Session 2.3
Applying the INEE Minimum
Standards: Emergency assessment
and design to BUILD BACK BETTER
Session Objective
• Understand the
need for – and
carry out -- a
thorough
assessment and
analysis of the
assessment
findings to develop
an effective
response that
builds back better,
reducing risk in the
long-term
Access &
Learning
Environment
Teachers &
Edu
Personnel
Teaching &
Learning
Education
Policy &
Coordination
+ cross cutting issues
INEE Minimum Standards: Analysis
Initial Assessment: participatory, intersectoral and
holistic data, threats, vulnerabilities, capacities; local
capacities, resources, strategies
Response: capacity building, updating strategies,
strengthening national programmes
Monitoring: continuous, participatory, training to
identify changes, trends and make adjustments
Evaluation: systematic, transparent, sharing lessons
learnt, building capacity
Assessment
•What is bias?
•How can an assessment be biased?
Bias
“Bias” means that the sample data contain an
unintended and systematic sampling error. Thus
they do not represent what they were intended to
represent.
Possible forms of bias
– Political
– Gender
– Time of day/schedule
How can we avoid bias
in assessments?
Triangulation
Triangulation
 Using different assessment
techniques or different indicators
of the same phenomenon
 Varying the information sources
 Varying the composition of the
assessment team
Let’s read Analysis Standard 1 on Assessment
Scenario: Disaster in Zambora
Session Objectives:
Assessing a disaster and
designing an intersectoral
response plan for safe, quality
education that Builds Back Better
Assessment findings: Disaster in Zambora
Workbook pages 33-34
Group work: Designing a response plan to build back better
1) Which standards are relevant?
Prioritise two standards and develop response strategies to
meet the priority standards (utilising indicators, guidance
notes), filling out Response Plan Matrix:
 How do these strategies incorporate DRR (mitigation,
prevention, preparedness)?
 How do they integrate cross-cutting issues?
 Who are the key stakeholders that you need to work with?
 What capacities can you build upon? What potential risks
and vulnerabilities do you need need to mitigate?
Session 2.4
Applying the INEE Minimum Standards:
Monitoring and Evaluation
Session Objectives
•Be aware of the difference between monitoring
and evaluation
•Understand how the INEE Minimum Standards
can and should be contextualised for monitoring
and evaluating programmes and policies
Monitoring vs Evaluation
INEE Minimum Standards: Analysis
Monitoring: All relevant stakeholders regularly monitor the
activities of the education response and the evolving education
needs of the affected population
• continuous, participatory measures that are used to demonstrate
the change in a situation, identify trends, progress in or result of an
activity in order to make adjustments (when necessary)
Evaluation: There is a systematic and impartial evaluation of the
education response in order to improve practice and enhance
accountability
• systematic, transparent, sharing lessons learnt, building capacity
Both monitoring and evaluation require training, capacity building
Developing indicators
• INEE Minimum Standards indicators: qualitative,
need to be contextualised to create tangible,
locally relevant monitoring criteria
• Example: Afghanistan consortium on Communitybased Education (workbook page 37)
SMART indicators
S= specific
M= measurable
A= achievable
R= realistic
T= timely
Session 3A:
Disaster Risk Reduction through Education:
InterSectoral Linkages and Cross-Cutting Issues
Session Objectives
• Have an enhanced understanding of the critical linkages
and the need for coordination between education and other
preparedness, contingency planning and emergency
response sectors (protection, water/sanitation, shelter, health,
food aid, etc).
• Be aware of the INEE – Sphere Companionship agreement
and inter-agency tools for integrating cross-cutting issues into
mitigation, preparedness and response
• Be aware of programs being implemented within the region
to ensure inter-sectoral linkages and the integration of crosscutting issues
Brainstorm:
Why should education be part
of humanitarian response?
Education in EMERGENCIES because:
• Education can be life-saving and life-sustaining,
providing physical, psychosocial and cognitive
protection, and is a key part of a child’s survival
strategy
• Crisis which destabilise education can also be
opportunities for positive transformation
• Accountability to needs and rights:
– Education is what children/parents ask for during
crisis
– Education is a right, even in an emergency, and key
to life with dignity
What does
education look like
in an emergency?
In an emergency, education includes:
• Initiating policy and coordination mechanisms/structures
(across actors in education and across sectors)
• Rapid needs assessment, design of response, with
emphasis on safe structured activities --> restoration of
education (safe spaces for children, providing security,
protection, psychosocial support, basic literacy/numeracy,
community engagement)
• Making intersectoral linkages: ensuring water and
sanitation, food, health, etc. in safe spaces
• Non-formal education: essential life skills, recreation (play)
• Provide essential teaching and learning materials,
recruitment/training teachers
Inter-sectoral linkages with education
In an emergency, what are the links between
education and:
• Water/Sanitation
• Health (including mental health)
• Shelter and Camp Management
• Nutrition and Food aid
• Protection
• Logistics
How do cross cutting issues (gender, HIV/AIDS,
disability) intersect as a challenge and as an
opportunity?
INEE- Sphere Companionship
• Stand-alone publications with their own recognizable identity but
education integrated throughout Sphere in 2009/2010 revision and
Sphere sectors integrated throughout INEE MS in revision + icon
• Formalization of training linkages
• Statement highlighting the formal relationship between Sphere
and INEE included on the front cover of the INEE Minimum
Standards Handbook: “The Sphere Project recognizes the INEE
Minimum Standards for Education in Emergencies, Chronic Crises
and Early Reconstruction as Companion Standards to the Sphere
Project Humanitarian Charter and Minimum Standards in Disaster
Response”
• Advocacy, promotion and communication linkages between INEE
Secretariat and the Sphere Project
• Website links
New Tools to Integrate Cross Cutting Issues
In addition to cross-sectoral linkages, education
preparedness, response and mitigation must also incorporate
vital cross-cutting issues such as gender, disability and
psychsocial well-being:
• IASC Gender Handbook in Humanitarian Action
• IASC Guideliens on Psychosocial Support and Mental
Heath Wellbeing
• INEE Pocket Guides on Inclusive Education
• Other tools?
Session 3B:
Planning and facilitating a training workshop
on the INEE Minimum Standards
+
Sharing information on relevant initiatives
Brainstorm: preliminary plans for training
Questions to consider:
1) Who are the participants for this orientation or training
workshop?
a) What kind of context are they working in?
b) How can I adapt the training agenda, materials and
workshop structure to best meet their needs?
2) Who might I co-facilitate a training with?
3) LATER: Will the method applied in each session that I am
planning help the participants to understand, analyse and
connect in a simulating and comfortable environment?