The Middle East, North Africa & Europe Collective Consultation Framework

The Middle East, North Africa & Europe Collective Consultation on Minimum Standards for Education in Emergencies
Standards, Indicators and Guidance Notes
Amman, Jordan - 19 - 21 May 2004

 

The Middle East, North Africa and Europe Collective Consultation on Minimum Standards for Education in Emergencies was held from May 19-21, 2004 in Amman, Jordan and co-hosted by the United Nations Educational, Scientific and Cultural Organization (UNESCO, represented by Christopher Talbot and Robert Parua) and the United Nations High Commissioner for Refugees (UNHCR, represented by Nemia Temporal and Zahra Mirghani).

In preparation for this regional consultation, delegates held 26 national and local consultations involving over 300 people in 10 countries in the Middle East, North Africa and Europe (Afghanistan, Bosnia and Herzegovina, Egypt, Greece, Iran, Iraq, Israel, Kosovo, Lebanon, Morocco and Palestine). Participants in these local and national consultations are working on education and child protection issues in emergency, chronic crises and early reconstruction situations -- both conflict and natural disasters -- in Afghanistan, Armenia, Bosnia and Herzegovina, Chechnya/Russia, Egypt, Iran, Iraq, Israel, Lebanon, Kosovo, Morocco, Palestine, Russia, Yemen. This includes teachers and other education personnel; students and other young people; international and local NGOs focused on education, community issues, protection, and human rights; parents, community members and religious leaders; United Nations representatives from UNICEF, WFP, UNESCO and UNHCR; and government officials from Ministries of Education throughout the regions.

The delegates representing affected populations, governments, NGOs and UN agencies at the Middle East, North Africa and Europe Consultation on Minimum Standards for Education in Emergencies built upon the standards, indicators and guidance notes developed at these national and local consultations. This report represents the minimum standards, indicators and guidance notes developed through this consultative process across the categories of:

I. Situation Analysis
II. Access, Equity & Learning Environment
III. Curriculum Development (Learning Content, Methodology, and Resources))
IV. Community Participation
V. Teachers and other Education Personnel
VI. Education Policy and Coordination
- List of Delegates

 

INEE is an open network of UN agencies, non-governmental organizations, donors, practitioners, researchers and individuals from affected populations working together to ensure the right to education in emergencies and post-crisis reconstruction. The network is responsible for gathering and disseminating best practices in education in emergencies and ensuring a regular exchange of information among its members and partners. INEE is led by a Steering Group composed of representatives from CARE International, International Save the Children Alliance, the International Rescue Committee, Norwegian Refugee Council, UNESCO, UNHCR, UNICEF and the World Bank.

INEEs Working Group on Minimum Standards for Education in Emergencies consists of 13 organizations with expertise in education in crisis and early reconstruction situations: CARE Canada, CARE USA, Catholic Relief Services, the International Rescue Committee, Norwegian Church Aid, Norwegian Refugee Council and the Norway United Nations Association, Save the Children UK, Save the Children USA, Refugee Education Trust, UNESCO, UNHCR, UNICEF and World Education.

 

Minimum Standards, Indicators and Guidance Notes developed at the Middle East, North Africa and Europe Collective Consultation on Minimum Standards for Education in Emergencies

Introduction to Handbook should include the following:

  • Reference key international commitments to and standards/rights on education (ie. Strategy 5 from Dakar states that education programs should include and facilitate learning that promotes peace, tolerance, human rights).

  • Background on life-sustaining and life-saving (protection) potential of education in emergencies.

  • Providing education during emergeny or early reconstruction situations is an opportunity for positive change.

  • Quality education is always the minimum standard, regardless of the phase of emergency. Quality of education is never to be compromised even during the onset of emergencies. Definition of quality education:

    • Relevance
    • appropriateness
    • participation
    • flexibility
    • inclusion

     

    The goal of education in emergencies is for people to gain the essential knowledge, skills and attitudes to cope with the crisis faced by themselves and their community.

    • All categories have overlap and need to look standards in a holistic, coordinated way.
    • To build upon: Quality, genuine participation from all stakeholders (what does this mean and how to measure it?).
    • To build upon: The introduction should answer the questions: For whom are the standards? What is the target (age) group in emergency education? Formal vs. Non-formal ?

     

    Basic definitions that need to be provided:
    • Access
    • Equity
    • Inclusion
    • Learning environment (includes all learners and learning personnel)
    • Community stakeholders

     

    I. SITUATION ANALYSIS:

    Introduction

    Humanitarian agencies should prioritize education in emergencies as part of standard response as an essential form of protection. Education must be raised on the emergency agenda, but not put ahead of other life saving sectors.

    Situation Analysis Standard 1: Initial Assessment:
    An immediate, coordinated, participatory assessment of the emergency situation and its implication for education collects and analyses qualitative and quantitative data for strategic response.

     

    Key Indicators

    1. A participatory initial assessment targets as many stakeholders as possible (see guidance notes 1, 2 and 3). Cross reference with Community Participation
    2. Standarised assessment tools and formats for qualitative and quantitative data collection are agreed upon and used in order to ensure consistency among actors (see guidance notes 4 and 5).
    3. The assessment considers impact of the political, social, economic and security environment as well as the impact of and linkages between all relevant sectors (water and sanitation, nutrition, food, shelter, health, livelihood) on education (see guidance note 6).
    4. Local capacities and strategies for learning and education, both prior to and during the emergency, are identified (see guidance note 6).
    5. The assessment analyzes potential and existing threats to the protection of children and youth (see guidance note 6).
    6. Local capacities and strategies to cope with the disaster, both those of the affected population and the surrounding population, are identified
    7. The assessment identifies local perceptions of the purpose/role of education (see guidance note 7). Cross reference with Community Participation
    8. An appropriate response is designed based on assessment findings, including relevant intervention, advocacy for meeting gaps and/or support (see guidance note 8).
    9. A forum for sharing assessment findings and creating a database is established (see guidance notes 6 and 9).
    10. Regular coordination meetings to minimise duplication and identify gaps in intervention are held (see guidance note 9).

