Education Policy Working Group
The INEE Education Policy Working Group (EPWG) was established as an inter-agency mechanism to coordinate diverse initiatives and catalyze collaborative action on issues relating to education policy in crisis and conflict-affected contexts. Through EPWG, INEE fosters collaboration between 27 working group member organizations and coordinates initiatives to build evidence and knowledge in order to inform policies, planning, and practices of education ministries, donors, field practitioners, and implementing agencies in crisis-affected contexts.
Education Policy Working Group Members, 2018-2020
- Agence Française de Développement / French Development Agency (AFD)
- Education Development Center (EDC)
- European Commission
- FHI 360
- Finn Church Aid
- Global Education Cluster
- Global Education Monitoring Report
- Global Partnership for Education (GPE)
- International Committee of the Red Cross (ICRC)
- International Rescue Committee (IRC)
- Plan International Canada
- RET International
- Save the Children
- Swiss Agency for Development and Cooperation (SDC)
- UNESCO IIEP
- University of Massachusetts Amherst
- University of Massachusetts Boston
- World Bank
- World Vision International
INEE Secretariat Staff: Margi Bhatt, Coordinator, Education Policy
Priorities and Objectives
Under its 2018-2020 mandate, the work of the EPWG is focused on the following thematic areas:
- Alternative Education
- Quality and Equitable Learning Outcomes
- Safe and Resilient Education Systems
The thematic areas were identified by Working Group members as those which represent a policy gap in EiE and those where INEE, and the EPWG specifically, can add the most value. The decision to focus on these areas were informed by the INEE 2018-2023 Strategic Framework and by a set of recommendations from the 2014-2017 EPWG.
Under the 2018-2020 mandate, EPWG members also work with members from the Advocacy and Standards and Practice Working Groups on Collaboratives, which include Data and Evidence, Psychosocial Support and Social and Emotional Learning (PSS-SEL), and Teachers in Crisis Contexts (TiCC)..
View the complete INEE Education Policy Working Group Charter (2018-2020) here.
Current EPWG Activities (Updated June 2020)
- Alternative Education - this EPWG workstream is developing a Background Paper and an Issues and Considerations Paper on alternative education in education in emergencies. This work aims to articulate the existing constraints faced by adolescents and youth in accessing continued, quality, and accredited alternative education. The Background Paper builds a shared language and understanding around alternative education through the development of a taxonomy, and the Issues and Considerations Paper provides more specific recommendations to policy makers and providers for how to improve the availability and access; relevance and quality; and legitimacy and accreditation of alternative education in a range of crisis and conflict-affected settings.
- Quality and Equitable Learning Outcomes - this EPWG workstream has published a mapping of academic (literacy and numeracy) and PSS/SEL measurement frameworks and assessment tools, which contains an analysis of the frameworks' and tools' connection to global frameworks (e.g., SDGs, GPE) on quality learning. Please find the mapping exercises and an accompanying webinar here. The ultimate goal of the mapping exercise and the ongoing policy paper (in inception phase) is to create a shared understanding of equitable quality learning outcomes and their measurement across humanitarian and development education programs.
- Safe and Resilient Education Systems - this EPWG workstream is conducting a mapping exercise on the measurement of school-related protection interventions addressing external risks in settings affected by armed conflict and violence. The purpose of this work is to provide recommendations on ways to generate good evidence on the impact of school-related protection interventions that impact: (a) access to education and (b) the quality of the learning environment.
- Humanitarian-Development Coherence Task Force - the purpose of this group is to develop a set of materials that will support INEE Members to take collective action and advocate for improved coherence in education across the humanitarian and development spectrum of policy and programming. The set of materials include a Report aiming to further unpack challenges and opportunities for strengthening coherence, and a Call to Action, which provides example actions that can be taken up by stakeholders to strengthen efforts towards coherence based on a set of principles.
Meeting Minutes and Reports
- November 2020 Working Group Meeting EPWG Report, Virtual
- May 2020 Working Group Meeting EPWG Report, Virtual
- November 2019 Working Group Meeting EPWG Report, Virtual
- May 2019 Working Group Meeting EPWG Report, Helsinki, Finland
- October 2018 Working Group Meeting EPWG Report, Nairobi, Kenya
- May 2018 Working Group meeting EPWG Report, Oslo, Norway (first meeting of the newly constituted 2018-2020 EPWG)
- Thematic Paper: An introduction to education and preventing violent extremism
- Whiteboard Video: Preventing Violent Extremism
- Catalogue of Resources on Preventing Violent Extremism
- Guidance Note on Psychosocial Support
- Background Paper on Psychosocial Support and Social and Emotional Learning
- Conflict Sensitive Education Pack
- HEART Topic Guide: Education for refugees and IDPs in low- and middle-income countries: identifying challenges and opportunities
Over the last ten years, there have been three iterations of the INEE Working Groups on Policy and Fragility. Every iteration has supported building evidence, fostering dialogue, and influencing policies on multiple and diverse areas and topics relating to the provision of education for children and youth in fragile and crisis-affected contexts:
- In 2014-2017, the Education & Fragility Working Group changed its name to Education Policy, and continued to build on EFWG’s achievements by facilitating learning and capacity-building on conflict-sensitive education approaches. It also chartered new ground in building evidence on psychosocial support and social-emotional learning, promoting knowledge-sharing on policies governing education for forcibly displaced persons, and enabling dialogue and evidence-building on the role of education in preventing violent extremism and urban violence.
- In 2011, the EFWG was renewed for a second term with a focus on facilitating learning and dialogue on education’s role in state- and peace-building, as well as promoting conflict-sensitive approaches to education in fragile contexts.
- In 2008, the Working Group on Education and Fragility (EFWG) was established as an inter-agency mechanism to engage with national and regional stakeholders to strengthen the evidence base on Education and Fragility, to determine effective modalities of financing education in fragile contexts, and to advocate for policy change.