Accomplishments

INEE’s collective work has made strong contributions towards the realisation of the network’s vision. INEE is proud to highlight the following select accomplishments:

Click on each year to view accomplishments:

2010
2009
2008
2007
2006

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2010

Select Accomplishments

  • Four new/updated INEE tools were completed and launched:

  • Tools launches were held, with partner organisations, in Bangkok, Dakar, Geneva, Lima, Nairobi, New York, Oslo, Panama City, Paris and Washington, DC.

  • An enhanced INEE Member Database was launched to facilitate collaboration among members. The new Member Database enables members to search for colleagues by areas of expertise and interest as well as geographic location. It also includes separate Research and Trainer databases.

  • The 2010 INEE Policy Roundtable brought together almost 50 practitioners, policy makers and expert youth to discuss education for youth affected by crisis.

  • The first INEE Research Symposium on adolescents and youth was held in Geneva; both study outcomes and methodologies were presented and discussed, and questions for future research were prioritised.

  • The INEE Toolkit with over 800 vetted field-friendly tools and resources to guide educationalists and humanitarian workers in the field of education in emergencies was launched.

  • The INEE Inclusive Education Task Team completed and launched the INEE Pocket Guide to Supporting Learners with Disabilities.

  • The synthesis report of the four country case studies of the “Situational Analyses of Education and Fragility” (on Afghanistan, Bosnia-Herzegovina, Cambodia and Liberia) was finalised by the Working Group on Education and Fragility.

  • INEE developed a background paper entitled The Multiple Faces of Education in Conflict-Affected and Fragile Contexts for the Education for All (EFA) Global Monitoring Report (GMR) 2011 on armed conflict and education, and the World Bank World Development Report (WDR) 2011 on security, conflict and development.

  • INEE facilitated a two-day Consultative Workshop on Education and Fragility in Addis Ababa, Ethiopia in October 2010, to analyse education’s role in fragile contexts and generate strategies to enhance education’s positive role in mitigating fragility.

  • The INEE Working Group on Minimum Standards released an e-learning module, Learning is Their future: Darfuri Refugees in Eastern Chad, which aims to increase learners’ knowledge about the INEE Minimum Standards and their applications in refugee situations.

    2009

    Select Accomplishments

    • INEE’s membership continued to grow in 2009; the network is now made up of over 4,000 members, more than 1,200 of whom actively participate in network groups, including INEE’s five Task Teams and four Language Communities.

    • INEE launched a new website in 2009, with a user-friendly design and a variety of new features, including the INEE blog and a searchable membership database.

    • INEE convened a Global Consultation of over 250 INEE members and key stakeholders in order to share and build knowledge, leverage achievements and experience across agencies, and facilitate inter-agency policy dialogue and advocacy. INEE published an outcome report and launched an online platform with findings, recommendations and supporting documents from the event.

    • INEE launched the Pocket Guide to Inclusive Education, which has received praise from users for its ease of use and practical advice. Some 2,500 copies have already been requested and disseminated, and a reprint and translations are underway.

    • INEE launched the Guidance Notes on Safer School Construction at the United Nations International Strategy for Disaster Reduction’s Global Platform and has created and utilised training materials on disaster risk reduction and education in regional and national trainings around the world.

    • INEE launched the revised Guidance Notes on Teacher Compensation, including training workshops in Francophone Africa; the initial run of 5,000 copies has been distributed and a re-print is underway.

    • INEE played a leadership role in the UN General Assembly thematic dialogue on access to education in emergency, post-crisis and transition situations caused by man-made conflicts or natural disasters.

    • The Working Group on Minimum Standards launched the Minimum Standards update process at the INEE Global Consultation and has engaged 12 Focal Points in mainstreaming 10 cross-cutting issues with over 150 reference group members; over 40 consultative workshops with more than 520 participants have been held, including with Ministry of Education officials and young people around the world.

    • The network continued to provide strong support to the application of the INEE Minimum Standards, particularly through the collection and compilation of training adaptations for various contexts and audiences and an application visit in the Democratic Republic of the Congo (DRC), working with the cluster to train and work better in emergencies. The network has also moved forward the operationalisation of the Sphere-INEE Companionship through development of an e-learning module with Sphere and contributions to the Sphere Handbook revision process.

    • INEE constituted a new Working Group on Minimum Standards of 20 international and national NGOs, UN agencies and donors, including new stakeholders such as Oxfam, NORAD, ActionAid and Plan International to move forward the translation, dissemination, promotion, application and update of the Minimum Standards.

    • The network launched the initial stage of the network’s Strategic Research Agenda with questions on key INEE thematic issues and a report on key research challenges, gaps and ethical and methodological issues.

