Training Adaptations

Following the INEE Minimum Standards update process, INEE and the IASC Education Cluster worked together to produce a harmonized training package building on INEE Minimum Standards training, First-line Responders training and the MOE training package. Click here to access the updated training package.

 

The following is a list of all training adaptations based on the 2011 INEE-IASC Education Cluster EiE Training Package

 

1. INEE Minimum Standards Contextualization Workshop, Juba, South Sudan, March 6th-8th, 2012.

The INEE Secretariat in collaboration with the South Sudan Education Cluster held a three-day workshop to contextualize the INEE Minimum Standards at the Intra Africa Hotel in Juba, South Sudan. The workshop materials can be adapted for contextualization exercises elsewhere.

This packages includes:

  • Day 1: Powerpoint Presentation - INEE Minimum Standards (English), Powerpoint Presentation - Contextualization (English), Powerpoint Presentation - South Sudan EiE v. Development in South Sudan (English), Facilitators Guide (English), Handouts (Quiz about INEE Minimum Standards (English), South Sudan Contextualization table (English), Group Problem Solving (English)), Sign-In sheet (English)
  • Day 2: Powerpoint Presentation (English), Facilitator's Guide (English), Handouts (Somalia Contextualization table (English), South Sudan Contextualization table (English), Group Work Standards (Group 1, Group 2, Group 3, Group 4, Group 5)
  • Day 3: Powerpoint Presentation (English), Facilitator's Guide (English), Review of the Minimum Standards issues and solutions (English), Handouts (INEE Minimum Standards for EiE in South Sudan (English), Cluster/Sector Reporting Template (English), Evaluation Form (English))
  • Additional Materials: Workshop Agenda (English), Thank You Letter (English)

 

2. INEE Minimum Standards Training at the Canadian International
Development Agency (CIDA), Ottawa, March 1st 2012.

The INEE Secretariat held a one- day workshop in Ottawa for approximately 25 staff of CIDA and International and Canadian NGOsworking in education in emergencies. The content of the workshop introduced the INEE MS to new members and focused on the relevance of INEE’s tools and resources to the education in emergencies community in Canada (including presentation of the revisions made to the second edition of the handbook, main findings of the 2011 INEE MS assessment, and current debates regarding education and fragility). Participants undertook a practical activity, mapping the standards to a case study of protracted crisis and discussed the various ways in which they would engage with INEE including through the newly formed education in emergencies working group in Canada.

This package includes:

  • Day 1: Powerpoint Presentation (English)

 

3. INEE Minimum Standards Training at the Ontario Institute for Studies in Education, University of Toronto, March 2nd 2012.

The INEE Secretariat held a one- day workshop in Toronto to graduate students at OISE – University of Toronto. The morning session introduced students to INEE and the INEE MS and highlighted the relevance and possible applications of the standards to their research.   The afternoon session focused on the role of academics in the EiE community and the various resources INEE has available to them. A recent INEE commissioned study on research methodologies, gaps and successes was presented and discussed with participants.

This package includes:

  • Day 1: Powerpoint Presentation (English)

 

4. INEE Minimum Standards and Resources for Education Workshop, Nairobi, Kenya: February 27th-28th 2012.

This package includes:

 

5. INEE Minimum Standards Training for Response and Preparedness Planning, Addis Ababa, Ethiopia: February 21st-23rd 2012.

The INEE Secretariat and the IASC Education Cluster in Ethiopia held a three day workshop in Addis Ababa from 21st - 23rd February 2012. Over 30 Cluster members coming from the MoE, UN agencies, INGOs and civil society working across Ethiopia attended the workshop. It provided participants with an initiation to the INEE Minimum Standards and engaged them in a number of practical activities focused on using the Standards to support response and preparedness planning, with a particular focus on the impacts of the drought emergency on education.