     

    Guidance Notes

    1. When possible, the findings of the initial assessment should be available within the first two weeks (no consensus on this time specification) of the emergency so that activity planning can take place.
    2. General emergency assessments must include an education or child protection specialist on the emergency team to collect data on education need s and resources Agencies should commit resources to and build staff and technical capacity to carry out these activities. In order to ensure that this occurs, education and child protection specialists must sensitize their own agencies and partners about the need to see education as a vital component of protection. No consensus: should this information be a guidance note or within the introduction to the section on Situation Analysis?To build upon: how to conduct an initial assessment on education when no specialist has been put on the team?
    3. Participation is limited in initial assessment and should be increased moving toward continuous assessment, response and monitoring (see standard 2 and 3). Participatory nature of the assessment needs to be maintained through the monitoring phase. To build upon: how measure community participation?
    4. Standardized data collection form will facilitate the comparison of projects on an interagency level. To build upon: identify assessment tools for appendix. Look at the Assessment Checklist in Education in Emergencies Toolkit (Save UK) and other resources for guidance. Some ideas on data re: education needs and education resources to be collected: number of children and number of children in school (disaggregate by age and sex), vulnerabilities and protection issues for children, number of trained teachers and/or possible teachers, remuneration for teachers, historical context of education within society, the previous education system/ situation, school infrastructure (damage, present use and potential future use), learning equipment and materials and factors affecting the safety and security of the affected population and humanitarian staff. Qualitative data collected on what students, teachers and parents say education needs and resources are.
    5. In order to avoid data bias, it is important to triangulate data from multiple sources during analysis before conclusions are drawn.
    6. Pre-crisis data and post-crisis assessments (government, NGOs, specialized agencies within the humanitarian community and the local community) that identify existing education needs and resources should be readily available to all actors. This may be particularly useful if actors cannot access the site during an emergency.
    7. An effective response must analyze and utilize local perceptions of the role and function of education in order to make use of the window of opportunity to question prior practices and to influence response. This is important so that humanitarian workers do not design response based only on THEIR perceptions and priorities rather than local perceptions. In a given location, a school setting may not be the place to resolve conflict; instead, it may be more effective to address these issues within broader community settings.
    8. Proposals for response must ensure that essential activities are budgeted for and adequately funded, including capacity-building of staff for data collection and analysis and carrying out the tasks of monitoring and evaluation; these are often not taken into full account during the proposal process.
    9. There should be a lead actor (such as OCHA or a relevant government ministry) to head up the coordination of assessment, sharing of the findings and coordinate response planning.

     

    Situational Analysis Standard 2: Continuous Assessment, Monitoring and Response:
    On-going monitoring identifies changes in education needs and resources and leads to periodic adjustment.

     

    Key Indicators

    1. Assessment categories identified in initial assessment are broadened, deepened and diversified and the needs of additional learner categories are addressed (see guidance note 1).
    2. Monitoring and review of data identifies changes, trends and new resources.
    3. Periodic adjustments are made based on monitoring and review of assessment findings with consideration of long-term implications (see guidance note 2).
    4. All stakeholders participate in the continuous assessment of needs and resources and response, including community members such as parents, students, young people (see guidance note 3).
    5. Findings from on-going monitoring and assessment are shared and database is updated to allow for informed decision-making.
    6. Regular coordination meetings to minimise duplication and identify gaps in intervention are held.

     

    Guidance Notes

    No consensus: timeline for periodic assessment and adjustment.

    1. Initial assessment: Data to be collected includes education needs and education resources (number of children (disaggregate by age and sex), number of trained teachers and/or possible teachers, vulnerabilities and protection issues for children, historical context of education within society, the previous and current education system/situation; school infrastructure (damage, present use and potential future use), learning equipment and materials and factors affecting the safety and security of the affected population and humanitarian staff. Categories for continuous assessment should be diversified to also include: education for all (not just children); type of school, data on teachers and other education personnel (teacher support, training and supervision, education management, curriculum, availability and access to learning opportunities and school (including barriers, such as security, working children/livelihood needs that supercede learning opportunities), etc (refer to established assessments).
    2. Budget negotiations must take place according to the adjustments required, to ensure that essential activities are budgeted for and adequately funded.
    3. All efforts should be made to ensure that the entitled authority participates in the coordination of assessment and response.

     

    Situation Analysis Standard 3: Final Evaluation:
    A transparent evaluation measures the impact of the intervention.

     

    Key Indicators

    1. The education intervention is evaluated against original objectives.
    2. Local education committees, including teachers and other education personnel and students, participate in the evaluation (see guidance note 1).
    3. Lessons learned are shared with the broader local community and humanitarian community and fed into post-emergency advocacy, programs and policies (see guidance note 2).
    4. Lessons learned are shared widely to contribute to global education goals.

     

    Guidance Notes

    1. If none exists, it may be useful to form a committee for monitoring, review and evaluation, including participation from all stakeholders (parents, students, teachers and other education personnel, government, and humanitarian workers).
    2. Potential barriers and resources are identified in the evaluation

     

    II. ACCESS, EQUITY, AND LEARNING ENVIRONMENT

     

    Access Standard
    Free and safe access to education is available to all. Barriers to access are systematically reduced.

     

    Key Indicators

    1. Social, economic, cultural, religious, political or military barriers are not limiting free and full access to education (See guidance note 2)
    2. Educational facilities are accessible for all, including those with special needs.
    3. Learners horrors and fears are allayed and their psychosocial needs are met.
    4. Education laws and regulations are flexible to enable access for learners during emergencies (see guidance notes 4 and 5).
    5. Education is provided free of fees.
    6. School uniforms are not required (see guidance note 7).
    7. Educational institutions are located within walking distance of learners homes.
    8. Education is available in the languages of the learners.
    9. The curriculum is appropriate and acceptable to the community (Cross reference: curriculum)
    10. Adequate numbers of qualified teachers are available (Cross reference: educational personnel).

