Standards and Practice Working Group
The INEE Standards and Practice Working Group (SPWG) is a group of 29 NGOs, UN agencies, and academics from around the world that work together within a humanitarian and development framework to facilitate access to quality education and safe environment for all in emergencies and post-crisis recovery. The current group (2018-2020) builds on the background of the WG’s achievements since 2004, including around knowledge management, capacity development, and contextualization and application of the INEE Minimum Standards. The SPWG leads INEE’s efforts to mobilize knowledge and develop innovative strategies to professionalize and build capacities within the field of EiE.
INEE Standards and Practice Working Group, 2018-2020
Priorities and Objectives
In its current iteration, the SPWG prioritizes the following areas of work:
- Harmonizing professional development for EiE practitioners;
- Strengthening EiE monitoring and evaluation; and
- Improving EiE knowledge management.
Each of these areas of work carries forward the SPWG’s abiding mission to champion the INEE Minimum Standards (INEE MS), with a primary objective of continuing to operationalize this global tool. These priorities also further INEE’s overall strategic priorities, especially:
- Strategic Priority 2: To increase the availability and accessibility of knowledge and information which contributes to the existing evidence base required to inform research, policy, and practice.
- Strategic Priority 4: To strengthen the capacity of INEE members to deliver quality, safe, and relevant education for all.
SPWG members also continue to devote their energy toward key thematic areas, including Teachers in Crisis Contexts (TiCC), Psychosocial Support and Social & Emotional Learning (PSS-SEL) and Conflict Sensitive Education (CSE).
Click to read the INEE Standards and Practice Working Group Charter (2018-2020).
Key Activities and Resources
- Teachers in Crisis Context (TiCC): An active collaborative of INEE working group members, as well as an inter-agency reference group, united around efforts to support the professional development of teachers and educators. The premiere tool is the TiCC Training Pack, an open-source set of teacher training materials, available for anyone to use. The pack builds basic teaching competencies for unqualified or under-qualified teachers often recruited to teach in emergency settings (e.g. refugee/IDP camps, conflict-affected areas, post-natural disasters, and/or with highly vulnerable populations). The materials can be used with qualified teachers who require refresher training or who would benefit from additional support in critical areas like child protection. The materials can also be used by teachers who either find themselves teaching in crisis-affected environments or in host community schools that are integrating children/youth from displaced populations. The pack is comprised of an Introductory Training Pack and four core modules, developed around a set of 28 teacher competencies. The pack has undergone systematic review where it was field-tested in Iraq and Kenya and externally reviewed by a range of EiE specialists. See the INEE Teachers thematic page for more information, and read about the July 2017 TiCC Training of Trainers.
- Conflict Sensitive Education: In order to support the integration of conflict sensitivity in education policies and programs in conflict-affected and fragile contexts, INEE developed a series of tools and guidance documents that make up the INEE Conflict Sensitive Education Pack (CSE Pack). In 2017, members of the Standards and Practice and Education Policy Working Groups hosted a CSE Training of Trainers. The four-day workshop was hosted by UNRWA and made possible thanks to two EPWG member organizations, USAID and EAA-PEIC. Forty education practitioners from agencies working in conflict-affected settings participated in the workshop. The ToT was part of an INEE CSE capacity building initiative, which aims to support the integration of conflict-sensitive education strategies into programming and policies of agencies working in crisis-affected and fragile environments.
- Psychosocial Support (PSS) and Social & Emotional Learning (SEL): Standards and Practice and Education Policy Working Group members led in the development of several outputs related to the themes of psychosocial support and social and emotional learning, including a Background Paper on Psychosocial Support (PSS) and Social & Emotional Learning (SEL) for Children & Youth and the INEE Guidance Note on Psychosocial Support. These resources clarify the importance of supporting the psychosocial wellbeing of children and youth, and offer specific strategies for how to incorporate psychosocial support and social and emotional learning into education responses. Education practitioners, academics, and policy-makers working in education in emergencies and protracted crises are the intended audiences for these resources. Visit the INEE PSS and SEL thematic page to download these resources and learn more.
Standards and Practice Working Group Members, 2018-2020
- ChildFund International
- Creative Associates International
- FHI 360
- Finn Church Aid Foundation
- Global Education Cluster (GEC)
- Global Partnership for Education (GPE)
- International Rescue Committee
- Jesuit Refugee Service (JRS) / Fordham University
- Mavi Kalem Social Assistance and Charity Association
- Norwegian Refugee Council (NRC)
- Oxfam IBIS
- People in Need (PIN)
- Plan International Norway
- Reach Out to Asia, Education Above All
- Relief International
- RET International
- Right To Play
- RTI International
- Save the Children International
- Save Youth Future Society
- Sesame Workshop
- Teachers College, Columbia University
- University of Geneva, InZone
- War Child
- World Vision International
INEE Secretariat Staff: Coordinator for Standards and Practice, Natalie Brackett
Meeting Minutes and Reports
- Florence, Italy, October 2017
- Braga, Portugal, April 2017
- Berlin, Germany, October 2016
- Amman, Jordan, April 2016
- Geneva, Switzerland, October 2015
- New York, USA, April 2015
- Doha, Qatar, October 2014
- New York, USA, April 2014
- Washington, DC, September 2013
- Colombo, Sri Lanka, May 2013
- Doha, Qatar, November 2012
- Geneva, Switzerland, March 2012
- Hanoi, Vietnam, September 2011
INEE first established a working group on minimum standards in 2003 to oversee the development of the the network’s foundational tool, the INEE Minimum Standards (INEE MS). Since then, the WG has been reconstituted several times to advance, promote, and expand global efforts around the Minimum Standards, including a name change to the Standards and Practice Working Group (SPWG) in 2016. For more information on the history and development of the INEE Minimum Standards, click here.
Click to read about the key accomplishments of this working group from 2004-2015.
The focus of each working group to date is listed below:
- 2015-2017: Led in the mobilization of EiE knowledge, contextualization and implementation of the INEE Minimum Standards, and developed innovative strategies to professionalize and develop capacities within the field of EiE with an overall emphasis on having a clear impact at the field and country-levels. Click to read highlights from the 2015-2017 SPWG.
- 2013-2015: Expanded its focus to support education policy and programming in all phases of emergency response at the national level through the use of the INEE Minimum Standards and to support knowledge management and the strengthening of the evidence base around EiE through research, evaluation and knowledge sharing.
- 2011-2013: renewed mandate and reconstituted membership to enhance knowledge and implementation of the INEE Minimum Standards.
- 2009-2011: Led the update of the INEE Minimum Standards, the creation of the INEE Toolkit, and supported the wider promotion and application of the Standards.
- 2005-2009: Oversee the promotion, training, analysis and implementation of the INEE Minimum Standards
For more information about this Working Group, contact firstname.lastname@example.org.