Innovative Policy 2016 on Inclusive education and ICT
Mandatory minimum standards for education in emergencies
Nabie, teaching a class at an informal afternoon school, Kroo Bay, Freetown, Sierra Leone.
He has been crippled since he was seven. When he finished high school he didn’t want to be idle and with few options available to him he decided to set up the evening school. With a little financial support from the parents he provides extra classes to up to 50 children. Classes are housed in the same building as the clinic. Freetown has the world’s worst infant and maternal mortalitly rates. One in 4 children die before they reach the age of 5 and one in 6 mothers dies during child birth (in the UK, the rate is one in 3,800). The Kroo Bay Community Health Centre has a catchment area of over 8,000 people but lacks adequate facilites to provide even basic care. The clinic lacks even the basics, such as bedpans, surgical spirits and cotton wool. It has no electricity and clean drinking water must be fetched from the nearby well everyday. Save the Children is working in this area by training volunteer health workers, for additional care in the community.
|Responsible body||Inter-Agency Network for Education in Emergencies (INEE)|
The INEE Minimum Standards for Education are the global consensus for good practice in meeting the educational rights and needs of people affected by disasters and crises. The accompanying INEE Toolkit contains a variety of practical, field-friendly tools – including a Pocket Guide to Inclusive Education as well as a Pocket Guide to Supporting Learners with Disabilities – to guide educationalists, humanitarian workers, and government officials to put the INEE Minimum Standards (MS) into practice.
The Inter-Agency Network for Education in Emergencies is an open, global network composed of more than 11,500 individuals and 130 organizations working to promote education in crisis contexts. In 2003–2004, INEE facilitated a consultative process that engaged 2,250 national authorities, practitioners, and policy-makers from over 50 countries in the development of the original INEE Minimum Standards for Education. Building upon this experience, INEE conducted a similarly consultative update process in 2009–2010, in which 1,300 representatives from 52 countries participated. The INEE MS were founded on the UN Convention on the Rights of the Child and the Dakar 2000 Education for All goals. The standards development and implementation process has received financial support from international organizations and donors, and hundreds of additional organizations have made in-kind contributions.
Universal tool for Inclusive Education
The INEE MS are the first and only global tools that articulate the minimum level of educational quality and access in emergencies through to recovery. They also express a commitment that education services shall be inclusive.
Result of a large consensus
The consultative process involved 3,500 individuals to ensure that the INEE MS represent the rights, lessons learned, and collective thinking of the global community. They support education in emergencies as a humanitarian response as well as an academic discipline.
The INEE Toolkit is available in a variety of languages (29) and formats, including to those without Internet access.
«The INEE MS have helped institutions raise the level of responsiveness to emergencies; for example, they have become a structural component of UNRWA’s education response in emergencies..»
The INEE Minimum Standards for Education are an international non-legally binding policy that is aimed at anyone working with education services in emergencies – whether through government, non-governmental, or international agencies. INEE’s Toolkit includes quick reference pocket guides that help practitioners to make sure that education in emergencies is accessible and inclusive. The 2009 INEE Pocket Guide on Inclusive Education first outlines principles for an inclusive approach, provides advice for actions at key stages of an emergency, and also looks at the issue of resistance to inclusion. The 2010 INEE Pocket Guide to Supporting Learners with Disabilities outlines constraints or concerns that teachers might have, and offers practical ways in which teachers working in crisis or emergency settings can include and support children and young people with disabilities. Both pocket guides are accompanied by implementation tools that include, for instance, a thematic issue brief, a poster, a list of relevant teaching resources, a teaching module on Inclusive Education in the Training Package “Education in Emergencies”, a Thematic Guide, etc.
OUTCOME, IMPACT, AND EFFECTIVENESS
- The INEE MS and Toolkit are implemented by humanitarian agencies and organizations all around the world.
- According to a 2012 report, half of the 703 respondents had been trained on the INEE MS and used them to prioritize education in emergencies.
- Donors strengthened their emphasis on education quality outcomes, including by requiring funding recipients to adhere to the INEE MS. Some donors, including Norway and Finland, explicitly commit to the INEE MS in their humanitarian policies.
TRANSFERABILITY, SCALABILITY, AND COST-EFFICIENCY
The INEE MS have been referenced in global frameworks, including the UN 2010 General Assembly Resolution on the Right to Education in Emergency Situations, which made the provision of education in all emergencies mandatory. Institutionalization and application of the INEE MS within an organization’s operation can be done with little to no cost. The standards have been contextualized in over 10 countries, and the process is currently ongoing in several additional countries.
Nominated by: Valerie SCHERRER, CBM