    Guidance Notes

    1. International humanitarian law (Geneva and Hague conventions) protect the right to access and : Convention on the Rights of the Child articultate that children have the right to basic education, regardless of state of emergency.
    2. To compensate families for the opportunity cost of sending their children to school, incentives should be provided if/where required e.g. take home rations
    3. Political and social awareness on the right to education is raised.
    4. National overall responsibility for educational institutions is in place.
    5. National partners and other stakeholders are mobilized.
    6. Admission and enrolment are simple and documentation requirements are flexible e.g. without requiring citizenship, birth certificates, identity papers, school reports etc. Enrolment part-way through the school year or term is permitted. Second chance re-enrolment of drop outs is permitted. The documents and enrolment information must be confidential.
    7. Flexible time scheduling, including variable school hours, shifts and variable vacation periods, allow all learners to benefit from educational opportunities.
    8. Provide incentives for those in need, e.g. school feeding, transportation, clothing etc.
    9. Provide appropriate clothing and sanitary item

     

    Equity Standard :
    All who wish to participate are included and treated justly in education.

     

    Key Indicators

    1. All who wish to participate are included in education, regardless of gender, age, nationality, race, ethnicity, religion, language, culture, political affiliation, sexual orientation, socio-economic background, physical or psychological condition, or intellectual ability.
    2. Individual differences are taken into consideration.
    3. Needs and potentials of teachers are fulfilled (cross-reference with Teachers and Other Educational Personnel category).
    4. Communities are involved in the educational process to enhance equity (cross-reference with Community Participation category).
    5. Opportunities are provided to those who are out of education.

     

    Guidance Notes

    1. No consensus: the standard seems passive and should change.
    2. School attendance is compulsory for children aged 6-15, in most jurisdictions.
    3. Develop partnership between community and educational stakeholders (schools, headmasters, MoE, NGOs)
    4. Awareness-raising within community to enhance participation without discrimination.

     

    Learning Environment Standard 1:
    The learning environment is safe, secure and promotes protection for the educational community.

     

    Key Indicators

    1. The learning environment is free from natural hazards, man-made hazards, arms, ammunition, landmines, UXO, armed personnel, crossfire locations, political/military threats and recruitment into political or military activities.
    2. The learning environment is free from gender-based violence, discrimination, forced labour, prostitution, sexual harassment and other forms of exploitation, drug dealing and abuse, physical violence, kidnapping, trafficking and other similar threats.
    3. The journey to and from school is free from the threats listed in indicators 1 and 2.
    4. Methods of discipline and class room management other than corporal punishment are used and promoted
    5. Bullying is prevented and discouraged.
    6. The learning environment is designated by visible boundaries and clear signs.
    7. Separate latrines for males and females are installed, in locations easily supervised by adults.
    8. Training programmes for teachers, other education staff and learners are in place to promote safety, security and protection.
    9. Communities, teachers, parents and education providers participate in setting policies and establishing systems for ensuring that learners are safe and secure.

     

    Guidance Notes

    1. Learning environment includes home, school, and journey to school.
    2. Local communities are responsible for guarding the learning spaces and ensuring safety.
    3. Cross reference with indicator on code of conduct within Teachers and Other Education Personnel.

     

    Learning Environment Standard 2:
    The learning environment is conducive to all aspects of physical, emotional and mental health and well-being.

     

    Key Indicators

    1. The learning environment is kept free from garbage, vermin and dangerous animals (see guidance note 1).
    2. First aid kits are available; educational personnel are trained in their use.
    3. Basic health and hygiene are promoted in all learning environments (see guidance note 2).
    4. Learners short-term hunger is addressed to allow effective learning (see guidance note 3).
    5. Women are present on educational premises to reassure female students (see guidance note 4).

     

    Guidance Notes

    1. Follow Sphere manual, chapter 2.4, for vector control measures.
    2. Vaccination may be conducted in schools, if not done elsewhere, following WHO guidelines.
    3. School feeding is carried out as appropriate, according to World Food Programme guidelines on School Feeding in Emergencies.
    4. This is applicable only in co-educational schools.

     

    Learning Environment Standard 3:
    Infrastructural facilities are adequate, safe and conducive to quality education.

     

    Key Indicators

    1. Learning spaces are provided of adequate size and construction, according to national and/ internationally accepted standards (see guidance notes 1 and 3).
    2. Class size is no greater than prevailing national and internationally accepted standards (see guidance note 1).
    3. Potable water, functioning latrines, washing facilities, adequate lighting and heating, (according to national / internationally accepted standards, e.g.) are easily accessible (see guidance notes 1, 2 and 3).
    4. Recreational and sporting facilities are available.
    5. Basic furniture is provided, including sitting and working space; writing board; teachers table and chair (see guidance notes 2 and 3).
    6. All facilities and furniture are functioning and maintained in sound and clean condition.
    7. Libraries and facilities for practical work are established after the immediate emergency (see guidance note 3).

     

    Guidance Notes

    1. To build upon: for international standards, refer to UNESCO, UNICEF and UNHCR??
    2. If necessary, educational programmes may begin without these infrastructural elements; they must be supplied as rapidly as possible. At the onset of the emergency, if necessary, materials are provided for temporary school shelters.
    3. Locally procured materials and labour are used to build infrastructure, when available.

    III. CURRICULUM DEVELOPMENT

    Introduction

    Curricular contents, methodologies and resources lay the basic foundations for the community. Subsequently these elements have a great impact and also a lot of sensitivity. These standards require a constant balance between the input of local communities and authorities as well these defined global standards.

    Curriculum Development Standard 1:
    Cross-cutting contents in the curricula address relevant educational values that contribute towards building a peaceful society.

     

    Key Indicators:

    1. For the purposes of this standard, relevant educational values include recognition of diversity, human rights and the humanity of all (see guidance notes 2, 3 and 4).
    2. Textbooks and enrichment materials are developed, assessed and revised to infuse these relevant values.
    3. Teacher training programs and ongoing teacher educational programs infuse these values and address the challenges of value based education during times emergency (see guidance note 5). Cross reference with Teachers and Other Education Personnel
    4. Children exhibit increased curiosity (see guidance note 6).
    5. Curricular contents are developed in ways which consider the differentiated capacities of learners.