This package includes:

  • Day 1: Powerpoint Presentation (English)
  • Day 2: Powerpoint Presentation (English)
  • Day 3: Powerpoint Presentation (English)
  • Additional Materials: Agenda (English), Case Study (English)

 

6. INEE Minimum Standards Training of Trainers, Bandung, Indonesia: January 25th-27th 2012.

The three day training was hosted by Plan Indonesia and the INEE secretariat, and supported by Save the Children Australia. The training was attended by more than 30 education and humanitarian staff from government institutions, UN agencies, international and local NGOs and academia. Participants came from across Indonesia and a particular focus was paid to preparedness planning during the training: a priority activity for many. Both the English and Bahasa Indonesian training materials are available here for download.

The package includes:

 

7.  INEE Minimum Standards for Education: Preparedness, Response, Recovery in Yangon, Myanmar/Burma: November 1st-2nd 2012

This is a 2 day training package that was used in 2011 in Myanmar/Burma. Thirty-six participants gathered at the Chatrium Hotel, Yangon, on 1-2 November for a workshop on the INEE Minimum Standards for Education: Preparedness, Response, Recovery. Participants represented a variety of Ministry of Education (MoE) departments as well as INGO/NGOs, including the Department of Educational Planning and Training (DEPT); Department of Basic Education 1, 2, 3 (DBE); Department of Myanmar Education Research Bureau (DMERB); Education Colleges; UNICEF; UNDP; World Vision; Save the Children; Plan International; and TDH Italia. The workshop launched the Myanmar language translation of the INEE Minimum Standards Handbook and provided an introduction to the Standards’ usage in program planning and implementation, capacity building, and DRR activities.

The package includes:

  • Day 1: PowerPoint (English), Contextualization Template (English), Problem Solving Scenarios (English), and Why Prioritize EiE Handout (English).
  • Day 2: PowerPoint (English), Planning Worksheet (English), Contingency Planning Activity Answer Key (English)Township Level Disaster Profile (English), and Participant Evaluation Form (English).
  • Additional Materials: Facilitators Guide (English) and Yangon INEE Workshop Report (English).

 

8.  Education in Emergencies Training for MOE Montenegro

This is a 2 ½ day training package used in 2011 in Montenegro. It includes the original harmonized training modules that are contextualized to the Montenegro situation.

The package includes:

 

9. UNRWA Training in Amman, Jordan

This is a 3 day training package was used October 17-19, 2011 in Amman, Jordan. The training was focused on education staff from the Syria field as well as some HQ staff.

The training package includes:

  • Day 1: PowerPoint (English), Articles Activity (English), Case Study Excercise (English)
  • Day 2: PowerPoint (English), Workshop Planning Template (English), Teacher Workshop Agenda Template (English), Quality Definition Handout (English)
  • Day 3: PowerPoint (English), INEE MS Context Framework Handout (English),  Contextualizing the MS (English), 2010 INEE MS Contextualized for Afghanistan (English)
  • Additional Materials: Civic and Psychosocial Teacher Training Case Study (English), Chad Case Study (English), Yemen Case Study (English), Disaster Reduction Thematic Brief (English), Good Practice Training Guide for Training Teachers to Meet Psychosocial Needs (English), 2009 IASC Checklist for Field Use (Arabic)

 

The following is a list of all training adaptations based on theorigional INEE Minimum Standards Training Package

1.  Original INEE Training Package

Since the launching of the INEE Minimum Standards, Training of Trainers has been conducted in all regions. The original INEE Minimum Standards training was developed in English and was used in the following regional trainings: North America, Europe, Anglophone Africa, South Asia and Southeast Asia

The Original INEE Training Package includes a:

Power Point Slides can be found here, for easy downloading:

2.  Disaster Risk Reduction

This adaptation focuses on the impact of natural disasters on education and the links between Education and Disaster Risk Reduction (DRR). There are two available packages.

