INEE Minimum Standards Research Plan

The widespread distribution, promotion and use of the INEE Minimum Standards highlights a growing interest among humanitarian agencies in education in emergencies that extends beyond the Minimum Standards themselves. Indeed, the Minimum Standards process has been a vehicle for broadening and deepening the engagement of individuals and agencies, including donors, in this field.

A three-tier plan for the evaluation of the INEE Minimum Standards, using common indicators and performance measures, has been developed by the Application and Analysis Group of the INEE Working Group on Minimum Standards:

Tier One

This initial tier involves a qualitative and quantitative evaluation of the use and impact of the Minimum Standards, with baseline and endline measures, including standardized guidelines on research uses and questions and technical tools on context analysis, research conceptualization, data sources, data collection and data analysis. The Women’s Commission for Refugee Women and Children and Creative Associates International Inc. have carried out case studies on the implementation (awareness, utilization, institutionalization) of the standards, respectively in Darfur and in northern Uganda. These studies represent the beginning stages of an evaluation process to determine whether and how the standards are being utilized in a chronic crisis and an acute emergency. The baseline data from these studies will be built upon by future data collection so as to establish an endline over the coming two years. Click here to read more about these and other planned case studies.

Humanitarian Practice Network Paper Standards put to the test: The Preliminary Implementation of the INEE Minimum Standards for Education in Emergencies, Chronic Crisis and Early Reconstruction, includes summaries of the Darfur and Ugandan case studies and presents key lessons learned to guide the provision of education in emergencies.

Tier Two

Led by a team of researchers from InterWorks, Columbia University and the George Washington University, Tier Two draws upon Tier One methodology and involves the distribution and analysis of an in-depth questionnaire on awareness, utilization, institutionalization, and ultimately the impact that the standards have had on improving the quality of education in emergencies, chronic crises and early reconstruction. Click here for the Summary of Key Findings. Click her for Summary in Spanish. Click here for the full version of the report.

Below are the main recommendations of the report:

Recommendations and Next Steps:

As a result of the findings from this research as well as findings from the case study evaluations in Uganda and Darfur, recommendations from INEE Minimum Standards training workshops and feedback received from members globally, the INEE Working Group on Minimum Standards is prioritising the following activities:


Tier Three

This tier involves the on-going self-evaluation of the Minimum Standards by INEE members. The INEE Secretariat has received over 150 feedback forms in 2005 and 2006 from users of the INEE standards. The data from this on-going implementation and evaluation process will feed into the INEE Global Consultation at the end of 2008, allowing INEE members to determine where the network goes next with the standards.

INEE is maintaining a database of tracking requests for copies of the INEE Minimum Standards via the website, and as much as possible distribution carried out by Working Group members. This process provides helpful information about the use of the INEE Minimum Standards as well as the ability to follow-up with key partners and collect information about their experiences using this tool.

Evaluation feedback from INEE members on their awareness, use and the relevance of the INEE Minimum Standards reveals that the standards are being used extensively - in over 60 countries - and to great effect. INEE has received hundreds of examples of the standards’ positive use in, and relevance for, programme and policy planning, assessment, design, implementation, monitoring and evaluation as well as advocacy. Users relate that the INEE Minimum Standards provide a common language, facilitating the development of shared visions between different stakeholders, including members of affected communities, humanitarian agency staff and governments. They are also being used to promote holistic thinking and response and to frame and foster inter- and intra-agency policy dialogue, coordination, advocacy and action for the provision of quality education in emergencies, chronic crises and early reconstruction. A case study on Implementing Minimum Standards for Education in Emergencies: Lessons from Aceh is featured in a recent Humanitarian Practice Network issue of Humanitarian Exchange Magazine. A report on the implementation of the Minimum Standards within the Education Cluster formed in Pakistan after the earthquake in 2005 is available here.