    • The network engaged over 250 stakeholders in a highly collaborative process to develop Guidance Notes and a Resource Pack on Teaching and Learning; once finalised in 2010, these tools will provide a comprehensive framework for approaching issues of teaching and learning more effectively.

    • The Working Group on Education and Fragility released an issue paper entitled Capacity Development for Education Systems in Fragile Contexts jointly with the Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) and the European Training Foundation.

    • The Working Group on Education and Fragility released with IIEP/UNESCO the first in a serious of four situational analyses of education and fragility, entitled Education and Fragility in Afghanistan: A Situational Analysis, and undertook data collections for two of the other studies in Cambodia and Liberia.

    • The Working Group on Education and Fragility developed an analysis paper on financing modalities entitled Appropriate and Effective Financing Modalities and Channels for Education in Fragile Situations, which includes country case studies of Afghanistan, Ethiopia, Nepal, Pakistan, Sierra Leone and Somalia, and is being used as the basis for the consultative process to develop an INEE Information Pack on Financing Modalities, involving more than 40 financing experts, to be launched in 2010.

    • The Network continued to support the Inter-Agency Steering Committee (IASC) Education Cluster, through the Secretariat’s close collaboration with the IASC Education Cluster Unit and the chairing of two Education Cluster Working Group Task Teams. The Secretariat strategically integrated relevant INEE activities into the cluster workplan and supported the continued use of the INEE Minimum Standards as the Cluster’s foundational tool.

      For more information about the work INEE undertook in 2009 please click here to download the 2009 annual report.

      2008

      Enhancing Institutional Coordination, Policy Dialogue and Advocacy

      • The INEE Working Group on Education and Fragility was established as an inter-agency mechanism to coordinate diverse initiatives, catalyse collaborative action on education and fragility and engage with new, strategic education and cross-sectoral stakeholders, such as the Organisation for Economic Cooperation and Development’s Development Assistance Committee (OECD-DAC), the Association for the Development of Education in Africa (ADEA) and the Education For All (EFA) Coordination Team and Global Monitoring Report.

      • INEE convened a Policy Roundtable on Education Finance in States Affected by Fragility at the European Commission that brought together a diverse group of 45 representatives from donor agencies, UN and NGO practitioners, government representatives and researchers/academics.

      • The INEE Policy Roundtable’s discussion and recommendations influenced a broader discussion on issues of financing education in states affected by fragility, including inputs into the Norwegian “EFA Forum: Financing of Education in Fragile Situations: Challenges and Innovations” and the Doha meeting on “Financing Education to Achieve the Education for All Goals”.

      • INEE supported the Fast Track Initiative (FTI), including the development of a progressive framework resource package and support of the development of UNICEF/FTI Education Transition Fund.

      • INEE Guidance Notes on Teacher Compensation were launched; they were developed in a widely consultative manner to address a critical challenge to quality education and provide a suggested framework for compensating and supporting teachers.

      • Strategic support was provided to the Inter-Agency Standing Committee’s (IASC) Education Cluster through facilitating ways for the INEE membership to provide guidance, technical assistance, standards and tools in support of the implementation of the IASC Cluster Approach for greater quality, predictability and partnership. This, in turn, has increased the application of INEE tools in emergency contexts.

      • INEE facilitated member input into the UN Special Rapporteur on the Right to Education’s report on Education in Emergencies and the Committee of the Rights of the Child’s Day of General Discussion on Education in Emergencies, which released recommendations for Member States and represents a new avenue for partnership to further the network’s vision.

      Standard Setting, Knowledge Generation and Capacity Building

      • INEE facilitated inter-agency Regional Capacity-Building Workshops for Asia and for Europe, the Caucasus and North America, which brought together 45 education and humanitarian practitioners and policy-makers from 26 countries to hone their skills for providing quality education in emergencies and recovery contexts, including developing national and regional plans of action.

      • INEE Training of Trainers graduates, Capacity-Building Workshop graduates and INEE members facilitated more than 50 follow-up workshops on the INEE Minimum Standards in 2008, training over 1,000 staff worldwide. The INEE Secretariat provided training support, technical advice and materials to ensure quality.

      • The INEE Minimum Standards Toolkit and Reference Guide were launched in partnership with the IASC Education Cluster to help field staff and Ministry of Education officials implement the standards; over 5,000 copies were disseminated to members around the world.

      • Eighty-six respondents participated in the evaluation of the INEE Minimum Standards in Uganda and helped assess awareness, use, institutionalisation and impact for ensuring greater quality and predictability in inter-agency responses in education.

