Applying the INEE Minimum Standards to Ensure Disaster Risk

Reduction through Education

• Be familiar with the INEE Minimum Standards – the process and product – and able to adapt them to a particular context to ensure holistic, quality education throughout the risk management cycle: response, recovery, preparedness, mitigation and prevention

• Be able to apply, train on and advocate for the use of the INEE Minimum Standards as a commitment to enhanced quality, accountability and coordination

• Have an awareness of other new education and risk reduction tools and relevant initiatives in the region and globally that you can link to and/or build upon to strengthen your existing work

• Make linkages across education and risk reduction programmes in the region, learn lessons from others’ experiences and incorporate those lessons, good practices into your work, including training plans

• Give expert input into the revision of the INEE Minimum Standards

Training of Trainers Workshop Objectives

• Day 1: Introduction to disaster risk management concepts and the INEE Minimum Standards

• Day 2: Applying the INEE Minimum Standards to build back better (prevention, mitigation, preparedness and response)

• Day 3: Building upon the INEE Minimum Standards, go into further detail about ensuring risk reduction through education by utilising new tools and enhancing plans for safe schools, policy and coordination, community participation, inter-sectoral and cross-cutting linkages

• Day 4: Applying the knowledge, good practices and lessons learnt from days 1-3 to individual and national action plans in order to strengthen existing work

Afternoon: Feed into the update of the standards

Workshop Agenda

Session 1: Risk Management Concepts

and Case Studies

DRR Key Concepts: Session Objectives

At the end of this session, participants will:

Understand commonly used disaster management terminology

Be able to explain what is meant by and the difference between disaster preparedness, mitigation, prevention and responseBegin to consider how these concepts in relation to education and how they vulnerability and capacity impacts upon education at individual, community and system levels

What is a hazard? What is a disaster? How are they different?

UN Photo: Tropical Storm Jeanne floods Haiti, 2004

UN Photo: Aftermath of tsunami in the Indian Ocean, 2004

A natural hazard is a natural phenomenon that can potentially trigger a disasterExamples include earthquakes, mud-slides, floods, volcanic eruptions, tsunamis, droughtThese physical events need not necessarily result in disaster A disaster is a serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, exceeding the ability of the community to cope using own resources

What is a natural hazard vs a disaster?

The product of hazards over which we have no control. It combines:

the likelihood or probability of a disaster happening the negative effects that result if the disaster happens

–these are increased by vulnerabilities (characteristics/circumstances that make one susceptible to damaging effects of a hazard)–and decreased by capacities (combination of strengths, attitudes and resources)

What is risk?

Prevention: outright avoidance of the adverse affects of hazards / disasters

Mitigation: the process of lessoning or limiting the adverse affects of hazards / disasters

Preparedness: knowledge and capacities to effectively anticipate, respond to and recover from impacts of likely hazard

Risk Reduction: practice of reducing risks through systematic efforts to analyze and manage the causal factors of disasters, including through reduced exposure, lessened vulnerability, improved preparedness

Response: provision of emergency services to save lives, meet needs

Terminology

Appropriate disaster prevention, mitigation,

preparedness and response builds on

people’s capacities and tackles the causes of

vulnerability

• Within education systems, what kinds of vulnerabilities typically exist?

• What capacities exist that could enable education to continue with minimum disruption?

• How can education be used as a vehicle for increasing capacities to reduce vulnerability to disaster?

How do the concepts of vulnerability and capacity apply to education?

Presentation of case studies

from the region

Session 2: Introduction to the

INEE Minimum Standards

Understand that the INEE Minimum Standards have been developed as a co-operative exercise by many actors as a commitment to accountability, safe access and quality

Have an awareness of the range of standards and their associated indicators and guidance notes, including the ones most useful to you in your work

Understand the link between the legal frameworks that specify the right to education and the INEE Minimum Standards (MS, indicators are descriptors of a rights-based approach)

Have an awareness about the broad range of implementation tools to support application and training

Session Objectives

• Global, open network: over 3,500 members in 115 countries

• Working to ensure right to education in disasters and post-disaster recovery

• Facilitative role across agencies, governments, research institutions to strengthen knowledge base, build capacity

• Sharing information and creating good practices, lessons learned and tools, inter-agency training, increasing collaboration and reducing duplication

www.ineesite.org

Inter-Agency Network for Education in Emergencies

(INEE)

• Education can be life-saving and life-sustaining during disasters

• Education is a right, even in an emergency, and key to life with dignity

• Education is what children/parents ask for during disasters

• Quality, relevant education contributes to development, economic growth, peace, stability and good governance

Education in every disaster response (+ preparedness)

The Sphere Project

A process that began in 1997 to address concerns of quality and accountability in humanitarian responses

Humanitarian Charter that emphasizes the “right to life with dignity”

