Minimum Standards for Eduction in Emergencies.pptx

Minimum Standards for
Education in Emergencies
May 17, 2022
Calabigan Elementary School
Purok Verzola, Calabigan, Luna, Apayao
Prepared by:
Arlee D. Bitibit MAEd
Teacher-in-Charge, Calabigan Elementary School
Schools Division of Apayao, CAR
arlee.bitibit@deped.gov.ph
09156164795

“Emergency education programs are a form of psychosocial intervention as
they establish a familiar learning environment, provide a regular schedule and
instil a feeling of hope for the future. Everyone involved in providing education,
especially teachers and school administrators, should receive an orientation in
their role mitigating the psychological and social impact on the learners.”-
Chronic Crises and Early Reconstruction (2004)
LEADeXCELS Module 2. Manage Continuing Learning. SEAMEO INNOTECH. ISBN 978-971-0487-96-7.
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 Seeing classes being held whether in school buildings that
survived a calamity or tents or open spaces gives the community
a sense that the situation is going back to normalcy.

The Inter-Agency Network for Education in Emergencies (INEE, 2004)
provides the minimum standards for the four components of education
in emergencies:
1. Curriculum
2. Training
3. Instruction
4. Assessment
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Teaching and Learning Standard 1: Curricula
Culturally, socially, and linguistically relevant curricula are
used to provide formal and non-formal education, appropriate
to the particular emergency situation.
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Key indicator
● Existing curricula are reviewed for appropriateness to the age or
developmental level, language, culture, capacities and needs of the
learners affected by the emergency. Curricula are used, adapted or
enriched as necessary. For instance, after typhoon Haiyan (Yolanda)
destroyed structures in the Visayan region and took lives, the
curriculum would have to address the children’s need for safety from
broken glasses and other materials that can wound them. They also
need to learn about how to stay healthy considering the possibility of
contaminated food and water.
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Key indicator
● Where curriculum development or adaptation is required, it is
conducted with the meaningful participation of stakeholders and
considers the best interests and needs of the learners. Parents and
local government officials need to be involved in developing the
outline of topics to be taught.
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Key indicator
● Curricula address life skills, literacy, numeracy and core
competencies of basic education relevant to given stages
of an emergency. The facilitator can ask the children where
they are at in the different subject areas and proceed from
there. The examples given should be relevant to
the current situation of the children.
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Key indicator
• Curricula address the psychosocial well-being
needs of teachers and learners in order for them to
be better able to cope with life during and after the
emergency. Instead of going straight to the subject
areas, the curriculum should start with games or
activities that will not only be fun but will enable
teachers and students to be positive and hopeful.
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Key indicator
● Learning content, materials and instruction are
provided in the language(s) of the learners and the
teachers, especially in the early years of learning.
They will make learning easier for the students and
allow them to participate in activities more freely.
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Key indicator
● Curricula and methods of instruction respond to the current needs of
learners and promote future learning opportunities. For example, after
typhoon Haiyan, teachers cannot expect students to be able to focus
so much on the lesson because of other concerns like thinking about
their family members or the next meal. This requires a method of
instruction that is differentiated. A distracted learner may need to be
given more catch-up time or more fun and engaging learning activities.
A learner who still has his/her family intact may be more focused and
can be tapped to assist other learners. Through it all, learners need to
be made to realize that what they are learning now will prepare them
for when classes return to normal.
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Key indicator
● Curricula and instructional materials are gender-
sensitive, recognize diversity and promote respect for
learners. For example, even in emergency education, girls
should be regarded as capable as boys in helping keep the
learning space clean and orderly. People with disability
should also participate in learning activities.
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Key indicator
● Sufficient teaching and learning materials are provided,
as needed, in a timely manner to support relevant
education activities. Preference is given to locally
available materials for sustainability. These materials may
be coming from the school’s library or from donor
organizations. Learning facilitators need to select learning
materials that are relevant and appropriate to the
students’ levels.
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Teaching and Learning Standard 2: Training
Teachers and other education personnel receive periodic, relevant
and structured training according to need and circumstances.
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Key indicator
● Training corresponds to prioritized needs,
objectives of education activities, and learning
content. For example, after typhoon Haiyan,
teachers and school staff need to be trained in
providing psychosocial support to students and on
how to handle classes with students coming from
different grade levels.
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Key indicator
● Where appropriate, training is recognized and
approved by relevant education authorities. While
training can be informal, it will be to the advantage
of the teachers if the training they will undergo has
been approved by the Department of Education.
Aside from the benefit of improved capability, the
training can also be a source of merit and
professional achievement.
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Key indicator
● Qualified trainers conduct the training courses
and provision is made for ongoing support and
guidance, appropriate follow-up, monitoring and
supervision in the field, and refresher training.
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Key indicator
