Applying the INEE Minimum Standards to Ensure Disaster Risk Reduction through Education

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Applying the INEE Minimum Standards to Ensure
Disaster Risk Reduction through Education
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Training of Trainers Workshop Objectives

• Be familiar with the INEE Minimum Standards the
  process and product and able to adapt them to a
  particular context to ensure holistic, quality
  education throughout the risk management cycle
  response, recovery, preparedness, mitigation and
  prevention
• Be able to apply, train on and advocate for the
  use of the INEE Minimum Standards as a commitment
  to enhanced quality, accountability and
  coordination
• Have an awareness of other new education and risk
  reduction tools and relevant initiatives in the
  region and globally that you can link to and/or
  build upon to strengthen your existing work
• Make linkages across education and risk reduction
  programmes in the region, learn lessons from
  others experiences and incorporate those
  lessons, good practices into your work, including
  training plans
• Give expert input into the revision of the INEE
  Minimum Standards

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Workshop Agenda

• Day 1 Introduction to disaster risk management
  concepts and the INEE Minimum Standards
• Day 2 Applying the INEE Minimum Standards to
  build back better (prevention, mitigation,
  preparedness and response)
• Day 3 Building upon the INEE Minimum Standards,
  go into further detail about ensuring risk
  reduction through education by utilising new
  tools and enhancing plans for safe schools,
  policy and coordination, community participation,
  inter-sectoral and cross-cutting linkages
• Day 4 Applying the knowledge, good practices and
  lessons learnt from days 1-3 to individual and
  national action plans in order to strengthen
  existing work
• ?Afternoon Feed into the update of the standards

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Session 1 Risk Management Concepts and Case
Studies
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DRR Key Concepts Session Objectives

• At the end of this session, participants will
• Understand commonly used disaster management
  terminology
• Be able to explain what is meant by and the
  difference between disaster preparedness,
  mitigation, prevention and response
• Begin to consider how these concepts in relation
  to education and how they vulnerability and
  capacity impacts upon education at individual,
  community and system levels

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What is a hazard? What is a disaster? How are
they different?
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What is a natural hazard vs a disaster?

• A natural hazard is a natural phenomenon that can
  potentially trigger a disaster
• Examples include earthquakes, mud-slides,
  floods, volcanic eruptions, tsunamis, drought
• These physical events need not necessarily result
  in disaster
• A disaster is a serious disruption of the
  functioning of a community or a society involving
  widespread human, material, economic or
  environmental losses and impacts, exceeding the
  ability of the community to cope using own
  resources

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What is risk?

• The product of hazards over which we have no
  control. It combines
• the likelihood or probability of a disaster
  happening
• the negative effects that result if the disaster
  happens
• these are increased by vulnerabilities
  (characteristics/circumstances that make one
  susceptible to damaging effects of a hazard)
• and decreased by capacities (combination of
  strengths, attitudes and resources)

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Terminology
Prevention outright avoidance of the adverse
affects of hazards / disasters Mitigation the
process of lessoning or limiting the adverse
affects of hazards / disasters Preparedness
knowledge and capacities to effectively
anticipate, respond to and recover from impacts
of likely hazard Risk Reduction practice of
reducing risks through systematic efforts to
analyze and manage the causal factors of
disasters, including through reduced exposure,
lessened vulnerability, improved
preparedness Response provision of emergency
services to save lives, meet needs
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Appropriate disaster prevention, mitigation,
preparedness and response builds on peoples
capacities and tackles the causes of vulnerability
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How do the concepts of vulnerability and capacity
apply to education?

• Within education systems, what kinds of
  vulnerabilities typically exist?
• What capacities exist that could enable
  education to continue with minimum disruption?
• How can education be used as a vehicle for
  increasing capacities to reduce vulnerability to
  disaster?

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Presentation of case studies from the region
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Session 2 Introduction to the INEE Minimum
Standards
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Session Objectives

• Understand that the INEE Minimum Standards have
  been developed as a co-operative exercise by many
  actors as a commitment to accountability, safe
  access and quality
• Have an awareness of the range of standards and
  their associated indicators and guidance notes,
  including the ones most useful to you in your
  work
• Understand the link between the legal frameworks
  that specify the right to education and the INEE
  Minimum Standards (MS, indicators are descriptors
  of a rights-based approach)
• Have an awareness about the broad range of
  implementation tools to support application and
  training

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Inter-Agency Network for Education in
Emergencies (INEE)

• Global, open network over 3,500 members in 115
  countries
• Working to ensure right to education in disasters
  and post-disaster recovery
• Facilitative role across agencies, governments,
  research institutions to strengthen knowledge
  base, build capacity
• Sharing information and creating good practices,
  lessons learned and tools, inter-agency training,
  increasing collaboration and reducing duplication
• www.ineesite.org

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Education in every disaster response (
preparedness)

• Education can be life-saving and life-sustaining
  during disasters
• Education is a right, even in an emergency, and
  key to life with dignity
• Education is what children/parents ask for during
  disasters
• Quality, relevant education contributes to
  development, economic growth, peace, stability
  and good governance

