INEE and the IASC Education cluster have worked together to produce an Education in Emergencies (EiE) Training Package building on INEE Minimum Standards (INEE MS) training, First-Line Responders training and the MoE training package. The following are a number of actual trainings that are adaptations of the aforementioned resources. That have already been carried out in a variety of countries and contexts, and are now being shared to help support the adaptation process for future trainings in related fields.
In partnership with Mercy Corps under the TOMODACHI NGO Leadership Program, the Japan Platform (JFP) together with the Inter-Agency Network for Education in Emergencies (INEE) held a 5 day training of trainers (ToT) on the INEE Minimum Standards for Education in Emergencies from February 29th to March 4th, 2016 in Washington D.C., U.S.A at The Pew Charitable Trust. The overall aim of the workshop was to increase awareness of the importance of education in emergencies and advancing its efforts in leading to increased prioritization of education within the sector.
This package includes PowerPoint Presentations, Facilitator’s Guide and Agenda, activity handouts, and additional materials:
Hosted by UNHCR Regional Hub, the INEE Secretariat and the IASC Education Cluster in Kenya held a three day workshop in Nairobi in February of 2013. It provided participants with an understanding of the INEE Minimum Standards and applying them to education in emergencies. The training engaged the participants in a number of practical activities focused on using the Standards to support response and preparedness planning, with a particular focus on refugees in Kenya. This package includes PowerPoint Presentations, Facilitator’s Guide and Agenda, activity handouts and additional materials.
The INEE Secretariat with UNICEF and UNHCR in Ethiopia held a two day workshop in Dolo Ado from 23rd - 24th February 2013. Education officers from UNHCR and UNICEF working in Dollo Ado, as well as to ARRA officers and school leaders, and additional representatives from UN agencies and key INGO (NRC, SCI etc) made up the 38 participants who 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 refugees in Ethiopia. This package includes PowerPoint Presentations, Facilitator’s Guide and Agenda, exercises and additional materials (including participant evaluation form and INEE MS Quiz).
Plan International and UNICEF's regional offices for Latin America and the Caribbean developed this education in emergencies/DRR training package, contextualized from the INEE - Education in Emergencies Harmonized Training Package. These new materials consist of 23 training modules and include guides for facilitators and participants, plus exercises and supporting material. Among other things, these new materials are expected to provide tools and guidance including: designing, implementing and evaluating actions or strategies for preparedness and response in the education sector; and ensuring continuity of education services in emergencies and disasters. With these materials practitioners can apply knowledge and skills aimed at education in emergencies and risk management in the education sector.
This package includes:
Módulo Nº 1 Condiciones de riesgo en la región
Módulo Nº 2 Bases conceptuales de RRD para el sector educativo, enfoque DDHH
Módulo Nº 3 El sector educativo en la reducción del riesgo
Módulo Nº 4 Impacto de las emergencias en la infancia y la educación y Fundamentos de la Educación en situaciones de emergencia
Módulo Nº 5 Plan Escolar de Reducción del Riesgo
Módulo Nº 6 Desarrollo curricular en Reducción del Riesgo
Módulo Nº 7 Componentes técnicos de la educación en emergencia
Módulo Nº 8 Coordinación del sector Educación en situaciones de emergencia
Módulo Nº 9 Preparación y desarrollo de capacidades
Módulo Nº 10 Evaluación, mapeo de capacidades y supervisión
Módulo Nº 11 Planes para la educación en situaciones de emergencia y desastres
Módulo Nº 12 Vínculos entre educación y otros sectores
Módulo Nº 13 Derechos Humanos y Rendición de cuentas
Módulo Nº 14 Estrategias pedagógicas para la educación en emergencia
Módulo Nº 15 Recuperación: reanudación de la educación formal
Módulo Nº 16 Suministros y Logística
Módulo Nº 17 Articulación del Desarrollo de la Primera Infancia con la Reducción del Riesgo de Desastres
Módulo Nº 18 Género e inclusión en la educación en situaciones de emergencia
Módulo Nº 19 Espacios temporales de aprendizaje
Módulo Nº 20 Estrategias de Apoyo psicosocial
Módulo Nº 21 Movilización y capacitación de los maestros y personal educativo
Módulo Nº 22 Rehabilitación y construcción de escuelas
Módulo Nº 23 Evaluación y cierre
EA N° 1 Los Principios para la educación de adultos
EA N° 2 Diseño de una sesión de aprendizaje
EA N° 3 Crítica constructiva y manejo de dificultades
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 package includes PowerPoint Presentations, Facilitator’s Guide and Agenda, exercises and additional materials (including participant evaluation form and INEE MS Quiz).