Entire Training Package

This is a 3 ½ day training package used in 2009 in Haiti. It includes many of the basics of the original INEE training package, but includes case studies on DRR, DRR through Safe Schools, DRR through teaching and learning and DRR through Participation, Policy and Coordination. The package includes:

 

Adapted Scenario

The adapted scenario relates the repercussions of the floods caused by the El Nino phenomenon on an agricultural region named “Cano Limpio”. The floods have destroyed the majority of local schools and those still up are used as temporary shelters for the displaced populations. Families have lost everything, including their documentation and are being discriminated against and are suffering from psychosocial trauma. This adapted scenario used during the South America TOT and the Central America TOT.

  • Facilitator’s Guide / Guía de Capacitación (Español)
  • Workbook / Cuaderno de Trabajo (Español)
  • Cano Limpio Session 5 & 6: Facilitator’s Guide and Workbook (English) (Español)

3.  Education Cluster

This training package was developed specifically targeting members of the Education Cluster and includes scenarios for conflict and natural disaster situations. The package offers a 2 day and 3 day training package (which can be reduced) that complements the training modules being developed by the Global Education Cluster for first line responders. It includes training sessions on emergency preparedness, contingency planning, contextualizing the INEE minimum standards and an overview of the cluster approach and the Education cluster.

The 3 day package includes:

  • Facilitator’s Guide (English)
  • Participant’s Workbook (English)
  • Power Point Presentations (English)

The 2 day package includes:

  • Facilitator’s Guide (English)
  • Participant’s Workbook (English)
  • Power Point Presentations (English)

4.  Adaptations for University Students

One day training adaptations have been made for university students. The purpose of these adaptations is to provide an overview of education in emergencies and the INEE Minimum Standards. Thus far, adaptations, in English, have been used at:

5.  Gender

This is an adaptation of the Zamborra simulation roles from the original training (sessions on assessment, design, monitoring and evaluation). The simulation roles highlight with stronger emphasis gender concerns and issues in the community affected by the Zamborra crisis. For instance, there are additional roles of female community members and female youth. In addition, some other roles highlight issues of insecurity and protection for girls as they walk to school, traditional behaviours discriminating against girls’ access to education and appropriate water and sanitation facilities in schools. These roles have been designed by the INEE Secretariat to be used with the regular Zamborra background note and have been used during a two-day training workshop of human rights, protection and education HQ staff in New York. It is recommended to refer to resources created by the INEE Gender Task Team and other resources on gender and education which are referred to in some assessment team roles, including:

6.  Acute Crisis

This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on the acute phase of the emergency: refugees have just arrived in the camp and the main issues are: safety, shelter, food and health. Education is not deemed a priority by everyone. The scenario and roles have been developed by the consultant who created the INEE training materials and are available in English. It is recommended to use the following materials:

7.  Early Reconstruction

This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on early reconstruction phase of an emergency.  These roles were developed by the consultant who created the original INEE training materials.  Two versions are available:

  • Early Reconstruction Adaptation - National Level (English)
  • Early Reconstruction Adaptation - District level (English)

8.  Repatriation

This adaptation and related roles are differing from the initial Zamborra background note and are different roles in that they feature a situation where peace has just been signed and the camp schools are closing. While a small portion of the refugees will go home, it is expected that many will remain in the host country. The main issue is therefore their integration in the national school system which is already very weak and facing issues such as teacher shortages, school fees, lack of infrastructure, etc. This scenario was developed by the INEE Secretariat and reviewed by staff of UNHCR Congo Brazzaville. It was used during a one-day workshop of UNHCR and partner NGOs in Congo-Brazzaville.

9.  Urban/Rural issues

This adaptation of the initial Zamborra scenario in the original training package (sessions on assessment, design, monitoring and evaluation) has roles focused on the difference of education issues in urban and rural settings during a chronic crisis. The scenario states that peace has finally been reached and that the government is faced with contrasted education issues. In the rural areas, infrastructure is damaged and teachers are lacking while in the urban areas, many youth are involved in gangs and there is a considerable number of vulnerable children (street children, child laborers and orphans) who are missing out on education. Using this scenario allows to understand how the INEE Minimum Standards can support a holistic approach to education programming. It was developed by INEE members from Save the Children US and CRS as well as the INEE Secretariat in preparation for a three-day workshop co-organized by Save the Children Alliance and CRS in Haiti.