     

    Guidance Notes

    1. Relevant educational values are seen as conducive to the natural psychological development of the child, especially during times of extreme crisis and post-emergency rehabilitation.
    2. Diversity addresses gender, culture, nationality, geography, religion and learning capacities.
    3. Human rights are defined in accordance to the international conventions of human rights and the UN convention of rights of the child and international humanitarian law.
    4. The human face of all is critical even during times of conflict and realizes that this is part of a long term process.
    5. Ongoing teacher training includes school based learning, and informal support programs for teachers and school principals.
    6. Curiosity is a natural tendency of children which is often stunted in light of fear and trauma. Increased curiosity rather than defensiveness would indicate that children are capable of overcoming a minimal degree of the trauma.

     

    Curriculum Development Standard 2:
    Every child receives basic education in the following areas: literacy, math and sciences, health and physical education and life skills.

     

    Key Indicators

    1. The community and local authorities determine the contents, languages, depth and applicability of these curricular areas based on the local needs and culture.
    2. School-based curricula is developed with meaningful community participation and curriculum should be flexible and consider the principle of best interest of the child.
    3. Every child meets the minimum level of learning in literacy and in numeracy set up by the local education authorities.
    4. Basic life skills required by the local situation or environment which include child protection matters, are learned in classes.
    5. To ensure education / learning achievements are taking place through effective monitoring and evaluation systems. Cross reference with Analysis.

     

    Guidance Notes:

    1. Every child refers to all children, despite gender physical disability and ethnicity.
    2. Minimum level of learning refers to basic competence in numeracy and literacy that learner gained through the learning process.
    3. HIV AIDs related knowledge must be given priority even at a stage of primary education.
    4. Reference standard 4 for indicators requiring elements of play in basic education.

     

    Curriculum Development Standard 3:
    Curricular content is relevant, flexible, inclusive, appropriate and participatory.

    >

    Key Indicators

    1. A working relationship exists between students, teachers, school administration, parents and community members that all contribute to the curricular content. (See guidance note 6)
    2. Barriers to inclusion in learning and participation are reduced.
    3. All curricula content remains appropriate to the developmental level, language and capacities of the learners.
    4. All curricular content remains responsive to the current and future needs of the learners and to the developments in technology and knowledge.
    5. Learners are actively participating, interacting and self directing in their own learning (see guidance note 3).
    6. All children are actively included in the learning and in every aspect of educational provision.

     

    Guidance Notes

    1. Refer to Convention of Rights for the Child for assistance in appropriateness.
    2. Refer to "Save the Children Alliance" document on education in emergencies for additional information on relevant curriculum in education in emergencies.
    3. Participatory means teaching with the students to keep active, self directed and engaging. This helps build a reciprocal learning relationship between the teacher and student.
    4. A student has the opportunity to learn despite any form of difference. Cross reference with Equity. To build upon: add guidance on children with special needs.
    5. A "school council" made up of the players mentioned in indicator 1 may be created, in order to effectively respond to emerging situations, new knowledge and continuously provide quality education.
    6. A flexible curriculum schedule should be adapted to meet the needs of older learners (especially those who return after dropping out) and enable them to complete a basic education program. Refer to standard 3.

     

    Curriculum Development Standard 4:
    Education programs are open to alternative methodologies of instruction that are moving towards a learner-centered approach.

     

    Key Indicators

    1. Curriculum is provided which supports learner-centered instruction.
    2. Teachers express an openness to try new methods of instruction (see guidance note 2).
    3. Elements of play, fun and drama are integrated into the school life.
    4. A variety of teaching resources are available.
    5. Classroom organization in different groups respects the diversity of learners.
    6. Opportunities are available for learners to ask questions and express their opinions linked to basic references of information provided in the classrooms and in their home settings. Essential curricular content in different subject matters.
    7. Learners acquire concrete problem solving skills and methods of self learning and self evaluation (see guidance note 3).
    8. The teacher acts as a facilitator in the classroom.

     

    Guidance Notes

    1. Cross reference with Resources and Educational personal.
    2. New methodologies can be traumatic for teachers and especially during times of emergency there is sensitivity towards this. Taking this into consideration, an expressed openness of teachers would be a strong indicator to the implementation of this standard. No consensus: Is traumatized too strong of a term? To build upon: Making methodology more child friendly and participatory can be managed well or badly- this requires care, as there may be tension from the teachers, parents or community members who perceive this as too much change, too fast. This view must be balanced with the argument that education in emergeny or early reconstruction situations is an opportunity for change.
    3. An essential aspect of education in emergencies is capacity building which enables learners to seek out learning opportunities.
    4. Diversity may include multi age teaching which should be taken into consideration in the methodology.
    5. To build upon: preparedness prior to the emergency, i.e. training of teachers.
    6. To build upon: Need a stronger indicator on assessment and certification and how varied methods of assessment are used to relieve fears and trauma that children experience. A guidance note should be added to explain the of failure (missing out on school, missing out on exams, failing exams, having no opportunities for the future). Should this also be taken up in Anlysis?

     

    Curriculum Development Standard 5:
    Methodologies implemented in schools are consistent with the cross cutting contents that are articulated in standard 1 (see guidance note 1)

     

    Key Indicators

    1. Incentives and rewards are ensured for teachers who implement these methodologies with their students.
    2. Teachers and schools are assessed internally and externally, amongst others, by their compliance to these methodologies.
    3. Classroom methodologies address a diversity of learners with differentiated learning capacities, and cultural backgrounds.
    4. School staff members demonstrate trust and respect amongst one another. (See guidance note 2).
    5. Varied methods of assessment are used to relieve fears and trauma that children experience.

     

    Guidance Notes

    1. Contents of values cannot be detached from the methodologies modeled by the teachers. Values that are seen as conducive to the natural development and wellbeing of the child, can not merely be guidelines for students behavior, but are also relevant to how students are treated in their classrooms.
    2. Modeling within the classroom can very rarely be independent of general conduct within the school. Demonstration of certain values amongst the larger school staff would indicate both a consensus of basic values and an atmosphere of their implementation.
    3. Cross reference with Teachers and other Education Personnel.

     

    Curriculum Development Standard 6:
    Available resources are allocated for curriculum development.

     

    Key Indicators

    1. Local community, children, parents and NGOs are invited and welcomed to reviewing and enriching the curriculum (See guidance note 1).
    2. Local experts are sufficiently skilled and accessible when addressing necessary changes in the curriculum.
    3. Members of the community are encouraged to promote cultural life and skill (people are volunteered to implement some other subject in the school such as music, arts, cultural life.)
    4. Case studies and existing reports and additional educational materials are available for schools (such as the sphere project)
    5. All possible professional capacity is recruited to the teaching process.

