外務省 2006 年度 NGO 活動環境整備支援事業
災害復興に関する NGO 研究会

ミニマム・スタンダードワークショップ
報告書

Training Workshop on
Minimum Standards for Education in Emergencies,
Chronic Crises and Early Reconstruction

主催：外務省国際協力局民間援助連携室
実施：教育協力 NGO ネットワーク (JNNE)
2007 年 3 月

はじめに

外務省は、日本の NGO の専門的な能力を更に強化するために「NGO 研究会」を毎年立ち上げ、研究会の事務局を請け負う団体と調整しながら活動を進めています。
平成 18 年度は、この「災害復興分野」に加え、「プロテクション（受益者保護）」、「NGO ネット
ワークのあり方」、「ファンドレイジング」をテーマとした NGO 研究会が各々活動を展開しました。
「災害復興に関する NGO 研究会」では、「教育協力 NGO ネットワーク（JNNE）」のメンバーが中心となり、外国人の専門家を講師として、災害後の教育復興支援の実践に役立つテーマとして、①緊急・復興時の教育援助のミニマム・スタンダード、②コミュニティベースの心のケア、③平和・紛争予防教育を立てて、各々のテーマの専門家をそれぞれ、英国、フィリピン、マレー
シアより招き、3 日間の実践的な研修を行いました。研修の内容は、NGO がもつ「ファシリテー
ターの役割」（人々に、各々の問題を解決するための糸口を示し、自発性を重視して解決の方向に誘導すること）を強調したものが多かったです。
この研究会では、首都圏以外の NGO の方々も参加できるよう、5 名まで交通・宿泊費を負担する等の対応をした他、外務省の ODA ホームページや ODA メールマガジンにもワークショップ開
催の案内を掲載し、幅広く参加者を募りました。その結果、各々のワークショップに約 20 名、延べ約 60 名が参加しました。アンケートの結果、役だったと回答した参加者が多く、この研究会の成果が参加者の活動に反映されるものと期待しております。
外務省は、日本の NGO が、開発途上国の人々を支援するための活動に協力するため、NGO 支
援無償資金協力による資金援助を行っていますが、教育分野は、保健、水供給等民生分野と並ぶ主要な日本の NGO の活動分野です。
国連ミレニアム目標（MDG）の達成に向けて日本の NGO の果たす役割は大きく、政府としてもできる限りの支援を行う所存です。
2007 年 3 月
外務省国際協力局民間援助連携室長
寒川 富士夫目次

ワークショップ概要
プログラム内容
Session 1: Welcome and Introduction to the Minimum Standard（はじめに、ミニマム・スタンダードについて）Session 2: Foundations of the INEE Minimum Standards: Rights-based Education（INNE のミニマム・スタンダードの基礎：権利に基づいた教育）
Session 3: Review of Standards and Indicators（スタンダードと指標の振り返り）
Session 4: Working with Communities and Education Authorities（コミュニティと教育機関との活動）
Session 5: Simulation: Emergency in Zamborra, Assessing Education Programmes in emergencies
and Chronic Crises（シミュレーション：Zamborra での緊急事態、緊急・復興時の教育プログラムのアセ
スメント）
Session6: Simulation: Emergency in Zamborra, Designing Education Programmes in Emergencies andChronic Crises（シミュレーション：Zamborra での緊急事態、緊急・復興時の教育プログラムのデザイン）
Session 7: Monitoring Education Programmes in Zamborra（Zamborra における教育プログラムのモニタリング）
Session 8: Evaluating Education Programmes in Zamborra（Zamborra における教育プログラムの評価）
Session 9: Disaster Preparedness（災害への備え）
Session10: Education Policy and Coordination in Situations of Early Reconstruction（早期復興時における教育政策と調整）
Session11: Application and Synthesis of the INEE Minimum Standards（INNE のミニマム・スタンダードの適用と統合）
Session12: JICA’s Project of Education in Construction, Follow up Strategies and Closing（復興時における JICA の教育プロジェクトと戦略について、おわりに）Summary of participants’ evaluations （参加者の評価まとめ）
ワークショップの効果についての質問紙調査の結果

添付資料：配布資料（ワークショップワークブック）

ワークショップ概要
１ 主催：外務省、後援：独立行政法人国際協力機構（JICA）、実施：教育協力 NGO ネットワー
ク（JNNE）、事務局：（社）シャンティ国際ボランティア会(SVA)
２ 目的
教育協力 NGO ネットワークは、外務省民間援助連携室の NGO 研究会事業として、災害後の教育復興支援ワークショップを今年度３回実施した。このワークショップは第一回目にあたるものであった。2 回目は心のケア（12 月 8 日～10 日）、3 回目は平和・紛争予防教育（1 月 12 日～14日）についてのワークショップを実施した。
2004 年に Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction
が Inter-Agency Network for Education in Emergencies（INEE）によって採択された。この最低基準（INEE Minimum Standards）は、人的および自然災害による緊急および復興時における教育援助の立案・実施・モニタリングの方法を 100 の援助機関の経験を元に集約したものであると同時に、この分野において人道・開発援助機関が最低限満たさなければならない原則とそのプロセス、指標を明らかにしたものである。最低基準は、INEE のウエブ（http://www.ineesite.org/）でダウンロードできる。INEE は、2005 年からこのミニマム・スタンダードを援助機関に普及するためのワ
ークショップを世界各地で開いており、今回日本で初めて開かれた。
このワークショップの目的は、3 日間のワークショップの終了時に参加者が、··緊急・復興時の教育援助のプロセスおよび成果についての最低基準の全体像を知り、自分の団体の事業にとって妥当性の高い最低基準とその指標について深い理解を持ち、·最低基準を使えるようになり、自分の団体の事業、活動に適用することをコミットする、ことであった。また、ワークショップ終了後、参加者には自分の団体の他のメンバーに最低基準を伝えることが期待されます。最後のセッションでは、この分野の事業における ODA スキーム（外務省 NGO 支援無償、JICA 草の根無償など）の活用、連携についての戦略を考えるセッションをJICA 人間開発部の担当者を招いて行った。
３ 講師
Susan Nicolai さん。International Rescue Committee(IRC), ユネスコ等に勤務した後、2006 年 10月まで Save the Children Alliance、Basic Services Team の 教育アドバイザーを務めていた。ガーナ、
グアテマラ、インドでの教育開発協力事業、東チモール、ブルンジ、イランで緊急・復興時の教育事業に従事した。ロンドン大学教育研究所で教育・国際開発修士取得。著書・論文に、Fragmented
Foundations: Education and chronic crisis in the Occupied Palestinian Territory. Paris: UNESCO IIEP.
2006 (forthcoming). “Education that protects: Strengthening response to conflict”, Forced Migration
Review, Issue 22, 2005. Learning Independence: Education in emergency and transition in Timor-Lestesince 1999. Paris: UNESCO IIEP, 2004. The role of education in protecting children in conflict, with C.
Triplehorn, ODI Humanitarian Practice Network Paper 42, 2003.

Education in Emergencies Tool Kit.

London: Save the Children UK.. 2003. “What should children learn: A discussion of learning content
during crisis”, Forced Migration Review, Issue 15, 2002. があり、この分野の第一人者である。

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４ 内容・スケジュール
１日目

1: Welcome and Introduction to the Minimum Standards（はじめに、ミニマム・スタンダードについて）
2: Foundations of the INEE Minimum Standards: Rights-based Education（INNE のミニマム・スタンダードの基礎：権利に基づいた教育）
3:

Review of Standards and Indicators（スタンダードと指標の振り返り）

4:

Working with Communities and Education Authorities（コミュニティと教育機関との活動）

２日目
5 & 6: Simulation: Emergency in Zamborra、Assessing Education Programmes in
Emergencies and Chronic Crises、 Designing Education Programmes in
Emergencies and Chronic Crises（シミュレーション：Zamborra での緊急事態、緊急・復興時の教育プログラムのアセスメントとデザイン）

7:

Monitoring Education Programmes in Zamborra（Zamborra における教育プログラムのモニタリング）

8:

Evaluating Education Programmes in Zamborra（Zamborra における教育プログラムの評価）

３日目
9:Disaster Preparedness（災害への備え）

10:

Education Policy and Coordination in Situations of Early Reconstruction（早期復興時における教育政策と調整）

11:

Application and Synthesis of the INEE Minimum Standards（INNE のミニマム・スタンダードの適用と統合）

12:

JICA’s project of education in construction, Follow up strategies and Closing（復興時における JICA の教育プロジェクトと戦略について、おわりに）５ 日時、会場
日時：2006 年 11 月 17 日（金）～19 日（日）の 3 日間、9：30～17：30
会場：独立行政法人 国際協力機構 東京国際センター(JICA 東京)
６ 参加者対象① 国際人道援助・開発協力分野のＮＧＯ職員、役員で研修の成果を所属団体の活動に活かせる方。
②全日程（３日間）参加できる方＊本報告書は参加者が分担して記録を作成し、事務局が編集したものである。

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Session
1

Welcome and Introduction to the MinimumStandard
開会、ミニマム・スタンダードについて【目的】
このセッションの目的は、(1)MSEE の法的な基盤を理解すること、(2)教育を受ける権利と地域社
会の価値観の関係が MSEE にどう反映されているか考察することである。
【内容】
１．MSEE 概要① Inter-Agency Network for Education in Emergency (INEE)は、国連機関、NGO、ドナー、プラク
ティショナー等、関係する様々な人々により構成されており、それぞれの成功例・情報の共有や、緊急時においても教育を受ける権利を確実なものとすることを目的に組織された、オープンネットワークである。
② Sphere Project は、人道憲章において強調されている“the right to life with dignity”を基礎として、緊急時の教育はもちろんのこと、保健衛生、食料やシェルター等を網羅している。
③ ミニマム・スタンダードの最終目標は、教育の質とアクセスを改善し、アカウンタビリティの向上、キャパシティ・ビルディングや教育関係の権限を持つ省庁の強化等を目的としている。
④ ミニマム・スタンダードは、スタンダード（達成すべきゴール）、インディケーター（スタンダードが達成されていることを確認する指標で、質的、量的なもの両方がある）とガイダ
ンスノート（インディケーターの理解を助ける）で構成されている。
⑤ ミニマム・スタンダードは、以下のように細分されている。
共通カテゴリー：Community Participation, analysis
各カテゴリー：Access and Learning Environment, Teaching and Learning, Teachers and other
Educational Personnel, Education Policy and Coordination
スタンダード：各カテゴリー内
また、各カテゴリーを横断する形でかかわっているのが、－人間、子どもの権利－ジェンダー－HIV/AIDS－障害者や弱者⑥ それぞれのカテゴリーはお互いに関連するものであり、ミニマム・スタンダードは緊急時における教育の効果と質を向上させるためのツールである。

2. 法的基盤MSEE は権利の概念に基づいている。つまり、全ての人間は教育を受ける権利をもつという考えが大前提になっており、その法的基盤には、国連の「子どもの権利条約(1989)」、「ジュネーブ条
約(1949)」、「世界人権宣言(1948)」、「女子差別撤廃条約(1979)」、「難民条約(1951)」などがある。また、法ではないが「万人の為の教育(2000)」、「ミレニアム開発目標(2000)」等に定められた基準もMSEE の基盤になっている。
これらの法律やイニシアティブは、どれも初等教育を権利と認めている。無償教育・教育機会の平等を権利の範囲に含めていることも、これらの文書に共通している。
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全ての人間に尊厳をもって生きる権利があり、尊厳の中には基礎教育を受けることも含まれる。
この権利は緊急時においても同様でなければならない。
3. 権利と価値観
適切な教育援助を行うためには、地域社会が有する価値観をプロジェクトに組み入れる必要がある。その際 MSEE はどう役立つのだろうか。
このセクションでは、まずグループに分かれ、様々な社会にどの様な価値観が存在するかブレーンストームした。その後、参加者全体で、社会的価値観が教育プロジェクトにどう関係するか、MSEE のカテゴリーを参照しながら考察した。カテゴリーは、(a) 住民参加と分析、(b) アクセスと学習環境、(c) 教授と学習、(d) 教師とその他の教育関係者、(e) 教育政策と協調の 5 つである。
価値観の例として、地域ネットワークの緊密さ、ホスピ
タリティー（人を親切にもてなすこと）、宗教的に規定された価値、人を尊敬すること、
学校教育の重要さ、女子の地
位、民主性を尊重することなどが挙げられた。
一番目の例をとると、地域
ネットワークの緊密さをプ
ロジェクトに取り入れるた
めには、地域住民に学校の運営に参加してもらうことが考えられる。教員や職員になる場合もあるかもしれないが、他にも PTA 等の委員会を作って参加してもらうこともできる。これは学校プロジェクトのオーナーシップに役立つ。また、年配の人をクラスに呼んでコミュニテ
ィのことを話してもらうのも一案である。緊急時に地域との一体感を感じることは、子どもの心のケアになる。これらの要素は、MSEE の「(a) 住民参加と分析」カテゴリーにあてはまる。
ホスピタリティーをプロジェクトに反映させるために、子どもが楽しめる学校づくりをすることができる。教室の色やデザインを工夫すること、参加型の教授法を用いることなどが考えられる。また、場合によっては、学校でどの言語を使用するかという問題も含まれる。これらの要素
は「(b) アクセスと学習環境」のカテゴリーにあてはまる。
宗教的に規定された価値観は多種あるが、例えば教科書を作成するとき配慮することは、神の概念や図像の扱い方などである。神についてどう記述するか、教科書にどのような絵をのせるか
を住民の価値観に沿って決定する。これらの要素は「(c) 教授と学習」のカテゴリーにあてはまる。
人に対する尊敬の念を、例えば教師に対する尊敬と捉えると、報酬や服装の要素が関連する。
公正な報酬を定期的に支払うこと、生徒の服装規準を設定することなどが含まれる。これらは「(e)教師とその他の教育関係者」のカテゴリーにあてはまる。
学校教育の重要性の認識は、コミュニティにより異なる。女子にとって学校教育はあまり必要ないと考えるコミュニティでプロジェクトを実施する際、女子就学率の向上を図るため、女子の学費を無料にするなどの対策を講じることができる。これは南スーダンで実際に使われた方法である。また、学校教育よりも子どもが働いて家計を助けることを重要視するコミュニティの場合、児童労働を禁止する法律を作るよう政府に働きかけるなどの手段が考えられる。これらの要素は、MSEE の「(e) 教育政策と協調」のカテゴリーにあてはまる。 上記の例ではカテゴリーを指摘しただけであるが、最終的には、カテゴリーに含まれるスタンダードや指標を用いながらプロジェ-4-

クトの計画・運営・評価などを行うことが目的である。
上記の例ではカテゴリーを指摘しただけであるが、最終的には、カテゴリーに含まれるスタン
ダードや指標を用いながらプロジェクトの計画・運営・評価などを行うことが目的である。
【コメント】
1. 協調の重要性
スタンダードの範囲は、インフラの整備・カリキュラムの内容・教育政策など多岐にわたっており、一つの支援団体がスタンダード全てを満たすことはできない。同地域で活動する団体がネットワークを形成して支援を行うことが望ましい。
また、住民、NGO、政府など、様々なアクターが協調して教育プロジェクトに取り組むことが非常に重要である（政策と協調カテゴリー、スタンダード３参照）。例えば、NGO が教員トレー
ニングを行っても、教育政策上で監督システムが確立されていなければ、トレーニングの効果が発揮されない。支援団体により学校が設立されても、住民の参加が無ければ、学校は持続しない。
2. ミニマム・スタンダードが内包する矛盾
住民の積極的関与と教育官庁の主導性は、潜在的に矛盾する。MSEE の｢住民参加｣のカテゴリ
ーでは、アセスメント・計画・実施・モニタリング・評価の全ての段階で住民がプログラムに加わり（スタンダード１）、コミュニティの人的リソースが最大限に活用される（スタンダード２）ことが望ましいとされている。しかし｢教育政策と協調｣のカテゴリーでは、教育官庁のリーダー
シップが提唱されている。政策の考案と制定は官庁主導で行われ（スタンダード１）、それを計画に基づいて実行する（スタンダード２）ためには、国家プログラムの強化が必要である。住民と官庁双方のエンパワーメントが理想ではあるが、両者のバランスを取ることが難しいケースも予
想される。
【感想】
ディスカッションの中では、緊急時にある現場で、ミニマム・スタンダードを導入していくのは難しいが、非常に重要であるとの意見が出された。また、様々なステークホルダーがいるなかで、コーディネーションがプロジェクト成功の鍵を握るとのコメントがあった。
私自身は、緊急時における活動や、通常の状況においても現場経験がないため、当初はミニマ
ム・スタンダードについて考えることが難しかった。しかし、グループでの話し合いを進めていくうちに、他の参加者の方の経験に基づいた意見を聞くことができ、勉強になった。また、ミニ
マム・スタンダードをいかにして運用するかを考えていくことで、現場で起こりえる問題を想定することができるようになった。
今回のワークショップは、日本で初めて開催されたものである。ここで学んだことを少しずつでも仕事に活かしていき、周りにも伝えていきたい。貴重な機会をいただけたことに、感謝している。

膨大な内容を簡略化しながらの講義だった。講義終了後に参考文献を読んでから理解できた部分も多かった。
講師もコメントしたように、MSEE は最低基準というより最終目的である。そして、通常時においても通用する基準である。
「全ての人間は同様の権利を有する」という理念に基づいているので、緊急時の基準を通常時の基準よりも低く設定することはできない。そのため通常時の基準を
あえて緊急時の「最低」基準と定めるという無理が生じているが、普遍権利の概念が根本にある-5-

以上、仕方がないことは理解できる。MSEE を使う者はこの事情を認識している必要がある。ガイダンスノートのレベルでは緊急時の状況に即した記述があるが、スタンダードや指標のレベル
ではそれが少ない。講義中は詳細に立ち入る余裕が無く、緊急時の特別対策にはほとんど言及がなかった。そのことも「なぜこれが緊急時の最低基準なのか」という疑問を生じさせた。
MSEE は野心的な基準である。全ての指標を用い、全てのスタンダードを達成するためのチェックリストとして使うものではない。関連する指標を状況に即して選択し、それらを参考にしながらプロジェクトを行うことが適切であろう。実際に MSEE を活用したプロジェクトの事例がいくつか詳しく紹介されると、より具体的に理解できたであろう。

-6-

Session
2

Foundations of the INEE Minimum Standards:
Rights-based Education
INNE のミニマム・スタンダードの基礎：権利に基づいた教育【内容】
グループワーク 1
グループごとに教育状況に関する設定を読み、それに対する解決案を提示、さらにそのために参照すべきスタンダード及びインディケーターを整理して発表した。（workbook p.29-32）
・シナリオ A の例
保護者の PTA 不参加の問題を扱っている。多くの保護者は、PTA は学校側の言いなりになるだ
けで、自分たちに意見は聞き入れられないと考えている。したがって PTA 活動をするモチベーシ
ョンが低く、参加率は 5％程度にとどまっている。例えば、家の手伝いをしたために子どもが学校に遅刻し、教師が生徒を罰するケースが相次いだと想定する。子どもは親に従っただけであって、遅刻は子どもの責任ではない。この事情を考慮せず罰することは、教師が保護者のニーズを軽視しているからだと保護者は感じている。そのため PTA に参加しない。この状況では、住民参加カテゴリーのスタンダード 1 が達成されていない。問題の要因は、授業よりも家の手伝をするほうが重要であると保護者が考えていること、そして教師がコミュニティの家庭事情を把握していないことである。
まず、学校側と保護者側の双方が、効果的な教育プログラムのためにコミュニティ参加がいかに重要である
か理解することが大切である（ガイダ
ンスノート１参照）。解決策の一つとして、すでに PTA で活動している少数の保護者が仲介し、教師側にコミュ
ニティの状況を説明することが挙げえられる（例えば、毎朝決まった時間に家畜を連れ出す必要があり、それが子どもの仕事である）（スタンダード
2）。別個に催されている住民集会があれば、そこで学校と PTA の問題を議題に取り上げ話し合うことにも効果が期待される。授業参観等を行い、保護者が学校に親近感をもてるように計らうのも一案である。子どもが仲介役をすることもできる（指標 2）。

・シナリオ A についての質疑応答
価値観と権利が相反する場合-7-

Q: カーストによる差別など、地域社会の価値観が国際条約で定められている教育を受ける平等の権利と対立することもある。この場合、地元の価値観をプロジェクに組み込むと、特定グループの権利が侵害されてしまう。どのような解決策があるか。
A: コミュニティの人達にスタンダードを説明し、話し合う必要がある。教育を受ける権利について理解のあるコミュニティー・リーダーの助けをかりることも大切である。

・その他のシナリオ B-D の発表内容：フリップチャート参照【コメント】
・ コミュニティ参加が大きな問題とされた
例題 A で、解決策に政策も含めることで効果的になる工夫がされている。
・ 例題 B は年長の子どもに関連するので、終了証書等の意味づけも大事になってくる。
特殊教育が各種証書とリンクするような仕組みも有意義。
・ 教育データはポリシー的なアプローチの他にも、もっと広域での相互影響・共通問題を配慮するとよい。

-8-

Session
3

Review of Standards and Indicators
スタンダードと指標の振り返り【内容】
グループワーク 2
MSEE の 4 つのカテゴリー（Access and learning environment, Teaching and learning, Teachers andother education personnel, Education policy and coordination）ごとにスタンダードとインディケーター
の確認を行い、考えられる戦略、他のセクター、他の MSEE カテゴリーとの関係性を吟味した。
（workbook p.33-37）どのカテゴリーにおいても、他のセクター、機関・団体、ジェンダー、住民の参加など、リンクする活動が必要とされ、調整の重要性が認識された。
【感想】
これらの演習により、スタンダードの内容、そのための指標を具体的な状況を想定したうえで適用できるように理解を深めることができた。また、緊急時の教育は保健やジェンダー、保護な
どの様々なセクターとも密に連携しなければならない現実に立ちもどり、他分野との強調やコー
ディネーションの重要性を再認識することができた。

-9-

Session
4

Working with Communities and Education
コミュニティと教育機関との活動

Authorities【内容】
教育関係機関担当者ミーティング（シナリオ 1）とコミュニティ・ミーティング（シナリオ 2）の 2 つのシチュエーションで、ロール・プレイを行った（それぞれのシナリオは以下の通り）。参加者はシナリオ 1 と 2 のいずれかを担当し、ひとりひとりに親、教師、地域のリーダー、国連ス
タッフ、NGO スタッフなどの役が与えられる。各自に手渡されたハンドアウトにはその人物の背景やミーティングで訴えたい内容などが書かれている。それぞれ自己紹介し（誰であるかだけを述べ、ハンドアウトの詳細は言わない）、ミーティングを進める人を決めた上で、シナリオにそってロール・プレイを行う。
シナリオ 1 教育関係機関担当者ミーティング
3 年を迎えたある難民キャンプの教育プログラムを担当している国連職員と NGO スタッフが、現行のプログラムの効果と今後のより良い協力について、受入れ国の教育省とミーティングを持つ。これまで、担当ではないとの理由から教育省と難民の教育について話し合いを持つことは難しく、また受入れ国からの難民の教育のための支援金はない。一方で、マイノリティーグループの子どもたちの状況は厳しく、教育プログラムにおける課題の一つとなっている。
シナリオ 2 コミュニティ・ミーティング
国連と NGO の職員が現行の教育プログラムについての意見を聞くために、コミュニティ・ミー
ティングを開いた。現状としては、3 年間教育プログラムは続けているが、中学以上のクラスはなく、また当該年齢の子どもの就学率は 50％程度と低い。また 4～5 年生の女子の中途退学率も文化的な理由より高くなっている。
ロール・プレイの後、各自で下記 2 つの質問について考える。（5 分）
1.

