Promoting access to quality, safe, and relevant education for all persons affected by crisis

INEE Minimum Standards Case Studies

Since their official launch in December 2004, the INEE Minimum Standards have been used in a variety of contexts all over the world. In order to be effectively used, the indicators must be contextualised or adapted to the local context. The INEE Secretariat and the INEE Working Group on Minimum Standards engage in an ongoing dialogue with INEE members to understand and share the good practices and lessons learned of the contextualisation, implementation and institutionalisation of the INEE Minimum Standards.

From this constructive dialogue, case studies on the contextualisation of the INEE Minimum Standards have been developed. They demonstrate the applicability of the Standards to a range of situations in emergencies through to recovery. The lessons learned and recommendations from the case studies and other evaluation research fed into the update for the INEE Minimum Standards Handbook in 2010.

INEE welcomes case studies on the implementation of the INEE Minimum Standards. Please download a case study form.

Case Studies from North, Central, and South America

INEE Minimum Standards Case Study: Nonformal Education in Haiti (2011). This case study outlines Plan Haiti’s use of the INEE Minimum Standards to create non-formal education programs for Internally Displaced Persons after the January 2010 earthquake in Haiti. Plan Haiti applied the Community Participation standards to plan and implement the schools, and the standards for Teachers and Other Education Personnel to hire teachers and teaching aides. The case study also addresses Plan Haiti's use of the standards for Access and Learning Environment and the INEE Pocket Guide to Inclusive Education to improve access to schools for children with physical disabilities.

INEE Case Study: Implementation of the INEE Minimum Standards by the Canadian International Development Agency (CIDA) (2008). This case study analyses the utilisation and institutionalisation of the INEE Minimum Standards by the Canadian International Development Agency. It also identifies lessons learnt, good practices and recommendations for consideration and application by other donor agencies.

Case Studies from Central and Eastern Europe

INEE Case Study: Implementation of the INEE Minimum Standards by the Government of Norway (GoN) (2008). This case study analyses the utilisation and institutionalisation of the INEE Minimum Standards by the Government of Norway. It also identifies lessons learnt, good practices and recommendations for consideration and application by other donor agencies.

Case Studies from East Asia and the Pacific

INEE Minimum Standards Case Study: Refugee Teacher Compensation in Malaysia (2011). This case study describes the use of the INEE Guidance Notes on Teacher Compensation and the INEE Minimum Standards in providing compensation to refugee teachers in Malaysia. While planning for and implementing a system for teacher compensation, UNHCR utilized both good practice tools to ensure that they considered issues such as the qualifications and working hours of teachers, the processes for the actual transfer of the compensation and the mechanisms to ensure accountability from the schools. The case study also outlines a number of challenges and lessons learnt.

INEE Case Study: Inter-Agency Coordination in the Aftermath of the Tsunami (2007). This case study describes how the INEE Minimum Standards provided a valuable and relevant design, implementation and coordination tool to guide an inter-agency response during the emergency phase of the Tsunami. The Minimum Standards relating to Education Policy and Coordination were crucial in maintaining a transparent coordination mechanism for emergency education activities and effective information sharing between stakeholders. The Minimum Standards also guided local authorities and international agencies in the formation of an Education Coordination Committee.

INEE Case Study: Participatory Assessment and Teacher Training in the Aftermath of the Tsunami (2006). This case study describes how the INEE Minimum Standards were applied during the rehabilitation of schools in post-Tsunami Aceh, Indonesia. The INEE Minimum Standards acted as a framework which enabled local and international agencies to communicate and effectively build upon previous systems of education. Issues of local community participation in assessment and planning in this situation of dire teacher shortage are enlightening for members working in any context.

Case Studies from South Asia

INEE Minimum Standards Case Study: Responding to Afghan Refugees in Pakistan (2011). This case study looks at an education response implemented by the Participatory Rural Development Society for Afghan refugees in the Khyber Pakhtun Khwa region of Pakistan. It describes the use of the INEE Minimum Standards to increase access to education, train teachers, monitor student progress and support students’ repatriation and education certification. It also outlines some challenges still facing the program and lessons learnt about the usefulness of the INEE Minimum Standards in implementing education projects.

INEE Case Study: Contextualization of the INEE Minimum Standards by Community-based Education Providers in Afghanistan (2008). Sixteen community-based education organisations in Afghanistan formed a working group to contextualise the INEE Minimum Standards. This case study documents the contextualisation process and highlights key lessons learnt for INEE members. It is envisioned that the contextualised indicators will be used by community-based education providers to guide their work in communities as well as by the Ministry of Education who will be able to use them to monitor the work of partner organisations.

Case Studies from the Middle East and North Africa

INEE Minimum Standards Case Study: Building Capacity for Gaza Educationalists (2011). This case study details the Training of Trainers on the INEE Minimum Standards conducted by the UNESCO oPt office and the subsequent steps to ensure that this learning was transposed into action on the ground. It outlines the work of a consultative steering committee of INEE members based in Gaza, which conducted follow-up from the trainings and provided helpful tools and documents so that education interventions follow global best practices and practitioners could easily identify gaps and weaknesses. The case study also describes how the training and tools have been applied in a UNESCO Disaster Risk Reduction project for emergency response plans in schools and how the Ministry of Education and Higher Education has used them to develop internal contingency plans.

