INEE Minimum Standards and Education in Emergencies workshop February 21 st – 23rd

1. INEE Minimum Standards and Education in Emergencies workshop February 21st – 23rd Addis Ababa, Ethiopia

2. Administration • Introductions • Name Tags • Materials –INEE Minimum Standards handbook and toolkits • Agenda • Restrooms • Lunch / breaks • Guidelines/expectations for the next 3 days

3. Workshop Objectives • Be familiar with the INEE Minimum Standards and tools • Understand the relevance and value added of the INEE MSE to the Ethiopian context • Identify how to use the INEE MSE and tools to strengthen the work of the education cluster and National Authorities in Ethiopia • Identify and commit to applying the INEE Minimum Standards to your work

4. Session One: Introduction & Rationale to Education in Emergencies

5. Learning Objectives • Understand commonly used disaster management terminology and the rationale for Education in Emergencies • Identify different types of emergency scenarios and how the Ethiopian context fits with this. • Describe the impact of emergencies on children, education systems, & communities and identify the most relevant considerations for the Ethiopian context

6. Rapid onset Slow onset Natural Manmade Types of Emergencies terrorist attack earthquake plane crash volcano chemical spill flood epidemic cyclone war civil unrest drought famine

7. Types of Emergency • Natural disasters which include hurricanes, earthquakes, tsunamis, droughts, cyclones, epidemics, floods, landslides and volcanoes • Man-made disasters, including civil or military unrest, war, occupation, economic crises • Complex emergencies, which combine both natural and man-made emergencies.

8. Definition of Emergency UNDMTP (United Nations Disaster Management Training Programme) “A disaster is a serious disruption of the functioning of a society, causing widespread human, material, or environmental losses which exceed the ability of affected society to cope using only its own resources. Disasters are often classified according to their speed of onset (sudden or slow), or according to their cause (natural or human-made).”

9. Ethiopia context Types of emergencies • Drought • Flooding • (resulting in food insecurity and malnutrition) • Refugee influx • Conflict • Post conflict

10. Common Elements • Affects people • Triggered by a hazard • Directly related to vulnerability • Exceeds capacity of household, community or group of people to cope • Social processes play an important role • More to do with society than natural phenomena

11. Hazards, Risks and Vulnerabilities Hazard A physical or human-made event that can potentially trigger a disaster (e.g. earthquakes, mud-slides, floods, volcanic eruptions, tsunamis, drought, economic collapse, and war) Vulnerability The susceptibility of people and things to be damaged by a hazard. A person or group’s vulnerability therefore depends on their capacity to anticipate, cope with, resist and recover from the impact of a hazard.

12. Risk The likelihood of a disaster happening to a particular group of people - can be estimated by frequency and severity of a hazard when combined with vulnerability and capacity of people to meet that hazard. Risk can therefore be expressed as: Risk = Hazard x Vulnerability

13. The Impact of Emergencies

14. Brainstorming What are the possible impacts of emergencies on learners in Ethiopia?

15. What is the Impact on Children, Youth and Communities? • Death • Displacement • Loss of family support and community safety nets • Limited or no access to facilities • Breakdown of systems • Lack or loss of learning and livelihood opportunities

16. What would Children say about their Experience? • Forced to leave my village or town • Home destroyed • Separated from my family • Parents separated from each other because of the disaster • Member of my family in a hospital following the disaster • Member of my family injured during the disaster • Member of my family killed in the disaster • Experienced horror at a very close distance • Have to stay outside because of the possibility for recurrence

17. What would Children say about their Experience? • So cold that I thought I would die • So hungry that I thought I would die • Saw people who had been recently injured • Saw someone die • Saw a dead body or bodies • Helped to carry wounded or dead people • Injured during the disaster • Trapped inside a building

18. Categorising the Impact

19. What is the Impact on Marginalised Groups? In an emergency marginalisation often increases. Marginalised groups include: • Children with disabilities • Children living in rural areas • Orphans • Street children • Ex-combatants • Child labourers • Ethnic minorities • HIV/AIDS affected • Can be gender based

20. Vulnerable groups Who are the vulnerable groups in Ethiopia?

21. Need for Education in Emergencies (EiE)

22. Video: Education can’t wait http://www.youtube.com/watch?v=Mve8EeGF-jA

23. Definition of Education in Emergencies “The provision of quality education opportunities that meet the physical protection, psychosocial, developmental and cognitive needs of people affected by emergencies, which can be both life-sustaining and life-saving “

24. Consequences of not prioritising Education in an Emergency • Lebanon during 2006 Israel/ Lebanon conflict Major donors did not prioritise education • Cyclone Nargis in Myanmar Ministry of Education did not prioritise education as a first response

25. Consequences for Children • Children and youth neglected, vulnerableto harm and exploitation • Psychosocial impacts exacerbated by lack of safe spaces and opportunities to be with their peers • Cognitive and developmental needs neglected • Likelihood of engaging in unsafe activities increases • Likelihood of dropping out of school increases • Children and youth may be more vulnerable to recruitment by armed groups or armed forces.