ミニマム・スタンダードの“Community Participation and Education Policy and Coordination”の2.

中でどの standard/indicator/guidance notes が関係するかを考える。
ロ ー ル ・ プ レ イ を 行 っ た ミ ー テ ィ ン グ を よ り 効 果 的 に す る に は 、 1. で 挙 げ た
standard/indicator/guidance notes をどのように活用するか。

【コメント】・ 様々なステークホルダーから意見を聞きだすために、グループ分けをしてミーティングを行ってもよい（例：女性が意見を述べやすいように、女性と男性を分ける）。
・ ミーティングの始めに、会の目的は何であるかを全体で共有することは大切である。
・ 国連や NGO は支援する側なので、ミーティングのリードは現地の人が行う方が良い時もある
のでは。
【感想】
このようなミーティングでは様々な利害関係を持った人々が集まっているため、公平に意見を出し合い、話し合いをすることが大変難しいことを実感した。ミニマム・スタンダードを用い、人々の参加やコーディネーションをどのように行うのがよいのか、状況に応じて考えることが重要である。
- 10 -

Session
5

Simulation: Emergency in Zamborra, Assessing
Education Programmes in Emergencies andChronic Crises シミュレーション：Zamborra での緊急事態、
緊急・復興時の教育プログラムのアセスメント【目的】
・ 教育に関する事業を構築する際に必要なデータ分析と、それを収集するアセスメントの必要性を理解する。
・ 教育事業を構築するための分析能力をつける。
【内容】
１．シミュレーションをおこなう前の講義① Bias（バイアス、偏見、偏り、先入観）
・ Bias とは収集したデータが偶然且つシステマティックに誤りがあること。
・ このことにより、収集したデータが対象としたサンプルに相当していない。
・ Bias の例として、政治的視点、ジェンダー、情報収集をした時間や曜日、などが挙げられる。
・ Bias の打開策として、Triangulation が用いられる。
② Triangulation（三角測量）
Triangulation とは、収集するデータの量・数・情報源を増やすと共に、様々な収集方法（テクニック）を利用することを言う。
２．シミュレーション① 事前の話し合い・ 参加者に役柄の説明が書かれている紙が配られ、アセスメントチームとコミュニティという 2
つのグループに分かれた。
・ アセスメントチームには 6 名が選ばれ、残りの参加者（約 20 名）はコミュニティの各グルー
プ（長老、親、子ども、女性グループ、現地 NGO 等）に選ばれた。
・ 役柄を個々に読み終えた後、アセスメントグループとコミュニティに分かれ、個々の役柄を紹介すると共に、アセスメントチームは調査方法を検討し、コミュニティは各グループに分
かれ、アセスメントチームへの対応方法を話し合った（15 分の予定であったが、約 30 分話し合いがおこなわれた）。
・ アセスメントチームには、UN 機関、国際 NGO、現地教育省、ドナーがおり、各々事業に対する興味や実施したいプロジェクトの違いがあった。
② シミュレーションの実施
・ アセスメントチームがコミュニティを訪問。コミュニティにはまとまりがなく、グループで集まって話し合いをしているところもあれば、忙しそうに何かをしているグループもあった。
・ アセスメントチームは、はじめにコミュニティの長老を訪問し、表敬するとともにコミュニ
ティの現状について質問をした。
・ 長老があまり協力的でなく、情報も確かではなかったので、アセスメントチームは 3 つのグ
ループに分かれ、コミュニティ内の各グループを訪問することにした。
・ 各グループを訪問中、質問をされていないグループが不満を見せたため、2 人ずつで行動していた聞き取り調査だが、1 人ずつに分かれ、より多くのグループを訪問するよう、アセスメン- 11 -

トチームは心がけた。
・ コミュニティのグループは、各々主張することが違い、また協力的である個人と、あまり話をしない個人とに別れた。
・ アセスメントは約 30 分おこなわれ、その後アセスメントチームは戻り、収集した情報を共有した。
③ シミュレーション後の話し合い
・ アセスメントチームは、コミュニティの各グループから集めた情報や要望などをフリップチ
ャートにまとめた。
・ コミュニティ役だった人達は、彼らの視点からどのような教育事業が必要か話し合い、どのようなアクティビティが必要か話し合った。
④ アセスメントの結果
・ 全体的に初等教育の必要性が確認されたが、中には中等教育の必要性を訴える子どもや、職業訓練や大人のための識字教室の必要性を訴える人もいた。
・ エイズ問題が深刻になりつつある。
・ 治安の安定していない場所もある。
・ 教育支援も必要だが、水や燃料の支援といった、他セクターの支援も必要である。
・ 子どもの多くが、水汲みや薪拾いなどを日課としているため、これらの状況が改善されなけ
れば学校に行くことができない。
・ 言語の違いがあるため、難民の多くが自分達の言語で教育をしてもらいたいと要望するが、中には移住している先の言葉も勉強したい、という声があった（仕事を得るためなど）。
【コメント】Q（コミュニティに対して）: 全ての情報をアセスメントチームに与えたか？
・ 知っている限りのことは話したが、中にはあまり話していない人もいた。
・ グループによっては、アセスメントチームに話ができていないグループもあり、情報に偏りがでるのではないかと思った。
Q（アセスメントチームに対して）: 良くなかった点は何か？どのような点を改善する必要がある
か？
・ 出発前に、アセスメント方法を決める時間があまりなかった。緊急時には事前の時間があまり取れないが、もう少し話し合う必要があった。
・ チームメンバーに偏りがあった（現地 NGO やコミュニティの参加がなかった）。実際の現場
では、アセスメントの結果をコミュニティに発表することはないが、今回はシミュレーショ
ンということで、情報源であるコミュニティにフィードバックできた。実際にこのようなこと（現地を数回訪れるなど）ができたら良いだろう。

- 12 -

【感想】
・ コミュニティからの要望が反映されていない事業は、良い成果をあげることは難しい。
・ アセスメントとデータ分析は 1 回だけでなく、継続されなければならない。
・ INEE のミニマム/タンダードを、事業構築をおこなう早期から反映させることで、今後起こりうる問題を回避、もしくは最低限に抑えることができる。
・ （参加者からの意見として）緊急時に、実際このスタンダードを使用しながら事業構築ができるか、時間的に不安が残る。今後、どのように使用していかなければならないのか、実際の現場で使用しながら考える必要がある。

- 13 -

Session
6

Simulation: Emergency in Zamborra, Designing
Education Programmes in Emergencies andChronic Crises シミュレーション：Zamborra での緊急事態、
緊急・復興時の教育プログラムのデザイン【内容】
グループごとにザンボラにおけるアルカジア難民の教育支援プランをたてた。
作成のための質問は以下の通り。
1.

どんな教育プログラム・活動を勧めるか。それはなぜか。

2.

そのプログラム・活動にはどのスタンダードと指標があてはまるか。またジェンダー、
HIV/AIDS、障がい者といった横断的な課題はどう関係しているか。

予算が US＄1,000、またドナーは初等教育プログラムを望んでいるという情報が与えられた。
優先をつけるにあたって考慮に入れるべきものは緊急性、MDGs、団体の性格や権限である。活動はスタンダートと指標を表わされているものとなる。
これらの情報から、3 グループはそれぞれ話し合い、計画を立てた。発表はグループのメンバーが説明のために 2 人残り、他のグループの人に対して説明するという形を取った。他のメンバーは別のグループを回り、説明を聞いた。

- 14 -

【コメント】
初等教育以外に入れたプログラムを出し合った。
・ 高等教育（高校）・ 水資源確保（他の NGO とともに）・ 技術学校・教育
・ ホスト国に対する啓蒙活動【感想】
私のグループではまず活動の種類を話しあった。活動を選んだ後、それに合うスタンダードと指標を選んだ。全部グループの発表を聞き、スタンダードと指標を参考にして活動を選ぶという方法ができることを知った。その方法であればスタンダードを全体的にカバーすることができ、包括的な活動の計画を立てることができると感じた。
この時間のワークショップにより、それまでばらばらであったスタンダードや指標と活動とのつながりを見出すことができた。政策や協調という点を見逃していたが、スタンダードや指標が役に立ち、ふさわしい活動を見出すことができた。横断的な課題について考えるにあたっても、スタンダードや指標を考えるうちに、自然と含まれていた。スタンダードにそうことで、活動の幅と質を高めることができるだろう。スタンダードの見方、理解を少し深めることができた。
緊急時において、包括的に考えることは難しいが、計画を立てるにあたってはできる限り包括的に考えなければならない。ほとんどのスタンダードや指標をカバーしていれば、横断的な問題も留意されるので、MSEE は扱うべき活動を示すガイドとなる。それぞれの団体は自らの使命に集中するあまり、他の課題に触れないことがある。スタンダードと指標はそのような状況を防ぎ、団体間の協力を促すことができると思う。
住居建築を扱う団体として MSEE は関係ないように見える。しかし、住居を建てるだけでなく、他の側面への留意も必要であるため、MSEE は私たちが行っている災害後の住居建築活動を行う
際にも利用可能である。特に計画時には、他の NGO と協調し、共に活動を考えることができるだ
ろう。よりよい支援を目指し、MSEE を緊急時に参照する余裕をもつことが課題だと思う。

- 15 -

Session
7

Monitoring Education Programmes in Zamborra
Zamborra における教育プログラムのモニタリング【内容】
INEE 最低基準に沿った緊急時の教育援助活動の実施の中で、モニタリングは欠かせないコンポーネントである。定期的なモニタリングを行うことで、活動がスタンダードを達成する形で進められているかどうか判断し、改善点などを見出し、必要に応じて軌道修正を行うことが可能となる。活動のスタンダードの達成度は、各スタンダードに付随している指標の達成度をモニタリン
グしていくことで測ることができる。
同セッションの演習では、ペアになった参加者がそれぞれ緊急時の教育援助活動においてモニタリングを行いたい指標を一つ選び、その指標に基づいたモニタリング計画を作成した。演習で行ったモニタリング計画には、（1）モニタリング手段としての活動、（2）活動を行う頻度、(3) 効
果的なモニタリングが行われる上で必要となってくる前提、（4）効果的なモニタリングを損なう
リスク要因、(5) モニタリング過程で関わってくる関係者、といった項目が含まれた。

- 16 -

1. 指標に基づいて作成されたモニタリング計画の例

Priority Indicator (and associated standard): ‘Instruction addresses the needs of all learners, including those with special needs, by promoting inclusiveness andreducing barriers to learning’ (From Standard 3 ‘Instruction’ under the Category of ‘Teaching & Learning’).
Monitoring plan format
Monitoring activities

Time period

Assumptions made*Potential Risks

Key

stakeholders,

includingnon-education stakeholders**
1.

School attendance review

Monthly

Attendance

recordisAttendance record is not

・Children with disabilities

regularly

kept

by

regularly kept by teachers.

・Teachers

teachers.

・School principal
Little/limited

2.

Class observation

Twice a monthcooperation

Good cooperation fromfrom school principal &・Community leadersschoolteachers.

・ Counsellors

principal&

teachers.
3.

Individual interviews

Every

·

Children with disabilities

months·Teachers

Focus-group discussions

Every

Little/limited·

Parentsmonths·Community leaders

cooperation

Good cooperation fromfrom parents & community

parents

leaders.

two*So that monitoring can take place**That may have to be involved (for example, water and sanitation engineers, police)

(with

good

knowledge about disabilities)

twoleaders.
4.

・Parents&

community

・Local education authority
・National education authority

2．INEE 最低基準の世界各地での活用例① アフリカブルンジ： NRC (ノルウェー難民評議会)は、同国における教育援助活動の様々な場面で、INEE
最低基準を活用した。例えば、住民参加の重視、安全で衛生的且つ学習者を主体とした学習環境の整備など。
ガーナ：

UNICEF ガーナ事務所では、INEE 最低基準を以下の様に活用した。

1. トーゴ難民の状況、ニーズの初期アセスメント、
2. 対応戦略の作成、
3. ドナーへの資金プロポーザルの作成、
4. 現地政府との緊急時対策研修の実施など。
ケニア： Windle Trust International は、各事務所に INEE 最低基準担当者を置き、全ての活動とそのプロセスにおいて最低基準を組み込むシステムを構築している。
スーダン： スーダン基礎教育事業の教員養成コーディネーターは、INEE 最低基準のスタンダー
ドを満たすことは、南スーダンの現状からは非常に困難だと感じている。しかし、こういった教
育援助のガイドラインは、事業計画や実施の際に役立っているとも感じている。
② アジア
アフガニスタン： ケア・アフガニスタンが INEE 最低基準ハンドブックから学んだ重要な点は、教育支援を地方の貧困地域にまで拡大する為には地域住民のサポートが不可欠であるということ、また妥当なトレーニングと機会が与えられれば、一般住民からも教育援助を始めとする社会開発における高いレベルの貢献が期待できるということだ。
バングラデシュ： 同国地方では、洪水の度に学校が避難所として使われ、公教育がストップしてしまう。INEE 最低基準ハンドブックがベンガル語に翻訳され、緊急時に質の高い公教育を確保する為のツールとなることが望まれる。
インドネシア： International Rescue Committee（難民支援団体）は、INEE 最低基準を教育援助事
業計画立案の際のビジョン、手本として活用している。また、事業評価の際の包括的なツールとしても重宝している。
「ビジョン」としている理由は、インドネシアといった途上国の視点から見ると、INEE 最低基準の定めるスタンダードの中には少々高すぎるものもあるからだ。
日本： JICA の基礎教育ユニットでは、INEE 最低基準をアフガニスタン、シオラレオネ、コン
ゴ民主共和国などの教育援助事業の中で活用していく予定である。
③ 欧州
ベルギー： INEE 最低基準ハンドブックが、EU による「万人のための教育」支援金増額の可能性を話し合う欧州議会の聴講会で配られた。同聴講会は、貧困根絶とアフリカに焦点を当てた G8サミット開催直前に行われた。

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ポルトガル： 現在、INEE 最低基準ハンドブックのポルトガル語翻訳が進められている。翻訳が完了すれば、同ハンドブックポルトガル語版は、アンゴラを始めとするポルトガル語圏の国々に広められる予定である。また近い将来には、INEE 最低基準の講師研修にも関わっていく予定である。
＊上記に挙げたのは、INEE 最低基準の世界での活用例のうちのほんの一部である。その他の活用例については、INEE ホームページの以下のページを参照のこと。
[2006 年版]Report on Global Promotion and Use of the Minimum Standards
http://www.ineesite.org/page.asp?pid=1364[2005 年版]Report on Global Promotion and Use of the Minimum Standards
http://www.ineesite.org/page.asp?pid=1301【質疑応答】
Q: 数多くある指標の中から、モニタリングに最適な指標をどのように選択すればよいか。
A: 実施している教育援助活動の目標に照らし合わせて、その目標が測れるような指標を優先的に選択していけばよい。その為、活動ごとに選択される指標は異なってくる。モニタリングの際に選択すべき指標の数は、多ければいいというわけではなく、1 年間の短期活動であれば目標達成度測定に最も妥当な 4～5 つ程度の指標を選べば十分である。活動期間が長期に亘るからといって、指標の数を増やさなければいけないということではない。緊急時でも実施可能且つ現実的なモニタリング計画を策定することを念頭に指標の数を決定すべきである。
Q: 難民キャンプに関しての質問となるが、難民は一般的に同じ難民キャンプに留まるのか。難民が流動的であれば、効果的な教育援助活動の立案、実施、モニタリング、評価というものが困難になることが予想される。
A: 難民の流動性は状況によって異なる。例えば、西ティモールでは、事態が緊張下にあった時には難民が非常に流動的であった為、学校設営といった教育援助活動の実施は難しかった。一方で、ケニア南部のカクマ難民キャンプやレバノンのパレスチナ難民キャンプの様に、難民生活が長期に亘り、難民の定着化が進んでいるキャンプもある。
【感想】
活動目標に妥当な指標を基にモニタリング計画を作り、スタンダードの達成度を測っていく、というアプローチがロジカルで分かり易かった。INNE 最低基準の指標は、質的で広義的に解釈できるものが多いので柔軟に活用できるだろう。一方で、同指標は量的な数値に欠ける為、使い勝
手が悪い場面も予想される。
その他、同セッションでの学習を通して、緊急の状態が続く中で活動が行われている場合、どこまで包括的且つ効果的なモニタリングが可能か、という疑問が湧いてきた。演習の中でモニタリング手段として生徒の出席記録といったものが出てきたが、これは難民・被災者の動きが流動的な状況下では、妥当なモニタリング手段ではないだろう。状況に合わせて、一番妥当且つその状況下で最も望ましいモニタリング手段を選択していくなど、柔軟性を持たせることが必要となってくると考えられる。

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Session

Evaluating Education Programmes in Zamborra
Zamborra における教育プログラムの評価

8【内容】
目的：事業の評価活動を行う際に MSEE を活用することができる
プロセス：導入部分で、講師よりいくつかの質問が投げかけられた。
1. “評価”とは何か。
参加者答え －事業をより良いものとする－事業を計画、実行した際の根拠の振り返りを行うもの－事業の目標達成度を測るもの
2. “モニタリング”と“評価”の相違点とは何か。
参加者答え－“モニタリング”とは進行中の事業が正当なものかをチェックすることであり、“評価”とは事業全体のインパクトを確認することである。また、“評価”は事業が進行している期間内に 2 度程度実施するものである。
－“モニタリング”は事業のデータを収集するという目的が高いのに対して、“評価“とは事業全体の判断を行うものである。

3. “評価”には誰が参加すべきか。
参加者答え－全ての関係者（事業実施者、コンサルタント、裨益者など）

次にグループワークを行う。
テキストブックのシナリオを基に、以下の 2 点をグループ内で議論した。
① “評価”を行う際に、どのスタンダード（指標）を使用するか② 事業をより良いものとするために、どのようなアドバイスを行えば良いか。
30 分のワーク終了後、グループ発表を行った。

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- 21 -

【質疑応答】
Q: セカンダリースクールの資金不足へのアドバイスを考えた際に、ロビイングの強化という解決方法しか浮かばなかったが、他にどのような方法が考えられるか。
A: ロビイングには 2 つのレベルがある。
1）中・高等教育に関心のある団体・グループへの働きかけ
例えば、UNHCR の“Refugee Education Trust（URL：http://www.r-e-t.com/）”へのアプローチ
2）地元政府への働きかけ
この場合、同国内の他の地域でも同様の問題が発生していると考えられる。
国内の問題解決を図るための奨学金制度の設立などを進めるように働きかけることも一つの方
法である。
【感想】
現地状況から読み取ることができるデータをカテゴリーに分け、それごとに解決方法を探り、事業全体の“評価”を行う判断材料の一つとしてスタンダード（インディケーター）は有効だと感じた。また、MSEE はグローバルスタンダードであることから、ドナーへ報告する際の事業の意味づけとしても活用できると感じた。
しかしながら、ハンドブックに記載されている膨大な量のスタンダード（インディケーター）に基づき現地状況をカテゴリーに分け、事業“評価”を行う時間や労力を考えた場合、短時間で結果を出さなければいけないシチュエーションの際には MSEE の活用が難しいと感じた。

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Session
9

Disaster Preparedness
災害への備え【内容】
1. 学習目標の確認
・ 「disaster：災害」の定義の確認に始まる本件分野の用語を理解する。
・ 「disaster preparedness：災害への備え」の具体的な内容を理解する。
・ 教育分野に関連した災害に必要な備えや活動を特定することができる。
･ ミニマム・スタンダード(MSEE)を災害への備えに有効活用する方策を理解する。
2. 用語の確認・理解
Disaster：様々な定義が付されているが、いずれの定義にも共通する条件としては、1)人や生活に影響を及ぼし、2)その影響が世帯や地域レベルでの対応能力を超えたものであり、3)復興のためには社会的な取り組みが必要とされるもの。
Hazard：人的/自然的な誘引で引き起こされる事象で、その結果として人命を含む物理的な悪影
響をもたらしうるもの。人的なものとしては有毒物質の流出や環境汚染、戦争が含まれ、自然のものとしては地震や地すべり、洪水、火山噴火、旱魃などがある。人の生活に直接的な悪影響がもたらされるか否 Hazard（影響ない）は Disaster（影響あり）と、意味を異とする。
Vulnerability：Disaster hazard の悪影響を受けやすい個人・コミュニテイ・組織・社会サービス、地域の脆弱性。その決定要因は、物理的なもの、経済的なもの、社会・政治的なもの、文化的なもの、技術的なもの、自然環境的なもの、組織的なものと多様である。
Risk：特定の現象によって予想される悪影響。災害の起こる可能性や災害発生時に引き起こされる悪影響の可能性を含む。
Disaster Preparedness :Risk リスクをいかに排除するかが disaster preparedness（災害への備え）の最大の課題である。
Hazard は予知・予防が困難である一方で、Human vulnerability は予知可能であり、対応に備えることも可能。また、人道支援は、risk の軽減を図る手段でもある。
Prevention/Mitigation :Prevention は Risk を取り除くことであり、Mitigation は Risk の軽減を意味する。MSEE では
Mitigation を念頭に災害の早期への迅速かつ効率的な対応を図る手段である。Prevention はより長期の取り組みや経済的、物資手雨滴、そして社会的な投資を要すると共に、人そのものが対応できるようになるために社会体制を整えることが必要となる。
3. Disaster の教育に与える影響
・ 建物の崩壊や損傷などにより学習の機会が中断される
・ 指導者が被災して不在となる・ 家族や生徒本人が被災して物理的・経済的な事情で学習継続が困難になる- 23 -

4. Disaster に対応するために活用できる教育分野コミュニテイ・レベルのローカル・キャパシテ
イ
・

PTA

・

Local NGOs・ 軍隊・治安部隊
・ 地域のつながり・女性グループ
・ 宗教団体・ 政党・ 家族
・ 教育省などの教育行政機関
・ 子どもたち本人
5. 教育の分野の Disaster Preparedness のグループ・エクササイズﾞ
・

