INEE MS ON DRR WORKING GROUP CONSULTATIVE MEETING IN TURKEY
İSTANBUL, SEPTEMBER 10TH, 2009
Prepared by: Zeynep Turkmen Sanduvac
A. INTRODUCTION
INEE MS on DRR Working Group Consultative Meeting was held, at Istanbul Medical
Association (Istanbul Tabip Odası), from 9.30 am to 13.30 pm. on September 10th.
MaviKalem Social Assistance and Charity Association ( MaviKalem SA CA) undertook the
hospitality of meeting; arranging of meeting place, coffee breaks, copying of INEE Reference
Book.
Ten participations joined to the meeting who were from the MAG Foundation (Mahalle Afet
Gonulluler (Community Disaster Volunteers)/Tuzla Disaster Neighborhood Volunteers (6),
FAYDER (Felaket Afet Yardim Dernegi (Catastrophe and Disaster Help Association)) (1),
Sphere Instructors (3).
Appendix 1: Participation List
Aim of the Consultative Meeting:
a. To get feedback on INEE Reference Tool, in terms of general feedback and
integration of INEE MS with Sphere Hand Book.
b. To get feedback on inclusion of DRR concept into the INEE MS
Method:
The INEE Reference Tool was emailed to all participants before with an introductory note
and explanation of aim of the working group. The careful revision of the tool was requested
from participants before the meeting.
The INEE Reference Tool was translated by support of RiskRED and designed and copied by
support of MaviKalem SA CA.
During the consultative meeting, the working group was divided into three sub-groups as
three persons. Each group reviewed two MS of the INEE Reference Tool and presented to the
all participants with below points which are listed
Agenda:
Moderator: Zeynep Turkmen Sanduvac
 Introduction/ Why is this meeting?
 Personal experiences; past disaster experience/ participation on disaster aid/
participation on education field in past disasters (all participants) (Ozlem Sarikaya)
 Presentation: What is SPHER? What is INEE? (Ozlem Sarikaya)
 Introduction of the INEE Reference Tool?
 Group Working 1: General Feedbacks on INEE Reference Tool
(3 sub groups)
 Group Working 2: Inclusion of DRR concept into the INEE MS
(3 sub groups) (Ayhan Ozsahin)
 Evaluation and Closing
B. OUTCOMES OF THE MEETING
PARTICIPANTS PROFILE
 high educated people
 membership to a disaster related NGO ( all of them)
 experience on disaster response and recovery ( all of them)



experience on working at tent cities (most of them)
experience on informal education ( trainings to kids and adults) in past disasters ( four
of them)
Except three Sphere Instructors, none of them are familiar with Sphere MS and INEE
MS
FEEDBACKS ON THE REFERENCE TOOL
(To get feedback on INEE Reference Tool, in terms of general feedback and integration of
INEE MS with Sphere Hand Book)
Participants’ general feedbacks on the Reference Tool
 It needs a background brief note
 The Reference Tool as it like that is not efficient to give an idea about the INEE MS.
The PPT Introduction of INEE MS and the Handbook are useful to have an idea about
the concept of the INEE MS.
 The adaptation of INEE Reference Tool is needed to Turkey; adaptation is very
context-specific (local, regional, national priority setting needed).
 The group is willing to work on adaptation of the INEE MS Reference Tool. ( ½ day
more in their place where in Tuzla)
GROUP WORK 1
Participants’ feedbacks on the context of Reference Tool
Participants’ feedbacks about standards, key indicators and guidance notes were listed below.
Working Group1
Community Participation
Analysis
Standard 1: Participation
Emergency-affected community members actively participate as transparently and fairly in
assessing, planning, implementing, monitoring and evaluating the education programme.
Key Indicators:
 Learners (all target group) are divided into based on age and education level
 The trainings will be given in where and in what conditions are determined and
announced by community leaders and members
 The trainings (curriculums) are prepared and applied according to the education level
and capacity of target groups
 National education authorities, related NGO members joined at the capacity
development training programs in order to work together in the disaster field
 Impact evaluations and efficiency measurements of trainings are included in to all
programs from the design phases
Guidance Notes:
 Trainings/ curriculums are prepared and applied on based on cultural structure of
target groups
 NGO’s are participated in to all level of disaster works in the field
 Preparation of trainings as a joint effort with provincial education authorities, local
authorities, NGOs and disaster affected peoples

