Induction Training AEO

1. Applying the INEE Minimum
Standards to Ensure Disaster Risk
Reduction through Education

2. • 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

3. • 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

4. Session 1:
Risk Management Concepts
and Case Studies

5. 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 response
Begin to consider how these concepts in relation
to education and how they vulnerability and
capacity impacts upon education at individual,
community and system levels

6. 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

7. A natural hazard is a natural phenomenon that can
potentially trigger a disaster
Examples include earthquakes, mud-slides,
floods, volcanic eruptions, tsunamis, drought
These 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?

8. 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?

9. 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

10. Appropriate disaster
prevention, mitigation,
preparedness and
response builds on
people’s capacities and
tackles the causes of
vulnerability

11. • 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?

12. Presentation of
case studies
from the region

13. Session 2:
Introduction to the
INEE Minimum Standards

14. 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

15. • 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)

16. • 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)

17. 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 promotion
Food security, nutrition and food aid
Shelter, settlement and non-food items
Health services
www.sphereproject.org

18. 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

19. 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

20. The INEE Minimum Standards
categories
Access &
Learning
Environment
Teaching &
Learning
Teachers &
Other
Education
Personnel
Education
Policy &
Coordination
Cross cutting
issues:
Human and
children’s rights
Gender
HIV/AIDS
Disability and
vulnerability

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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

27. 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

28. 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)?

29. 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?

30. 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, translations
3) INEE Minimum Standards Toolkit
4) INEE Minimum Standards training materials
5) Advocacy Materials