4 つのグループに分かれ、Conflict、Tsumani、Earthquake、Flood の Disaster Preparedness を検討し、中から一つテーマを選び、5 分間の授業を行うエクササイズを実施。また、各 preparednessに連動する MSEE の指標を検討し、いずれの活動も MSEE の指標に合致することが確認された。
① Conflict グループ： 内戦状況下の学校で生徒がゲリラ組織に少女・少年兵として勧誘されるが、クラスメート、親、教師が連携して説得して引きとめて食い止めることで解決する方法を寸劇にした。

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②

Tsunami グループ：

学校の授業で、津波の際の対応を生徒に伝える方法を寸劇で発表。地元で津波を経験したことのある老人から、何が起こったか伝えてもらうことにより学ぶ方法や、”When the tide is low, run to thehigher place, run, run, run, run to the higher place”と、避難方法を簡単な歌にして子どもに教える方法を紹介。

③ Earthquake グループ： 学校の授業で地震が起こった際の避難方法について、机の下にもぐる、直後に逃げる、動かないなど生徒それぞれが試し、その対応の正誤を教員を生徒に伝えるという寸劇で発表。

④ Flood グループ： 学校を中心に、洪水発生時に地域の中で学校を拠点とした避難、保護体
制を組むことを決める方法を寸劇で発表。

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【コメント】
教育分野の Disaster Preparedness 活動として挙げられるものの確認：
・Disaster awareness training・

Story telling by experienced elderly・Picture story

・Radio/TV programme【感想】
・Disaster Preparedness の分野で使われる各用語の定義を理解し、その整理することができた。

実際に緊急支援に関わっている担当者とブレーンストーミングすることにより、緊急援助を経験したことのない参加者にとっては、それぞれの用語の具体的な内容をよりイメージしやすい環境となった。
・

Emergency が教育に及ぼす影響をあらゆる側面から確認し、教育活動を通じて災害を防止、被害の抑制を図る方法を整理することができた。
・

MSEE が、緊急事態発生後のプロジェクト形成というよりは、通常の教育分野の開発事業にも適用できるスタンダードであるという指摘は当初からあったが、Preparedness の分野においてもよりどころとすることができる汎用性の高いスタンダードであると感じられた。
・ 一方で、汎用性が高いがゆえに、真の緊急時の際、その緊急性にどのように適合しうるかがMSEE の課題であると理解したが、その時間的な制約の観点からは、MSEE は Preparedness 検討には、より適用しやすいと感じた。
・ NGO の活動の中では、Preparedness は、緊急援助や復興援助そのものよりも支援者からの支援が得られにくい分野であるという印象を持っているが、地域開発事業を担う団体としては、
Preparedness の視点をより多く取り入れた事業展開を検討したいと感じた。

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Session
10

Education Policy and Coordination in Situations of
Early Reconstruction
早期復興時における教育政策と調整【内容】
ケース・スタディーを読んで、以下の各ポイントを 4 つのグループに分かれてまとめる。
1. 問題点・ 教育へのアクセス（農村地方、民族マイノリティー、再定住等の条件からアクセスが乏しい；
学校不足）
・ 教育の質（カリキュラム、教授方法）
・ 人的資源（先生の数、Qualification）
・ 政府（ファイナンス、硬直的な政策、政府の人間がマジョリティー民族グループに占められ
ている等）
・ 調整
2. スタンダードおよびインディケーター（指標）：問題予防偏*各スタンダードを考慮に入れなかったため、どのような問題が起こってしまったか？
・ スタンダード 1：政策の考案と策定
国家教育政策・計画の不在 → 難民・国内避難民としてのキャンプ滞在中に、出身国のカ
リキュラムで教育を受けていなかった（難民出身国の教育官庁が機能を果たしていなかったこともあり、NGO が独自にカリキュラムを策定し実施していた）ため、出身国に戻ってきた帰還
民の子どもたちは、キャンプで受けていた教育と帰還先の学校カリキュラムが噛み合わない状
況に直面。
・ スタンダード 2：計画と実行
・ スタンダード 3：協調
難民出身国の教育官庁が紛争で不在に近い状態であったため、教育国内政策と基準というものがなく、難民キャンプで教育プログラムを実施していた NGO は、情報交換もままならず、協調しようにもできなかった。
紛争中（難民がキャンプで教育を受けている間）、これらのスタンダード 1～3 を考慮に入れていれば、帰還後の様々な問題を防いだり、最小限に留めることができたであろう。
3. スタンダードおよびインディケーター（指標）：問題解決偏*上記の問題解決のためのスタンダードおよびインディケーター（指標）との関連付け
・ スタンダード 1 の指標 2（教育と人権、教育の権利）→ 孤児や HIV/AIDS に感染した子どもに教育の機会を保障する。
・ スタンダード 1 の指標 8（法的・予算的枠組みに支持された国の教育政策）
並びにスタンダード 2 の指標 5（必要資源の利用可能化）→

予算の欠乏・不足に言及。

・ スタンダード 3 の指標１（教育活動の計画と協調のための機関間協調委員会の設立）→ これまで別々に活動していた異なるステークホルダー間のダイアローグの推進を図る。

- 27 -

・ スタンダード 3 の指標１（官庁とドナー等による資金調達・管理運営システムの構築）
ならびに指標 6（利害関係者間の情報共有）→

汚職を防ぎ、透明性やアカウンタビリティを高める。また、短期の技術協力に留まらず、長期的な借款プログラム等を活用させる。
・ スタンダード 3 の指標 1（被災したコミュニティの参加）→

意思決定過程に、直接影響を受けるコミュニティのメンバーが参加することにより、ニーズにより見合った教育プログラムの立案・実施をする。
そのほか、「教授と学習」カテゴリーのカリキュラムに関するスタンダード、「教師とその他の教育関係者」カテゴリーの募集と採用に関するスタンダード等も、問題に対処していくうえで適切か
つ有効である。また、「教育政策と協調」カテゴリーの「協調」スタンダード（3）の指標はすべて、特に重要である。
4. 協調・調整のストラテジー
教育官庁のリーダーシップのもと、機関間協調委員会（Inter-Agency Coordination Committee)を設立する。メンバーは、NGO、国連、難民および教員の代表者たち。委員会では以下の点に関して協議を持つことができる：･ 教員育成のためのトレーニングを統一化、教員育成計画（いつ、何処で、何人育成していくか等）
・ 国立教育大学（教員育成を担う）と連携
・ 新たな資金源を見つけ、重点分野に再分配【コメント】
・ 紛争後で国の教育官庁のリーダーシップが足りず、教育協調委員会の委員長を務めるのが困
難な場合、一時的に副委員長となる場合もある。
・ 難民は出身国に戻る権利があるという前提からすると、出身国のカリキュラムにて教育を受けることが基本となる。しかし、長期的に受け入れ国の難民キャンプに滞在する場合、その先のことを配慮し（例：受入国の中学・高校に進学、或は受入国で職業を見つける等）、受け
入れ国のカリキュラムや言語に沿った教育がより適切になる場合もある。
・ カクマ難民キャンプで、スーダンからの難民は受入国ケニアのカリキュラムを使っていた。
・ カリキュラム、教員の採用や育成に関しては、There is not any hard-and-fast rule。
【感想】
緊急時において「協調」は特に強調されるべき課題であり、それを忘れるとどうなるかが、ケース・スタディーのシナリオを通して参加者間で理解できたと思う。緊急時の混沌とした状況では、異なるアクターが各自やりたいように事業を進め、目の前の問題を対処し、一時的な解決策に辿り着こうと、協調性が失われやすい。長期的かつ包括的な解決策を模索していくうえで、当該政府、ドナー、国際・現地 NGOs、学校、そして難民・避難民の人たちの間の協調は必要不可
欠である。
また、食糧やシェルターと比べ、教育は永続性を伴うため、その協力は、それが緊急時の（短期的）人道援助であっても、必然的に（長期的）開発援助に繋がる。ゆえに、緊急時の教育援助をある意味「使う」ことによって、緊急対応期と開発期の「橋渡し」を促すこともできるのではないか。

- 28 -

ただ、協調という聞こえの良い言葉の裏には、協調にかかる時間やコストが隠れている。ドナーは、協調を唱えるだけでなく、また、協調のリーダーシップをとるのでもなく、政府（教育官庁）がリーダーシップをとれるよう、そしてその中で協調していきやすい環境作りを、意識して進めていかねばならないと思う。

- 29 -

Session
11

Application and Synthesis of the INEE MinimumStandards
INNE のミニマム・スタンダードの適用と統合【内容】
同じ団体からの参加者がグループ（それ以外は適宜グループを形成）となり、各団体に帰った
際、他のスタッフに対し MSEE の何をどのように説明するかについて議論した。以下は議論の一例。
・ スタッフ全員に Standard を説明。MSEE が CRC にも基づいていることを強調。
・ 事業担当者に対し Indicator まで説明。Planning から Monitoring & Evaluation までこれらの視点を含むことを重視。
・ 団体職員が MSEE のフォーカル・ポイントとなり、JNNE とも協力して MSEE の普及に努める。新人スタッフへのオリエンテーションや緊急支援時に雇用する外部者への研修に含める
ことも一案。
・ MSEE の有用な点：フィールドから本部へのレポーティング・システムを構築していく必要がある中、MSEE の視点は有用である。また、これらの視点をすべてひとつの団体が満たさなけ
ればいけない、ということではなく、他援助機関とのコーディネーションの際に、それぞれの支援活動が補完しあって MSEE の基準を達成できればいいのではないか。
・ 他方、ドナー向け、内部向けの評価項目、評価の視点も違う中、さらに MSEE の視点が加わると、何をどのように評価していけばいいのか、という問題も残る。
【質疑】グループ・ワーク後、ワークショップ中に数人の参加者から出された「MSEE の視点は途上国一般に当てはまり、必ずしも「緊急事態」 に特定されたものではないのではないか？」という疑問について Susan とともに議論を行った。
・ 確かにそのような面も否めない。MSEE がもし Sphere Project に含まれるとしたら、より
Emergency-focused に な る で あ ろ う 。 次 の １ 、 ２ 年 の 間 に 、 INEE 関 係 者 の 間 で よ りEmergency-focused の視点を採り入れるよう議論を深めていく可能性もある。
・ Sphere に含まれる他のセクター（水、保健・医療、シェルター等）のより具体的な最低基準（たとえば、一人が必要な水の量や、テント設営の基準）は、国や緊急事態の状況が異なるとしても適用できる可能性が高いといえる。しかし、教育の場合、教師一人当たりの生徒数等を仮に定めても、状況が異なる場合が多かったり、数的に測れない項目も多いため、2,000
人を超す人々の参加により開発された MSEE の記述は一般的にならざるをえなかったのではないであろうか。
・ MSEE を実践で利用するためには、開発されている Tool Kit などを用いてさらにノウハウを学ぶことも必要であるのではないか。

- 30 -

Session
12

JICA’s project of education in construction,
Follow up strategies and Closing
復興時における JICA の教育プロジェクトと戦略について、閉会【内容】
JICA の教育復興支援と NGO － アフガニスタン教育協力の事例
JICA 人間開発部第一グル―プ基礎教育第一チーム 丹原一広氏
1. JICA の重点分野
・ 教育行政官の能力向上
・ 公教育の強化－初等教育 3 年生までの教師用指導書の開発、現職教員約１万人への教員研修など
・ ノンフォーマル教育強化―他国ではあまり見られない特徴＊2002 年から 04 年頃までは短期専門家派遣や無償資金協力による建設事業が主であったが、その後、2～3 年程度の協力期間で行う技術協力事業も立ち上がってきている。
2. NGO との協力
住民に近いところに大きなニーズがあり、かつ現地行政が脆弱である為、通常にも増して NGOとの協力は有効。
事例：Community Empowerment Program (CEP); 教員研修、識字教育、学校建設など
協力スキーム・ 技術プロジェクト（直営型）
・ 民活技術協力プロジェクト
・ 草の根技術協力 １）パートナー型、２）支援型
緊急・復興支援に際し、JICA は、ファストトラックなど既存の制度を柔軟に運用、簡素化する
ことで対応を図っているが、従来とまったく異なった制度・スキームを設けて事業に当たっている訳ではない。また、契約、会計といった点における Accountability についても、通常と同様の配慮が必要であり、NGO との協力においてもこれは変わらない。
3. その他特徴など○比較的短いプロジェクト期間○直接的な裨益、見えやすい成果と行政能力向上の組み合わせ○NGO、住民・コミュニティをパートナー・対象に→緊急性、不確実性への対応→直接的な裨益
→行政の不在・脆弱性への対応・補完→緊急～復興・開発支援の中間/移行期における現状を反映- 31 -

【質疑応答】
Q: NGO が民活技術協力プロジェクトにコンサルタント登録をする場合、特別な基準はあるのか？
A: 特にない。一般のコンサルタント会社と同じ基準である。
Q: 人間の安全保障無償の７つの視点という観点から、どのように支援を行っているか？
A: アフガニスタン事業に関して、特に人間の安全保障の視点に沿って整理するのは今後の課題と考える。現状として、直接住民に裨益する活動も多く、人間の安全保障の観点は反映されていると思う。
Q: JICA は MSEE をどのように使用しているか？
A: アフガンの事業デザインに、直接 MSEE は使用していない。また、JICA は相手国政府を対象に支援しているので、MSEE を用いるには多少制約もある。ただし、現在 JICA の教育課題タスクの中で、MSEE や他ドナーの教育復興支援に関する勉強会を行っている。個人的にも、多数のアクターが共有できるこのような基準は必要だと感じている。
Q: 緊急支援での特別な評価・モニタリングはあるのか？
A: まだ、教育案件で評価ミッションは入っていない。個人的には、通常の協力とまったく同じ基
準・考え方での評価は適切ではないと考える。
Q: 草の根技術協力は緊急時にも適応できるか？またその際申請から承認までの期間の短縮化な
どの考慮はしてくれるのか？
A: 治安の問題などもあり、緊急時への対応には十分な検討が必要。しかし、一旦実施を決めた場
合には時間の短縮化は考慮できる。
Q: 重点分野は何年毎に見直すのか？
A: 毎年見直すというものではないと思うが、国別事業実施計画の改訂などに併せ、全体としての見直しを行う。教育分野については、基本的には暫く現状のままで行う。
Q: CEP と技術協力の関係は？CEP は予算不足でなくなったようだが．．？
A: 確かに CEP は予算の影響を受ける。協力のプログラム化や技術協力プロジェクトの形成・実施に伴い、相対的に CEP の案件数が減少することもある。緊急復興支援において、スピードや現地での実施体制の観点から、NGO に事業を依頼するケースが多かったという側面もあるのではな
いかと思う。
Q: JICA と協力して事業を実施する場合に、セキュリティ基準を多少緩和できないか？
A: 組織的に対応すべき問題であり安易に変更できないものであるが、現地事務所長の判断で対応できる範囲を決めるなどの対応はなされている。ただ、所属組織により対応を変えることはなく、当然、NGO 職員の場合は特別という考えはない。

Q: セキュリティに関して自衛官と一緒に行動する可能性はあるか？
A: まだ JICA 内でそのような議論はなされていないと思う。国会や政府などより高いレベルでの議論が求められるマターではないか。

- 32 -

[ジャパン・プラットフォーム谷口氏による緊急時の教育支援に対するコメント]
JPF 発足当初は、緊急時の教育支援に対する資金拠出は認められていなかった。ただし、２年前に政府資金に限り、拠出費目の中に「緊急時の公共施設の提供」と「指導者の育成」が含まれるようになり、この費目の解釈よって学校建設・修復や教員養成などの事業が可能という考え方もできる。
最後に、このワークショップの参加者が、それぞれの団体で上司や同僚に MSEE を伝えることを促進する為に、MSEE の内容を５分程度で発表できるようにグループ内でまとめ、それを他グ
ループの人と発表し合った。
その後、MESS の今後の改定情報やコンタクト先に関する案内があり、最後に参加者への修了証書の授与、Susan や JNNE 職員への感謝の辞、アンケートの記入を終え、全コースを終了した。

【コメント】
緊急時において JICA と協力して事業を行うことは、JICA の現在の体制を考慮すると教育事業に限らず困難であると感じた。また、MSEE に対する理解や JICA の事業現場への適応にも時間がかかるそうである。ただし、JICA 内でも様々な議論が行われているようなので、今後の対応に期待したい。

- 33 -

Summary of participants’ evaluations
参加者の評価まとめ

Participants rated the course according to the following categories where 1=strongly disagree, 2=disagree,
3=agree, 4=strongly agree.
23 participant evaluations were received.
1

2

3

4

10½

12½

1

13½

8½

1

9

13

13

10

12

11

3

20

10

12

The workshop achieved its aims
and objectives
The content of the workshop isrelevant to my work
What I have learned will impact
the way I work
The methodology used in theworkshop helped me to understand
how
the
INEE
MinimumStandards can be appliedThe

qualityofthelearning

materials and aids was useful
The facilitation and presentation
during the workshop were open
and helped me to learn
The venue and accommodation
were appropriate.

- 34 -

ワークショップの効果についての質問紙調査の結果
教育協力 NGO ネットワーク（JNNE）
事務局長

三宅隆史

今回のワークショップの効果について、ワークショップを通じて参加者の能力（知識や技能）に変容が見られると想定される 10 項目を選定し、調査を実施した。ワークショップの事前（開会の前）と事後（閉会の後）において、項目毎に 5 件法（4 点満点）で参加者の自己評定による回答を求めた。次に、事前調査と事後調査の平均値を比較して、ワークショップの効果を分析した。
5 件法とは、「きわめてあてはまる」から「あてはまらない」までを 5 段階にわけて、該当する段階に○をつけるものである。今回の場合は、「きわめてあてはまる」を 4 点、「かなりあてはまる」を３点，「わりとあてはまる」を 2 点，「少しあてはまる」を 1 点，「あてはまらない」を0 点として得点化した。また，事前・事後の差が有意であるかどうかを対応のあるｔ検定を用いて検定した。
ｔ検定とは，事前と事後の平均値の差が，誤差の範囲の変化であるか，それ以上の変化である
かを確かめる統計手法である。その差が誤差の範囲を超える大きい効果と認められた場合にはｔ値と有意水準（＊＊は1％水準，＊は5％水準で有意）を表に記し，誤差の範囲であまり変化が見られなかった場合は「n．s．」（有意ではないの意味）と記した。「1％水準で有意である」とは，本当は「有意でない」のに「有意である」として間違う確率が1％未満（100回に1回未満）である
ことを表す。
分析に入る前に参加者の特徴を紹介しておく。有効回答数は22であった。開発協力、人道援助
分野での従事経験年数の平均値は、6.6年、中間値は5.0年であった。回答者のうち73％にあたる16
名がNGO職員で、27％にあたる6名が緊急・復興時の教育協力についてのワークショップ・研修を以前受けたことがあった。68％にあたる15名が、自分の所属団体が緊急・復興時の教育事業を実施した経験があり、59％にあたる13人が自分自身が緊急・復興時の教育事業を実施した経験があった。
では，ワークショップを通して参加者にどのような変化が見られたかを考察する。最も変容が大きかった項目は 5.「緊急・復興時の教育援助についての最低基準とその指標について知っている」であり、2.18 点の増加があった。次に変容が大きかった項目は、2.「緊急・復興時の教育援助についての知識と技能をもっている」であり、0.95 点増加した。3 番前に変容が大きかった項
目は、9.「緊急・復興時の教育援助事業のモニタリング・評価に自信がある」であった。4 番目に変容が大きかった項目は、1.「緊急復興時の教育援助自供を立案できる」であった。これらの変化から，ワークショップに参加する前までは、MSEE(Minimum Standard for Education in Emergency
and Early Reconstruction)についての知識がなかったが、ワークショップによって参加者がこれをよく理解したと考えられる。ワークショップの目的である「緊急・復興時の教育援助のプロセスおよび成果についての最低基準の全体像を知り、その指標について深い理解を持つ」という目的は、達成されたと判断できる。また緊急・復興時の教育支援事業の立案、モニタリング・評価について参加者の自信が高まったことも伺える。
以上 4 項目が統計的に有意な変化が見られたが、他の 6 項目についての変化は統計的有意ではなかった。3. 「自分の団体は、緊急・復興時の教育援助にもっと取り組むべきである」について
統計的に有意な変化はみられなかった理由は、これは、参加者のほとんどが事務局長や代表レベ
ルではなかったため、組織のミッションレベルについての項目の変容は難しかったためと推察さ35れる。しかしながら、4.「この研修の成果を自分の団体に伝えたい」、6.「最低基準を自分の団体に活動に取り入れ、実践したい」については、事前調査時においてすでに前者が 3.4 点、後者が3.1 点と非常に高い点であったことは、参加者が、ワークショップでの経験を業務に活かすことについて高い意欲をいただいていると言える。これらの項目の平均値の変化分が統計的に有意ではないのは、事前調査時においてすでに高い得点であったため事後に増加がほとんど見られなかったためである。
7.「緊急・復興時において教育は重視されるべきだ」、10．「緊急・復興時の教育援助事業に従事したい」についても同様で、統計的に有意ではないのは、事前調査時の点数が高く、事後での変化が見られないためである。
結論として、緊急・復興時における教育事業運営に必要な知識や技能を参加者は修得し、自信をつけたと言え、ワークショップの所期の目的は達成されたと判断できる。
ワークショップ前後の参加者の変容（4 点満点）
事前調査
人数 平均値

１．緊急復興時の教育援助自供を立案できる
2. 緊急・復興時の教育援助についての知識と技能をもっている3. 自分の団体は、緊急・復興時の教育援助にもっと取り組むべきである
4. この研修の成果を自分の団体に伝えたい
5. 緊急・復興時の教育援助についての最低基準とその指標について知っている
6. 最低基準を自分の団体に活動に取り入れ、実践したい
7. 緊急・復興時において教育は重視されるべきだ
8. （一般的に）プロジェクト運営に自信がある
9. 緊急・復興時の教育援助事業のモニタ
リング・評価に自信がある
10．緊急・復興時の教育援助事業に従事
したい

事後調査

標準偏
差

人数 平均値

平均値の

標準偏

変化分

ｔ値(注)

差

21

1.62

1.02

21

2.33

0.91

0.71 3.32**

22

1.27

0.77

22

2.23

0.75

0.95 6.85**

21

2.76

0.77

21

3.00

1.05

0.24

n.s.

22

3.41

0.80

22

3.55

0.60

0.14

n.s.

22

0.73

0.70

22

2.91

0.87

2.18 50000**

21

3.10

1.14

21

3.10

1.22

0.00

n.s.

22

3.59

0.50

22

3.68

0.48

0.10

n.s.

22

1.59

1.05

22

2.00

0.98

0.41

1.9

22

1.18

1.01

22

1.95

1.00

0.77 4.46**

23

3.00

0.82

22

2.95

0.95

-0.05

**:1％未満（両側）で統計的に有意、n.s.：統計的に有意ではない

36

n.s.

