Overview of Evaluation and Preparedness

1. Overview of Evaluation and Preparedness Inter-Agency Network for Education in Emergencies

2. Learning Objectives EVALUATION At the end of this session, participants will: • Understand how to use the INEE Minimum Standards to evaluate education programs in a holistic manner. • Understand that using the INEE Minimum Standards in evaluation will help to prevent or minimize programmatic problems in the future. • Understand that with periodic evaluation, programs can be more relevant and appropriate even though they may have been in place for some time.

3. Evaluating education programmes • What is the purpose of evaluation? • When should evaluations be conducted? • What should be evaluated? • Who should be involved?

4. M&E • Monitoring is the continuous assessment of project implementation in relation to agreed schedules and of the use of inputs, infrastructure, and services by project beneficiaries. • Evaluation is the periodic assessment of the relevance, performance, efficiency, and impact (both expected and unexpected) of the project in relation to the stated objectives.

5. Involving stakeholders • Who? • How? • What is the benefit?

6. Learning Objectives DISASTER PREPAREDNESS At the end of this session, participants will: • Understand commonly used disaster management terminology. • Be able to understand what is meant by disaster preparedness. • Be able to identify disaster preparedness related to education • Understand how the INEE Minimum Standards can be used to prepare better for disasters.

7. HPN Lessons Learned and Recommendations

8. Common Elements • Directly affects people and communities • Usually is triggered by a hazard • Directly related to vulnerability • Exceeds the capacity of household, community or group of people to cope

9. Hazards, risks… What is a hazard? • A hazard is a physical or human-made event that can potentially trigger a disaster but need not necessarily result in disaster • Examples: earthquakes, mud-slides, floods, volcanic eruptions, tsunamis, drought, economic collapse, war. What is risk? • The expected impact caused by a particular phenomenon • The likelihood or probability of a disaster happening • The negative effects that result if the disaster happens

10. Vulnerabilities and capacities • Vulnerability is the extent to which a person, a community, a system, or an area are likely to be damaged or disrupted by the impact of a particular hazard. • In most cases, it is impossible to prevent a hazard, but we can try to reduce vulnerabilities and increase capacities to cope after a disaster. • By decreasing vulnerabilities and increasing capacities, we can decrease the risk of a disaster.

11. How do the concepts of vulnerability and capacity apply to education? • What kinds of vulnerability exist in relation to education systems? • Schools can be destroyed or damaged • Schools can be taken over as shelters • Teachers/students may be killed • Teachers/students are likely to be displaced • Support to education structures, such as MoE, can be disrupted • What capacities likely exist that could enable education to continue with minimal disruption? • Trained teachers can continue to give classes even if schools are destroyed • Organizational structures such as community leaders, can help re-start educational activities

12. Disaster preparedness • The result of a wide range of activities and resources that practitioners and communities carry out in the hope of: • Preventing and mitigating disasters • Better responding to disasters if they occur Appropriate disaster prevention and mitigation builds on people’s strengths/capacities and tackles the root causes of vulnerability

13. Education and disaster preparedness • How can education be used as a vehicle for increasing capacities to reduce overall vulnerability to disasters? • Children can take part in disaster preparedness drills • Instruction can inform children about potential hazards and risks • Education revitalizes the morale of children and helps them rebuild new lives • How can we mitigate the effects of a disaster on an education system? • Developing and enforcing building standards for school construction • Locating curriculums in safe locations • Having back-up copies of essential records

14. Conclusion • Education plays a key role in disaster preparedness activities. • The INEE Minimum Standards are also relevant for helping agencies best prepare education systems to minimise the disruption of children’s education in the event of a disaster.