Aa group overview final

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Aa group overview final

  1. 1. Have we made a difference? The Minimum Standards 4 years on Inter-Agency Network for Education in Emergencies
  2. 2. Application and Analysis: Terms of Reference <ul><li>How are the INEE Minimum Standards being used by various stakeholders and across contexts? </li></ul><ul><li>What are common challenges, lessons learnt and good practices? </li></ul><ul><li>Have they actually contributed to increased coordination, accountability and quality? </li></ul><ul><li>What is the added value of operationalising and contextualizing indicators? </li></ul><ul><li>How can additional tools and capacity-building opportunities support the implementation of standards? </li></ul>
  3. 3. Application and Analysis: basic questions
  4. 4. Methodology Three-tier reseach plan Inter-Agency Network for Education in Emergencies
  5. 5. Three-tier research plan <ul><li>Tier One : Qualitative and quantitative evaluations of the INEE Minimum Standards, with baseline and end line measures </li></ul><ul><li>Tier Two : In-depth questionnaire on awareness, utilization, institutionalization, and impact </li></ul><ul><li>Tier Three : Self-evaluation of the INEE Minimum Standards by INEE members (feedback form and spontaneous feedback) </li></ul>
  6. 6. Additional case studies… Afghanistan Occupied Palestinian Territories Government of Norway CIDA Several other initiated by individuals and agencies
  7. 7. General findings Inter-Agency Network for Education in Emergencies
  8. 8. Extensive record of use… <ul><li>For advocacy and policy development </li></ul><ul><li>For programming (assessments, implementation, monitoring and evaluation) </li></ul><ul><li>For preparedness, planning and coordination </li></ul><ul><li>For capacity building and training </li></ul><ul><li>For research and institutional learning </li></ul><ul><li>For funding and financing </li></ul>
  9. 9. …. some common challenges <ul><li>Awareness does not automatically translate into utilization </li></ul><ul><li>Complementarity with national education standards </li></ul><ul><li>Translating global good practices into concrete programming </li></ul><ul><li>Uncertainties about applicability </li></ul>
  10. 10. … . and general recommendations <ul><li>More concrete tools </li></ul><ul><li>More case studies </li></ul><ul><li>Training that focuses on application, and application visits </li></ul><ul><li>Focus on greater institutionalisation </li></ul>
  11. 11. Conclusion <ul><li>Increasing awareness and impressive records of training and sensitisation activities. </li></ul><ul><li>Awareness and training does not automatically translate into utilisation and institutionalisation </li></ul><ul><li>Anecdotal evidence of impact, though hard to analyse cause and effect </li></ul><ul><li>Any application effort must start with the basic question “what is the value added of the Minimum Standards” and a gap analysis with existing/local standards </li></ul><ul><li>Contextualisation and development of related materials is essential </li></ul>

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