添付資料：ワークショップワークブック

Inter-Agency Network for Education in Emergencies
Réseau Inter-Agences pour l'Éducation d'Urgence
La Red Interagencial para Educación en Situaciones de Emergencia

Understanding and Using the INEE
Minimum Standards for Education in
Emergencies, Chronic Crises and Early
Reconstruction

Workbook

May 2006
37

Acknowledgments
These training materials were developed by Pamela Baxter and Lynne Bethke (InterWorks, LLC) withguidance and input provided by Birgit Heimdal Villumstad, chair of the INEE Minimum Standards
Training Group and Allison Anderson, the INEE Minimum Standards Focal Point. Several other people
also provided very helpful comments both prior to the development of these materials and during thevarious review rounds. We would like to thank everyone who has contributed to this process, including
Ann Avery, Sarah Bouchie, Helge Brochmann, Dean Brooks, Jim di Francesca, S.B. Ekanayake, Eric
Eversmann, Louisa Gosling, Jackie Kirk, Fred Ligon, Elena Locatelli, Marina Lopez-Anselme, Jane
Lowicki-Zucca, Sean Lowrie, Mary Mendenhall, Geeta Menon, Hassan Mohamed, Susan Nicolai, Juan
Saenz, Joan Sullivan-Owomayela, Eli Rognerud, Christopher Talbot, Virginia Thomas, Ellen Van
Kalmthout and Rebecca Winthrop.
INEE gratefully acknowledges the contributions of Catholic Relief Services, with funding from a USAID
Institutional Capacity Building grant, and American Institutes for Research (AIR) and its partner CARE
USA, with funding through USAID/EQUIP1 mechanism, for the development of these materials.

© INEE MINIMUM STANDARDSiForeword
The Inter-Agency Network for Education in Emergencies (INEE) is a global, open network of
non-governmental organizations (NGOs), UN agencies, donors, practitioners, researchers andindividuals from affected populations working together within a humanitarian and development
framework to ensure the right to education in emergencies and post-crisis reconstruction. Based on theprinciples of information sharing, collaboration, and communication, INEE supports the growing
number of communities, governments, local and international NGOs, and UN agencies that are
working to more effectively provide educational opportunities during times of emergencies andpost-conflict situations. As a network, INEE brings organizations and individuals together to shareresources and experiences that include good practices, tools and research, and, through advocacy, toensure that institutions and governments more effectively coordinate and collaborate in the field.
One product of this inter-agency collaboration is the development of the Minimum Standards for Educationin Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards) which werelaunched at INEE’s Second Global Inter-Agency Consultation on Education in Emergencies and Early
Recovery in South Africa in December 2004. The INEE Minimum Standards handbook is designed to give
governments and humanitarian workers the tools that they need to address the Education for All and UN
Millennium Development Goals. It is the first step toward ensuring that education initiatives in emergency
situations lay a solid and sound basis for post-conflict and disaster reconstruction.
Through the process of dissemination, promotion and piloting of the Minimum Standards, users of thestandards have reported that the framework provides a common language among staff, agencies, membersof affected communities and governments, and thus constitutes a common starting point for action. The
standards are being used for capacity-building and training, and to promote education as a priority
humanitarian response. Lessons learned from implementation around the world have revealed, however, aneed for training materials and training workshops for those working in the fields of education in
emergencies, protection and humanitarian response.
As a result the Working Group undertook a process to develop this workshop on “Understanding andUsing the Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction.” Itis the hope of the Working Group that the materials included in this Workbook will be a useful tool toenhance your knowledge, understanding and application of the Minimum Standards in the situations inwhich you work. More specifically we hope that as a result of the training:
Policymakers will: Be familiar with the INEE Minimum Standards – the process and product Commit to the use of the INEE Minimum Standards in projects that they support/fund/manage
 Advocate for the implementation of the INEE Minimum Standards
Technicians/implementers will: Be familiar with the INEE Minimum Standards – the process and product Have an awareness of all the standards
 Understand that the standards are interdependent and mutually reinforcing
 Have an in-depth knowledge of the particular standards and indicators that are most relevant totheir current work Be able to apply the INEE Minimum Standards to their work
 Commit to the use of the INEE Minimum Standards
 Advocate for the implementation of the INEE Minimum Standards
The complete INEE Minimum Standards training materials package is available for download atwww.ineesite.org/standards.
INEE Working Group on Minimum Standards
Pilar Aguilar, UNICEF
Eva Ahlen, UNHCR© INEE MINIMUM STANDARDSii

Marina Lopez Anselme, RET
Jiovani Arias M, Fundacion dos Mundos
Dr. Rüdiger Blumör, GTZ
Helge Brochmann, NRC
Dr. SB Ekanayake, BEFARe
Eric Eversmann, CRS
Mitch Kirby, USAID
Fred Ligon, World Education
Elena Locatelli, AVSI
Geeta S. Menon, CARE India
Hassan Mohamed, CARE USA
Ken Rhodes, Academy for Educational Development
Robin Shawyer, Windle Trust
Martine Storti, French Ministry of Education
Christopher Talbot, UNESCO IIEPCarl Triplehorn, Save the Children US
Birgit Villumstad, NCA
Rebecca Winthrop, IRC
INEE Secretariat
Allison Anderson, INEE Focal Point on Minimum Standards
Mary Mendenhall, INEE Network Coordinator

May 2006
www.ineesite.org© INEE MINIMUM STANDARDS

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Table of Contents
ACKNOWLEDGMENTS ......................................................................................................................... I
FOREWORD........................................................................................................................................ II
WORKSHOP OVERVIEW AND SUGGESTED AGENDA ............................................................................ 2
SESSION 1: INTRODUCTION TO THE INEE MINIMUM STANDARDS .................................................... 4
Introduction to the INEE Minimum Standards ............................................................................... 4
Reading 1.1: Discussion Paper on Education in Emergencies, INEE and the development of the
INEE Minimum Standards ............................................................................................................. 6
Reading 1.2. Legal Instruments that Specify the Right to Education ............................................. 17
Reading 1.3. The Sphere Project Humanitarian Charter ................................................................ 19
Reading 1.4. What is child rights programming? .......................................................................... 22
Reading 1.5. Implications of a child-focus ................................................................................... 24
SESSION 2: FOUNDATIONS OF THE INEE MINIMUM STANDARDS: RIGHTS-BASED EDUCATION ....... 26
Exercise 2.1: Brainstorm on Rights and Values ............................................................................ 26
Exercise 2.2: Foundations of INEE Minimum Standards: A Rights Based Approach ................. 27
SESSION 3: REVIEW OF STANDARDS AND INDICATORS ................................................................... 31
Exercise 3.1: Review of Standards and Indicators by Category..................................................... 31
Exercise 3.2: Identifying links among the INEE Minimum Standards categories .......................... 36
SESSION 4: WORKING WITH COMMUNITIES AND EDUCATION AUTHORITIES ................................... 37
Exercise 4.1: Role plays............................................................................................................... 37
SESSIONS 5 & 6: SIMULATION: EMERGENCY IN ZAMBORRA ........................................................... 40
Exercise 5.1: Assessing the educational needs of the Arcazian refugees in Zamborra ................... 40
Exercise 6.1: Planning /designing the education programme in Zamborra .................................... 42
SESSION 7: MONITORING EDUCATION PROGRAMMES IN EMERGENCIES AND CHRONIC CRISES ......... 44
Exercise 7.1: Developing a monitoring plan ............................................................................. - 17 SESSION 8: EVALUATING EDUCATION PROGRAMMES .................................................................... 47
Exercise 8.1: Evaluating education programmes in Zamborra ...................................................... 47
SESSION 9: DISASTER PREPAREDNESS .............................................................................................. 54
Key Disaster Preparedness Concepts............................................................................................ 54
Reading 9.1: Sphere Project Disaster Preparedness Background Note .......................................... 55
Exercise 9.1: Preparing for a disaster ........................................................................................... 62
SESSION 10: EDUCATION POLICY AND COORDINATION IN SITUATIONS OF EARLY RECONSTRUCTION........................................................................................................................................................ 63
Exercise 10.1: Issues in education policy and coordination........................................................... 63
Exercise 10.2: The debates........................................................................................................... 66
SESSION 11: APPLICATION AND SYNTHESIS OF THE INEE MINIMUM STANDARDS ........................ - 0 Exercise 11.1: Executive briefings ............................................................................................. - 0 SESSION 12: CONCLUSION AND EVALUATIONS ............................................................................ - 1 SUPPLEMENTARY TRAINING ACTIVITIES: IMPLEMENTING AND MONITORING EDUCATION PROGRAMMESIN EMERGENCIES AND CHRONIC CRISES........................................................................................... - 2 Using the standards during implementation ................................................................................ - 2 PARTICIPANT EVALUATION FORM: INEE MINIMUM STANDARDS TRAINING .................................. - 8 -© INEE MINIMUM STANDARDS

1Workshop Overview and Suggested Agenda
This workbook is the accompanying document for your training workshop in the Minimum Standards for
Education in Emergencies, Chronic Crises and Early Reconstruction. It is your personal property. You
should use it to take notes that are important to you and your current situation.
This training workshop has been designed with the same philosophy as permeates the minimum standards
themselves. It is participatory and requires you to communicate and work together with your colleagues.
It has also been designed to provide a range of situations which, while they may not exactly reflect thesituation in which you work, do reflect the most common situations faced by humanitarian workers who
work with education in emergencies.
The training covers all the aspects of education in emergencies, chronic crises and early reconstruction andalso covers all aspects of the project cycle although these have not been formally identified as many people
do not work through the same project cycle.
We trust that this workbook will also act as a manual to assist you while working with the minimum
standards and using them to provide more effective education to those children most in need.
We hope you enjoy this opportunity to understand the uses of the minimum standards.

© INEE MINIMUM STANDARDS

2Suggested Agenda for INEE Minimum Standards Trainings
Day 1
Time

Sessions

8:00 Welcome and introductions
8:30 1: Introduction to the INEE Minimum Standards
10:00 Coffee/tea break
10:30 2: Foundations of the Minimum Standards: Rights-based Education
12:00 Lunch
13:00 3: Review of Standards and Indicators
14:40 Coffee/tea break
15:00 4: Working with Communities and Education Authorities
16:30 Review session
17:00 End of Day 1
Day 2
8:30 5 & 6: Simulation: Emergency in Zamborra
Assessing Education Programmes in Emergencies and Chronic Crises
10:40 Coffee/tea break
11:00 5 & 6: Simulation: Emergency in Zamborra, continued
Designing Education Programmes in Emergencies and Chronic Crises
12:30 Lunch
13:30 7: Monitoring Education Programmes in Zamborra
14:50 Coffee/tea break
15:10 8: Evaluating Education Programmes in Zamborra
16:40 Review session
17:10 End of Day 2
Day 3
8:30 9: Disaster Preparedness
10:00 Coffee/tea break
10:20 10: Education Policy and Coordination in Situations of Early Reconstruction
11: Application and Synthesis of the INEE Minimum Standards
12:00
12:30 Lunch
13:30 11: Application and Synthesis of the INEE Minimum Standards, continued
14:40 Coffee/tea break
15:00 12: Conclusion, Certificates and Evaluations
16:30 End of Day 3© INEE MINIMUM STANDARDS

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Session 1:

Introduction to the INEE Minimum Standards

Session objectives:
At the end of this session you will:






Understand that the INEE Minimum Standards have been developed as a co-operative exercise byactors in the field of education in emergencies and early reconstruction.
Understand that acceptance of the minimum standards is a commitment to increased accountability,transparency and quality.
Be able to describe the meanings of the terms standards, indicators and guidance notes and how they
are different.
Have an awareness of the range of the standards and their associated indicators and guidance notes.
Understand the link between the legal frameworks that specify the right to education and the minimum
standards.

Introduction to the INEE Minimum Standards
Space for your notes:© INEE MINIMUM STANDARDS

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What are standards, indicators and guidance notes?
Space for your notes:© INEE MINIMUM STANDARDS

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Reading 1.1: Discussion Paper on Education in Emergencies, INEE and thedevelopment of the INEE Minimum Standards
Education in Emergencies
 Wars and natural disasters deny generations the knowledge and opportunities that an education can
provide. Education in emergencies, chronic crises and early reconstruction must be seen in a broad
context; it is education that protects the well being, fosters learning opportunities, and nurtures theoverall development (social, emotional, cognitive, and physical) of people affected by conflicts anddisasters.



Education is a right. This right is articulated in various international humanitarian and human rights
instruments, including the Geneva Conventions, which apply in times of war, as well as theConvention on the Rights of the Child, the Universal Declaration of Human Rights and many regionalrights instruments.



Education in emergencies is a necessity that can be both life-sustaining and life-saving, providing
physical, psychosocial and cognitive protection. It sustains life by offering structure, stability and hopefor the future during a time of crisis, particularly for children and adolescents, and provides essentialbuilding blocks for future economic stability. It also helps to heal bad experiences by building skills,
and supporting conflict resolution and peace-building. Education in emergencies saves lives bydirectly protecting against exploitation and harm, and by disseminating key survival messages, such as
landmine safety or HIV/AIDS prevention.



Education is prioritized by communities. Communities often start up some kind of education/schoolthemselves during an emergency. Maintaining this during a crisis can be difficult, however, due todiminished local capacities and fewer resources. Emergencies offer opportunities to improve thequality of and access to education.



Education response in emergencies is focused on meeting the actual needs of the affected population,
as well as on formal schooling. The needs depend on the phases and the situation:
The acute/flight/displacement phase: Crucial information/messages, such as mine, health andenvironment risks etc, and emphasis on psychosocial and recreational elements

The chronic or coping phase: organized learning; formal and non-formal, including messages andtopics to prepare for return (if displaced), for the future, risk elements and also peace building andhuman rights education
The return, reintegration and rehabilitation phase: facing the future, rebuilding and upgrading thewhole school system. Without disregarding the devastation that may have been caused to theeducation system, this phase should make use of the positive opportunities that may follow in theaftermath of an emergency. These opportunities may involve the development of more equal
gender policies and practices and the revision of previously divisive curriculum and teachingpractices, and requires that sufficient time is given for curriculum development, training ofteachers and the gradual development towards a new defined goal.

Children and youth have enormous potential, for learning, for cooperation and for contributing tosociety. This potential can be constructive or destructive; children and youth without meaningful
opportunities and positive influences are easily recruited or attracted by alternative and often negative
activities. Every society depends on the next generation that is gradually taking over, and no society
can afford to lose the constructive potential of its young people; it must be safe-guarded and cared foreven in crisis situations. At the same time, in conflict situations, education may become embroiled inproblems that spurred the emergency in the first place. The denial of education to certain groups withina society may be used as a weapon, or education may be used to suppress certain languages, traditions,art forms, religious practices and cultural practices. Textbooks can be manipulated for political
purposes. Therefore, while education can play a crucial role in the process of reconciliation andreconstruction, care must be taken to address its potentially negative power.

© INEE MINIMUM STANDARDS

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Gaps in the Provision of Quality Education Endangers a Peaceful Future There are many gaps in the provision of education in emergencies. These range from a lack of access,quality and response coordination in general to the exclusion of specific groups within the populations,such as girls or adolescents. For instance, with regard to access, it is estimated that over 80 percent of
the reported 113 million school-aged children not enrolled in school are living in crisis and post-crisis
countries.1 Another key gap concerns a lack of funding; traditionally, education in emergency
situations has been seen, not as a humanitarian priority, but as a long-term development activity.

The result of these gaps is that education falls through the cracks. Uneducated children and adults arevulnerable to a future of poverty and violence and lack the more complex skills needed to contribute totheir society's peaceful reintegration, reconstruction and sustainable development. In particular,
without the stability and structure that education provides in emergency situations, children andadolescents are more vulnerable to exploitation and harm, including abduction, child soldieringand sexual and gender-based violence. Educational learning environments (whether formal or
non-formal) are one of the most significant social structures in young people's lives. In the midst ofloss and change, absence of learning and schooling intensifies the impact of conflict.

The Initiative to Develop Minimum Standards: the INEE Working Group on Minimum Standards
and the Sphere Project The Inter-Agency Network on Education in Emergencies (INEE) is a global, open network of
non-governmental organizations, UN agencies, donors, practitioners, researchers and individuals from
affected populations working together within a humanitarian and development framework to ensure
the right to education in emergencies and post-crisis reconstruction. INEE membership consists ofover 1,100 individuals and organizations. For more information, please visit: www.ineesite.org.

In recent years, awareness of the need for non-formal and formal education programmes in emergency
situations has increased. Two issues in particular have come to the fore: how to ensure a certain levelof quality and accountability in emergency education; and how to ‘mainstream’ education as a priority
humanitarian response. In 2002, INEE began looking at the Sphere Project’s example of how toaccomplish these two objectives. The Sphere Project, launched in 1997 by a group of humanitarian
NGOs and the Red Cross and Red Crescent movement, is based on two core beliefs: that all possible
steps should be taken to alleviate human suffering arising out of calamity and conflict, and that thoseaffected by disaster have a right to life with dignity and therefore a right to assistance. The Sphere
Humanitarian Charter describes the core principles that govern humanitarian action and reasserts theright of populations affected by emergencies to protection and assistance. The minimum standards
cover the sectors of water, sanitation and hygiene promotion; food security, nutrition and food aid;
shelter, settlement and non-food items; and health services. They are aimed at improving the quality ofassistance provided to people affected by disasters and improving the accountability of states andhumanitarian agencies. The handbook, comprised of the Humanitarian Charter and MinimumStandards, does not address education services.



Learning from the example of the Sphere Project, in order to promote education as a key pillar of
emergency response as well as develop a tool for effective action to meet the education rights ofaffected populations, a Working Group on Minimum Standards for Education in Emergencies wasconstituted in 2003 within INEE to facilitate the development of global minimum standards foreducation in emergencies. The Working Group was made up of 13 organizations with expertise ineducation in crisis and early reconstruction situations:
CARE Canada, CARE USA, Catholic Relief Services, the International Rescue Committee,
Norwegian Church Aid, Norwegian Refugee Council and the Norway United Nations Association,
Save the Children UK, Save the Children USA, the Foundation for the Refugee Education Trust,
UNESCO, UNHCR, UNICEF and World Education/The Consortium.

A focal point was hired in June 2003 to drive the process forward and sits at the International
Rescue Committee.
Funding for the development and implementation of the Minimum Standards has been provided
by the Academy For Educational Development and the Global Learning Portal, BEFARe, the1

Emily Vargas Baron, The RISE Institute.

© INEE MINIMUM STANDARDS

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Canadian International Development Agency (CIDA), CARE, Catholic Relief Services, theInternational Rescue Committee, the International Save the Children Alliance, Save the Children
Norway, the Swedish International Development Cooperation Agency (Sida), UNESCO, UNHCR,UNICEF, UN World Food Programme, USAID, US contributions to UNESCO for the
Reconstruction of Education Systems in Post-conflict Countries, the World Bank and World
Education. In addition, hundreds of organizations have made enormous contributions to theprocess, through the commitment of staff time, travel and other resources.



Given the humanitarian community’s widespread familiarity with and use of the Sphere Project’s
minimum standards, INEE adopted the Sphere Project’s definitions of minimum standards, indicatorsand guidance notes:

Minimum standard: The minimum level of service to be attained in humanitarian assistance.
Indicator: Signals that show whether a standard has been attained. They provide a way ofmeasuring and communicating the impact, or result of programmes as well as the process, or
methods used. They can be qualitative or quantitative.

Guidance notes: These include specific points to consider when applying the standards in different
situations, guidance on tackling practical difficulties and advice on priority issues. They may
also include critical issues relating to the standards or indicators, or describe dilemmas,
controversies or gaps in current knowledge.

INEE’s minimum standards serve as a common starting point -- presenting a common language andframework-- for the international community in providing guidance and tools on how to reach aminimum level of educational quality. They will help to enhance accountability and predictability
among humanitarian actors, and thus help to improve coordination among partners, including
education authorities. They will be a capacity-building and training tool to enhance the quality ofeducation assistance, and they will also contribute to strengthening the resiliency of education
ministries by preparing and equipping them to ensure that the minimum standards are implemented.
The minimum standards will serve as a strong and concrete advocacy tool with which to promote
education as a priority response to humanitarian organizations, governments, donors and populations
affected by crisis. In addition, the establishment of standards that articulate the minimum level of
educational service to be attained, along with indicators and guidance notes on how to reach thestandards, will give government and humanitarian workers the tools that they need to address the
Education for All and UN Millennium Development Goals. Furthermore, the consultative process ofdeveloping and implementing standards will strengthen the education and humanitarian community bylinking beneficiaries, practitioners, policy-makers and academics through discussions on best practice.

Development of Global Minimum Standards: Building from the Ground In 2003, the INEE Working Group began facilitating the development of standards, indicators andguidance notes that articulate a minimum level of educational quality and access in emergencies andthe early reconstruction phase. Over 2,250 individuals from more than 50 countries contributed to thedevelopment of the minimum standards. The minimum standards were developed, debated and agreed
upon through a participatory process of:
1. On-line consultation inputs via the INEE listserv
2. Community-level, national, sub-regional and regional consultations
3. A peer review process
Information gathered from each step was used to inform the next phase of the process.

This model reflects lessons learned from the Sphere Project’s management process and emphasizes
broad, transparent, cost-effective and consultative decision-making. One concrete way in which
INEE’s Minimum Standards process reflects the lessons learned from the Sphere Project is theinclusiveness of the initiative. While Sphere has been an NGO-led initiative, the Working Group ismade up of both UN and NGO organisations. The Working Group made special efforts to ensure that
representatives from a variety of levels, including households, schools and communities, local
authorities, ministry officials, funding agencies and implementers, were actively involved throughout
the consultative process in order to ensure relevance to and buy-in from all education stakeholders.

© INEE MINIMUM STANDARDS8INEE Listserv / Online Consultation Process: INEE’s (at the time) 800-plus members also
participated in the development of minimum standards through INEE listserv consultations. The
questions, including those listed below, generated many responses, which were shared with INEE
members over the listserv and also presented to delegates prior to each regional consultation:What teacher/student ratio should the standards aim for?

Should education programmes address barriers that prevent girls from attending school?

Does school feeding increase school enrolment, especially of girls?

Is a code of conduct necessary for teachers in emergency situations?

How many students should share one textbook?
Should teachers commit themselves to delivering good-quality teaching if they are given little orno financial support?

