Strategic Research Agenda: Questions on the Minimum Standards
1. What are the lessons learned and good practices in contextualization and implementation of the INEE Minimum Standards in various contexts?
- Compare and contrast cases of contextualization of the INEE Minimum Standards.
- Compare and contrast cases of implementation of the INEE Minimum Standards.
- What is the short-term impact of the implementation of the INEE Minimum Standards on educational access and quality in a given context (acute emergency, chronic crises, early recovery and development)?
- What is the long-term impact of the implementation of the INEE Minimum Standards on educational access and quality in a given context (acute emergency, chronic crises, early recovery and development)?
- What are the effects of the INEE Minimum Standards on teacher compensation in a given context (acute emergency, chronic crises, early recovery and development)?
- Compare and contrast case studies of the use of the INEE Guidance Notes on Teacher Compensation.
- What are the lessons learned and good practices in using the INEE Guidance Notes on Teacher Compensation?
- In what ways have the INEE Minimum Standards facilitated the immediate educational response in a given context (Haiti 2010, Pakistan 2009, Myanmar 2008, Gaza 2009 etc)?
- Review the INEE Minimum Standards Annotated Bibliography.
2. How have the INEE Minimum Standards contributed to the achievement of national educational targets, such as the MDGs and EFA goals, in specific countries?
3. In what ways have the INEE Minimum Standards helped to define or alter the commitments of the various actors (UN agencies, NGOs, donors etc) to ensuring access to and quality education?
4. How can the INEE Minimum Standards be used to strengthen the capacity of various actors (MOE, communities, donors, UN agencies, local, national and international NGOs) and the capacity of the education system to prepare for and respond to disasters, conflict and instability?
5. How have the INEE Minimum Standards been applied to prevent the exclusion of groups from accessing and participating in educational activities?
6. How have the INEE Minimum Standards been used to guarantee access to quality education for groups previously excluded from education?
7. In what ways have the INEE Minimum Standards impacted the development of the field of education in emergencies?
8. In what ways can the INEE Minimum Standards support developing countries with high levels of poverty to achieve equal and quality education?
- What lessons learned from the application of the Minimum Standards are relevant for developing countries’ efforts to achieve equal and quality education?
9. How have the INEE Minimum Standards influenced donor priorities in response to a specific emergency (Haiti 2010, Pakistan 2009, Myanmar 2008, Gaza 2009 etc)?
10. In what ways did the Minimum Standards inform donors’ decision-making and policy-making process and outcomes in specific situations of crisis?
11. What role do the INEE Minimum Standards play in increasing the access to quality education?
12. Does the integration of the INEE Minimum Standards in education programs, which result in improved access to quality education, influence positively future livelihoods, and how?
13. In what ways do the INEE Minimum Standards help the international community achieve the rights of the child and universal human rights?
