Implementation Case Studies

Since their official launch in December 2004, the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (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 contextualized 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 institutionalization of the INEE Minimum Standards.

From this constructive dialogue, case studies on the contextualisation of the INEE Minimum Standards have been developed which demonstrate their applicability to a range of situations along the emergency-chronic crisis-recovery-development continuum. These case studies serve as informational tools from which other users of the standards can learn and build upon. The lessons learned and recommendations that come out of the case studies and other evaluation research will feed into the upcoming revision of the INEE Minimum Standards (2009).

Implementation Case Studies:

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

INEE Case Study: Implementation of the INEE Minimum Standards by the Government of Norway (GoN) (2008) This case study, authored by a member of the INEE, analyses the utilisation and institutionalisation of the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards) by the Government of Norway (GoN). It also identifies lessons learnt, good practices and recommendations for consideration and application by other donor agencies.

INEE case-study: the contextualization of the INEE Minimum Standards by Community-based education providers in Afghanistan (2008) Sixteen community-based education organisations in Afghanistan agreed to form a working group which met regularly to contextualise the INEE Minimum Standards. This case-study documents the contextualization process and highlights key lessons learnt for INEE members. It is envisioned that the contextualised indicators will be used by CBE 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.

INEE Case Study: Using the INEE Minimum Standards to develop a teachers’ Code of Conduct in Somaliland (2008) This case study, authored by a member of the INEE, describes the way in which 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 discusses. Furthermore the study provides lessons learnt in regards to collaborations and capacity building of involved partners.

INEE Case Study: School Rehabilitation in Iraq (2007) This case study, authored by a member of INEE, 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 all discussed.

INEE Case Study: Responding to an educational emergency in the occupied Palestinian territory (2007) This Case Study, authored by a member of INEE, describes an inter-agency programme to ensure educational access for children in the West Bank affected by a teachers strike. Challenges in this context of chronic crisis included the importance of the Minimum Standards relating to Community Participation in this politically tense situation as well as Minimum Standards on the Protection and Well-Being of Learners.

INEE Case Study: Participatory Assessment and Teacher Training in the Aftermath of the Tsunami (2006) This Case Study, authored by a member of INEE, described the way in which the Minimum Standards were applied during the rehabilitation of schools in post-Tsunami Aceh, Indonesia. The Minimum Standards in this context 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 INEE members working in any context.

INEE Case Study: Inter-Agency Coordination in the Aftermath of the Tsunami (2007) This Case Study, authored by a member of INEE, 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: 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, a member of INEE, described the value of applying the Minimum Standards on Community Participation and Analysis in order to ensure an effective an 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 organization can contribute to these case studies, please email the INEE Coordinator for Minimum Standards: minimumstandards@ineesite.org.