Applying the INEE Minimum Standards: Emergency assessment and design to BUILD BACK BETTER

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Session 2.3 Applying the INEE Minimum Standards
Emergency assessment and design to BUILD BACK
BETTER
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Session Objective

• Understand the need for and carry out -- a
  thorough assessment and analysis of the
  assessment findings to develop an effective
  response that builds back better, reducing risk
  in the long-term

cross cutting issues
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INEE Minimum Standards Analysis
Initial Assessment participatory, intersectoral
and holistic data, threats, vulnerabilities,
capacities local capacities, resources,
strategies Response capacity building, updating
strategies, strengthening national
programmes Monitoring continuous,
participatory, training to identify changes,
trends and make adjustments Evaluation
systematic, transparent, sharing lessons learnt,
building capacity
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Assessment

• What is bias?
• How can an assessment be biased?

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Bias
Bias means that the sample data contain an
unintended and systematic sampling error. Thus
they do not represent what they were intended to
represent.
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Possible forms of bias

• Political
• Gender
• Time of day/schedule

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How can we avoid bias in assessments?
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Triangulation
Triangulation

• Using different assessment techniques or
  different indicators of the same phenomenon
• Varying the information sources
• Varying the composition of the assessment team

Lets read Analysis Standard 1 on Assessment
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Scenario Disaster in ZamboraAssessing a
disaster and designing an intersectoral response
plan for safe, quality education that Builds Back
Better
Session Objectives
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Assessment findings Disaster in Zambora
Workbook pages 33-34

• Group work Designing a response plan to build
  back better
• Which standards are relevant?
• Prioritise two standards and develop response
  strategies to meet the priority standards
  (utilising indicators, guidance notes), filling
  out Response Plan Matrix
• How do these strategies incorporate DRR
  (mitigation, prevention, preparedness)?
• How do they integrate cross-cutting issues?
• Who are the key stakeholders that you need to
  work with?
• What capacities can you build upon? What
  potential risks and vulnerabilities do you need
  need to mitigate?

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Session 2.4 Applying the INEE Minimum Standards
Monitoring and Evaluation
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Session Objectives

• Be aware of the difference between monitoring and
  evaluation
• Understand how the INEE Minimum Standards can and
  should be contextualised for monitoring and
  evaluating programmes and policies

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Monitoring vs Evaluation

• INEE Minimum Standards Analysis
• Monitoring All relevant stakeholders regularly
  monitor the activities of the education response
  and the evolving education needs of the affected
  population
• continuous, participatory measures that are used
  to demonstrate the change in a situation,
  identify trends, progress in or result of an
  activity in order to make adjustments (when
  necessary)
• Evaluation There is a systematic and impartial
  evaluation of the education response in order to
  improve practice and enhance accountability
• systematic, transparent, sharing lessons learnt,
  building capacity
• Both monitoring and evaluation require training,
  capacity building

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Developing indicators

• INEE Minimum Standards indicators qualitative,
  need to be contextualised to create tangible,
  locally relevant monitoring criteria
• Example Afghanistan consortium on
  Community-based Education (workbook page 37)
• SMART indicators
• S specific
• M measurable
• A achievable
• R realistic
• T timely

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Session 3A Disaster Risk Reduction through
Education InterSectoral Linkages and
Cross-Cutting Issues
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Session Objectives

• Have an enhanced understanding of the critical
  linkages and the need for coordination between
  education and other preparedness, contingency
  planning and emergency response sectors
  (protection, water/sanitation, shelter, health,
  food aid, etc).
• Be aware of the INEE Sphere Companionship
  agreement and inter-agency tools for integrating
  cross-cutting issues into mitigation,
  preparedness and response
• Be aware of programs being implemented within
  the region to ensure inter-sectoral linkages and
  the integration of cross-cutting issues

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Brainstorm
Why should education be part of humanitarian
response?
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Education in EMERGENCIES because

• Education can be life-saving and life-sustaining,
  providing physical, psychosocial and cognitive
  protection, and is a key part of a childs
  survival strategy
• Crisis which destabilise education can also be
  opportunities for positive transformation
• Accountability to needs and rights
• Education is what children/parents ask for during
  crisis
• Education is a right, even in an emergency, and
  key to life with dignity

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What does education look like in an emergency?
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In an emergency, education includes

• Initiating policy and coordination
  mechanisms/structures (across actors in education
  and across sectors)
• Rapid needs assessment, design of response, with
  emphasis on safe structured activities --gt
  restoration of education (safe spaces for
  children, providing security, protection,
  psychosocial support, basic literacy/numeracy,
  community engagement)
• Making intersectoral linkages ensuring water and
  sanitation, food, health, etc. in safe spaces
• Non-formal education essential life skills,
  recreation (play)
• Provide essential teaching and learning
  materials, recruitment/training teachers

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Inter-sectoral linkages with education

• In an emergency, what are the links between
  education and
• Water/Sanitation
• Health (including mental health)
• Shelter and Camp Management
• Nutrition and Food aid
• Protection
• Logistics
• How do cross cutting issues (gender, HIV/AIDS,
  disability) intersect as a challenge and as an
  opportunity?

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INEE- Sphere Companionship

• Stand-alone publications with their own
  recognizable identity but education integrated
  throughout Sphere in 2009/2010 revision and
  Sphere sectors integrated throughout INEE MS in
  revision icon
• Formalization of training linkages
• Statement highlighting the formal relationship
  between Sphere and INEE included on the front
  cover of the INEE Minimum Standards Handbook
  The Sphere Project recognizes the INEE Minimum
  Standards for Education in Emergencies, Chronic
  Crises and Early Reconstruction as Companion
  Standards to the Sphere Project Humanitarian
  Charter and Minimum Standards in Disaster
  Response
• Advocacy, promotion and communication linkages
  between INEE Secretariat and the Sphere Project
• Website links

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New Tools to Integrate Cross Cutting Issues

• In addition to cross-sectoral linkages, education
  preparedness, response and mitigation must also
  incorporate vital cross-cutting issues such as
  gender, disability and psychsocial well-being
• IASC Gender Handbook in Humanitarian Action
• IASC Guideliens on Psychosocial Support and
  Mental Heath Wellbeing
• INEE Pocket Guides on Inclusive Education
• Other tools?

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Session 3B Planning and facilitating a training
workshop on the INEE Minimum Standards Sharing
information on relevant initiatives
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Brainstorm preliminary plans for training

• Questions to consider
• 1) Who are the participants for this orientation
  or training workshop?
• What kind of context are they working in?
• How can I adapt the training agenda, materials
  and workshop structure to best meet their needs?
• 2) Who might I co-facilitate a training with?
• 3) LATER Will the method applied in each
  session that I am planning help the participants
  to understand, analyse and connect in a
  simulating and comfortable environment?