Community-level, national, sub-regional and regional consultations: INEE members around the world
coordinated over 110 local, national and sub-regional consultations in 47 countries to gather input andinformation from over 1,900 representatives from affected communities, including students, teachersand other education personnel, NGO, government and UN staff, donors and academics. (You can findinformation on the specifics of these consultations (location, dates, organizations represented) at
www.ineesite.org/standards.) The results from these consultations fed into four regional consultations,which were held between January and May 2004, covering Africa, Asia, Latin America, the Middle
East and Europe. Delegates at the regional consultations built upon the standards, indicators andguidance notes developed at the national and local consultations, as well as over 100 INEE listserv
responses, to develop regional minimum standards. The 137 delegates to these regional consultations
included representatives from affected populations, international and local NGOs, governments andUN agencies in 51 countries.
The Africa Collective Consultation: The Africa Collective Consultation on Minimum Standards for
Education in Emergencies was held in Nairobi, Kenya, from 21–23 January 2004. It was hosted byCare Canada and Norwegian Church Aid, and supported by CIDA and SIDA. In advance of thisregional meeting, 29 local consultations were held, involving over 525 people from cities, towns andrefugee camps in 14 countries in Africa.
The Asia Collective Consultation: The Asia Collective Consultation was held in Kathmandu, Nepal,
from 21–23 April. It was hosted by the International Save the Children Alliance and supported by
UNESCO, Save the Children Norway, SIDA and the International Save the Children Alliance.
Approximately 650 participants were involved in 44 local and national consultations. These
consultations, which produced over 200 standards, were held in 25 different cities, villages and refugee
camps in ten different countries.
The Latin America and Caribbean Collective Consultation: The Latin America and Caribbean
Collective Consultation took place in Panama City from 5 to 7 May, hosted by UNICEF and supported
by UNICEF and SIDA. In advance of the regional consultation, delegates held 22 national and local
consultations, bringing together over 360 people in 12 countries across Latin America and the
Caribbean.
The Middle East, North Africa and Europe Consultation: The Middle East, North Africa and Europe
Collective Consultation was held in Amman, Jordan, from 19 to 21 May. It was co-hosted andsupported by UNESCO and UNHCR. In preparation for it, delegates held 24 national and local
consultations involving over 300 people in eight countries in the Middle East, North Africa andEurope.



The Drafting and Peer Review Process: The final phase of this consultative initiative was the peer
review process, which took place during the summer of 2004 and involved over 40 experts. INEE
Working Group members and a Peer Facilitator analysed the four sets of regional standards and honed
them into one set of global standards. The Peer Facilitator then held a ‘virtual consultation’ with thepeer review experts, a group comprising education, health, humanitarian and protection specialists
from NGO and UN agencies and governments, as well as academic and research institutions. During
September 2004, the final draft of the minimum standards was posted on the INEE website, and© INEE MINIMUM STANDARDS

9members were invited to give their feedback. Given the need to maintain the integrity of this highly
consultative process, INEE only considered edits that left the essence of the standards, indicators andguidance notes intact. Because the standards are meant to be a living tool, substantive comments arebeing compiled for future revision.

The handbook of Minimum Standards for Education in Emergencies, Chronic Crises and Early
Reconstruction was launched at INEE’s Second Global Inter-Agency Consultation on Education in
Emergencies and Early Recovery, in Cape Town, South Africa, from 2–4 December 2004. The
handbook was well received by delegates and the consultative process in developing the standards was
judged to be as significant as the product itself.

Content of the Minimum Standards
 The Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction arefounded on the Convention on the Rights of the Child, the Dakar Education for All (2000) framework,
the UN Millennium Development Goals (MDG) and the Sphere Project’s Humanitarian Charter. They
were developed by stakeholders from a variety of levels and have evolved out of emergency and earlyreconstruction environments around the world. As such, they are designed for use in emergency
response, emergency preparedness and in humanitarian advocacy and are applicable in a wide range ofsituations, including natural disasters and armed conflicts. The standards give guidance and flexibility
in responding to needs at the most important level – the community – while providing a harmonised
framework to coordinate the educational activities of national governments, other authorities, funding
agencies, and national and international agencies. The minimum standards are represented in fivecategories:

Minimum Standards Common to All Categories: focuses on the essential areas of community
participation and utilization of local resources when applying the standards in this handbook, aswell as ensuring that emergency education responses are based on an initial assessment that isfollowed by an appropriate response andcontinued monitoring and evaluation.

Access and Learning Environment: focuses onpartnerships to promote access to learning
opportunities as well as inter-sectoral linkages
with, for example, health, water and sanitation,
food aid (nutrition) and shelter, to enhance
Access &Teaching
security and physical, cognitive andLearning&
psychological well-being.
Environment LearningTeaching and Learning: focuses on criticalelements that promote effective teaching andlearning: 1) curriculum, 2) training, 3)
Teachers
Education
instruction, and 4) assessment.
& Other
Policy &Teachers and other Education Personnel:
Education Coordination
focuses on the administration and management
Personnelof human resources in the field of education,
including recruitment and selection, conditionsof service, and supervision and support.

Education Policy and Coordination: focuses onpolicy formulation and enactment, planning andimplementation, and coordination.



It is important to remember that all the categories are interconnected, and that frequently standards
described in one category need to be addressed in conjunction with standards described in others.
Where appropriate, guidance notes identify linkages to other relevant standards, indicators or guidancenotes. In addition, cross-cutting issues, such as human and children’s rights, gender, the right of the
population to participate, HIV/AIDS, disability and vulnerability, have been incorporated into therelevant standards rather than being dealt with in a separate section.

Timeframe: The timeframe in which the minimum standards are used depends largely on the context.
They are applicable in a wide range of emergency settings, from early response in emergencies to early© INEE MINIMUM STANDARDS

10

reconstruction stages, and may be used by a diverse audience. Indicators in the handbook are notuniversally applicable to every situation, nor to every potential user. It may take weeks, months oreven years to achieve some of the standards and indicators specified. In some cases the minimum
standards and indicators may be achieved without the need for external assistance; in other cases it
may be necessary for education authorities and agencies to collaborate to achieve them. When
applying these standards and indicators, it is important that all relevant actors agree on a timeframe for
implementation and for achieving results.



Scope and limitations: The standards for the different sections do not stand alone; they areinterdependent. Inevitably, however, there is a tension between the formulation of universal standards
and the ability to apply them in practice. Every context is different. For this reason, the global
development process used to formulate the standards ensured the wide and broad-based participationof humanitarian workers, educators, governments, education authorities, civil society actors andaffected people from different regional, country and local contexts. In some instances, local factors
may make the realisation of the minimum standards and key indicators unattainable. When this is thecase, the gap between the standards and indicators listed in the handbook and the ones reached in
actual practice must be described, and the reasons for the gap, and what needs to be changed in orderto realise the standards, must be explained.



The INEE Minimum Standards will not solve all of the problems of educational response; however,they do offer a tool for humanitarian agencies, governments and local populations to enhance theeffectiveness and quality of their educational assistance, and thus to make a significant difference inthe lives of people affected by disaster. The minimum standards handbook is the first step toward
ensuring that education initiatives in emergency situations lay a solid and sound basis for post-conflictand disaster reconstruction.

Implementation: Promoting and using the INEE Minimum Standards
 At the launch of the minimum standards at INEE’s Second Global Inter-Agency Consultation on
Education in Emergencies and Early Recovery in South Africa in December 2004, INEE pledged tomove forward with the promotion, training, piloting, monitoring and evaluating of the minimum
standards in a consultative manner. The INEE Focal Point for the minimum standards process has beenworking with INEE members and partners in 2005 on the roll out, distribution and promotion of theminimum standards around the world. In order to aid in this process, the Working Group developed astandardized set of talking points, PowerPoint and other promotional materials (all available on the
INEE website) for members to utilize in their promotion and advocacy efforts. The handbook is also
being translated by INEE into Arabic, Spanish and French, and spontaneous translations are underway,
by INEE members, into Bahasa Indonesian, Japanese and Portuguese.



In Spring 2005, INEE began making an initial assessment of the awareness, use and relevance of theminimum standards by stakeholders to inform promotion, training, piloting, monitoring and evaluation.
Evaluation feedback received between in 2005 reveals that the Minimum Standards are being used
extensively in over 60 countries, and the Working Group has received dozens of good practice
examples of positive use in and relevance for project planning, assessment, design, implementationand monitoring and evaluation of programmes around the world. The following are select examples2of the diverse ways in which the Minimum Standards are currently being promoted and used aroundthe world in order to increase quality, access and accountability.


Assessment, Monitoring, and Evaluation-A key lesson learned from our experiences using minimum standards is that the participatoryneeds assessment guarantees acceptance, participation and ownership of activities andprogrammes. (CARDI, Indonesia)-The standards are being used to develop quality criteria needed during the monitoring of the
improvement of the quality of education of the schools funded by RET. (RET Pakistan)2

These are quotes received from Minimum Standards users; INEE added the bold emphases.

© INEE MINIMUM STANDARDS

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-The assessment form has been particularly useful, and we’ve used it while conducting needs
assessments for emergency education. This led to the creation of a tool that could be usedduring needs assessment as programme priorities. (IRC/CARDI Aceh, Indonesia)-We are using the minimum standards in our programme by checking our activities against the
INEE Minimum Standards to evaluate and improve them. (NRC-DR Congo)-We are using the standards to help us balance the teacher learner ratio and hold community
awareness meetings to encourage full participation of community members. (IRC Kenya)-The minimum standards, indicators and guidance notes are useful and provide a tool formonitoring and evaluating the achievement of the education project. They provide theproject with a framework to analyze the impact of the project on the affected population.
(IRC Uganda)-We have adapted the INEE Minimum Standards for use in monitoring quality andchild-friendliness of schools using the rights-based approach to school and community
capacity development for equity in basic education. (UNICEF Zimbabwe)

Planning and Preparedness-I have been using the Minimum Standards as a reference document to create UNESCO and UN
Nepal’s Education Emergency Contingency Planning. (UNESCO Nepal)-The office is using the Minimum Standards in the preparation of a curriculum for in service
training of Afghan refugee teachers in Pakistan. (UNESCO Islamabad)-The tool is excellent and will be adapted for use for HIV/AIDS, Lifeskills, Orphans and Other
Vulnerable Children (OVC) and girl’s education programming within the Quality
Child-friendly Schools Framework. (UNICEF Zimbabwe)
Training-CARE Burundi used the INEE Minimum Standards during a training session in project cycle
management and gender. We went to the community to discuss these indicators with the
project participants. This helps us to involve the community to adjust some indicators andapprove them. (CARE Burundi)-The minimum standards have been used as training tools to enhance the supervisors’
management capacities. (RET Pakistan)
Ministry of Education Capacity-Building-Our office has been using these standards in planning and policy and project formulation and inparticular in all our activities related to capacity building of the MOE in Iraq. (UNESCO
Iraq Office, Amman)-In the preparation of the current Sector Review process, where UNESCO provides its technicalassistance to the Ministry of Education and Higher Education (MOEHE), some selected
minimum standards, such as “access and learning environment” and “education policy
coordination” have been introduced. (UNESCO Ramallah).
-The INEE Minimum Standards is very useful in our endeavour in assisting the Indonesian
Ministry of National Education in Supporting Community Education and
Mainstreaming Teachers in the Post –Tsunami Recovery Phase in the tsunami-destructedareas of Aceh and North Sumatra. We use it to guide our counterparts in providing education
base. (UNESCO Jakarta)© INEE MINIMUM STANDARDS

12

Advocacy-The minimum standards have been an excellent concrete reference and advocacy tool, which
CIDA has been consulting in developing its policies and strategic reviews. The
minimum standards have brought greater attention to the need to address education insituations of emergency within the agency and government-wide. In part, due to ourinvolvement with the standards, the Government of Canada gave education in situations ofemergency prominent mention as one of four education priorities in its 2005 International
Policy Statement. (Canadian International Development Agency (CIDA)-I am using the standards to raise awareness and advocate within interagency meetings, inregional forums and during international humanitarian training sessions. (Artistes pourl’Humanite, DR Congo)Demand for the INEE Minimum Standards handbook has been high. In the first four months after theirlaunch, the bulk of the first printing of 7,500 copies was sent around the world. In May and June 2005
another 10,000 copies were ordered and distributed. This widespread distribution, promotion and use,highlights a growing interest among humanitarian agencies in education in emergencies that extends
beyond the minimum standards themselves. Indeed, the Minimum Standards process has been avehicle for broadening and deepening the engagement of individuals and agencies, including donors,
in this field.



INEE members have agreed that the development of Minimum Standards is not enough. There is aneed to make the commitment to quality, access and accountability in humanitarian practice a reality
through dissemination and promotion, continued debate and implementation. Thus, INEE’s Working
Group on Minimum Standards for Education in Emergencies (Working Group) has been re-constituted
to facilitate the implementation of the Minimum Standards from 2005-2007. This Working Group ismade up of 14 NGOs, three UN agencies and three government representatives and has members
based in Africa, Asia, Latin America, North America and Europe: the Academy for Educational
Development, BEFARe, CARE India, CARE USA, AVSI, Catholic Relief Services, Foundation for the
Refugee Education Trust, Fundación Dos Mundos, GTZ, the International Rescue Committee, theFrench Ministry of Education, Norwegian Church Aid, Norwegian Refugee Council, Save theChildren USA, UNESCO, UNHCR, UNICEF, USAID, Windle Trust and World Education.

The overall goal of the Working Group is to utilize the INEE Minimum Standards to improveeducation quality and access in emergency, chronic crisis and early reconstruction situations, and theaccountability of those who provide those services. In order to accomplish this goal, the Working
Group will facilitate the promotion, training, piloting, monitoring and evaluation of the MinimumStandards in an integrated manner that allows for a dynamic, consultative and transparent process. The
Working Group will widely disseminate and promote the INEE Minimum Standards to key advocacy
targets, including donors, education and humanitarian workers, governments, teachers and othereducation personnel, parents and/or school representatives and academics. Promotional materials,
including the translation of the standards into French, Spanish and Arabic, are available on the INEE
website at www.ineesite.org/standards. Training materials were developed and piloted in 2005, and aseries of several regional training of trainers will take place in 2006. The Working Group will also
oversee a research plan to assess the use and evaluate the impact of the INEE Minimum Standards andfacilitate their revision.



INEE encourages all organizations and individuals to be involved in the promotion andimplementation of the minimum standards. Please join INEE if you are not a member and/or contact
the focal point on minimum standards (allison@theirc.org) if you have ideas about how you and/or
your organization can be involved. The handbook of Minimum Standards for Education in
Emergencies, Chronic Crises and Early Reconstruction is immediately available on INEE’s website to
download in pdf or to order copies (http://www.ineesite.org/standards/order_INEE MinimumStandards.asp).

© INEE MINIMUM STANDARDS

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Exercise 1.1. Where are you now?
Exercise instructions:
Review the INEE Minimum Standards categories and standards on the next page. In groups of three,discuss the questions below.
1. Which of the standards has your organisation (or programme) achieved?

2. Which standards are not being met?

3. What are the obstacles to achieving the standards that are not being met?

4. What must be done in order to meet the standards that are not currently being met? How long will
it take? (Consider the resources that are available to your organisation as well as agreements orpartnerships that could be effectively used to help meet the standards.)© INEE MINIMUM STANDARDS14INEE Minimum Standards for Education in Emergencies,
Chronic Crises and Early Reconstruction
Common Category:Community Participation

Category:
Teaching and LearningStandard 1: Participation. Emergency-affected
community members actively participate inassessing, planning, implementing, monitoring andevaluating the education programme.
Standard 2: Resources. Local community resources
are identified, mobilised and used to implement
education programmes and other learning activities.

Standard 1: Curricula. Culturally, socially and linguistically
relevant curricula are used to provide formal and non-formal
education, appropriate to the particular emergency situation.
Standard 2: Training. Teachers and other education personnel
receive periodic, relevant and structured training according toneed and circumstances.
Standard 3: Instruction. Instruction is learner-centred,
participatory and inclusive.
Standard 4: Assessment. Appropriate methods are used toevaluate and validate learning achievements.

Common Category:
Analysis

Category:
Teachers and Other Education Personnel

Standard 1: Initial assessment. A timely educationassessment of the emergency situation is conductedin a holistic and participatory manner.
Standard 2: Response plan. A framework for an
education response is developed, including a clear
description of the problem and a documented
strategy for action.
Standard 3: Monitoring. All relevant stakeholders
regularly monitor the activities of the education
response and the evolving education needs of theaffected population.
Standard 4: Evaluation. There is a systematic andimpartial evaluation of the education response inorder to improve practice and enhanceaccountability.

Standard 1: Recruitment and selection. A sufficient number
of appropriately qualified teachers and other education
personnel are recruited through a participatory and transparent
process based on selection criteria that reflect diversity andequity.
Standard 2: Conditions of work. Teachers and other education
personnel have clearly defined conditions of work, follow a
code of conduct and are appropriately compensated.
Standard 3: Supervision and support. Supervision andsupport mechanisms are established for teachers and othereducation personnel, and are used on a regular basis.

Category:
Access and Learning Environment

Category:
Education Policy and Coordination

Standard 1: Equal access. All individuals have Standard 1: Policy formulation and enactment. Education
access to quality and relevant education authorities prioritize free access to schooling for all, and enact
opportunities.
flexible policies to promote inclusion and education quality,
Standard 2: Protection and well-being. Learning given the emergency context.
environments are secure, and promote the protection Standard 2: Planning and implementation. Emergency
and mental and emotional well-being of learners.
education activities take into account national and international
Standard 3: Facilities. Education facilities are educational policies and standards and the learning needs ofconducive to the physical well-being of learners.
affected populations.
Standard 3: Coordination. There is a transparent coordination
mechanism for emergency education activities, including
effective information sharing between stakeholders.

© INEE MINIMUM STANDARDS

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The Legal Frameworks behind the Minimum Standards
Space for your notes© INEE MINIMUM STANDARDS

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Reading 1.2. Legal Instruments that Specify the Right to Education

1948 Universal Declaration of Human Rights, Article 26, “Everyone has the right to education.
Education shall be free, at least in the elementary and fundamental stages. Elementary education shallbe compulsory. Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.”1949 Fourth Geneva Convention Relative to the Protection of Civilian Persons During Times ofWar, Article 24 states that, “The Parties to the conflict shall take the necessary measures to ensure thatchildren under fifteen, who are orphaned or are separated from their families as a result of the war, are
not left to their own resources, and that … their education [is] facilitated in all circumstances.” In
addition, Article 50 states that, “The Occupying Power shall, with the cooperation of the national andlocal authorities, facilitate the proper working of all institutions devoted to the care and education ofchildren.”1951 Convention Relating to the Status of Refugees (which also applies to the 1967 Protocol Relating
to the Status of Refugees), Article 22 states that refugees shall be accorded “the same treatment as …
nationals with respect to elementary education” and “treatment as favourable as possible, and, in any
event, not less favourable than that accorded to aliens generally in the same circumstances, withrespect to education other than elementary education …”

1966 International Covenant on Economic, Social and Cultural Rights, Article 13 states that, “TheStates Parties to the present Covenant recognize the right of everyone to education … and with a viewto achieving the full realization of this right: primary education shall be compulsory and available free
to all; secondary education in its different forms, including technical and vocational secondary
education, shall be made generally available and accessible to all by every appropriate means, and inparticular by the progressive introduction of free education; higher education shall be made equallyaccessible to all, on the basis of capacity, by every appropriate means, and in particular by the
progressive introduction of free education; fundamental education shall be encouraged or intensified as
far as possible for those persons who have not received or completed the whole period of their primaryeducation.”

1989 Convention on the Rights of the Child
Article 28 “States Parties recognize the right of the child to education and with a view to achieving
this right progressively and on the basis of equal opportunity, they shall, in particular: (a) makeprimary education compulsory and available free to all; (b) encourage the development ofdifferent forms of secondary education, including general and vocational education, make themavailable and accessible to every child and take appropriate measures such as the introduction offree education and offering financial assistance in case of need; (c) make higher education
accessible to all on the basis of capacity by every appropriate means.”

Article 29 “States Parties agree that the education of the child shall be directed to: (a) The
development of the child's personality, talents and mental and physical abilities to their fullest
potential; (b) The development of respect for human rights and fundamental freedoms, and for the
principles enshrined in the Charter of the United Nations; (c) The development of respect for thechild's parents, his or her own cultural identity, language and values, for the national values of thecountry in which the child is living, the country from which he or she may originate, and for
civilizations different from his or her own; (d) The preparation of the child for responsible life in afree society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendshipamong all peoples, ethnic, national and religious groups and persons of indigenous origin; (e) The
development of respect for the natural environment.
“No part of the present article or article 28 shall be construed so as to interfere with the liberty of
individuals and bodies to establish and direct educational institutions, subject always to theobservance of the principle set forth in [the above paragraph] and to the requirements that theeducation given in such institutions shall conform to such minimum standards as may be laid
down by the State.”© INEE MINIMUM STANDARDS

17







Article 2 “States Parties shall respect and ensure the rights set forth in the present Convention toeach child within their jurisdiction without discrimination of any kind, irrespective of the child's or
his or her parent's or legal guardian's race, colour, sex, language, religion, political or other
opinion, national, ethnic or social origin, property, disability, birth or other status.”
Article 31 “States Parties recognize the right of the child to rest and leisure, to engage in play andrecreational activities appropriate to the age of the child and to participate freely in cultural life
and the arts. States Parties shall respect and promote the right of the child to participate fully incultural and artistic life and shall encourage the provision of appropriate and equal opportunities
for cultural, artistic, recreational and leisure activity.”

Other relevant international agreementsDakar Education for All Framework which specifies six goals to be met by all countries by 2015:
1. Expanded and improved access to early childhood care and education
2. Access to and completion of free and compulsory primary education of good quality
3. Access to appropriate learning and life skills programs
4. A fifty percent improvement in the levels of adult literacy and equitable access to basic andcontinuing education for adults
5. Elimination of gender disparities in primary and secondary education by 2005 andachievement of gender equality in education by 2015
6. Improvement in all aspects of the quality of education and achievement of recognized andmeasurable learning outcomes, especially in literacy, numeracy and essential life skills(UNESCO 2000: 43).
The Millennium Development Goals (MDGs) which also include two education-related goals:
2. Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a fullcourse of primary schooling.
3. Eliminate gender disparity in primary and secondary education, preferably by 2005, and to alllevels of education no later than 2015

© INEE MINIMUM STANDARDS

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Reading 1.3. The Sphere Project Humanitarian Charter3
Humanitarian agencies committed to this Charter and to the Minimum Standards will aim toachieve defined levels of service for people affected by calamity or armed conflict, and to promote
the observance of fundamental humanitarian principles.
The Humanitarian Charter expresses agencies’ commitment to these principles and to achieving the
Minimum Standards. This commitment is based on agencies’ appreciation of their own ethical obligations,and reflects the rights and duties enshrined in international law in respect of which states and other parties
have established obligations.
The Charter is concerned with the most basic requirements for sustaining the lives and dignity of thoseaffected by calamity or conflict. The Minimum Standards which follow aim to quantify these requirementswith regard to people’s need for water, sanitation, nutrition, food, shelter and health care. Taken together,the Humanitarian Charter and the Minimum Standards contribute to an operational framework foraccountability in humanitarian assistance efforts.