     

    Guidance Notes

    1. Involvement of the local community increases the likeliness that they will bring additional resources including volunteering experiences in music, arts or cultural life.

     

    IV. COMMUNITY PARTICIPATION

    Introduction

    Quality education is defined as follows (RAPFI):

    • relevance
    • appropriateness
    • participation
    • flexibility
    • inclusion

     

    Community Participation Standard 1:
    Community participates actively and effectively in promoting quality education.

     

    Key Indicators

    1. Community is organised and empowered to participate (see guidance notes 1 and 2).
    2. Community is involved in the analysis, planning, implementation, monitoring and evaluation of the of the education system, including management of education and decisions on curriculum (see guidance note 3).
    3. Equal participation of women, men and children in community-based and school-related activities that support quality education.
    4. Community recognizes education as a priority (see guidance note 4).
    5. Duty bearers and stakeholders coordinate to ensure that community decisions are informed and implemented (see guidance note 5).

     

    Guidance Notes

    1. Quality education is defined as follows (RAPFI):
      • relevance
      • appropriateness
      • participation
      • flexibility
      • inclusion
    1. The terms "community", "participation", and "quality" should have standard and consensus in the definitions. For purposes of the group discussion:
      • "Community" refers to a group of people (individuals or families) with common interests/concerns and working together for a common goal in education.
      • "Stakeholders" in education such as NGOs, UN Agencies, teachers and government and/or education authorities and other education providers, and other groups are not here considered community, but may work with the community (no consensus). For example, local NGOs have provided anamateurs for play and learning areas in an earthquake context.
    1. No consensus: "Participation" refers to the process and activities that allow the voices of the affected population to be heard, empower them to be part of decision-making processes and enable them to take direct action on education issues. A community can participate meaningfully if they are organised and empowered. It is recognised that there are various degrees or levels of participation symbolic/token participation, consultation, and full participation. Participation is all-inclusive, i.e. participation of local institutions, elders in the community, religious leaders, etc. Another opinion says "Direct participation" is a better way to get the community participate as opposed to "establishing mechanisms, structures, systems or representational participation". Others suggested that it is not always practical for the whole community can come together all the time.

       

      • To build upon: " Community ownership" which was a word used in other regional consultations is "vague and fuzzy" and needs to be further discussed.
      • "Community participation" as a process and recognised and respected by Government and/or education authorities and NGOs is mentioned in the UK Consultation as this contributes to its sustainability and continuity. This may be considered for inclusion as another standar
      • Community Participation should be a cross-cutting issue for other categories, and cross-referenced with and by other categories.
    1. If the community prioritises education, it will positively influence active participation of a community in promoting education.
    2. The indicator on coordination can also be a separate standard. As a standard, it would highlight the following: It ensures equitable participation of community actors (children; parents and family members, social and religious institutions) preventing the dominance of political, religious or other interest groups.

      3. There should be regulations that govern the relationship among all actors, and especially between government and/or education authorities and the community, and how the relationships effects or influences the education system to ensure quality education.

     

    Community Participation Standard 2:
    Community resources are identified and mobilised.

     

    Key Indicators

    1. Community and teachers identify education resources (see guidance note 1).
    2. Stakeholders support and recognize community contributions to education.
    3. Available resources are assessed and records of these resources are kept.
    4. Resources are mobilised (see guidance note 2).
    5. There are two adults in the classroom (see guidance note 3).
    6. Parents are engaged in home-based learning activities (see guidance note 4).

     

    Guidance Note

    1. Resources include human, intellectual or material resources existing in the community. This also includes technical equipment. No consensus: what does technical equipment mean: resources, materials, technical support and information?
    2. Cross reference with learning environment. Resource mobilisation is demonstrated for example, by material and labour contributions of the community in school constructions, maintenance and repairs, according to the recommended standards
    3. "Two adults in the classroom" indicates that community has human resources to help in school-based programmes. With at least one female adult in the classroom, there is greater capacity for protecting children, increased attention to children with specific needs and therefore greater possibilities of integrating them in schools; and greater chance to improve quality of teaching.
    4. Parents and children work together at home to ensure that learning is applied and followed-up by parents at home.
    5. To build upon: Measurement of empowerment and participation needs to be indentified.

     

    Community Participation Standard 3:
    Children actively participate in the assessment, planning and evaluation of education management, curriculum development and all other decision-making processes.

     

    Key Indicators

    1. Systematic dialogue and meeting of and with children.
    2. Evidence and documentation on childrens participation.
    3. Children are highly motivated and interested in participating in meetings and activities (see guidance note 2 and 4).
    4. Adults and teachers advocate for childrens participation (see guidance note 4).
    5. Mechanisms exist to facilitate childrens participation (see guidance 5).

     

    Guidance Notes

    1. With the active participation of children, school drop-outs and children with specific needs those with social, emotional and physical disabilities and learning difficulties can be reached and encouraged to go to school.
    2. Such as childrens pictures and video records of activities
    3. No consensus: To further discuss the question on "what are the indicators of childrens participation?" Is the existence childrens council an indicator of childrens participation?
    4. Experience has shown that in conflict situations where parents are unable to provide care and protection children tend to assume more responsibilities. Hence, children are better able to actively and effectively participate in decisions that affect themselves and their families. Childrens participation at the onset of emergency may take the form of identifying education needs and their role in service delivery. This can be build upon for long term participation in education. ` with Analysis.
    5. While adults and teachers are viewed as having more authority to advocate, children can also be empowered to advocate for their own right to participate.
    6. Publications and materials by, for instance, UNICEF, Save the Children, Child to Child Trust can be used to facilitate childrens participation
    7. Article 12 of Convention on the Rights of the Child mentions: children have the right to have their voice heard in decisions that affect them (NEED ACTUAL WORDING). This article is applicable to all children in all situations, regardless of being in an emergency, chronic crisis or natural disaster.