Minimum Standards in Disaster Response Water, sanitation and hygiene promotionFood security, nutrition and food aidShelter, settlement and non-food itemsHealth services

www.sphereproject.org

Development of the INEE Minimum Standards

Highly consultative process, involving more than 2,250 people:

INEE listserv consultations Field-based consultations

More than 110 local, national, sub-regional & regional consultations in more than 50 countries

Peer review process

Content represents rights, global good practice and lessons learned across contexts and actors for safe, quality education

Standards, Indicators and Guidance Notes

Standards Goals to be met Practical guide to plan and develop appropriate educational responses Ensure all components of education are included

Indicators Signals that show whether the standard has been attained Tools to measure and communicate the impact or result May be qualitative or quantitative

Guidance Notes Provide background information in relation to the indicator(s) Help to interpret the indicators, advice on priority issues

The INEE Minimum Standards categories

Access & Learning

Environment

Teaching & Learning

Teachers & Other

Education Personnel

Education Policy &

Coordination

Cross cutting issues:Human and children’s rightsGenderHIV/AIDSDisability and vulnerability

1) Which of the standards-- and accompanying indicators-- has your organisation (or programme) achieved?

2) Which of the standards-- and accompanying indicators-- are not being met?

- What were obstacles?

- What needs to be done in order to meet the standards?

Group work

Implementation Achievements (2005-2009)

Promotion, Capacity Building, Monitoring and Evaluation

• Tracking use, relevance, impact through evaluation questionnaire: Use in 80+ countries

• Monitoring & evaluation case studies: Uganda, Darfur, Pakistan

• 25,000+ copies distributed (English), translations in 17 languages

• Promotional materials and tools for advocacy, implementation, institutionalization: www.ineesite.org/standards

• Toolkit to complement and help implement the standards

• 12 Regional Training of Trainers Workshops, hundreds of training workshops; 4 Regional Capacity-Building Workshops

Case Study Examples: Using the INEE Minimum Standards for

Disaster Risk Reduction and Quality Response

Philippines: Coordination led by Ministry of Education, UNICEF, Save the Children, Plan, Philippines civil society groups and other partners for prevention, mitigation, preparedness and holistic response

Aceh, Indonesia: Building back better after the tsunami; enhancing resilience through response that includes mitigation and preparedness after thorough assessment

Those with awareness, training have a clear understanding of interconnectedness of standards -- enforcing holistic response to the emergency and laid groundwork for recovery

- Policies and programmes influenced by standards crossed relief to development continuum and avoided funding gap between phases

- Global survey: more than 1/3 say the standards have improved the quality of services and led to improvements in project outcomes

Monitoring & Evaluation of the INEE Minimum Standards: Uganda, Darfur, Pakistan, global Questionnaire, feedback

Minimum? Standards?• They articulate a universal minimum level of

educational quality, access and provision.

• They reflect the legal instruments/rights upon which they are based, which allow for appropriate education for all even in situations of emergency

• If cannot attain standards/indicators, must understand and explain gap and what needs to change

• Standards because of humanitarian terminology… In reality content is global good practice guidance which is meant to be adapted to local context and to complement not compete with national standards

INEE Minimum Standards are used in over 80 countries around the world for as a common

starting point and common language to:

• Enhance the holistic quality programs and policies• Improve response coordination, enhance

accountability and predictability• Tool for capacity-building and training • Tool to strengthen resilience and preparedness,

including Ministries of Education• Tool to bridge the gap between phases of relief and

recovery and integrate DRR into all• Tool to promote education as essential component of

disaster response through to recover

Applying the INEE Minimum Standards: A Rights Based Approach

Brainstorm:

What are the legal instruments and international and regional agreements that support the concept and content of the INEE Minimum Standards?

Access & Learning

Environment

Teaching &

Learning

Teachers & Edu

Personnel

Education Policy &

Coordination

Rights-based approaches to education in emergencies: application case studies

Small Group work:

1) Read your group’s scenario

2) What are the standards and indicators that should be met in this context?

3) What are possible strategies (using a rights-based approach and drawing on the standards, indicators and guidance notes that you have identifies)?

Implementation Tools: INEE Minimum Standards Adoption Strategy Checklist

Checklist for: - UN agencies- NGOs- Governments- Donors- Inter-Agency collaboration

Small Group discussion: What actions are you already doing?

What actions do you need to work towards?

Implementation Tools: INEE Minimum Standards Toolkit

Developed to respond to need for clear, practical tools to help contextualise the standards, develop strategies to apply the indicators and guidance notes and meet the standards

Drawers on: 1) Overview 2) INEE Minimum Standards handbook,

translations3) INEE Minimum Standards Toolkit 4) INEE Minimum Standards training materials5) Advocacy Materials