Contextualizing the Minimum Standards for Education in Emergencies

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The INEE Minimum Standards for Education: Preparedness, Response, Recovery is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The aim of the Handbook is:

1) to enhance the quality of educational preparedness, response, and recovery

2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities

3) to ensure accountability and strengthen coordination in the provision of education in emergencies through to recovery.

 

The INEE Minimum Standards are generic in order to be applicable to a broad range of contexts. They are meant to serve as a guideline to practitioners and policymakers to establish quality educational programming in emergencies through to recovery. The Minimum Standards are most effective when they are contextualized to each individual setting. The Standards define the goals for access to quality education in universal terms, while the key actions represent specific steps that are needed to achieve each Standard. Since every context is different, the key actions in the handbook must be adapted to each specific local situation. Context, including available resources, and the stage of the emergency must be considered in determining locally acceptable contextualized actions. Read the INEE Brief for more information on contextualization of the INEE Minimum Standards.

If you are planning to contextualize these standards, then please refer to the following tools in the Contextualisation Package for guidance through the process. The INEE also provide a Contextualisation Package that is available in English and Spanish.

  • INEE Minimum Standards Contextualization Guidelines (English)
  • Steps to Contextualise the Minimum Standards (English)
  • INEE Minimum Standards Contextualization Template (English) (Arabic) (French) (Spanish)
  • A sample of Contextualised Standards for Afghanistan Community Based Education (English)
  • Sample Logframe for the Contextualisation Process (English) (Spanish)
  • Contextualising Global Standards to Local Settings: Challenges and Lessons Learned (English)
  • Next Steps: Promoting, Using, and Applying Contextualised Standards (English)
  • Translating Global Education Standards to Local Contexts (English) (Audio)

 

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