    V. TEACHERS AND OTHER PERSONNEL

     

    Teachers and Other Education Personnel Standard 1: Selection and Recruitment process:
    A sufficient number of appropriately qualified teachers and other education personnel, as relevant with university degrees or other skills are recruited

     

    Key Indicators

    • Recruited teachers represent a balance of affected communities, e.g. refugees, IDPs, locally affected (see guidance note 1).
    • Selection criteria include considerations of gender, ethnic and religious background etc.
    • Teacher are selected on personal suitability and qualities.
    • An agreed teacher/pupil ratio is applied.
    • Teachers have command of local languages as well as of the language of instruction.
    • A selection committee is in place and selects new teaches through an open and transparent process.

     

    Guidance Note

    1. Teachers and Education Personnel are mainly selected among the affected population. However, even if a camp is established for refugees or IDPs, applications from eligible local candidates may be accepted in order to foster good relationships.
    2. Selection criteria are checked against national or international requirements, where such exist.
    3. It is especially important in crisis situations that teachers and education personnel do not have negative behavioural records that would have an adverse effect on children and youth. No consensus: refrase this guidance note to recommend that a reference check is carried out, rather than negative behavior record.
    4. There is a recognition that some minority groups do not speak the major languages, and teachers who speak the relevant languages are recruited.
    5. A panel of affected community representatives and experts constitute the selection committee.

     

    Teachers and Other Education Personnel Standard 2: Training, Accreditation and Services:
    Teachers and other education personnel involved in providing education receive relevant and appropriate training and support, according to need and circumstances, and are recognized for the training received.

     

    Key Indicators

    1. Content
    • The training corresponds to the needs of teachers and other education personnel
    • The training include learner centered methodology and application of teaching techniques, life skills and competencies as well as guidance/counseling and psychosocial care
    1. Training (ad hoc courses, in service training)
    • Qualified trainers conduct the training
    • Local resources, human and material, are used when available
    • Continuing education and capacity building for all teachers and education personnel is ongoing
    • Application of Peer Training for students and staff is considered
    1. Recognition/accreditation
    2. Training content and plans are documented
    • Teachers and other education personnel are recognized for training received
    • Negotiation takes place with relevant authorities for official accreditation of teachers and training/teaching materials as needed
    1. Support services, monitoring and evaluation
    • Teachers receive psychosocial support and follow-up support as needed
    • Teachers are monitored, evaluated and given feed-back on a regular basis
    • Available counselors from within or outside the community are used where appropriate

     

    Guidance Notes

    1. Content: The term life skills normally include peace and human rights education, conflict management, health issues, including HIV/AIDS, culture and environment; competencies may include ICT (Information and Communications Technology) and vocational skills. To build upon: Need to emphasize training on peace, human rights in the indicators as well as in the introduction: Strategy 5 from Dakar states that education programs should include and facilitate learning that promotes peace, tolerance, human rights (reference this).
    2. Training: Training is provided based on priority needs, understanding that budget and time does not always allow for comprehensive training to be extended to all groups. Whenever possible, training and curriculum staff of education authorities is involved as master trainers, in order to secure future ownership of the programs. Local resource persons (musicians, artists, story tellers, farmers, health worker etc) should be invited to enhance the school program
    3. Recognition and accreditation: Approval and accreditation by education authorities is sought in part to ensure quality and recognition in the current situation, in part with a view to future need on return to home country or home area.
    4. Support services: Taking into account that even trained and experienced education personnel find themselves traumatized by events and faced with new challenges and responsibilities vis a vis learners, their ability to cope and perform depends on relevant support being available. Monitoring and participatory evaluation may additionally serve to encourage teachers and increase their competence. There is recognition of situations that teachers cannot handle and cannot be trained for in a short term. Community support and cooperation is instrumental.
    5. To build upon: refer to the 1966 UNESCO/ILO Recommendation concerning the Status of Teachers and Education Personnel and UNESCO Convention on Recognition Higher education qualifications.

     

    Teachers and other Education Personnel Standard 3: Conditions of Work:
    Teachers and other education personnel are appropriately compensated and have clearly defined conditions of work and code of conduct.

     

    Key Indicators

    1. Compensation and conditions of work are specified in a job contract, and compensation is provided on a regular basis
    2. There is ongoing advocacy and negotiation with relevant authorities and donors to ensure an acceptable remuneration level for the teachers and education personnel
    3. International actors are using fair remuneration scale for the various categories of personnel
    4. Code of Conduct ensures that teacher and education personnel behavior promotes the well-being of the learners in a positive learning environment
    5. Appropriate measures are applied in case of misconduct and violation of rules and regulations

     

    Guidance Notes

    1. Compensation can be monetary or non-monetary.
    2. To build upon: If teachers are not paid or paid low, they will will change work, often going to the UN or NGOs as drivers, secretaries, interpreters, etc. This leads to a dearth of qualified teachers during early reconstruction. Must look for local, national and international resources to commit to this. To ensure quality, the international community has a responsibility to pay teachers - they need to have means to feed passion. There shuld be a standard or indicator that articulates the resposibility of the international community to commit to paying teachers. International subsidaries are distributed by donors for reconstruction an indicator or guidance note could recommend that there be a specified amount for educatin, including for teacher salaries, and that this must be followed-up on by donors and humanitarian actors. No consensus: A guidance note could recommend that humanitarian organizations, as an ethical obligation, should refuse to hire teachers when there are jobs for them in the teaching field.
    3. Compensation should be provided monthly if possible, or as agreed
    4. Job descriptions include roles and responsibilities and specifications of management structure
    5. Conditions of Work and Code of Conduct are developed through a participatory consultative process, and includes disciplinary measures against all types of sexual and other forms of harassment
    6. A voluntary code of ethics could be developed and applied mutually
    7. To build upon: Must address (in this category or another) how to keep children interested and motivated while they see that well-educated in their community (such as refugees) are not employed or not allowed to put their education to practice. Need to give equal opportunities for refugees and IDPs to enter the labor market.