1 Principles
We reaffirm our belief in the humanitarian imperative and its primacy. By this we mean the belief that all
possible steps should be taken to prevent or alleviate human suffering arising out of conflict or calamity,
and that civilians so affected have a right to protection and assistance.
It is on the basis of this belief, reflected in international humanitarian law and based on the principle ofhumanity, that we offer our services as humanitarian agencies. We will act in accordance with theprinciples of humanity and impartiality, and with the other principles set out in the Code of Conduct for theInternational Red Cross and Red Crescent Movement and Non-Governmental Organisations (NGOs) in
Disaster Relief (1994).
The Humanitarian Charter affirms the fundamental importance of the following principles:
1.1 The right to life with dignity
This right is reflected in the legal measures concerning the right to life, to an adequate standard of living
and to freedom from cruel, inhuman or degrading treatment or punishment. We understand an individual's
right to life to entail the right to have steps taken to preserve life where it is threatened, and acorresponding duty on others to take such steps. Implicit in this is the duty not to withhold or frustrate theprovision of life-saving assistance. In addition, international humanitarian law makes specific provision forassistance to civilian populations during conflict, obliging states and other parties to agree to the provisionof humanitarian and impartial assistance when the civilian population lacks essential supplies.4
1.2 The distinction between combatants and non-combatants
This is the distinction which underpins the 1949 Geneva Conventions and their Additional Protocols of
1977. This fundamental principle has been increasingly eroded, as reflected in the enormously increased
3

Excerpted from The Sphere Project Humanitarian Charter and Minimum Standards in Disaster
Response, 2004 edition.
4
Articles 3 and 5 of the Universal Declaration of Human Rights 1948; Articles 6 and 7 of theInternational Covenant on Civil and Political Rights 1966; common Article 3 of the four Geneva
Conventions of 1949; Articles 23, 55 and 59 of the Fourth Geneva Convention; Articles 69 to 71 of
Additional Protocol I of 1977; Article 18 of Additional Protocol II of 1977 as well as other relevant rulesof international humanitarian law; Convention against Torture and Other Cruel, Inhuman or Degrading
Treatment or Punishment 1984; Articles 10, 11 and 12 of the International Covenant on Economic,
Social, and Cultural Rights 1966; Articles 6, 37 and 24 of the Convention on the Rights of the Child
1989; and elsewhere in international law.
© INEE MINIMUM STANDARDS

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proportion of civilian casualties during the second half of the twentieth century. That internal conflict isoften referred to as ‘civil war’ must not blind us to the need to distinguish between those actively engaged
in hostilities, and civilians and others (including the sick, wounded and prisoners) who play no direct part.
Non-combatants are protected under international humanitarian law and are entitled to immunity fromattack.5
1.3 The principle of non-refoulement
This is the principle that no refugee shall be sent (back) to a country in which his or her life or freedom
would be threatened on account of race, religion, nationality, membership of a particular social group orpolitical opinion; or where there are substantial grounds for believing that s/he would be in danger of being
subjected to torture.6

2 Roles and Responsibilities
2.1 We recognise that it is firstly through their own efforts that the basic needs of people affected bycalamity or armed conflict are met, and we acknowledge the primary role and responsibility of the state toprovide assistance when people’s capacity to cope has been exceeded.
2.2 International law recognises that those affected are entitled to protection and assistance. It defines legal
obligations on states or warring parties to provide such assistance or to allow it to be provided, as well as
to prevent and refrain from behaviour that violates fundamental human rights. These rights and obligations
are contained in the body of international human rights law; international humanitarian law and refugeelaw (see sources listed below).
2.3 As humanitarian agencies, we define our role in relation to these primary roles and responsibilities. Ourrole in providing humanitarian assistance reflects the reality that those with primary responsibility are notalways able or willing to perform this role themselves. This is sometimes a matter of capacity. Sometimes
it constitutes a wilful disregard of fundamental legal and ethical obligations, the result of which is much
avoidable human suffering.
2.4 The frequent failure of warring parties to respect the humanitarian purpose of interventions has shownthat the attempt to provide assistance in situations of conflict may potentially render civilians more
vulnerable to attack, or may on occasion bring unintended advantage to one or more of the warring parties.
We are committed to minimizing any such adverse effects of our interventions in so far as this is consistent
with the obligations outlined above. It is the obligation of warring parties to respect the humanitarian
nature of such interventions.
2.5 In relation to the principles set out above and more generally, we recognise and support the protection
and assistance mandates of the International Committee of the Red Cross and of the United Nations HighCommissioner for Refugees under international law.

3 Minimum Standards
The Minimum Standards which follow are based on agencies’ experience of providing humanitarianassistance. Though the achievement of the standards depends on a range of factors, many of which may bebeyond our control, we commit ourselves to attempt consistently to achieve them and we expect to be heldto account accordingly. We invite other humanitarian actors, including states themselves, to adopt thesestandards as accepted norms.
5

The distinction between combatants and non-combatants is the basic principle underlying
international humanitarian law. See in particular common Article 3 of the four Geneva Conventions of1949 and Article 48 of Additional Protocol I of 1977. See also Article 38 of the Convention on the
Rights of the Child 1989.
6
Article 33 of the Convention on the Status of Refugees 1951; Article 3 of the Convention against
Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment 1984; Article 22 of theConvention on the Rights of the Child 1989.
© INEE MINIMUM STANDARDS

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By adhering to the standards set out in chapters 1-5 we commit ourselves to make every effort to ensurethat people affected by disasters have access to at least the minimum requirements (water, sanitation, food,nutrition, shelter and health care) to satisfy their basic right to life with dignity. To this end we willcontinue to advocate that governments and other parties meet their obligations under international humanrights law, international humanitarian law and refugee law.
We expect to be held accountable to this commitment and undertake to develop systems for accountability
within our respective agencies, consortia and federations. We acknowledge that our fundamental
accountability must be to those we seek to assist.
Sources
The following instruments inform this Charter:
Universal Declaration of Human Rights 1948.
International Covenant on Civil and Political Rights 1966.
International Covenant on Economic, Social and Cultural Rights 1966.
International Convention on the Elimination of All Forms of Racial Discrimination 1969.
The four Geneva Conventions of 1949 and their two Additional Protocols of 1977.
Convention relating to the Status of Refugees 1951 and the Protocol relating to the Status of Refugees
1967.
Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment 1984.
Convention on the Prevention and Punishment of the Crime of Genocide 1948.
Convention on the Rights of the Child 1989.
Convention on the Elimination of All Forms of Discrimination Against Women 1979.
Convention relating to the Status of Stateless Persons 1960.
Guiding Principles on Internal Displacement 1998.

© INEE MINIMUM STANDARDS

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Reading 1.4. What is child rights programming?7
Child Rights Programming (CRP) is a child-focused version of rights-based approaches to development.
CRP applies rights-based approaches specifically to work to realise the rights of boys and girls under theage of 18. The reason for having a specific approach like this is that children have their own special needs
and vulnerabilities. In other words, children are like adults in some respects but also different from themin other ways. This is why there is a special international convention on the human rights of children andwhy development organisations working with girls and boys need a rights-based approach that is adapted
to the special situation of children.
The key components of CRP all draw upon the general principles of the Convention on the Rights of theChild (CRC), as well as other fundamental human rights principles. One useful way of thinking about CRP
is to consider the definition of its three component words:Child – every boy and girl under the age of eighteen years of age, a period of childhood accorded
special consideration in human rights terms (Universal Declaration of Human Rights Art 26b),
characterised as a period of evolving capabilities and of vulnerabilities relative to those of adults.
Rights – defined as international human rights applicable to children, set out primarily in the CRC
but also to be found in all other human rights conventions.
Programming – management of a set of activities, including analysis, planning, implementationand monitoring, towards a defined goal or objective, involving good development practice.

The combination of these three definitions provides an overall working definition of CRP:
“Child rights programming means using the principles of child rights to plan, implement and monitor
programmes with the overall goal of improving the position of children so that all boys and girls can fully
enjoy their rights and can live in societies that acknowledge and respect children’s rights."
Child Rights Programming brings together a range of ideas, concepts and experiences related to childrights, child development, emergency response and development work within one unifying framework. It
is primarily based on the principles and standards of children's human rights but also draws heavily on
good practice in many areas of work with children as well as lessons learnt in relief and development.

Key components in CRP
Some of the key components of CRP include:
1. Focus on children: a clear focus on children, their rights and their role as social actors.
2. Holistic view of children: considering all aspects of a child while making strategic choices andsetting priorities.
3. Accountability: a strong emphasis on accountability for promoting, protecting and fulfillingchildren's rights across a range of duty-bearers from the primary duty bearer - the state (e.g. local
and central government) to the private sector, the media, child-care professionals, and otherindividuals with direct contact with children.
4. Supporting duty bearers: consideration of the ways in which duty-bearers could be helped tomeet their obligations through technical assistance, budget support and other forms of partnership.
5. Advocacy: the importance of advocacy, public education and awareness raising as programming
tools in order to ensure that duty bearers are held accountable.
6. Participation: the promotion of children's effective participation in programming (and beyond),
according to children's evolving capacities.
7. Non-discrimination: a commitment to the inclusion of the most marginalized children and tochallenging discrimination on such grounds as gender, class, ethnicity, (dis)ability, etc.

7

The text below is extracted from Child Rights Programming: How to apply Rights Based Approaches to
Programming. Save the Children Alliance Handbook. (2005 revised 2nd edition)© INEE MINIMUM STANDARDS

22

8. The best interests of children: consideration (with children) of the impact on children of all
programme choices.
9. Survival and development: a focus on both the immediate survival of children as well as acommitment to ensuring the development of their full potential.
10. Children as part of a community: an understanding of children's place in their families,
communities and societies and the role that their parents and other carers have in defending theirrights and guiding children's development.
11. Root causes and broad issues: a focus on the underlying causes as well as immediate violations.
12. Partnerships: building partnerships and alliances for the promotion, protection and fulfilment ofchildren's rights.
13. Information, and knowledge. Facilitating access to and understanding of children’s rights forchildren themselves, their communities and key duty bearers, including government.
Understanding the implications of the general principles of the UN CRC is a key step in beginning to apply
the CRP approach. For example, all work carried out within the framework of CRP needs to be based on anassessment of children's best interests and the promotion of their survival and development. Similarly, alldecisions about children must always consider their opinions and make efforts to avoid missing out often
excluded or marginalized groups.

© INEE MINIMUM STANDARDS

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Reading 1.5. Implications of a child-focus8
Understanding the evolving capacities of children
Rights-based approaches to programming are rooted in principles of participation, empowerment andinclusion. These are concepts that have developed in the adult world, and have been adapted by Save theChildren in its Child Rights Programming approach. The difference between adults and children in respectof participation is not that adults are capable, and children are not. All children can express views on issuesof concern to them. However, the extent to which they can exercise informed judgment and choice will
necessarily vary. A child rights based approach to programming will therefore need to take appropriate
account of children’s evolving capacities when constructing opportunities for participation.
Understanding of the evolving capacities of children encompasses two dimensions9:
 recognition of and respect for the competencies which children have to make informed
choices and decisions. Too often adults under-estimate children’s capacities, or fail to appreciate
the value of their perspectives because they are not expressed in ways which would be employedby adults. Furthermore, age is not necessarily a useful proxy for competence. Other factors –cultural expectations, personal experiences, degree of adult support, social acceptance, the degreeof agency experienced by the child and the child’s own personality and strengths will all influence
their capacities. Research with children consistently highlights the extent to which they havemore confidence in their own abilities than have the adults with responsibility for them10. Many
children also argue a need for less protection than the levels deemed necessary by parents11.
 recognition of the right to respect for children’s ‘unevolved capacities’. In other words,
childhood is a period of entitlement to additional protections, in view of children’s youth andvulnerability. Many of these protections are designed to prevent children being inappropriately
exposed to situations likely to cause harm. It can, for example, be as harmful to make excessive or
inappropriate expectations of children, as to deny them the right to take part in decisions they arecapable of making 12 . However, it is essential to recognise the contribution that children,
themselves, can make towards their own protection13. It is also worth bearing in mind that thevulnerability of children derives, in some part, not from their lack of capacity, but rather, fromtheir lack of power and status with which to exercise their rights and challenge abuses.
One of the most fundamental challenges posed by the Convention on the Rights of the Child is the need tobalance children’s rights to adequate and appropriate protection with their right to participate in and takeresponsibility for the exercise of those decisions and actions they are competent to take for themselves.
There is no simple formula for assessing when that competence arises, but following considerations can bebrought to bear in making assessments:

8

Extract from: "What’s the difference? Implications of a child-focus in rights-based programming" Discussion Paper - March 2005, written by Gerison Lansdown for Save the Children UK
9
For a more detailed discussion on the evolving capacities of the child, see Lansdown G, Theevolving capacities of the child, UNICEF/Radda Barnen, Florence, 2005
10
See for example, Children and young people’s voices on their perceptions of the implementation of
the Convention on the Rights of the Child, UNICEF, Dhaka, 2003; and Mayall B, Negotiating
childhoods, ESRC Children 5-16 Research Briefing, 2000
11
See, for example, Alderson, P., ‘Life and death: Agency and dependency in young children’s healthcare’, in New Zealand Childrenz issues, 2001, Vol. 5, No. 1, pp. 23-27; Punch, S., ‘Negotiating
autonomy: childhoods in rural Bolivia’, in Conceptualising child-adult relations, Alanen, L. and B.
Mayall (eds.), RoutledgeFalmer, London, 2001; and Marshall, K., Children's Rights in the Balance The Participation-Protection Debate, The Stationery Office, Edinburgh, 1997.
12
See, for example, Harper, C. and R. Marcus, Child poverty in sub-Saharan Africa, Save the Children,
London, 2000; and Ghana National Commission on Children, Ghana’s children: Country report, Ghana
National Commission on Children, Accra, 199713
Lansdown G, The evolving capacities of the child, UNICEF/Radda Barnen, Florence, 2005
© INEE MINIMUM STANDARDS

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





Much research that testifies to the failure of many adult-designed strategies for protecting childrenthat deny children opportunities to contribute towards their own welfare14.
There is growing evidence that children are capable of exercising agency and utilizing their own
resources and strengths in developing strategies for their protection. Furthermore, active
recognition of and support for children’s engagement enhances their developmental capacities.
Over-protection can serve to increase vulnerability by failing to equip children with theinformation and experience they need to make informed choices in their lives.
Protective approaches that make children dependent on adult support leave children without
resources when those adult protections are withdrawn.15
The scale of many national crises is undermining traditional family and community networks thatserved to protect children’s well-being and development. In these environments, there is an acuteneed to harness children’s own potential strengths in order to maximise their opportunities forsurvival and development.

14

Boyden, J. and G. Mann, ‘Children’s risk, resilience and coping in extreme situation’, Background
paper to the consultation on Children in Adversity, Refugee Studies Centre, Oxford, 9-12 September
2000.
15
Myers, W. and J. Boyden, Strengthening children in situations of adversity, Refugee Studies Centre,
Oxford, 2001.
© INEE MINIMUM STANDARDS

25

Session 2:

Foundations of the INEE Minimum Standards: Rights-based Education

Session objectives:
At the end of this session you will be able to: Describe the link between values and rights and how these are reflected in all aspects of theminimum standards.
 Use the minimum standards to develop educational responses that reflect a rights-based approach.

Exercise 2.1: Brainstorm on Rights and Values
In your group, brainstorm about the values that are particularly important in the society in which you work
and write your ideas on a flipchart.
Space for your notes:

Link between rights and values
Space for your notes© INEE MINIMUM STANDARDS

26

Exercise 2.2:
Approach

Foundations of INEE Minimum Standards: A Rights Based

Read the scenario assigned to your group. Then, in your groups, discuss the scenario and answer thequestions. One group member should be designated to write the proposed solutions and the standards andindicators you could use to implement these solutions on flipchart paper.

Scenario A: Involving Parents
In many countries, Parent Teacher Associations (PTAs) are often considered to be ineffective. Very often
parents are not interested in being members of the PTA as they see it as a situation where the teachers andprincipal use their authority over the parents to get them to do extra work. Parents have no say in running
the school or in the philosophy of the school and are not usually asked their opinion on educational issues.
As a result, PTAs generally consist of less than 5% of the parenting community.
Choose one of the following three problems to use for you analysis. Write the problem on your flipchart.
Possible problems
1. Parents think that the school is responsible for educating their children.
2. School system does not respond to what parents say.
3. Parents feel unwelcome in the classroom. Children are punished for things that their parents do; forexample, if children are late to school because they must do chores at home, they are punished for being
late.

Possible solutions (using a rights-based approach)to the problem selected© INEE MINIMUM STANDARDSStandards and indicators you could use to
implement these solutions

27

Scenario B: Including Ex-Child Soldiers
Because of the conflict, there are a large number of out-of-age children (mostly boys) in primary school.
Although there are special programmes for accelerated learning, they are too few and they operate only incertain areas. So the out-of-age students attend regular classes. Some of these are ex-child soldiers who
are traumatized and brutalized. In an effort not to discriminate, these students are brought into the school.
But the presence of so many ‘young men’ means that families are keeping girls, and even some boys of thecorrect age group, away from school because the school environment is considered unsafe.
Choose one of the following three problems to use for you analysis. Write the problem on your flipchart.
Possible problems
1. Distrust of ex-child soldiers.
2. Educational policies do not meet needs of ex-child soldiers.
3. Teachers cannot meet the needs of all the different groups of children.

Possible solutions (using a rights-based approach)to the problem selected© INEE MINIMUM STANDARDSStandards and indicators you could use to
implement these solutions

28

Scenario C: Classroom Management
In many countries, teachers use corporal punishment as a classroom management technique. This
includes not only caning, but all sorts of physical punishments, many of which are, in fact, child abuse. A
rights-based approach, which respects the dignity of both teachers and learners, cannot work if corporalpunishment is used. Banning corporal punishment is frequently not considered practical because many
people in the community are used to the system (and went through it themselves) and also because theteachers have very few alternatives.
Choose one of the following three problems to use for you analysis. Write the problem on your flipchart.
Possible problems
1. Societal attitude that corporal punishment in school is acceptable.
2. Lack of enforcement of policy.
3. Teachers are not properly trained in alternative classroom management techniques and do not understandthat corporal punishment is ineffective.

Possible solutions (using a rights-based approach)to the problem selectedStandards and indicators you could use to
implement these solutions

Scenario D: Using Educational Data
Collecting data on enrolment and attendance is very difficult in many post-conflict countries because of the© INEE MINIMUM STANDARDS

29

conflict and breakdown of the education infrastructure. Many school administrators, who cannot collectaccurate data, fill in the forms with ‘approximate’ figures. As a result, much of the data collected cannot
be analysed effectively and are therefore a waste of time to collect. As you answer the questions below,
think about the values that are inherent in the collection and analysis of data and the values that could betransmitted through appropriate responses to the data collected.
Choose one of the following three problems to use for you analysis. Write the problem on your flipchart.
Possible problems
1. Schooling is not valued for all segments of the population.
2. School administrators do not have the time/resources to analyse educational data.
3. Teachers do not know why they are being asked for information and so do not value accurate datacollection.

Possible solutions (using a rights-based approach)to the problem selected© INEE MINIMUM STANDARDSStandards and indicators you could use to
implement these solutions

30

Session 3:

Review of Standards and Indicators

Session objectives:
At the end of this session you will: Be more familiar with the standards and indicators available.
 Be able to identify links between the five INEE Minimum Standards categories.
 Be able to make links between the education sector and other relevant sectors (e.g. health, waterand sanitation, site planning) when planning a response.

Exercise 3.1: Review of Standards and Indicators by Category
For your assigned category, review each standard and its accompanying set of indicators. Then suggest a
specific strategy or activity for achieving more than one of the indicators for the standard. Do this for eachstandard in your assigned category.
Each member of the group should complete the table for your assigned category as you will need yourcompleted table for an exercise later in the session.
Note that the table in the workbook lists only abbreviated versions of the indicators. Therefore, you shouldmake sure to read the full indicators and guidance notes as you complete the table. The guidance notes may
be especially helpful, if you are having trouble interpreting any of the indicators.
As you develop your strategies or activities, you should also consider whether the support of other sectors(such as water and sanitation, health or site management, for example) will be necessary. When suchsupport is required, list it in Column D of the table.

© INEE MINIMUM STANDARDS

31

Group 1: Access and learning environment

A

B

Standard

Abbreviated indicators

Standard 1:
Equal access

1.
2.
3.
4.
5.
6.
7.

Standard 2:
Protection
andwell-being

1.
2.
3.
4.
5.
6.
7.

Standard
Facilities

3:

1.
2.
3.
4.
5.
6.
7.
8.

C
Strategies/activities for achieving
indicators to meet the standard

No denial of access
Lack of documents not a barrier to enrolment
A range of formal and non-formal opportunities isprovidedCommunity involved in ensuring rights of all to
education
Sufficient resources are available to ensure
continuity and quality
Learners have opportunity to (re-) enter formal
system as soon as possible
Education programme is recognised by authorities
Schools located in close proximity
Access routes are safe and secure
Learning environment free from dangers
Training in place to promote safety, security andprotection
Skills for psychosocial support are provided toteachers and other personnel
Community is involved in ensuring learners are safe
and secure
Nutrition and short-term hunger needs of learners
are addressed
Learning structure and site are accessible to all
Learning environment is clearly marked
Physical structure for learning site is appropriate
Class space and seating arrangements promotelearner-centred approaches
Communities participate in construction andmaintenance
Basic health and hygiene are promoted
Adequate sanitation facilities are provided
Adequate quantities of water are available© INEE MINIMUM STANDARDS

32

the

D

E

Links to other sectors (e.g.
site planning, health, etc.)

Links to/impacts on other
INEE Minimum Standards
categories

Group 2: Teaching and learning

A

B

Standard

Abbreviated indicators

Standard 1:
Curricula

1.
2.
3.
4.
5.
6.
7.
8.

Standard
Training

2:

1.
2.
3.
4.
5.
6.

Standard 3:
Instruction

1.
2.
3.
4.
5.

Standard 4:
Assessment

1.
2.
3.

Curricula reviewed for appropriatenessStakeholders meaningfully participate in curriculum
development/adaptation
Curricula address a range of formal and non-formal
opportunities
Curricula address psychosocial needs of teachers and learners
Learning is provided in language(s) of learners and teachers
Curricula and methods of instruction respond to current
needs of learners
Curricula and instructional materials are gender-sensitive
Sufficient teaching and learning materials
Training corresponds to prioritised needs
Training is recognised and approved by relevant education
authorities
Qualified trainers conduct training
Training and follow-up promote participatory methods
Training content is regularly assessed
Training provides leadership skills for teachers
Learners are actively engaged
Participatory methods are used
Teachers demonstrate understanding of lesson content andskills acquired through training
Instruction addresses the needs of all learners
Parents and community leaders accept learning content andteaching methods
Continuous assessment and evaluation methods are in place
Learner achievement is recognized
Assessment and evaluation methods are fair

© INEE MINIMUM STANDARDS

33

C

D

E

Strategies/activities for achieving
the indicators to meet the standard

Links to other sectors
(e.g.
site
planning,
health, etc.)