The INEE Secretariat held a one- day workshop in Ottawa for approximately 25 staff of CIDA and International and Canadian NGOs working 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 a PowerPoint Presentation.
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 a PowerPoint Presentation.
This package includes PowerPoint Presentations, Facilitator’s Guide and Agenda, exercises and additional materials (including participant evaluation form and INEE MS Quiz).
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 PowerPoint Presentations, Agenda, and a Case Study.
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. This package includes PowerPoint Presentations, Facilitator’s Guide, Workshop Report, exercises, and additional materials.
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. This package includes PowerPoint Presentations, Facilitator’s Guide, Workshop Report, exercises, and additional materials.
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. This package includes the EiE Training Handbook and training modules.
This is a 3 day training package was focused on education staff from the Syria field as well as some HQ staff. This package includes PowerPoint Presentations, handouts, case studies, and additional materials.
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. Each of the following INEE Training Packages includes 1) facilitator’s guide, 2) participant’s workbook, 3) PowerPoint presentations, and 4) additional resources depending on the language.
2. Disaster Risk Reduction (English)
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. 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. This DRR Package (English) includes 1) facilitator’s guide, 2) participant’s workbook, and 3) four PowerPoint presentations. The package also includes an adapted scenario, complete with facilitator’s guide and Spanish translation.
3. Education Cluster (English)
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. This training package (English) includes both a 2-day package and a 3-day package, each including the following: 1) facilitator’s guide, 2) participant’s workbook, and 3) PowerPoint presentation.
4. Adaptations for University Students (English)
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. This adaptation package (English) includes a workbook, PowerPoint presentation, and evaluation forms for Columbia University, George Washington University and Harvard University.
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 behaviors 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 (English)
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. This Acute Crisis package (English) includes the Acute Crisis Adaptation, Sphere Handbook, INEE MS linkages with Sphere (in English and French), and IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings.
7. Early Reconstruction (English)
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.
8. Repatriation (French only)
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. The package includes the Participant Workbook, Simulation Roles (Session 3), PowerPoint Presentations, and Certificate of Completion.
9. Urban/Rural Issues (English)
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. This package includes Urban and Rural Issues Adaptation for Haiti (Sessions 5 and 8) and Training Report.
10. Chronic Food Crisis (French only)
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 neighboring 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. This package includes the Training Guide and Participant Workbook.
11. Emergency Response Group Activity (English)
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. The package includes the Emergency Response Group Activity Adaptation (in English and French), the Sphere Handbook, and the INEE MS Linkages to the Sphere MS (in English and French).
12. Safe Learning Environment (English)
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: Safe Learning Environment Scenario (French only), Gender Strategies in Emergencies, Chronic Crises and Early Reconstruction, and IASC Guidelines for Gender-Based Violence Interventions in Humanitarian Settings (in English and French).
13. Teacher Crisis in Zimbabwe (English)
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.
This package includes adaptations designed specifically for:
15. Short Orientations (English)
This package includes the following 5 short orientations: InterAction, a ½ day orientation that focused on inter-sectoral linkages; UNHCR, a ½ day orientation that focused on assessment and design of education programs; Ethiopia, a ½ day orientation with a focus on gender issues; International Rescue Committee Staff, a 1 day orientation provided to IRC’s staff on the basics of the INEE MS and IRC’s role and involvement in this network; and Uganda, a 1 day follow-up session that reviewed the INEE MS, but focused primarily on implementing and institutionalizing the INEE MS.