  • Urban and Rural Issues Adaptation for Haiti Session 5 (English)
  • Urban and Rural Issues Adaptation for Haiti Session 8 (English)
  • Training Report (English)

10.  Chronic Food Crisis

These training materials include adaptations of the two main scenarios (Session 5&6 and Session 10) to reflect education challenges in a chronic food crisis situation. Following a drought, a severe food crisis strikes the country of Kassambra. Cattle are dying and bushfires are burning pastures and homes. Local populations are forced to flee because of these damages and lack of food and become internally displaced. At the same time, a conflict in the neighbouring country, Borouvie, is generating an influx of refugees and humanitarian organizations into Kassambra. The training activities related to the scenarios are the same ones as those in this original INEE Training Materials. Other adaptations include a scenario highlighting the challenges related to the inclusion of street children and madrassa students into the formal education system, which replaces the scenario on including ex-child soldiers in session 2. These materials were developed by an INEE TOT graduate in Niger and used during a training workshop on the INEE Minimum Standards organized by UNICEF Niger, with the Regional Directorate for National Education in Agadez from 27 to 30 May 2008 for 45 participants, including educational authorities, directors of schools hosting internally displaced children, NGO workers and other civil society representatives. The following materials are available:

11.  Emergency Response Group Activity

This adaptation is not just a change in focus; it proposes a different activity, which you might prefer if you are conducting a short training workshop and/or have few participants. It features an emergency response team composed of a water/sanitation, a health, a shelter and a child protection worker, who arrived in a country which has been in and out of war for 5 years. The community has started up some isolated recreation and learning activities, but has come to the Emergency Response Team (ERT) to ask for its help in setting up a school for about 600 children. Participants work in two groups to design a school for the IDPs. This scenario and related activity was used for a training of emergency personnel of the International Rescue Committee.  It is recommended to refer to the following materials:

12.  Safe Learning Environment

This scenario and related roles highlight issues of abuse and exploitation in learning environments, with a focus on how they affect girls. In particular, it addresses the incidence and impact of sexual abuse as well as early pregnancies and marriages on girls’ education. It was developed by UNHCR Geneva. Using this scenario will help understand how the INEE Minimum Standards can be used to support the design, monitoring and evaluation of protective and safe learning environments in emergencies, especially for girls. It is recommended to refer to resources created by the INEE Gender Task Team and other resources on gender and education, including:

13.  Teacher Crisis in Zimbabwe

This is a new session that was developed for the context of Zimbabwe. Save the Children led an assessment that indicated a decrease in the number of teachers reporting to work, thereby depriving many children of education. According to the assessment, the food crisis, coupled with high inflation were some of the causes of teachers leaving the education profession. Their low salaries as teachers did not provide their families enough to survive in the current situation. The session therefore focuses on designing a response to the teacher crisis.

  • Teacher Crisis in Zimbabwe Adapation (English)

14.  Regional Adaptations

The follow are a list of adaptations made for certain regions.

15.  Short Orientations

Some short orientations have been conducted for various audiences. These orientations include:

Interaction Orientation

This is a ½ day orientation that focused on inter-sectoral linkages.

 

UNHCR Orientation

This is a ½ day orientation that focused on assessment and design of education programmes.

 

Ethiopia Orientation

This is a ½ day orientation with a focus on gender issues.

 

International Rescue Committee Staff Orientation

This is a 1 day orientation provided to IRC’s staff on the basics of the INEE Minimum Standards and IRC’s role and involvement in this network.

 

Uganda Follow-up:

This 1 day follow-up session reviewed the INEE MS, but focused primarily on implementing and institutionalizing the INEE MS.