     

    VI. EDUCATION POLICY AND COORDINATION

     

    Education Policy and Coordination Standard 1:
    Governing systems enact an education policy that accommodates all learners during crisis situations, including natural disasters and hosting refugees

     

    Key Indicators

    1. Statistical data about learners and teachers is available and disaggregated by age and gender (see guidance note 1).
    2. Diversity in terms of religion, culture, ethnicity, language and gender, particularly in rural areas, is respected.
    3. Governments or education authorities, communities and other actors undertake advocacy to address the situations in which girls and other vulnerable groups are not in school.
    4. International conventions and charters in the field of education are disseminated and implemented (see guidance note 2).
    5. Education policy considers learners with special needs

     

    Guidance Notes

    1. Cross reference with Access.
    2. Reference the Convention on the Rights of the Child, Education For All, and other rights articulated in international humanitarian and human rights law.
    3. To build upon: Community is involved in assessment, implementation, monitoring and evaluation of education system, including policy making.

     

    Education Policy and Coordination Standard 2:
    Education policy ensures a minimum level of quality education during crisis situations.

     

    Key Indicator

    1. Curriculum (content and methodology) are responding to regional and/or national minimum standards of quality (see guidance note 1).
    2. Teachers and other educational personnel have competency and capacity to deal with learning and taching situations of crisis (see guidance note 2).
    3. A system of regular evaluation and monitoring is available.

     

    Guidance Notes

    1. Cross reference with Curriculum Development
    2. Cross reference with Teachers and other Education Personnel.

     

    Education Policy and Coordination Standard 3:
    The education policy is flexible and adaptable to emergency conditions, including providing free access for refugees and displaced students, and proposes solutions and alternatives for implementing this policy.

     

    Key Indicators

    1. Education policy can be updated to or changed in order to cope with emergency or unexpected situations.
    2. Education policy is able to ensure the possibility of immediate intervention and acting to correct the abnormal situation caused by an emergency.
    3. School fees and other costs associated with school are waived in emergency situations.

     

    Guidance Notes

    1. No consensus: Standard should read: including providing free and uninterrupted access for refugees and displaced students. Is uninterrupted a component of this minimum standard?

     

    Education Policy and Coordination Standard 4:
    The education policy takes into consideration allocating and securing the necessary resources (human, material and financial, etc) according to the priorities of the community in order to cope with emergency conditions.

     

    Key Indicators

    1. Material, financial, technical and human rights to implement the plan are available.

     

    Guidance Notes

    1. International resources should build off of local resources.

    To build upon within category of Education Policy and Coordination:

    • Throughout the standards, need to ensure that term government is accompanied by or relevant education authorities, as the government may be perpetrator of violence.
    • How do we relate these standards to the private education sector (private schools) to policy and coordination? Because of poor performance of public schools, there is a greater move to private, but not these schools may not be transparent and there are questions about quality and currriculum. However, private actors vary a great deal, in some cases, private (religious, NGOs) actors are following an official curriculum.