● Training, including follow-up monitoring,
encourages the teacher to be a facilitator in the
learning environment, promotes participatory
methods of teaching, and demonstrates the use
of teaching aids.
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Key indicator
● Training content is regularly assessed to
determine if it meets the needs of teachers,
students and the community, and is revised
when necessary.
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Key indicator
● Training provides teachers with appropriate skills to be
able to assume leadership roles when required by
members of the community. For instance, in case the
school head needs to attend to his/her own family, the
teacher who has been trained to lead the School
Resiliency Team should be able to take on the school
head’s role during education on emergencies.
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Teaching and Learning Standard 3: Instruction
Aside from making sure that curricula are appropriate to the
particular emergency situation and that teachers and other
education personnel receive training according to need and
circumstances, you also need to make sure that instruction
follows the minimum requirements. Instruction needs to be
learner-centered, participatory and inclusive.
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Key indicator
● Learners are provided with opportunities to be actively
engaged in their own learning. Appropriate teaching and
learning methods that develop mental abilities should be used
such as group work, project work, peer education, role-play,
narratives, games, videos and stories. These activities will not
only help students focus on the lesson but also help them cope
with the trauma caused by the disaster.
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Key indicator
● Participatory methods are used to facilitate learner
involvement in their own learning and to improve the learning
environment. Dialogue with parents, community members,
education leaders and other stakeholders about the
importance of formal and non-formal education activities in
emergency setting should be held and issues of diversity,
inclusion and outreach should be discussed.
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Key indicator
● Through practice and interaction with learners,
teachers demonstrate an understanding of lesson
content and of the teaching skills acquired during
training courses such as incorporating psychosocial
activities into the curriculum in order to address the
students’ need to move on from the emotional pain
caused by the disaster.
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Key indicator
● Instruction addresses the needs of all learners,
including those with special needs, by promoting
inclusiveness and reducing barriers to learning. Students
may express themselves through songs, dances, and
artwork depicting their experiences.
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Teaching and Learning Standard 4: Assessment
Assessment is another teaching and learning standard
that should be considered when continuing learning
after a disaster. You should ensure that appropriate
methods are used to evaluate and validate learning
achievements.
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Key indicator
● Differentiated continuous assessment and evaluation
methods are in place to assess learning periodically and
appropriately. These assessments take the students’
traumatic experiences in consideration so that activities that
can help them move on from the disaster can be identified.
Procedures are also in place to use this information to
improve the quality of instruction.
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Key indicator
● Learner achievement is recognized and credits or
course completion documents are provided
accordingly. Course completion documents may
include, but not be limited to, diplomas, graduation
certificates, etc.
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Key indicator
● Assessment and evaluation methods are
considered fair, reliable and non-threatening to the
learner and should be conducted in a way that does
not increase fear and trauma. Increasing the students’
fear and trauma will not help them overcome the
negative emotions that they have because of the
disaster.
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Transition from a Disaster Situation to Normalcy
After keeping your stakeholders safe during a disaster, conducting
a rapid assessment to identify your school’s needs, setting up
temporary learning spaces, and ensuring that minimum standards
are met in education in emergencies, you will now lead your school
as it tries to transition from a disaster situation to normalcy.
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1. Coordinate with parents of students who are not attending school. To do this,
mobilize your schoolteachers and staff to find the parents and the students.
2. Communicate with your local government to help out with your students’ and
their families’ needs such as food, water, shelter, clothing, and a means of
livelihood.
3. With the help of the local government unit that evaluates the usability of your
school buildings, identify which buildings are damaged or unusable. Involve your
local government, community groups, and the private sector in drawing up a plan
to repair or replace damaged buildings. Once school facilities have been rebuilt,
students no longer need to hold classes in alternative places for education.
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4. The school can make up for lost school days by holding make-up classes,
extending class sessions, and condensing and merging curriculum lessons and
activities. Life skills can also be incorporated into the merged lessons.
5. You may work with government personnel or private organizations trained to
provide psychosocial support to those affected by disasters. Training and
seminars for your teachers and staff can be conducted to enable them to provide
the needed psychosocial support.
6. The school and the community can work towards procuring needed learning
materials. The Department of Education’s emergency fund allotted for your
school can also be used to purchase learning materials.
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Breakaway Session:
Instructions: supply the information required in the following template designed to
guide you as you adapt the minimum standards to your school’s situation. The first
two have been done as an example.
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Minimum Standards for Eduction in Emergencies.pptx

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