Links to/impacts on other
INEE Minimum Standards
categories

Group 3: Teachers and other education personnel

A

B

Standard

Abbreviated indicators

Standard 1:
Recruitment
and selection

1.
2.
3.
4.

Clear and appropriate job descriptions are developed
Clear guidelines exist for recruitment
Selection committee selects teachers
Sufficient number of teachers is recruitedStandard 2:
Conditionsof work

1.

3.
4.

Compensation and conditions of work are specified in acontract
Coordinated effort to develop and use fair and sustainable
remuneration scales
Code of conduct is developed in participatory manner
Code of conduct is signed and followed

1.
2.
3.

Regular supervisory mechanisms are in place
Staff performance appraisals are conducted
Psychosocial support and counselling provided to teachers

Standard 3:
Support andsupervision2.

© INEE MINIMUM STANDARDS

34

C

D

E

Strategies/activities for achieving
the indicators to meet the standard

Links to other sectors
(e.g.
site
planning,
health, etc.)

Links to/impacts on other
INEE Minimum Standards
categories

Group 4: Education policy and coordination

A

B

Standard

Abbreviated indicators

Standard
1:
Policyformulation andenactment

1.
2.
3.
4.
5.
6.
7.
8.

Standard
2:
Planning
and
implemen-tation

1.
2.
3.
4.
5.
6.

Standard
3:
Coordina-tion

1.
2.
3.
4.
5.
6.

Education laws/policies uphold right to education
Laws, regulations and policies protect against
discrimination
Education not denied due to learner’s limited resources
Schools for refugees not prevented from using curriculafrom the country or area of origin
Establishment of emergency education facilities by
non-government actors is permitted
Laws, regulations & policies are disseminated
EMIS developed for analysing educational needs
National education policies are supported with legal andbudgetary frameworks
Legal frameworks and policies reflected in education
programmes of relief and development agencies
Emergency programmes are consistent with longer-term
development of the education sector
Education authorities and others develop national and local
education plans for emergencies
All stakeholders work on education response plan
Resources are made available for effective planning,
implementation and monitoring
Planning/implementation of educational activities areintegrated with other sectors
Education authorities establish an inter-agency coordinationcommittee
Inter-agency committee provides guidance and coordinationof education activities
Coordinated financing structures support activities of
education stakeholders
All education actors commit to working within coordination
framework
Affected communities participate in decision-making
A transparent and active mechanism exists for sharing
information© INEE MINIMUM STANDARDS

35

C

D

E

Strategies/activities for achieving
the indicators to meet the standard

Links to other sectors
(e.g.
site
planning,
health, etc.)

Links to/impacts on other
INEE Minimum Standards
categories

Exercise 3.2: Identifying links among the INEE Minimum Standards
categories
Instructions:
In your groups, do the following in order to identify links among the INEE Minimum Standards categories.
1. The person who was originally in Group 1 (Access and Learning Environment) should describe

one of their group’s strategies and the indicators to which it is responding.
2. Then the representatives of Groups 2, 3 and 4 should state how this strategy affects their category.

This should take no more than 5 minutes for each category.
3. Write the identified links or impacts in column E of the above table.
4. Repeat this procedure with the each of the other categories (Groups 2, 3 and 4).
5. Your group should be prepared to share one example of how a strategy or activity suggested for
one category has an impact on one or more of the other categories.

© INEE MINIMUM STANDARDS

36

Session 4:

Working with Communities and Education Authorities

Session objectives:
At the end of this session you will:Have a better understanding of communication strategies for effective participation andcoordination.
Understand the complexity of issues involved in participation and coordination and be able toutilise the relevant standards, indicators and guidance notes to achieve better results.
Be able to utilise the relevant standards, indicators and guidance notes to achieve better results.

Exercise 4.1: Role plays
Individual Instructions






You will take part in either the community meeting or the meeting with the education authorities.
Read the scenario for your assigned meeting.
In addition, read the separate role guide that you will be given by the session facilitator. The role guidedescribes a particular point of view but you should also build on the guide according to their own
experiences. During the meeting, you should argue the case of the role you are playing.
Do not share your handout with anybody else but introduce yourself saying who you are.
You have five minutes to review and develop your role and read the scenario for your meeting. Thenyou should meet with your assigned group to spend five minutes together preparing for your meeting(e.g. deciding how to organise yourselves, etc.)

Instructions for the meeting

If you are not taking part in the meeting, your job will be to pay close attention to the meeting and to
how well the meeting participants’ worked together and listened to the various points of view andissues raised.
You will be expected to comment on the meeting after it is finished.

© INEE MINIMUM STANDARDS

37

Scenario 1: Meeting with the education authorities
The education programme in the camp has been in operation for three years. The UN agencies and the
NGO in charge of education programmes have requested a meeting with the national education authorities
to discuss how effective the refugee education programme is and how better co-ordination can be
developed. It has not been easy to discuss the education situation with the education ministry as theyclaim that the UN and the NGOs have taken charge. In addition, the national authorities do not have theresources to be able to help with refugee education. While the international human rights instruments anddeclarations are being upheld superficially, there are still many problems that need to be worked through.
There are some children from minority language groups who are effectively excluded from school andthere is growing resentment about the refugees from the local community.

Scenario 2: Community meeting
The UN agencies and the NGO in charge of education programmes have called this community meeting tosee how effective the education programmes are and to listen to the views of the community. The
education programme has been in operation for three years but there is no secondary education available.
The records show that the primary school gross enrolment ratio (GER) is 80%. Because there are a large
number of out-of-age youth in primary schools this means that the net enrolment ratio (NER), thosechildren who are the correct age-for-grade, is much less. There are no exact figures, but it would seemthat the NER is closer to 50%. Attendance is generally good although there is a dip in attendance justprior to the examination period. School attendance is worse on food distribution days. There is still ahigh drop out rate for girls at grades 4 and 5 but it is understood that with early marriage and domestic
chores this is very difficult to counteract.

© INEE MINIMUM STANDARDS

38

Individual reflection questions
Think about the role play you observed and answer the following two questions.
1. Look at the standards, indicators and guidance notes for Community Participation and Education
Policy and Coordination. Which ones are relevant for this type of meeting?

2. How would you use these standards, indicators and guidance notes to make this type of meeting
more effective?

© INEE MINIMUM STANDARDS

39

Sessions 5 & 6:

Simulation: Emergency in Zamborra

Session objectives:
At the end of this session you will:

Understand the need for thorough assessment and analysis of the assessment findings to develop
appropriate and effective education programmes.
Understand that using the standards and indicators will prevent or minimise problems in the
future.
Be able to analyse the situation so as to be able to formulate an effective response strategy.

Exercise 5.1: Assessing the educational needs of the Arcazian refugees inZamborra
For the next session, you will take part in an assessment exercise. Read the background note below and theindividual role guide that your session facilitator will give you. After the simulation, there will be aplenary session where key assessment findings will be shared. Be prepared!

Background Note: Educational Response for the Arcazian refugees in Zamborra
There is yet another cycle of conflict in the civil war in Arcazia, where the civilian population is being
targeted (as opposed to just fighting between a militia and the government troops). Two hundred thousand
refugees from Arcazia have fled to the neighbouring country of Zamborra. Zamborra is a poor but
relatively stable country, although the Government fears that the neighbouring instability will affect the
Zamborran society. The Government has bowed to international pressure and agreed to accept the
refugees but it wants them kept in refugee camps and away from the major cities.
Refugee camps are in the process of being established less than 200 km from the border and 1,000 km
from the capital of Zamborraville. It is a remote and rugged area with few roads, little infrastructure andan extremely poor local population. The local population consists of half a dozen villages scattered along
the border area with a total population of 15,000.
The Arcazian refugees are predominantly from one ethnic group. The refugees speak a common tribal
language but it is not a recognised national language either in Arcazia or Zamborra. Unfortunately, thenational language (language of instruction in schools) is different in Arcazia and Zamborra.
Like most refugee situations, 70% of the refugees are women and children, with the majority of the
population under age 25. From the registration records it seems that 33% of the population is between theages of 5 - 17. According to early reports, there are thousands of separated children and family tracing
has yet to begin.
The majority of the refugees (65%) are illiterate, coming from rural and very traditional backgrounds.
These families place priority on boys’ education; girls do not generally attend school beyond grade 3 andearly marriage is the norm. About 20% of the refugees are partially literate having completed a few years
of primary school; however, there is a group of highly educated urban refugees (about 15%). Many ofthese are university graduates and have fled because of direct political persecution.
The war is on-going and it is not known how long the refugees will stay but most agencies believe thatthey will be there for at least a year.
Space for your notes© INEE MINIMUM STANDARDS

40

© INEE MINIMUM STANDARDS

41

Exercise 6.1: Planning /designing the education programme in Zamborra
Instructions: Based on the results of your assessment and analysis, your group should develop a draft
Education Plan for the Arcazian refugees in Zamborra. Your plan must address the following questions:
1. What educational activities/programmes are you recommending and why?

2. Which standards and indicators do these programmes/activities address and how do they incorporatecross-cutting issues such as gender, HIV/AIDS, people with disabilities?

3. What other information do you need in order to design your education programme or plan yourresponse strategies?

4. For any activity/programme that you are recommending that was not explicitly identified as a priority
by the community, what steps will you take in order to implement it?

5. What steps will you take to make sure that your plan “progressively responds to the educational needs”
of the Arcazian refugees?

Write the key points of your plan on flipchart paper.

© INEE MINIMUM STANDARDS

42

Presentation of the education plans
Space for your notes© INEE MINIMUM STANDARDS

43

Session 7: Monitoring Education Programmes in Emergencies and Chronic Crises

Session objectives:
At the end of this session you will:

Understand and be able to apply the most relevant standards and indicators according to a particular
context.
Understand the need for multiple indicators and standards in the context of implementing a project.
Understand how the indicators can be meaningfully applied to monitoring activities.
Be able to demonstrate how working towards the minimum standards will create a more effective
programme.

© INEE MINIMUM STANDARDS

44

Exercise 7.1: Developing a monitoring plan
For this exercise, you have been asked to help develop a monitoring plan for Education Plan for the Arcazian refugees in Zamborra that you designed in the previous
exercise. Prioritize one of the indicators that you identified in the previous exercise. Then work as a group to develop monitoring activities for your chosen priority
indicator. The monitoring plan must have a realistic timeline and demonstrate clearly how monitoring will take place. Use the table below to help you develop yourmonitoring activities.

Priority Indicator (and associated standard):________________________________________________________

Monitoring plan format
Monitoring activities

Time period

Assumptions made**So that monitoring can take place**That may have to be involved (for example, water and sanitation engineers, police)© INEE MINIMUM STANDARDS

45

Potential Risks

Key stakeholders, including
non-education stakeholders**© INEE MINIMUM STANDARDS

46

Session 8:

Evaluating Education Programmes

Session objectives:
At the end of this session you will:Be able to use the minimum standards to evaluate education programmes in a holistic manner.
Understand that using the INEE Minimum Standards will help to prevent or minimise problems in
the future.
Be aware that without comprehensive application of the standards and indicators policy decisions
can be destructive, or at least much less effective, than planned.
Understand that with periodic evaluation, programmes can be more relevant and appropriate eventhough they may have been in place for some time.

Exercise 8.1: Evaluating education programmes in Zamborra
The education programme in Zamborra has been going on for three years now. Therefore, during thisexercise you will be evaluating some elements of the education programme that have been put into place.
Read the scenario that is assigned to your group and answer the questions that follow to generate yourevaluation findings. Write these on a flipchart. Your group must also nominate a spokesperson who will
give a brief 5-minute summary of your group’s evaluation findings to the major donor who will be arrivingin 30 minutes.

© INEE MINIMUM STANDARDS

47

Evaluation group 1: Girls’ Access to Education
The refugees have been in Zamborra for three years now. The education partners have invested
considerable resources and effort in enrolling students in school (particularly girls); last year the grossenrolment rate for girls reached 75%. The NGOs have held a series of awareness discussions withparents in the communities to advocate for girls’ enrolment and attendance. Traditionally, it has notbeen culturally acceptable for girls to be educated but, in spite of some resistance, according to theeducation statistics there has been an increase in enrolment of girls and even more impressive, moregirls than ever before are enrolled in grade 4, the traditional drop-out grade.
Special homework clubs have been created for middle and upper primary girls to allow them theopportunity to study at school, as their study time at home is generally limited because of their chores.
During the last vacation period of the school year, special girls-only intensive classes for upperprimary girls were also established to help the girls prepare for their exams.
Teachers have been sensitised on gender based discrimination and the government ministries have
waived any school fees for girls. In areas where girls have been particularly discriminated against
historically, there are all-girl classes. The girls appear to be doing well (especially after the vacation
classes) and more than fifty girls are preparing to sit the national examination at the end of primaryschool (an increase from ten girls just a year ago).
While the girls in upper primary are doing well, unfortunately other parts of the education programme
and the community are not doing so well. There has been an increase in the drop out rate of older
boys and worse, the enrolment rate of boys and younger girls is declining. There has also been asurprising upsurge in the level of harassment of girls – both in school and in the community as
opposed to the more usual profile of women being harassed. As a result, parents are increasingly
voicing their concerns about their daughters being unsafe when going to and from school. The
number of teachers is also decreasing, although only slightly more than in previous years. This
seems odd as the teachers cannot readily get other work. Within the community, the religious
leaders are becoming increasingly vocal, claiming that the girls are becoming “too proud” and not
behaving in a manner that befits women of their religion.

© INEE MINIMUM STANDARDS

48

Questions Girls’ Access to Education
1. Do you have any concerns related to the education programme for the Arcazian refugees? If
so, what are they?

2. What are your evaluation findings with regard to the girls’ education initiative in Zamborra?

3. Which standards and indicators are the most relevant with regard to evaluating the situation
and addressing these concerns?

4. What, if any, adjustments should be made to the education programme in order to addressthese concerns in order to make progress toward the minimum standards?

© INEE MINIMUM STANDARDS

49

Evaluation group 2: Education for Youth
Because of a shortfall of funding, there is very little emphasis on secondary education. Secondary
schooling exists but is extremely poorly resourced. In many ways this is not such a problem because
most of the youth who would normally be in secondary school are only in mid-primary school.
In an attempt to minimise the number of out-of-age youth in primary classes (with the attendantpotential for emotional and psycho-social harm) special intensive classes have been created for them.
These classes have been successful and, as demand for the programme has been increasing, it appears
that there are many more out-of-age youth than was first anticipated. Many of the students are doing
well and will soon be ready for secondary education, which will put increased pressure on the very
weak secondary system. The NGO supporting education has been lobbying hard to increase theproportion of funding spent on secondary education but so far has not been able to secure any
additional funding.
Many of the students that are now enrolling in the programme are smaller in stature than the initialgroup and are less socially mature. Their rate of learning is also slowing down. To rectify thistrend, there has been increased attention paid to the teachers and the teaching methodologies that areused.
A number of adolescents who are enrolled in primary school are dropping out. There does not seemto be any discernable reason why this is happening. The students who dropped out seemed to havebeen doing as well as the others. Anecdotal feedback from teachers and community members who
have talked to these students indicates that they were just not interested in the work. It does notseem as though they are unwilling to learn, however, as many are now attending various community
based learning programmes, such as short courses on environmental awareness, peace educationgroups etc. Remarkably, they do not leave these special classes in order to work.
There are a few NGOs who have been implementing vocational training in the camp. The courses
offered include tie-dyeing, masonry, carpentry, and agriculture. The courses are generally full but
enrolment is limited to approximately 100 students in total.

© INEE MINIMUM STANDARDS

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Discussion Questions: Education for Youth
1. Do you have any concerns related to the education programme for the Arcazian refugees? If
so, what are they?

2. What are your evaluation findings with regard to the educational initiatives for youth inZamborra?

3. Which standards and indicators are the most relevant with regard to evaluating the situation
and addressing these concerns?

4. What, if any, adjustments should be made to the education programme in order to addressthese concerns in order to make progress toward the minimum standards?

© INEE MINIMUM STANDARDS

51

Evaluation group 3: Teachers
There were very few trained teachers in the population that fled from Arcazia. Teachers wererecruited from the community and initially undertook a five-day training programme. There has
been considerable international pressure to have gender equity among teachers. Therefore, people(particularly women) who had not completed primary school have been recruited as teachers. This has
meant that the teacher training programme has concentrated on content areas.
The NGO in charge of education has liaised with the home country government to obtain a limited
number of textbooks. Students are required to share these and cannot take them for home study as
they are required for multiple classes. Because the language of instruction is an international one,many of the teachers have difficulty teaching in it and few of the students understand it well enough tolearn.
The UN and the NGO in charge of education have stated that an interactive, participatory
methodology should be used and that corporal punishment should not be used. The schools are
overcrowded and the classrooms are cramped (sometimes there are as many as 100 children in aclassroom) so that it is not possible to teach in a participatory way. The teachers often spend most of
their time maintaining discipline. While caning of students has been banned, other forms of corporalpunishment are freely used, including farming teachers’ land and kneeling in the school yard on stones
with arms outstretched. Many people in the community claim that they send their children to schoolfor them to be disciplined. They are not happy with the corporal punishment ban.
The community has not traditionally been involved in schools and the teachers do not know how tocope with community members who feel that they know what is best for the students. Recently there
have been a number of confrontations between teachers and parents.
Teachers’ incentives are low, so many move on to more appealing jobs once they have been trained
and have gained some experience. Because of the high turnover rate, the NGO responsible for teacher
training have reduced training to a one-day orientation course.
Teachers develop their own tests and assess students on a regular basis (that is, weekly, monthly andat the end of each term). As a result, teachers ‘teach to the test’ to ensure that students achieve intheir tests. The more formal end-of-year tests are standardised across all the schools and developedby the NGOs together with education authorities. The success rate in these tests is very low incomparison with the in-school tests. A very small number of students sat the national examination,
which was very difficult to organise; the pass rate was 24%.

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Discussion Questions: Teachers
1. Do you have any concerns related to the education programme for the Arcazian refugees? If
so, what are they?

2. What are your evaluation findings with regard to the initiatives related to the refugee teachersin Zamborra?

3. Which standards and indicators are the most relevant with regard to evaluating the situation
and addressing these concerns?

4. What, if any, adjustments should be made to the education programme in order to addressthese concerns in order to make progress toward the minimum standards?

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Session 9: Disaster Preparedness

Session objectives
At the end of this session you will:






Understand commonly used disaster management terminology.
Be able to explain what is meant by disaster preparedness.
Be able to identify disaster preparedness measures that can be taken to reduce the vulnerability of theeducation sector to possible disasters.
Understand how the INEE Minimum Standards can be used to prepare better for disasters.

Key Disaster Preparedness Concepts
Space for your notes© INEE MINIMUM STANDARDS

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Reading 9.1: Sphere Project Disaster Preparedness Background Note16

What is a disaster?
There are many different definitions of disaster used by practitioners worldwide. Examples include thefollowing.
UNDMTP (United Nations Disaster Management Training Programme)“A disaster is a serious disruption of the functioning of a society, causing widespread human, material, or
environmental losses which exceed the ability of affected society to cope using only its own resources.
Disasters are often classified according to their speed of onset (sudden or slow), or according to their cause(natural or human-made).”International Federation of Red Cross and Red Crescent Societies“Disasters are the combination of a number of factors: vulnerability, capacities, hazards, risks. Most
commonly agreed definitions of disasters contemplate the element of capacity to cope with the situation.
For example: life threatening situations which put people at risk of death or severe deterioration in theirhealth status or living conditions, and which have the potential to out-strip the normal coping capacity of
the individual, family, community and state support systems.”
International Agreed Glossary of Basic Terms Related to Disaster Management (1992), IDNDR“Event, which overwhelms local capacity, necessitating a request to national or international level for
external assistance (definition considered in EM-DAT); An unforeseen and often sudden event that causes
great damage, destruction and human suffering. Though often caused by nature, disasters can have humanorigins. Wars and civil disturbances that destroy homelands and displace people are included among thecauses of disasters. Other causes can be: building collapse, blizzard, drought, epidemic, earthquake,
explosion, fire, flood, hazardous material or transportation incident (such as a chemical spill), hurricane,
nuclear incident, tornado, or volcano.”
SNPMAD Nicaragua (National System for Prevention, Mitigation and Management of Disasters)“A disaster exists when a family, a community or a society can not resist and/or cope with the damages,
loss or alterations to their living conditions. Caused by a hazardous event of natural or anthropomorphic
origin.”OFDA (Office of Foreign Disaster Assistance, US Government)“Alteration in people, material resources or environment, caused by natural phenomena or by humanactivity, that exceeds the local response capacity of the affected community.”

What makes a disaster?
Disasters are the combination of a number of factors: vulnerability, capacities, hazards, risks. Most
commonly agreed definitions of disasters include: at least one of these factors
 capacity to cope with the situation
 vulnerability.
UNDP highlights that the poor and vulnerable are hit hardest by disasters, experiencing most of theresulting loss.

Complex emergencies
When a number of hazards, natural and/or technological, are combined with social, economic andpolitical factors, complex situations may emerge. Usually complex emergencies present humanitarian
workers with the challenges of:
16This reading is excerpted from the Sphere Project training resources.

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




forced migration
violent conflicthigh levels of vulnerability
low levels of local coping capacities.

The situation may also be made worse by humanitarians finding it difficult to reach affected
populations.

Basic concepts
What is a hazard?
A hazard:
is an event, or phenomenon, with the potential to adversely affect human life, property and activity to
the extent that it can cause a disaster.
 can be predominantly natural or human induced
 may cause physical damage, economic losses, or threaten human life and well-being, directly or
indirectly
Human-made hazards are conditions that derive from technological processes, human interaction withthe environment, or relationships within and between communities. Examples include: hazardous material spill radioactive accident
 war
 contamination of the environment
Natural hazards, are those that are predominantly caused by biological, geological, seismic,hydrologic, or meteorological conditions or processes. Examples include: earthquakes
 mud-slides
 floods
 volcanic eruptions
 drought
The hazard is not the disaster. For example we can have a drought without it being a disaster.
Furthermore, it is becoming more and more difficult to label a hazard as purely “natural”. For
example, deforestation and the “greenhouse effect” may be accelerating changes in weather patterns
that will eventually manifest as hazards of “natural” origin.

What is human vulnerability?
Human vulnerability is the extent to which an individual, community, sub-group, structure, service or
geographical area is likely to be damaged or disrupted by the impact of a particular disaster hazard.
There are a number of factors that determine vulnerability, including: physical economic
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





ideologicalculturalecologicalinstitutionalorganisational

It is repeatedly shown that while natural events may be disastrous for all races and all social andeconomic classes, people living in poverty suffer most. They are generally:
 the most vulnerable
 the least well equipped the least protected the most exposed to potential hazards
Often, they live in highly vulnerable conditions and places, for example, on the banks of rivers, on
land-fills or on precarious mountain sides. Their physical well-being may already be compromised
before any event occurs. Their resources, including health, may be so limited that an event, which
would have little or no impact on more wealthy populations, can be catastrophic for people living inpoverty.
Most disasters are unsolved development problems.