    List of Delegates 

    Name of Participant Title & Organization Country Address / Tel.-Fax / E-mail
    Ms. Aferdita Spahiu Head of Education Program and National Project Officer
    UNICEF Kosovo
    		 Pristina, Kosovo Ali Pashe Tepelena No 1
    Pristina, Kosovo
    Tel: +381 38 249 230/1/2
    Fax: +381 38 249 234
    aspahiu@unicef.org
    Mr. Robert Mizzi Professional Development Consultant, Kosovo Educator Development Project (KEDP)
    * Organizing Committee Member    		 Pristina, Kosovo R. Theranda 36 Pristina, Kosovo
    rmizzi@kedp.ca
    Robert@robertmizzi.com
    Ms. Inna Kimaevna Airapetyan Psycho-Social Project Manager
    CARE North Caucasus (CARE-CANADA)    		 Grozny, Chechnya
    North Caucasus    		 Tel. (8732) 221660
    Fax.(8732) 229489
    Mobile: +7928 9058427
    Carenc@care.ca/arcah74@mail.ru
    Mr. Isuf Zeneli Permanent Secretary
    Ministry of Education, Science and Technology    		 Pristina
    Kosovo    		 Tel. 38138211950/38138211568
    Fax. 38138211569
    Izeneli02@hotmail.com /
    Izeneli@mashtgov.net
    Ms. Holly Hughson Former Kosovo Education Coordinator, ADRA Denmark/
    Researcher, Human Rights Center at the University of California at Berkeley    		 Kosovo/ United States hollyhughson@beeb.net
    Ms. Amela Piric Regional Education Coordinator, Organization for Security & Cooperation (OSCE) Sarajevo / /
    Peace Education Project –
    World Vision Bosnia    		 Tuzla, Bosnia Fra Andjele Zuizolovica #1
    71000 Sarajevo
    (Mobile) : 387-061-657-572
    Amelap@inet.ba
    Ms. Zahra Mirghani Senior Regional Community Services Officer –UNHCR Beirut
    * Consultation Host
    * Organizing CommitteeMember    		 Beirut – Lebanon Michel Bustros St. Nasr Bldg.
    P.O. Box 7332 Beirut – Lebanon
    Tel.: 961 1 560699 Ext. 1761
    Fax.: 961 1 560717
    Mirghani@unhcr.ch
    Mr. Yasser Mohamed Daoud Project Manager, Community Development Project" and
    Trainer, Nabaa
    Developmental In-action Without Borders    		 Lebanon Tel. 009613835168
    cdp.nb@nabaa-lb.org
    Nabaa:
    nabaa@nabaa-lb.org
    Mr. Basri A.S. Salmoodi Director General, International and Public Relations/
    Ministry of Education & Higher Education    		 Ramallah Palestine P.O. Box 576 Palestine
    Tel.: +970 2 2983254
    Fax.+ 970 2 2983299
    Basrimoe@planet.com
    Mr. Nader Anton Abu Amsha Director, East Jerusalem YMCA
    Rehabilitation Program
    Director, YMCA Beit-Sahour    		 Palestine 19023 Nablus Rd. East Jerusalem
    via Israel
    nader@shepherdsfieldymca.org
    Mr. Ziad Abu Laban Communication Officer
    International Committee of the Red Cross (ICRC)    		 Jerusalem Infodiss.jer@icrc.org /
    Hakamzakaria@hotmail.com
    Mr. Shao Potung Education Project Officer – UNICEF, Occupied Palestinian Territory Jerusalem – West Bank Tel. +972 2 5830013 (ext. 239)
    Fax.+972 2 5830806
    Mobile : +972 57 239456
    Pshao@unicef.org
    Ms. Adina Shapiro Israeli Co-Founder and
    Co-Director –
    Middle-East Children’s Association    		 Jerusalem – Israel P.O. Box 31807
    Jerusalem, Israeli 91000
    Tel. 972-2-624-7227
    Faz. 972-2-6247392
    meca@netvision.net.il
    Mr. Steven Anderson Communication Coordinator
    International Committee of the Red Cross (ICRC)    		 Jerusalem
    Sanderson.JER@icrc.org
    Ms. Pushpa Acharya School Feeding Focal Point – World Food Program/ Regional Bureau for Middle-East, Central Asia and Eastern Europe Cairo – Egypt P.O. Box 1265, Maadi, Cairo, Egypt
    Pushpa.acharya@wfp.org
    Mr. Jamie Williams Education & ECCD Advisor – Save the Children UK
    Middle-East & North Africa
    *Organizing Committee Member    		 Cairo – Egypt j.williams@scuk-mena.com
    Ms. Malika Elatifi Morocco Program Coordinator – Save the Children UK Casablanca, Morocco P.O. Box 5514 – Poste Takadoum
    6, Bd. Chouhada Hay Mohammedi – Casa
    Tel. 212 22627198
    Telefax: 212 22620033
    Mobile: 212 68980527
    elatif@menara.ma /elatifi@casanet.net.ma
    Dr. Ahmed Mirza Mirza University Professor
    Salahuddine University
    Erbil    		 Iraq academic_r2002@yahoo.com /
    Arqushy@yahoo.com
    Ms. Staneala M. Beckley Regional Advisor, Education
    UNICEF Middle East and North Africa Region
    * Organizing Committee Member    		 Amman
    Jordan    		 Sbeckley@unicef.org
    Mr. Issa Nassar Managing Director of Education Planning
    Ministry of Education – Government of Jordan    		 Amman
    Jordan    		 P.O. Box 1646 Amman 11118 Jordan
    Tel. 00962 6 5607 181
    Fax. 5666019
    Isa.Nassar@Moe.gov.jo
    Mr. Kabir Shaikh Director of Education
    UNRWA
    UNRWA Headquarters – Amman    		 Amman – Jordan P.O.Box 140157 Amman 11814 Jordan
    Tel. : (00962-6) 5864156
    Fax. : (00962-6) 5811849
    K.shaikh@unrwa.org
    Mr. Robert Parua Education Program Specialist – UNESCO Amman – Jordan
    * Consultation Host
    * Organizing CommitteeMember    		 Amman – Jordan Tel. 00962-6- 5515569
    r.parua@unesco.org.jo
    Mr. Mohammed Tarakhan Chief, General Education Division
    UNRWA HQ, Amman    		 Amman – Jordan Mobile : 079/5844918
    mtarakhan2000@yahoo.com
    Ms. Geeta Verma Senior Project Officer, Education
    UNICEF, Iraq support center    		 Amman – Jordan gverma@unicef.org
    Ms. Veronique Ehlen Community Services Officer
    UNHCR – Amman – Jordan    		 Amman – Jordan Ehlen@unhcr
    Ms. Jacqueline Peters Regional Emergency Officer –
    UNICEF Regional Office – Amman    		 Amman – Jordan Tel. (00962-6) 5502403
    Fax. (00962-6) 5538880
    jpeters@unicef.org
    Ms. Doris Knoechel Protection Advisor,
    Global Rapid Response Team – World Vision International
    * Organizing Committee Member    		   Mobile : 0043 664 460 1233
    Doris_knoechel@wvi.org
    Ms. Martine Storti General Inspector, Ministry of Education
    Government of France    		 France 67 Rue Olivier Metra 75020
    Paris, France
    Tel. 33 (0) 1 47977663
    (Mobile) : 06 84242595
    martine.storti@wanadoo.fr
    Ms. Leila Boumghar Director of Studies,
    Ministry of National Education – Government of Algeria    		 Algeria Tel. (213 – 21) 481693
    Mobile: (213) 615970 – 07
    Fax. (213 – 21) 606757
    boumgharl@yahoo.fr
    Mr. KhodjaBeldjilali Sub-Director of School Planning
    Ministry of National Education – Government of Algeria    		 Algeria Tel. (213 –21) 233039/216670
    Fax. (213 –21) 232865
    khodjabel@yahoo.fr



    INEE Working Group on Minimum Standards and Steering Group Members

     

    1. Ms. Allison Anderson Pillsbury INEE Focal Point on Minimum Standards
    C/o International Rescue Committee    		 New York – USA 122 East 42nd Street, 12thfloor
    New York, NY 10168-1289
    Tel. 212-551-3107
    Fax. 212-551-3180
    Allison@theirc.org
    2. Ms. Beverly Roberts INEE Network Coordinator
    C/o UNESCO Paris    		 Paris/France Tel. 00 33 1 45681758
    Fax. 00 33 1 45685631
    b.roberts@unesco.org
    coordinator@unesco.org.
    3. Mr. Christopher Talbot Program Specialist – International Institute for Educational Planning – IIEP – Paris
    * Consultation Host    		 UNESCO HQ – Paris/France 7-9 rue Eugene-Delacroix, 75116, France
    Tel.+ 33 1 45 037795
    Fax.+ +33 1 40 72 83 66
    c.talbot@iiep.unesco.org
    4. Ms. Nemia Temporal Senior Education Officer
    Health and Community Development Section (HCDS) – UNHCR
    Geneva, Switzerland
    * Consultation Host    		 Geneva, Switzerland 94 Rue du Montbrillant
    1202 Geneva – Switzerland
    Tel. 0041 22 7398563
    Fax. 0041 22 739 73 66
    Temporal@unhcr.ch
    5. Ms. Eldrid Midttun Education Advisor
    Norwegian Refuge Council, NRC - Oslo    		 Oslo- Norway Tel. +4723109800/
    +4723109843 (direct)
    Fax.+4723109801
    Mobile : +4790564455
    E-mail :eldrid.midttun@nrc.no