development Goals (MDGs) and elimination of global poverty - one that puts state-building and peace-building at the centre of the United Kingdom (UK) Department for International Development (DFID)'s work in fragile and conflict-affected countries.
This guide was developed to support the integration of equity and inclusion issues in education sector plans while they are developed, revised or appraised. It promotes a more comprehensive and evidence-based approach to providing equitable education, which is at the heart of Education for All.
The evaluation aimed to address the issue of quality education against the accelerated nature of learning in ALP. Focus is also on the added value of the complementary components of the ALP in Liberia, such as providing flexible classes for young mothers and adult literacy for parents in the communities where ALP was running. The evaluation also debates the sustainability of the program.
The governments of Latin American and Caribbean countries have made progress in building national capacities and tools for working on disaster risk reduction in the education sector, through the institutions in charge of preparing for and dealing with emergencies and disasters and their Ministries of Education.
This report discusses school violence in West and Central Africa and finds that over half of primary school children were victims of corporal punishment in schools. The report also highlights that children with disabilities and those displaced by conflict are particularly at risk of school-based violence.
The study examining the quality of IDP education in Georgia under the title "Not displaced, out-of-place"; is conducted in partnership with UNICEF, the Georgian Ministry of Education and Science, and the Ministry of Education and Culture of the Abkhaz Government in exile.
Selected readings for the International Mother Language Day 21 February 2010. This special issue presents materials relevant to the forthcoming event. They are on display in the ED KMS centre (UNESCO Fontenoy – 3.031) or on line when links are provided.
This report analyzes the effectiveness of U.S. government education work specifically in relation to conflict-affected and fragile states. Findings across five domains: global reach, resources, technical expertise, policy and multilateral partnerships show that the impact of U.S. global education aid falls critically short of what it is capable of achieving.
This review focuses on relevant beliefs, help-seeking behavior, service utilization and both formal and informal resources for mental health. Our hope is that this report can provide some useful background for those unfamiliar with the local situation who hope to contribute to improving mental health services in the country.
his manual has been designed with a focus on disaster risk reduction in education, which goes beyond education in emergencies. The content of the information and training package developed under the programme are on the lines of the internationally agreed approach of the Hyogo Framework for Action (HFA) towards building resilience, as seen through the education lens.
The INEE Strategic Research Agenda (SRA) is an evolving platform to engage and connect researchers, practitioners, policymakers and donors working in the field of Education in Emergencies. It aims to facilitate the expansion of the knowledge and evidence base in EiE by building collaborative consensus around research gaps, research themes for investigation and guiding research questions.
A brief developed by UNICEF which provides an overview of some statistics relating to adolescents and youth in Haiti prior to the earthquake, highlights of key opportunities to include children, adolescents and youth in programming the emergency response, and some contacts of youth organisations working in Haiti.
The whole handbook contains guidance on what to look out for in order to detect corruption and how to create and test an organisation’s prevention mechanisms. Ultimately, because each job and context is individual, we hope readers will map the corruption risks most applicable to their own context, and follow a path through the corresponding sections of the book.
This research report examines the EFA-Fast Track Initiative (FTI); both its positive contributions and its current limitations. It argues for the reform of the FTI into a more ambitious, effective Global Fund for Education.
Remarkable progress has been made in the last ten years toward achieving the education-related Millennium Development Goals. Many more girls are in school and enrollment rates are on the rise, due to higher-quality aid and political commitment in developing countries. These achievements could be derailed by the global economic crisis, newly falling aid levels, and educational challenges.
The goals of this toolkit are: to present a comprehensive understanding of what gender mainstreaming is; and to provide detailed guidance on how gender mainstreaming can be put into practice.
The Guidance Notes provide a list of key questions to ask when reviewing government policies and practices related to education and non-discrimination in order to ensure that all children and youth have equal access to quality education, especially during emergencies and early reconstruction.
This chapter presents a series of strategies, and guidance notes to implement those strategies, to retain existing teachers and education workers as well as to recruit new teachers and education workers to meet the new educational needs created by emergency situations.
This chapter focuses on ensuring that programmes provide information and knowledge that is reflected in safe behaviours with regard to landmines and unexploded ordnance (UXO), and securing community involvement in such programmes.
The tool on page 133 provides suggested policy guidelines for an integrated approach to skills and values development by including the goals of peace and conflict resolution, tolerance and respect for diversity, human rights and humanitarian norms, active citizenship, environmental sustainability, non-pressured personal relationships and preventive health.
Ten years have passed since the international community adopted the six Education for All goals in Dakar in 2000. The record since then has been mixed. While much has been achieved over the past decade, many of the world’s poorest countries are not on track to meet the 2015 targets. Failure to reach the marginalized has denied many people their right to education.
