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Tools for education in emergencies

The UN General Assembly in June 2010 passed this important resolution on the right ot education in emergencies. It is a powerful tool for civil society in keeping the international community's attention on this important discussion.

 

The following four tools have been developed by the Interagency Network on Education in Emergencies (INEE) in collaboration with a hugely committed groups of individuals working across agencies, disciplines and locations. The Right to Education Project has been proud to serve as Focal Point for human rights and education rights in the update of the Minimum Standards Handbook, as well as contributing to the Gender Pocket Guide.

 

INEE and IASC Education Cluster’s Module 14: Human Rights and Accountability

This module was developed by RTE with the Education Cluster Working Group (ECWG) and an advisory committee of experts for direct input into the module. It is aimed at practitioners who work on education in emergencies. The module seeks to create awareness of the human rights framework as a tool for achieving quality education. With presentations, hand-outs, interactive dialogue and exercises, it guides participants to identify duty-bearers, actions to support rights-holders, and lines of accountability available to affected populations and education actors. 

 

It includes an overview, a powerpoint presentation and three handouts (handout 1, handout 2 and handout 3)

 

 

INEE Minimum Standards for Education: Preparedness, Response, Recovery

The INEE Minimum Standards for Education: Preparedness, Response, Recovery express a commitment that all individuals - children, youth and adults - have a right to education. The standards articulate the minimum level of educational quality and access in emergencies through to recovery. They can be used as a capacity-building and training tool for humanitarian agencies, governments and affected populations to enhance the effectiveness and quality of their educational assistance. They help to enhance accountability and predictability among humanitarian actors and improve coordination among partners, including education authorities. The INEE Minimum Standards are founded on the Convention of the Rights of the Child, the Dakar 2000 Education for All goals, and the Sphere Project's Humanitarian Charter.

INEE facilitated a highly consultative process that engaged national authorities, practitioners, policy-makers, academics and other educators around the world to develop the Minimum Standards in 2003-2004 and to update them in 2009-2010. The updated 2010 edition of the INEE Minimum Standards Handbook:

reflects recent developments in the field of education in emergencies

incorporates the experience and good practices of the users of the Handbook

is more user-friendly than the 2004 edition of the Handbook.

 

INEE Guidance Notes on Teaching and Learning

The INEE Teaching and Learning Guidance Notes provide a framework to identify and address critical teaching and learning issues to ensure all people the right to quality and safe education in emergencies through to recovery. Building on the INEE Minimum Standards, the Teaching and Learning Guidance Notes articulate evidence-based good practice on critical issues related to:

curricula adaptation and development;

teacher training, professional development and support;

instruction and learning processes;

the assessment of learning outcomes.

Accompanying the Guidance Notes is a Resource Pack of vetted resources, including sample tools, teaching materials and case studies, which can be used to adapt the good practices within the Guidance Notes to one's specific context.

The good practices contained within these Guidance Notes are designed to help governments, NGOs, UN agencies, and other education stakeholders plan and implement high quality education programmes. While progress has been made in recent years to ensure that all children and youth affected by crisis have access to educational opportunities, the content of what is taught, the teacher training and teaching methodologies, and the evaluation of learning outcomes are too often inadequately addressed. The Guidance Notes reiterate the importance of focusing on learners, learning outcomes, and access issues and provide guidance to help achieve the quality goals of EFA by promoting quality education that indicates measurable learning achievements for learners of all ages, but particularly children and adolescents.

 

INEE Reference Guide on External Education Financing

Developed by the INEE Working Group on Education and Fragility, the INEE Reference Guide on External Education Financing is a resource that explains donor education funding strategies and mechanisms. It focuses on external education financing in low-income countries, including those in fragile situations (i.e. crisis, post-crisis or the risk of crisis associated with conflict, natural disaster or challenges to government legitimacy) in which governments typically face challenges in delivering core public services, including education. The Reference Guide is organized in three parts, which provide:

An exploration of how donors view the education needs of low-income countries and fragile situations, and a review of donor goals and strategies in the education sector, as well as "good donor practice";

A overview of the variety of organisations that fund and deliver education;

A summary of the principle funding mechanisms for education, their objectives, how they are funded and how they work.

 

INEE Pocket Guide to Gender

With the input of many INEE members, the INEE Gender Task Team has developed this quick INEE Pocket Guide to Gender to help practitioners make sure that education as part of emergency preparedness, response and recovery is gender-responsive and meets the rights and needs of all girls and boys, women and men affected by crisis.

The INEE Pocket Guide to Gender outlines useful principles for a gender-responsive approach to guide all education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming in the education sector. It then gives concrete strategies and actions for putting gender equality into practice in the major domains of education. Finally, key gender terms and a selection of resources are listed at the end of the Guide.

The INEE Pocket Guide to Gender complements the INEE Minimum Standards for Education and the IASC Gender Handbook, and is intended for anyone working to provide, manage, or support education services as part of emergency preparedness, response or recovery.