Contextualizing the Minimum Standards
The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policy makers to establish quality education programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualised to each individual setting. The Standards define the goals for access to quality education in universal terms, while the key actions represent specific steps that are needed to achieve each Standard. Since every context is different, the key actions in the handbook must be adapted to each specific local situation. Context, including available resources, and the stage of the emergency must be considered in determining locally acceptable contextualised actions. Read the INEE Brief for more information on contextualisation of the INEE Minimum Standards.
For example, the key action on teacher-student ratio states that ‘enough teachers should be recruited to ensure an appropriate teacher-student ratio.’ This must be contextualised by determining, in consultation with relevant stakeholders, the teacher-student ratio that is locally acceptable. While 60 students per teacher might be an acceptable ratio in the acute stage of an emergency, the number could be expected to improve to 30 or 40 students per teacher in a chronic crisis or recovery context.
Samples of Contextualised INEE Minimum Standards
- Afghanistan, 2008, led by Community Based Education Forum in Afghanistan
- Afghanistan, 2011 (also available in Dari and Pashto), led by CARE Afghanistan and the Education Cluster
- Somalia, 2011, led by the INEE Secretariat and the Somalia Education Cluster
- Vietnam, 2011, led by Vietnamese Ministry of Education and Technology, UNESCO-Vietnam and the INEE Secretariat
- South Sudan, 2012, led by the South Sudan Education Cluster and the INEE Secretariat
- Sri Lanka, 2013, led by the Sri Lanka Education Working Group and the INEE Secretariat
- occupied Palestinian territory, 2013 (also available in Arabic), led by the occupied Palestinian territory Education Cluster and the INEE Secretariat
- Ethiopia, 2013, led by the Ethiopia Education Cluster and the INEE Secretariat
- Lebanon, 2014 (also available in Arabic), led by INEE and Lebanon Education Working Group
- Bangladesh, 2015 (also available in Bangla) led by Save the Children and UNICEF in collaboration with the Education Cluster members and INEE
- Jordan, 2015 (also available in Arabic) led by UNICEF and INEE in collaboration with the Education Sector Working Group
- Democratic Republic of Congo - North Kivu, 2016 (available in French) led by Save the Children in collaboration with the DRC Ministry of Education, Education Cluster and INEE
Steps to contextualise the INEE Minimum Standards
- Identify other education providers within your context who are interested in cooperating with you in the contextualisation process.
- Host an orientation to the Minimum Standards. Invite other education providers from local agencies and Ministry of Education. Use the Handbook in the local language if available. During this orientation, some participants may become interested in contributing to the contextualisation process.
- Set up a working group of representatives of other educational agencies and hopefully those who attended the orientation to the Minimum Standards. Select a chairperson to oversee the entire contextualisation process, and organise meetings to discuss each Standard separately.
- Present the framework for contextualisation to serve as guide to discuss the characteristics and elements of each Standard. Break up each Standard into its different components and discuss each in detail, ensuring not to lower the Standards due to challenging contexts. Consult the key actions and guidance notes of each Standard to help guide discussions and definitions (see the Sample Framework for the Contextualisation Process below).
- Hold a series of working meetings with the education providers to go through all the Minimum Standards.
- Once the Standards have been contextualised, combine them into a compiled document.
- Host a forum where these contextualised Standards are presented to practitioners and stakeholders in your setting.
If you are planning to undergo a contextualisation process, please refer to the following tools in the Contextualisation Package for guidance through the process. The Contextualisation Package is available in English and Spanish.
- INEE Minimum Standards Contextualization Guidelines (English)
- Steps to Contextualise the Minimum Standards (English)
- INEE Minimum Standards Contextualization Template (English) (Arabic) (French) (Spanish)
- Sample of Contextualised Standards for Afghanistan Community Based Education (English)
- Sample Logframe for the Contextualisation Process (English) (Spanish)
- Contextualising Global Standards to Local Settings: Challenges and Lessons Learned (English)
- Next Steps: Promoting, Using, and Applying Contextualised Standards (English)
- Translating Global Education Standards to Local Contexts (English) (Audio)
Sample INEE Contextualization Workshop Materials
This workshop package was delivered in Erbil, Kurdistan Region, Iraq in April 2015 for education stakeholders from across Iraq. The package includes two days regarding introduction to education in emergency and three days regarding the INEE Minimum Standards contextualization process. The materials include Power Points, handouts, and exercises, all in three languages: Arabic, Kurdish and English. For more information, please contact firstname.lastname@example.org.
You may request the INEE Minimum Standards Handbook and other INEE resources by contacting email@example.com. Once you and the working groups have contextualised the Minimum Standards, please share a copy of the contextualised standards and lessons learned with the Coordinator for Minimum Standards at firstname.lastname@example.org. Thank you.