      • INEE and the Sphere Project signed a Companionship Agreement, whereby the INEE Minimum Standards Handbook will be used as companion to the Sphere Handbook, Humanitarian Charter and Minimum Standards in Disaster Response.

      • In partnership with the United Nations Girls Education Initiative (UNGEI), UNICEF and the International Rescue Committee (IRC) in Geneva, Switzerland, the INEE Gender Task Team/IASC Education Cluster Gender Working Group built the capacity of more than 20 participants from 18 countries to address gender inequalities in and through education in emergencies, post-crisis and contexts of fragility, which will result in a training pack for others to use in 2009 and beyond.

      Network Services and Membership Development

      • INEE now has more than 3,200 members, an increase of 40% over the past year, and continues to represent and be relevant to a diverse range of UN and NGO practitioners, government officials, donors, academics, youth leaders, teachers and students from around the world.

      • In 2008, members engaged more actively than ever before with INEE, which is illustrated through its expanded number of participatory bodies: two Working Groups (Minimum Standards and Education and Fragility), five thematic Task Teams (Adolescents and Youth, Early Childhood Development, Gender, HIV/AIDS, Inclusive Education and Disability) and four Language Communities (Arabic, French, Spanish, Portuguese).

      For more information about the work INEE undertook in 2008 please click here to download the 2008 annual report.

      2007

      Global Coordination

      • Through INEE and its members’ high level advocacy, the UN Inter-Agency Standing Committee (IASC) established an Education Cluster that will help to ensure that education is included within all humanitarian response.

      • INEE played a significant part in the Education Cluster Advisory Group, providing technical assistance, standards and tools in support of the implementation of the IASC Education Cluster.

      Training and Capacity Building

      • Over 50 trainers were trained through two INEE Minimum Standards regional Training of Trainers Workshops in Central and South America.

      • More than 95 follow-up workshops have been conducted by Training of Trainer graduates globally, training over a thousand staff worldwide.

      • Over 70 education and humanitarian practioners and policy makers from 21 countries in Anglophone and Francophone Africa came together to participate in capacity building workshops on the INEE Minimum Standards and developed national and regional plans of action.

      Inter-Agency Resource Development

      INEE Minimum Standards Research, Evaluation and Implementation Support

      • Over 300 INEE members and key partners helped to assess awareness, utilisation, institutionalisation and impact of the INEE Minimum Standards through participation in a global evaluation and an evaluation in Pakistan.

      • Development of the INEE Minimum Standards Toolkit, containing the INEE Minimum Standards Handbook, training and promotional materials and translations, as well as hundreds of the most practical field-friendly tools, guidelines, checklists, case studies and good practices linked to specific Minimum Standards.

      Network Growth

      • INEE now has over 2,300 members, an increase of 64% over the past year, and continues to represent a diverse range of UN and NGO practitioners, government officials, donors, academics, youth leaders, teachers and students.

      For more information about the work INEE undertook in 2007 please click here to download the 2007 annual report.

      2006

      Global Coordination

      • The UN Inter-Agency Standing Committee approved the application of a cluster approach to the education sector as a result of INEE’s advocacy and mobilisation of members and partner organisations.

      Training and Capacity Building

      • Over 175 trainers were trained in the INEE Minimum Standards regional Training of Trainers Workshops with additional workshops already conducted and planned by TOT graduates.

      Policy Making

      • INEE contributed inputs into donor, UN and NGO policy making processes through the coordination of two policy roundtables: 1) CIDA-INEE Policy Roundtable on Education in Emergencies, Fragile States and Reconstruction which called for policy coherence across different areas of work, the establishment of alternative financing mechanisms, and the institutionalisation and implementation of the INEE Minimum Standards; and 2) the Teacher Compensation in Fragile States, Situations of Displacement and Post-Conflict Return Roundtable which fostered consensus on the policy and practice challenges and the identification of next steps.

      INEE Resource Development 

      • INEE developed a new and more user-friendly website containing relevant publications, training materials, good practice guides, lessons learned, case studies, policy briefs, country profiles and other helpful links launched and actively utilised by members.

      Voices of Courage Awards Luncheon 2006: Celebrating achievements in promoting education in emergency situations

      • The Inter-Agency Network for Education in Emergencies was honoured by the Women’s Commission for Refugee Women and Children at the annual Voices of Courage luncheon held in New York on Thursday, May 11th. This honor is a tribute to all of INEE’s members who are working to ensure the right to education in emergencies and post-crisis reconstruction.

      • In addition to INEE, Christiana Thorpe, Aziza Ishaqzai and Microsoft were also honoured.

      • For more information about this event and the honourees, please visit the Women’s Commission website.

      For more information about the work INEE undertook in 2006 please click here to download the 2006 annual report.