Trainings are focused on building hope and capacity building
Standard 2: Resources
Key Indicators:
 National education authorities, related NGO members and disaster affected
community members works together to defining, allocations and distribution of
resources (including volunteer teachers, financial resources, equipments, etc.)
Working Group 2
Access and Learning Environment
Teaching and Learning
Standard 1: Curricula
Guidance Notes:
 Participatory curriculum development/adaptation takes into consideration the training
needs of the learners
Standard 3: Instruction
Guidance Notes:
 Support active engagement motivation for teaching and learning
Working Group 3:
Teachers and Other Education Personnel
Education Policy and Coordination
Standard 1: Policy formulation and Enactment
Key Indicators
 National and provincial education authorities attend to the in service trainings on
education in emergencies (the INEE MS adaptation to Turkey is highlighted)
 Reducing and undertaking – in case of necessity- costs of education
Standard 2: Planning and Implementation
 The continuity of education is planned and provided
Standard 3: Coordination
Guidance Notes
 Transparent, fair and coordinated approaches to financing
 Transparent and fair Monitoring and Evaluation mechanisms
GROUP WORK 2
( To get feedback on inclusion of DRR concept into the INEE MS)
Community Participation
Participation
 Religion leaders role in informal training is vital, in order to give right messages about
misinterpreting of ‘faith’ for DRR
 Disaster affected community members and leaders (teachers, religion officials,
headmans) are actively involve in dissemination of DRR programs

DRR trainings are conceptualized and localized by involving of disaster affected
community members
Resources
 Community resources are used to develop, adapt and disseminate DRR education
 Community resources are allocated to provide DRR materials& equipments in
education environments; such as, at schools, at tent cities, etc. (NSM applications,
logistics; first aid kits, food&water, blankets, etc.
Response strategy
 Valid indicators of DRR trainings are identified; localized, conceptualized, drr skills
based (life saving skills; fire; health, search & rescue, communication, leadership of
incident, evacuation, etc.,) trainings.
Access and Learning Environment
Protection and well-being

Back up of the learning environments

Learning environments are structurally and non structurally safe

Learning environments has enough space for meeting area

Learning environments are safe for evacuation

Learning environments provide needed care for kids in case of disaster
Teaching and Learning
Training
School administrations, teachers, school workers, members of the school-family unit and
students are trained on DRR according to needs and circumstances.
Teachers and Other Education Personnel
Education Policy and Coordination
Policy Formulation and Enactment
 Establishment of DRR education facilities by actively NGO actors permitted
 DRR trainings are adapted to marginalized groups
Coordination
 Joint policy development for all related actors on DRR and trainings
C. ATTENTION POINTS OF MEETING
 Participants mostly focused on preparedness of disasters
 Participants defined “community” as disaster-affected people and NGO members who
represents survivals/affected people.
 Participants highlighted that formal education in emergencies is mainly duty of
National Ministry of Education (Province National Education Directorate)
 Implementation of all formal education activities are needed MoE’s (provincial based)
supervision, monitoring and evaluation
 However, preparedness of NGO’s on education in emergencies is very important.
Therefore, INEE MS Handbook and training program would be very useful for
preparedness of related NGO’s ; from aspects of both NGO’s own activities in disaster
field and cooperation with national education authorities and also lead them in terms
of INEE MS for education continuity.
Sonraki Adımlar:
INEE İngilizce dokümanı katılımcılara iletilecek. Dileyen katılımcılar, tercüme doküman
üzerinde değişiklik önerilerini Zeynep Türkmen’e iletecekler. ( 17 Eylül’e kadar)
Gruptan geri bildirim gelmesi durumunda – gerekirse- Tuzla’da doküman üzerinde ½ günlük
bir toplantı daha yapılacak.
Zeynep Türkmen grup çalışmalarında yapılan sunumları derleyerek gruba görüş için
gönderecek. (iki hafta içinde)
Appendix 1
INEE MS ON DRR WORKING GROUP MEETING _ SEPTEMBER 10, 2009
AFET RISKLERININ AZALTILMASINDA INEE ASGARI STANDARTLARI
CALISMA GRUBU TOPLANTISI_10 EYLUL 2009