26. In Pakistan Education was Prioritised

27. Why was Pakistan Different? • All stakeholders prioritised: Donors, Aid agencies, Line ministries, Disaster management departments, Communities, Children • Physical destruction of schools and enormous loss of life of children during school hours created awareness of need for education • Communities supported education • Children and youth wanted to resume education

28. Education is an important first responsebecause education: • Is a fundamental right to all and in emergencies children and other learners are often denied this right • Is critical for healthy development • Can help children and youth deal with the effects of crisissituations • Can help create a sense of normalcyfor children and communities • Is critical to provide protection in a safe environment and provide life saving and sustaining skills and support • Is an important means of promoting toleranceand conflict resolution • Is critical for economic recoveryand socialreconstruction

29. Education is an important first responsebecause education: • Can engender democratic participationand respect for rights • Is what children and parents prioritise • Is a platform for providing life saving knowledgeand skills(landmines, cholera, gender violence, trafficking) • Reduces maternal and child mortality • Can identify and reach children with special needs • Can provide nutrition • Provides an opportunity to get out-of-school children enrolled • Can support livelihoods and income generation activities

30. Session Two: Framework for Education in Emergencies (EiE): INEE Minimum Standards

31. Learning Objectives • Understand INEE and its mission • Understand the INEE Minimum Standards and their relevance to the Ethiopian context • Understand how the INEE Minimum Standards can be applied to in the Ethiopian context to support quality education provision

32. Conceptual Framework for Phases of Emergency Adapted from IASC SWG on Preparedness and Contingency Planning Trigger Preparedness, Mitigation, Prevention Early Recovery Long Term Recovery and Regular Programming Critical Response Usually a number of weeks to several months Before Trigger

33. Conceptual Framework for Phases of Emergency

34. Phases of Emergency: the reality • Rarely sequential • Rarely discrete (complicated by other intersecting issues). • Emergency phases overlap and recur • Instead, we need to think of this as a three dimensional model where the phases may be overlapping

35. Before an emergency:Preparedness, Mitigation and Prevention

36. Protracted emergencies An emergency that continues for a long period of time. It presents particular challenges. These may include; • School drop out and retention challenges • Disruption of capacity building • Difficulties for monitoring and evaluation • May include protracted displacement (IDP and refugee children and adolescents) • Exposure to harmful activities including through child labour in response to economic decline

37. Protracted emergency • Efforts tend to be focused on maintaining a certain status of response and support as opposed to shifting into recovery, reconstruction and more positive growth • Other localized acute emergencies can occur during protracted emergencies. • May require different types of response

38. Inter-Agency Network for Education in Emergencies (INEE) • Open, global network of UN agencies, NGOs, donors, practitioners, researchers and individuals from affected populations (5,700 members) • Working to ensure right to education in emergencies • Sharing good practices, tools and research • Encouraging information sharing among members and partners • INEE’s 10th year Anniversary www.ineesite.org

39. 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” • Sphere Minimum Standards in Humanitarian Response • Water, sanitation and hygiene promotion • Food security, nutrition and food aid • Shelter, settlement and non-food items • Health services www.sphereproject.org

40. Overview of the INEE Minimum Standards • INEE was established to develop standards to promote a minimum level of access to quality educationfor all persons including those affected by emergencies • The standards are based on the Convention on the Rights of the Child (CRC), Education for All (EFA) and Humanitarian Charterto represent ‘universal goals for helping adults and children achieve the right to life with dignity’. • Addition to Sphere Minimum Standards Handbook, which does not include education. • More information: INEE web site at www.ineesite.org.

41. Goal of the INEE Minimum Standards • Common starting point to reach a minimum level of educational quality and access • Tool to improve coordination and enhance accountability and predictability • Tool for capacity-development and training • Aid to strengthen the resilience of Ministries of Education • Tool to promote education/advocacy

42. Development of the INEE Minimum Standards Consultative process • INEE listserv consultations • Field-based consultations • Peer review process Content of handbook represents rights,lessons learned, and collective thinking of education professionals More than 2,250 people participated (2003-2004)

43. Update of the INEE Minimum Standards (2009-2010) • Global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. • Updated through a highly consultative process—more than 1,300 people in 52 countries: • reflect recent developments in the field of Education in Emergencies • incorporate the experience and good practices of the users of the Handbook • make the Handbook more user-friendly

44. Minimum standards assessment (2011-2012) • What is the value added of the use and application of the INEE MS? • Surveys, interviews and focus groups • Results out in April / May 2012

45. Legal Frameworks • Which legal instruments and international agreements support the concept of the INEE Minimum Standards? • What are the education rights inherent in these legal instruments and international agreements? • How do the INEE MS relate to national standards and laws? • Principles are reflected by using a rights-based approach • INEE Minimum Standards reinforce this approach

46. Why “minimum” standards? • They articulate a universal minimum level of educational quality, access and provision. • They reflect the legal instruments 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

47. The 5 Domains

48. 5 Domains and 19 Standards • Domain 1: Foundational Standards • Community Participation and Resources • Coordination • Assessment, Response, Monitoring and Evaluation • Domain 2: Access and Learning Environment • Equal access • Protection and Well-being • Facilities and Services • Domain 3: Teaching and Learning • Curricular • Training, Professional Development and Support • Instruction and Learning Processes • Assessment of Learning Outcomes • Domain 4: Teachers and Other Educational Personnel • Recruitment and Selection • Conditions of Work • Support and Supervision • Domain 5: Education Policy • Law and Policy Formulation • Planning and Implementation

49. 11 Cross-Cutting Issues • Conflict Mitigation • Disaster Risk Reduction* • Early Childhood Development • Gender* • HIV and AIDS • Human Rights • Inclusive Education • Inter-sectoral linkages* • Protection • Psychosocial support* • Youth *INEE members identified these issues as weaknesses/gaps in the 2004 edition, so they were mainstreamed in the 2010 new edition.

50. Standards, Key Actions, Guidance Notes • Standards - are what you want to reach. They are qualitative and universal, applicable in any environment. • Key Actions - are suggested actions/steps to be taken in order to reach/meet the standard. • Guidance Notes – cover points of good practice to consider when applying the minimum standards and adapting the key actions in different situations.