What is risk?
Risk is generally defined as the expected impact caused by a particular phenomenon.
 the likelihood or probability of a disaster happening
 the negative effects that result if the disaster happens

It combines:

The potential impact of an event (or hazard) on human beings is a function of how exposed, orvulnerable, people are to the effects of that hazard, and their capacity to deal with the situation.
Therefore it is not enough to focus on hazard or vulnerability alone when defining disasters.
to determine risk, you need to take into account the combination of: the hazard or the event occurring the vulnerability of those potentially affected by it.

Instead,Risk elimination, or at least reduction, is a main concern of disaster preparedness. While the hazard
may not be possible to predict and prevent, human vulnerability can be predicted and sometimes
prepared for. Humanitarian assistance usually presents an important opportunity for risk reduction
initiatives.

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How factors determine risk
Risk increases according to: the potential impact of the hazard
 how vulnerable the affected populations are.
Risk decreases if the affected populations have greater capacity to cope. However, disaster is a relative
term, and what for some may seem a “small” and controllable situation, may not be perceived in the sameway for others. It all depends on how able the local population is to deal with the situation. The criterion
is not magnitude of death and destruction, but the capacity to cope with a situation.

What is disaster preparedness?
The Sphere Project takes the view that disaster preparedness is the result of a wide rangeof activities and resources that practitioners and communities carry out in the hope of: preventing and mitigating disasters
 better responding to disasters if they occur.
Definition proposed by the UNDMTP “Disaster Preparedness Module”:“Disaster preparedness minimises the adverse effects of a hazard through effective precautionary
actions, rehabilitation and recovery to ensure the timely, appropriate and effective organisation anddelivery of relief and assistance following a disaster.”Definition from “Reducing Risk” (Von Kotze and Holloway 1996, IFRC)“Measures to ensure the readiness and ability of a society to forecast and take precautionary
measures in advance of an imminent threat, and to respond to and cope with the effects of adisaster by organising and facilitating timely and effective rescue, relief and appropriate
post-disaster assistance.”
Definition from UNICEF“Disaster preparedness is a planning process, not merely the development of a fixed plan. To be
prepared is to be in a constant state of readiness”. The Sphere handbook emphasises and enables
participation, which is a valuable addition to this definition.

Example disaster preparedness activities







Forecasting and taking precautionary measures before an imminent threat when advancewarnings are possible.
Developing and regularly testing warning systems, linked to forecasting systems.
Making plans for evacuation or other measures to be taken during a disaster alert period tominimise potential loss of life and physical damage.
Educating and training officials and the population at risk.
Training intervention teams.
Establishing policies, standards, organisational arrangements and operational plans to be
applied following a disaster.

What are prevention and mitigation?
Prevention requires the elimination of risk, while mitigation is the reduction of risk. Appropriate
disaster prevention and mitigation “builds on people’s strengths and tackles the causes ofvulnerability”. Although technology-based solutions are crucial in eliminating or reducing risk, forexample, micro-zoning in seismic areas, early warning sensor systems for volcanoes, human-based© INEE MINIMUM STANDARDS

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solutions are just as important. Human Capacity-Vulnerabilities Analysis or CVA is a central concept
in planning disaster prevention and mitigation activities.
The distinction between mitigation and prevention might be blurred according to one’s perception ofboth terms. For this module, mitigation is seen as a more short term process or set of activities
focused on reducing, rather than eliminating, the likelihood of the potential impact of a hazard.
Emergency or response preparedness is closely linked to mitigation, in that it puts in place effective
capacities to deal with an actual disaster rapidly, efficiently and effectively.
Prevention requires longer term action and investment (financial, material and societal). Prevention
aims to eliminate both the hazard (for example, actions to prevent flooding through the constructionof dykes) and the vulnerability (for example, actions to help ensure that people are not vulnerable tofloods, such as relocating them to safe and dignified housing away from the flood hazard areas).
Prevention requires appropriate and equitable human-development, achieved through fundamental
physical, attitudinal, cultural and socio-political change in society.
Appropriate prevention and mitigation activities are preceded by: hazards identification and mapping
 risk analysis
 Capacities and Vulnerabilities Assessments.
If the principles embedded in the Humanitarian Charter are to be observed, these activities need to be
conducted in ways that actively involve the people who are at risk and may be affected by disasters.

Mitigation:

How can risks be reduced?

Mitigation involves a two-pronged approach: hazard reduction
 vulnerability reduction
Practical measures, such as constructing flood protection, improving drainage, reinforcing hillsides
and eliminating the foci for disease helps to reduce the hazard. Activities such as relocation from riverbanks, improved health and nutrition, vaccination programmes may help reduce vulnerability. Any
activity that alerts people to their own risks is in itself a capacity building initiative that reduces
vulnerability.
Example of disaster mitigation activities
 The aim is to reduce the likelihood or impact of future disasters by adopting practices, such as
the following: Participatory risk and hazard analysis.
 Technology-based solutions such as seismic and volcanic sensor systems for early warning andprediction.
 Geological and topographical mapping and analysis to detect potential hazards for example, of
mud-slides.
 Capacity-building in communities, for example public education on nutrition.
 Concrete measures to reduce vulnerability such as relocation from highly vulnerable areas tosafe and dignified housing, under fully agreed conditions.
 Construction of hazard resistant housing, for example hurricane-reinforced houses, or
earthquake-reinforced buildings.

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Emergency or response preparedness
Emergency preparedness is a readiness to deal with the consequences of a risk becoming an actual
disaster. Some organisations refer to emergency or response preparedness as “disaster
preparedness”.
The Sphere Project makes the following distinction:
Emergency preparedness
All actions taken in order for people andorganisations to be ready to react and respondto a disaster situation.

Disaster preparedness
Encompasses actions not only related toreadiness to react, but also a readiness to: prevent reduce mitigate effects.

Some of the activities usually associated with disaster response/ emergency preparedness
include the following: Hazard, vulnerability and risk assessments
 Establishing hazard early warning systems
 Disaster response planning Information management systems
 Pre-positioning of relief items, for example making sure that equipment and food stocks are inplace Worst case scenarios mapping Establishing coordination mechanisms
 Developing organisational structures that clearly identify roles and responsibilities ofhumanitarian actors
 Emergency planning based on the Sphere handbook’s principles and standards
 Stand-by arrangements/agreements between the actors© INEE MINIMUM STANDARDS

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What types of disaster are there?
Source: World Disasters Report 2004 – International Federation of Red Cross and Red Crescent Societies.
Number of reported hydro-meteorological disasters 1994-2003*
1994
1995
1996
1997
1998
1999
2000

2001

2002

2003

187
209
177
206
246
275
395
364
382
308
* Refers to those with a natural trigger only; does not include technological disasters, wars, conflict-related
famines, diseases or epidemics.
The deadliest disasters 1994 – 2003
HazardDrought/famine
Windstorms
FloodsEarthquakes
Transport Accidents

Total numbers killed
275,540
59,152
92,28894,90068,366

Total numbers affected
799,985,000
309,354,000
1,420,587,000
38,452,000
41,000An average of 258 million people are affected by natural and technological disasters each year. Of
those 90% live in Asia while just 2% live in nations of high human development.

According to Project Ploughshares (www.ploughshares.ca), “during 2004 there were 32 armed
conflicts in 26 states around the world. Of these more than five out of six were in Africa or Asia, withmore than one quarter of African and almost one-fifth of Asian states affected by one or more wars.”
The likelihood of armed conflict increases as the human development ranking of states declines, as
shown below.

% of states affected by armed conflict, 1995-2004

Human Development Category*High
Medium
Low
5.5%
29.1%
47.2%

* Categorised according to the UN Human Development Index (HDI) which seeks to measure three aspects ofhuman development, namely “a long and healthy life, as measured by life expectancy at birth; knowledge, as
measured by the adult literacy rate and the combined primary, secondary and tertiary gross enrolment ratio; anda decent standard of living as measured by GDP per capita” (UNDP Human Development Report).

It is difficult to quantify the number of people affected by armed conflicts throughout the world but
the number killed is surely many times more than the number killed by drought and other natural
disasters. As an indication, in the conflict in the Democratic Republic of Congo, Project Ploughshares
reports that since the conflict started in 1990, “An estimated 350,000 people have been killed as adirect consequence of violence. In total, an estimated 4 million people have died as a result of theconflict, the vast majority from malnutrition and disease.” Similarly, in Uganda it is estimated that“possibly as many as 500,000, have been killed in the course of the conflict” (since 1987).

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Exercise 9.1: Preparing for a disasterFor the hazard assigned to your group, complete the following:
1. What are the typical effects of this hazard on the education system?

2. Brainstorm all the possible disaster preparedness activities related to education that you can thinkof. (This can include activities related to prevention, mitigation and/or emergency preparedness.)

3. Which of the minimum standards and indicators are relevant to these activities?

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Session 10:

Education Policy and Coordination in Situations of Early Reconstruction

Session objectives:
At the end of this session you will:






Realise that policy decisions are made at all levels.
Understand that policy and co-ordination indicators need to be part of planning, if reconstruction is tobe a smooth transition.
Understand that the group of stakeholders may be broader in early reconstruction than in other stagesof an emergency.
Have a better understanding of the two-way communication necessary for effective participation andco-ordination.
Understand the complexity of issues and be able to utilise the relevant standards, indicators andguidance notes to address them.

Exercise 10.1: Issues in education policy and coordination
Read the case study “Peace at last!” and then, as a group, answer the questions that follow. As you
read, consider both the problem areas as well as the indicators that could have prevented these
problems.

Peace at last!
Peace accords have been signed after eight years of cyclic conflict in Arcazia which displaced more than
500,000 people – more than 200,000 sought refuge in the neighbouring country of Zamborra while at least
300,000 people were internally displaced within the country. The citizens of Arcazia are looking forward toa period of reconstruction, but the interim government has very few resources and the ministries involvedin education, both formal and non-formal, are poorly resourced in both human and monetary terms.
There is a large UN presence in the country as well as many international NGOs. In addition new
un-resourced local NGOs are proliferating.
There are three distinct ethnic/tribal groups in Arcazia. The majority tribal group is in charge of thegovernment and tends to dominate the professions and businesses. The returning refugees and the
majority of the IDPs belong primarily to one of the minority groups from the rural areas. Historically,
investments in education in these parts of the country have been extremely minimal. There are very few
schools and many of the schools that existed were destroyed during the conflict. Some believe that thehistorical inequalities in access to education contributed to the conflict in the country. The government has
indicated that it supports the goal of Education for All and that it wants to provide education in all parts ofthe country but it is not yet clear how much they will invest in the historically under-served areas of thecountry. The support of the international community, including NGOs, will be necessary to improve accessto education during the early phases of the country’s reconstruction.
The refugees have started returning to the country and are being settled primarily in the rural areas where
the need for schools and teachers is great. In addition, the government is closing IDP camps throughout thecountry and encouraging IDPs to return to their home villages in the rural areas. Fortunately, these
movements will primarily take place during the long school break, but both the refugees and the IDPs are
reluctant to return to the rural areas as they are concerned about the lack of educational opportunities fortheir children.
During the eight years of the conflict, the NGOs that were implementing education for the refugees inZamborra trained nearly 2,000 teachers. While each NGO made great efforts to ensure that its teacher
training approximated the C grade level (the most basic level) approved in Arcazia, there was no effort todevelop this training jointly, and no effort to include the Government of Arcazia, as there was no viable© INEE MINIMUM STANDARDS

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government that was accessible. After a mid-term evaluation, the NGOs also made great efforts to improvetheir teacher training by focusing on up-to-date pedagogy, inter-active methodologies and classroom
management techniques as well as extra content related to the perceived needs of the community.
Likewise, during the conflict, there were a few NGOs supporting education for IDPs within Arcazia. These
efforts were minimal as the government was reluctant to allow the NGOs to work within the country andonly allowed them to work in the major IDP camps near the capital. Still, these NGOs managed to trainnearly 500 teachers (including nearly 200 women) in both pedagogy and content.
The NGOs are very aware that the education system in Arcazia has been fragmented and that there are very
few trained teachers available in the rural areas so they are confident that the teachers they have trained –both refugee and IDP – will be able to obtain employment from the Ministry of Education. Many of theteachers, however, are waiting to return as the government salaries are very low, teachers are not regularly
paid and there is no guarantee that they will be placed on the government payroll.
At a recent meeting, the issue of teacher employment was raised. The Ministry claims that, as theNGO-sponsored teachers were not trained by the proper authorities, they cannot be employed. In
addition, the government is facing constraints placed on it by the international community. The
government of Arcazia has 24,000 qualified teachers on its payroll and is not allowed to employ more than
25,000 teachers if they are to be in compliance with the terms of their development loans. There is someconcern that the official government payroll includes “ghost” teachers and therefore needs to be reviewed,
especially since the schools are very overcrowded in many parts of the country.
The other concern that the Ministry has, relates to the teaching methodology that the NGO-sponsoredteachers are using. It is dramatically different from that taught in the Arcazian teacher training institutions.
In addition, the government, in an effort to promote unity, is demanding that all schools use the (outdated)national curricula and feels that the new methodology and subjects implemented by the NGOs are too time
consuming to allow teachers to meet the demands of the curricula. There is also some resentment that theNGOs incorporated new subjects into their schools without consulting the government.
There is no easy solution to these problems as the governments and the agencies have quite different
agendas. These issues are part of on-going discussions with the Ministry of Education and thegovernment in general.

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Questions
1. Based on the scenario, what are the problems that exist or may arise?

2. Review the standards and indicators in the Education Policy and Coordination category. Whichones should have been part of the planning process when the Arcazian people were refugees?

3. Which standards and indicators will be most useful in the current situation to help minimise theproblems?

4. What coordination strategies can you put in place to help respond to the current situation?

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Exercise 10.2: The debates
Develop your arguments “for or against” the statement that the facilitator assigns to your group for yourgiven debate topic. While developing your arguments, try to predict the arguments the other side will use
so that you can refute them with a point of your own during the debate. You may also wish to consider
some of the coordination strategies and standards and indicators to minimise problems that you suggested
when answering questions 3 and 4 from the previous exercise.

Debate Topic 1
In a situation like that described in the ‘Peace at Last!’ scenario, the use of the minimum standards andindicators could have prevented many of the problems and potential problems outlined. As they were notutilised appropriately and in a timely manner, they are not applicable.
Space for your notes

Debate Topic 2
In a situation like that described in the ‘Peace at Last!’ scenario, it seems that the teachers trained by theNGOs will not be credited for the work and training they have undertaken. The ministry is not willing toaccept the teachers. Because the minimum standards and indicators were not taken into account during
the crisis, they are not applicable.
Space for your notes© INEE MINIMUM STANDARDS

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Session 11:

Application and Synthesis of the INEE Minimum Standards

Session objectives:
At the end of this session you will:

Understand the inter-relationship of the minimum standards and indicators

Be able to present an overview of the INEE Minimum Standards and their uses in an emergency
situation.

Exercise 11.1: Executive briefings
In your group develop a presentation for your senior policy makers on the INEE Minimum Standards
and their uses in an emergency situation. Your presentation should be 7-10 minutes.
Space for your notes

Session 12:

Conclusion and Evaluations

Session objectives:
At the end of this session you will:Know some of the available additional resources (and where to find them) that will help you apply the
INEE Minimum Standards.

Have given evaluation feedback for additions or improvements to the INEE Minimum Standards
training.

Education in emergencies is a relatively new area and one that is not universally endorsed by agencies andorganisations working in emergencies.

To help education genuinely become one of the pillars of

emergency response the minimum standards were developed.

They have been designed as a tool toenhance accountability and quality so that we can be more effective educators even in very difficult
circumstances.
The development process of the minimum standards created local and regional networks that, while notnecessarily part of the objectives of the minimum standards, have nevertheless supported the process of
implementation. Through this training workshop you have been given the opportunity to understand thebreadth and depth of the standards and their accompanying indicators and guidance notes. With thisknowledge and the skills enhanced through this training process, it is hoped that you can further support
the implementation process.

© INEE MINIMUM STANDARDS-1-Supplementary Training Activities:
in Emergencies and Chronic Crises

Implementing and Monitoring Education Programmes

Session objectives:
At the end of this session you will:

Understand and be able to apply the most relevant standards and indicators according to a particular
context.



Understand the need for multiple indicators and standards in the context of implementing a project.



Understand how the indicators can be meaningfully applied to monitoring activities.



Be able to demonstrate how working towards the minimum standards will create a more effective
programme.

Using the standards during implementation
For this exercise, each group will be assigned a scenario. Read your assigned scenario and then, in
your groups, discuss the questions that follow. Use the table as a guide to structure your answers.

Scenario 1: Natural Disaster in Xandia
Xandia is a stable but very poor country, where forestry has been the main industry for 20 years. The
accessible forest is diminishing so that the timber cutters are increasingly moving into the high areas of thecountry. After a season of heavy rain, there is inevitably a series of major mudslides. These haveeffectively destroyed more than fifty villages, and resulted in a high death toll and a population that is now
internally displaced.
While the government has tried to keep village groups together, this has not always been possible, as thesepeople have been assigned to other less seriously affected villages, which are scattered along the foot of themountains (about 800 kilometres).

The village schools cannot cope with the influx, the displaced

population is suffering both grief and trauma and they are often not welcomed into the host villages.

Thegovernment has decided to build some temporary schools but these are insufficient and inadequate. Thereis increasing resentment among the displaced people that, in addition to suffering the loss of everything
they had, their children are also suffering because the education provided is insufficient.
One of the agencies that has come to help in this crisis is planning to help rebuild schools and provide
textbooks and other education materials. They have asked for your advice about how to use the minimum
standards to implement and monitor their programme activities more effectively.

© INEE MINIMUM STANDARDS-2-

1. Which standards and associated indicators do you recommend that the agency prioritise during thenext planning cycle? List them in the table below.
Category

2.

Standard

Indicators

Review the standards that you did not prioritize. Are there any indicators from those standards that theagency should keep in mind or try to apply? List those in the table below.

Category

Standard© INEE MINIMUM STANDARDS

Indicators-3-© INEE MINIMUM STANDARDS-4-

Scenario 2: Non-formal education for refugees
A large refugee camp has been in operation for more than ten years. It has a relatively stable population
but with four main ethnic (and language) groups of approximately equal size. However there is about a
10% turnover of refugees of people repatriating spontaneously and a continuous small influx (about 100
families per month). Because of the difficulties of establishing different education programmes for thedifferent ethnic and language groups, UNHCR and the implementing NGO decided, when the camp was
first established, to utilise the host country curriculum for all children in the camp. Non-formal education(out-of-school youth, adult literacy classes and peace education and HIV/AIDS community education)
have been initiated but tend to be in specific language groups which means that the ethnic groups do notwork together.
The agency that has been implementing non-formal education programmes in the camp has asked for youradvice about how to use the minimum standards and indicators to implement and monitor their programme
activities more effectively.

Which standards and associated indicators do you recommend that the agency prioritise during thenext planning cycle? List them in the table below.
Category

Standard

Indicators

Review the standards that you did not prioritize. Are there any indicators from those standards that theagency should keep in mind or try to apply? List those in the table below.
Category

Standard© INEE MINIMUM STANDARDS

Indicators-5-

Scenario 3: Supporting education for IDPs
For fifteen years Burkistan has had cycles of conflict that have affected almost all areas of the country withthe exception of the capital city. According to the relevant ministries concerned with both formal andnon-formal education, education programmes (mostly formal education) have continued in spite of theconflicts. In discussions with the communities, it is obvious that they do not agree that there is any
meaningful education. The class size often exceeds 100 students and the teachers do not seem to be able
to cope. It appears that many teachers are not qualified or only partly qualified. In addition, teachers havenot been paid systematically, either by the ministry or the community. Non-formal education for youth andadults is sporadic at best and tends to be one-off trainings on needs perceived by NGOs.
Currently one of the NGOs which is supporting education for the IDPs is concerned about the large classsizes in the IDP schools. They have asked for your advice about how to use the minimum standards andindicators to implement and monitor their programme activities more effectively.

Which standards and associated indicators do you recommend that the agency prioritise during thenext planning cycle? List them in the table below.
Category

Standard© INEE MINIMUM STANDARDS

Indicators-6-

Review the standards that you did not prioritize. Are there any indicators from those standards that theagency should keep in mind or try to apply? List those in the table below.
Category

Standard© INEE MINIMUM STANDARDS

Indicators-7-

Participant Evaluation Form: INEE Minimum Standards Training
TION OF THE CD
Understanding and Using the Minimum Standards for Education in Emergencies
Dates of workshop: May 16-18, 2006
Trainers: Lynne Bethke
Location: AED, Washington, DC
Please complete and return this form to the facilitators.
Please do not put your name on the form.
Please be open and honest in your evaluation.
Check ( ) the most appropriate box.
Please rate the following categories on a scale of 1 – 4, where 1 = strongly disagree, 2 = disagree, 3 =agree, 4 = strongly agree.

1

2

3

4

Strongly

Disagree

Agree

Strongly

disagreeagree

The workshop achieved its aims and objectives.

The content of the workshop is relevant to mywork.

What I have learned will impact on the way I
work.

The methodology used in the workshop helped
me to understand how the INEE MinimumStandards can be applied.
The quality of the learning materials and aids
was useful.

The facilitation and presentation during theworkshop were open and helped me to learn.

The

venue

and

accommodation© INEE MINIMUM STANDARDS

were
-8-

appropriate.

© INEE MINIMUM STANDARDS-9-What parts of the workshop were most useful for you?

What improvements/changes would you suggest for similar workshops?

How will you use the Minimum Standards in your work?

If you are a trainer: What are your plans for future Minimum Standards trainings? What support is needed
to move these plans forward?

© INEE MINIMUM STANDARDS- 10 -

Please give any other comments/suggestions.

Thank you for taking the time to fill in this form.

© INEE MINIMUM STANDARDS- 11 -

2006 年度 NGO 活動環境整備支援事業
災害復興に関する NGO 研究会報告書『緊急・復興時の教育援助ミニマム・スタンダードワークショップ』
2007 年 3 月発行
発行：外務省国際協力局民間援助連携室〒100-8919 東京都千代田区霞ヶ関 2-2-1
http://www.mofa.go.jp/mofaj/gaiko/oda/index/kaikaku/oda_ngo.html
実施：教育協力 NGO ネットワーク（JNNE）［事務局］（社）シャンティ国際ボランティア会(SVA)
三宅隆史、伊藤解子、海藤純子（インターン）〒160-0015 東京都新宿区大京町 31 慈母会館
http://jnne.org/