INEE Minimum Standards Case Study: Setting up Child Friendly Spaces in Yemen (2011). This case study details the use of the INEE Minimum Standards for the establishment of Child Friendly Spaces (CFS) in North Yemen. The intervention applied the INEE Minimum Standards in introducing, setting up and training the community on how to run the CFS. The case study describes a number of positive outcomes and lessons learnt and also outlines challenges that the project faced and how the INEE Minimum Standards helped to overcome them.

INEE Case Study: School Rehabilitation in Iraq (2007). This case study describes the way in which the INEE Minimum Standards have been applied during the rehabilitation of public schools in Fallujah, Iraq. Challenges relating to safe access routes and the recruitment of teachers as well as lessons learnt in applying the Minimum Standards on Community Participation and Equal Access are discussed.

INEE Case Study: Responding to an Educational Emergency in the Occupied Palestinian Territory (2007). This case study describes an inter-agency programme implemented to ensure continued educational access for children in the West Bank during a teachers strike. The temporary educational programmes were planned, coordinated and implemented in accordance with the Minimum Standards relating to Community Participation and Protection and Well-Being of Learners.

Case Studies from Eastern and Southern Africa

INEE Minimum Standards Case Study: Temporary Learning Spaces in South Sudan (2013). This case study describes the use of the INEE Minimum Standards by Hold the Child (HCO) to ensure community participation and coordination in creating temporary learning spaces (TLS) in Jonglei state, South Sudan. The case study also highlights specific challenges and outcomes in implmenting this project.

INEE Minimum Standards Case Study: The Use of Minimum Standards for Capacity Building of the Lecturers at the University of Nairobi, Kenya (2011). This case study illustrates the ways in which the IRC and University of Nairobi staff have used the INEE Minimum Standards in developing a new Masters of Education degree in Education in Emergencies. In this case, the Minimum Standards serve as a resource to shape the curriculum and guide the faculty and students in teaching and learning about the field. The Minimum Standards also enable the students to apply their study of EiE theory through the use of a key tool in the education sector. This case study provides a unique perspective on how the INEE Minimum Standards can be utilized as a resource for teaching and learning.

INEE Minimum Standards Case Study: Community Engagement to Ensure School Enrollment for Eritrean Refugees in Ethiopia (2011). This case study looks at the how the International Rescue Committee applied the Foundational Standard of Community Participation to increase access to education at the pre-school, primary and secondary levels in the Shimelba refugee camp in Ethiopia. It also outlines a number of challenges that IRC faced and explains how and which INEE Minimum Standards were consulted to alleviate these issues.

INEE Case Study: Increasing Girls' Enrolment in Somalia (2011). This case study looks at the implementation of a three month education in emergencies intervention in Somalia and illustrates the utilization of the INEE Minimum Standards in the project’s execution. The case study highlights the critical role of community participation in increasing access to education and improving teacher and student retention rates.

INEE Case Study: Implementation of the INEE Minimum Standards by the Norwegian Refugee Council (NRC) in Somalia (2010). This case study analyses the utilisation and institutionalisation of the INEE Minimum Standards by the Norwegian Refugee Council (NRC) in Mogadishu, Somalia, particularly community participation. It also identifies challenges related to equal access for girls and community led responses. It identifies lessons learnt for consideration and application by other agencies.

INEE Case Study: Using the INEE Minimum Standards to Develop a Teachers’ Code of Conduct in Somaliland (2008). This case study describes how the INEE Minimum Standards have been applied when developing and implementing a code of conduct for teachers and Ministry of Education staff. Challenges pertaining to irregularities in monitoring and supervision of teachers are discussed. Furthermore, the study provides lessons learnt in regards to collaboration and capacity building of partners.

INEE Case Study: Post-Conflict Basic Education Programmes in Burundi and DRC (2007). This case study describes how the INEE Minimum Standards have been applied in post-conflict contexts in Burundi and the Democratic Republic of Congo. The author describes the value of applying the Minimum Standards on Community Participation and Analysis to ensure an effective and participatory monitoring and evaluation process that includes all stakeholders.

Case Studies from West and Central Africa 

INEE Minimum Standards Case Study: Protecting adolescents and young refugees through quality education in eastern Chad (2011). This case study analyzes the post-primary education program in eastern Chad that Refugee Education Trust (RET) started for young Sudanese refugees. It describes how RET applied the INEE Minimum Standards in all phases of its intervention and indicates the standards and key actions that have been used to ensure quality education programming, community participation and accountability. Highlighted in the case study are the main challenges that the program has faced, namely security, lack of qualified teachers and other education personnel, accreditation and validation of learning programs, and cultural and gender-based barriers. It also explains how they were addressed using the Minimum Standards. In addition, the case study describes how community participation, assistance to the vulnerable groups and the linkage of education to other services (health, nutrition and psychosocial support) are effective practices resulting from the application of the INEE Minimum Standards. Also available in French.

INEE Case Study: Post-Conflict Basic Education Programmes in Burundi and DRC (2007). This case study describes how the INEE Minimum Standards have been applied in post-conflict contexts in Burundi and the Democratic Republic of Congo. The author describes the value of applying the Minimum Standards on Community Participation and Analysis to ensure an effective and participatory monitoring and evaluation process that includes all stakeholders.

Evaluation Case Studies:

View and download evaluation case studies by going to the Monitoring & Evaluation page here.

For more information on how the INEE Minimum Standards are being used by INEE members, please click here. If you have questions on how you and your organisation can contribute to these case studies, please email the INEE Coordinator for Minimum Standards: minimumstandards@ineesite.org.