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The Sphere Project

• A process that began in 1997 to address concerns
  of quality and accountability in humanitarian
  responses
• Humanitarian Charter that emphasizes the right
  to life with dignity
• Minimum Standards in Disaster Response
• Water, sanitation and hygiene promotion
• Food security, nutrition and food aid
• Shelter, settlement and non-food items
• Health services
• www.sphereproject.org

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Development of the INEE Minimum Standards

• Highly consultative process, involving more than
  2,250 people
• INEE listserv consultations
• Field-based consultations
• More than 110 local, national, sub-regional
  regional consultations in more than 50 countries
• Peer review process
• Content represents rights, global good
  practice and lessons learned across contexts and
  actors for safe, quality education

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Standards, Indicators and Guidance Notes

• Standards
• Goals to be met
• Practical guide to plan and develop appropriate
  educational responses
• Ensure all components of education are included
• Indicators
• Signals that show whether the standard has been
  attained
• Tools to measure and communicate the impact or
  result
• May be qualitative or quantitative
• Guidance Notes
• Provide background information in relation to
  the indicator(s)
• Help to interpret the indicators, advice on
  priority issues

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The INEE Minimum Standards categories

• Cross cutting issues
• Human and childrens rights
• Gender
• HIV/AIDS
• Disability and vulnerability

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Group work

• Which of the standards-- and accompanying
  indicators-- has your organisation (or programme)
  achieved?
• Which of the standards-- and accompanying
  indicators-- are not being met?
• - What were obstacles?
• - What needs to be done in order to meet the
  standards?

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Implementation Achievements (2005-2009)

• Promotion, Capacity Building, Monitoring and
  Evaluation
• Tracking use, relevance, impact through
  evaluation questionnaire Use in 80 countries
• Monitoring evaluation case studies Uganda,
  Darfur, Pakistan
• 25,000 copies distributed (English),
  translations in 17 languages
• Promotional materials and tools for advocacy,
  implementation, institutionalization
  www.ineesite.org/standards
• Toolkit to complement and help implement the
  standards
• 12 Regional Training of Trainers Workshops,
  hundreds of training workshops 4 Regional
  Capacity-Building Workshops

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Case Study Examples Using the INEE Minimum
Standards for Disaster Risk Reduction and Quality
Response
Philippines Coordination led by Ministry of
Education, UNICEF, Save the Children, Plan,
Philippines civil society groups and other
partners for prevention, mitigation, preparedness
and holistic response Aceh, Indonesia Building
back better after the tsunami enhancing
resilience through response that includes
mitigation and preparedness after thorough
assessment
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Monitoring Evaluation of the INEE Minimum
Standards Uganda, Darfur, Pakistan, global
Questionnaire, feedback

• Those with awareness, training have a clear
  understanding of interconnectedness of standards
  -- enforcing holistic response to the emergency
  and laid groundwork for recovery
• Policies and programmes influenced by standards
  crossed relief to development continuum and
  avoided funding gap between phases
• Global survey more than 1/3 say the standards
  have improved the quality of services and led to
  improvements in project outcomes

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Minimum?
Standards?

• They articulate a universal minimum level of
  educational quality, access and provision.
• They reflect the legal instruments/rights upon
  which they are based, which allow for appropriate
  education for all even in situations of emergency
• If cannot attain standards/indicators, must
  understand and explain gap and what needs to
  change
• Standards because of humanitarian terminology In
  reality content is global good practice guidance
  which is meant to be adapted to local context and
  to complement not compete with national standards

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INEE Minimum Standards are used in over 80
countries around the world for as a common
starting point and common language to

• Enhance the holistic quality programs and
  policies
• Improve response coordination, enhance
  accountability and predictability
• Tool for capacity-building and training
• Tool to strengthen resilience and preparedness,
  including Ministries of Education
• Tool to bridge the gap between phases of relief
  and recovery and integrate DRR into all
• Tool to promote education as essential component
  of disaster response through to recover

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Applying the INEE Minimum Standards A Rights
Based Approach
Brainstorm What are the legal instruments and
international and regional agreements that
support the concept and content of the INEE
Minimum Standards?
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Rights-based approaches to education in
emergencies application case studies

• Small Group work
• Read your groups scenario
• What are the standards and indicators that should
  be met in this context?
• What are possible strategies (using a
  rights-based approach and drawing on the
  standards, indicators and guidance notes that you
  have identifies)?

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Implementation Tools INEE Minimum Standards
Adoption Strategy Checklist

• Checklist for
• UN agencies
• NGOs
• Governments
• Donors
• Inter-Agency collaboration
• Small Group discussion
• What actions are you already doing?
• What actions do you need to work towards?

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Implementation Tools INEE Minimum Standards
Toolkit

• Developed to respond to need for clear, practical
  tools to help contextualise the standards,
  develop strategies to apply the indicators and
  guidance notes and meet the standards
• Drawers on
• Overview
• INEE Minimum Standards handbook, translations
• INEE Minimum Standards Toolkit
• INEE Minimum Standards training materials
• Advocacy Materials