ࡱ> 7 >bjbjUU e7|7|F'l  ***X<|F f>  $ Z@-@ m8pD$&: s/B:* ^&<, 9   9 & Understanding and Using the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction Training Guide Adapted for Trainings focused on Risk Reduction and Prevention, June 2009 Acknowledgments: This training guide is based upon the 2006 training materials developed by Pamela Baxter and Lynne Bethke (InterWorks, LLC) with guidance and input provided by Birgit Heimdal Villumstad, chair of the INEE Minimum Standards Training Group and Allison Anderson, the INEE Minimum Standards Focal Point. Several other people also provided very helpful comments both prior to the development of these materials and during the various review rounds. INEE would like to thank everyone who has contributed to this process, including Ann Avery, Sarah Bouchie, Helge Brochmann, Dean Brooks, Jim di Francesca, S.B. Ekanayake, Eric Eversmann, Louisa Gosling, Jackie Kirk, Fred Ligon, Elena Locatelli, Marina Lopez-Anselme, Jane Lowicki-Zucca, Sean Lowrie, Mary Mendenhall, Geeta Menon, Hassan Mohamed, Susan Nicolai, Juan Saenz, Joan Sullivan-Owomayela, Eli Rognerud, Christopher Talbot, Virginia Thomas, Ellen Van Kalmthout and Rebecca Winthrop. These materials have been further developed and adapted by Allison Anderson and Jennifer Hofmann for a focus on disaster risk reduction (2009), utilising the following documents: Safe Schools in Safe Territories (UNICEF 2009) Disaster Prevention for Schools: Guidance for Education Sector Decision-Makers (ISDR, 2008) Guidance Notes on Safer School Construction (World Bank, INEE, 2009) INEE gratefully acknowledges the contributions of Catholic Relief Services, with funding from a USAID Institutional Capacity Building grant, and American Institutes for Research (AIR) and its partner CARE USA, with funding through USAID/EQUIP1 mechanism, for the development of the original materials. Foreword: The Inter-Agency Network for Education in Emergencies (INEE) is a global, open network of representatives of NGOs, UN agencies, donors, governments, practitioners, researchers and individuals from affected populations working together within a humanitarian and development framework to ensure the right to education in emergencies and recovery. Based on the principles of information sharing, collaboration, and communication, INEE supports its members and their partners to more effectively provide educational opportunities during times of emergencies and recovery. As a network, INEE brings organizations and individuals together to share resources and experiences that include good practices, tools and research, and, through advocacy, to ensure that institutions and governments more effectively coordinate and collaborate in the field. One product of this inter-agency collaboration is the development of the Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards) which were launched at INEEs Second Global Inter-Agency Consultation on Education in Emergencies and Early Recovery in South Africa in December 2004. The INEE Minimum Standards handbook is designed to give governments and humanitarian workers the tools that they need to address the Education for All and UN Millennium Development Goals. It is the first step toward ensuring that education initiatives in emergency situations lay a solid and sound basis for post-conflict and disaster reconstruction. Lessons learned from implementation around the world have revealed a need for training for those working in the fields of education in emergencies, protection and humanitarian response. It is the hope of INEE that the materials included in this Workbook will be a useful tool to enhance your knowledge, understanding and application of the Minimum Standards in the situations in which you work. The complete INEE Minimum Standards training materials package is available for download at  HYPERLINK "http://www.ineesite.org/standards" www.ineesite.org/standards. Allison Anderson, INEE Director Jennifer Hofmann, INEE Coordinator for Minimum Standards Marian Hodgkin, INEE Coordinator for Network Services Elizabeth Sweet, INEE Project Manager Kerstin Tebbe, INEE Coordinator for Education INEE Minimum Standards Training of Trainers Workshop focused on Risk Reduction and Prevention Day 1Day 2Day 3Day 49:00Registration Applying the INEE Minimum Standards: Emergency Assessment and Design (Hurricane scenario)  Disaster Risk Reduction through Education: Safe Schools  Using the INEE Minimum Standards to Enhance Individual, National and Regional Action Plans9:30 Welcome, introduction, logistics and framing the workshop 10:30BreakBreakBreakBreak11: 00 Disaster Risk Reduction and education: Case studies from the region Applying the INEE Minimum Standards: Emergency Assessment and Design (continued)  Disaster Risk Reduction through Education: Safe Schools (continued)  Using the INEE Minimum Standards to Enhance Individual, National and Regional Action Plans (continued) Conclusion and Evaluation12:30LunchLunchLunchLunch1:30 Introduction to the INEE Minimum Standards  Applying the INEE Minimum Standards: Monitoring and Evaluation Disaster Risk Reduction through Education: Teaching and Learning End of Day 43:15BreakBreakBreak3:45 Applying the INEE Minimum Standards: A Rights Based Approach and Implementation Tools  Inter-Sectoral Linkages and Cross-cutting Issues (if training workshop) or Planning and facilitating a training workshop on the INEE Minimum Standards (if ToT workshop)  Disaster Risk Reduction through Education: Participation, Policy and Coordination  5:30 Questions, Conclusion, Evaluation  Questions, Conclusion, Evaluation Questions, Conclusion, Evaluation6:00End of Day 1End of Day 2End of Day 3 Introduction This training guide, with the accompanying PowerPoint presentations and workbook have been designed to help participants understand and more effectively use the Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. It will be necessary for you as a trainer to comprehensively understand the INEE Minimum Standards book and the background to the INEE Minimum Standards process of development of these standards. Because education in emergencies is a new area, the INEE Minimum Standards were developed to raise awareness about the need to consider education as part of the humanitarian response to emergencies and to provide a framework for effective implementation and accountability of education programmes. Everything that is in the standards came from the experiences of people like you. The first two sessions provide background for the INEE Minimum Standards and the underlying instruments upon which it is based. These two sessions are the minimum for policymakers, donors and senior officials; although it is recommended that even these people should, wherever possible, complete the entire course. This course is built on the principles of a rights-based approach. Sessions and activities are participatory and inter-active and they should be conducted in an open manner, so all participants feel free to contribute to the discussion and analysis of situations which we regularly face when working in emergency education. It is important therefore, that you as a trainer are comfortable with a participatory learning approach understand the INEE Minimum Standards read the training guide and the associated materials and understand the structure of the sessions sufficiently well that you do not need to work from the training guide, just consult it occasionally in the course of a session have attended the course yourself as a participant Materials For the trainer: The Training Guide is for you as a trainer. It contains training tips, the structure of each session, the PowerPoint or overhead presentations and instructions for conducting the activities. It also has several sections that need to be extracted, copied and cut up for distribution to the participants (for example, role guides). Remember that this needs to be done in advance of the session (or the day of the session). The PowerPoint presentations. These are designed session by session. If you do not have the necessary equipment to use PowerPoint, either use them as overhead transparencies or write the key messages onto flip charts. While PowerPoint is useful, it is only a tool to assist the training. It cannot and should not take the place of the trainer. For the participants: The workbook is designed for the participants and each participant should receive one (including the policymakers who may only stay for the first half-day). It contains the scenarios and case studies as well as the questions associated with these. Make sure that you have a workbook for yourself so that you are familiar with the case-studies and the general layout of the book. In addition to the workbook, every participant should receive copies of the INEE Minimum Standards Handbook. They should be given these to use during the course and to take with them after the training. We hope that you find the materials useful and that you enjoy working with them. Planning to conduct the course Understanding and Using the Minimum Standards for Education in Emergencies This course requires some planning from the facilitator apart from knowing the subject matter and preparing the visual aids. You may be asked to write the initial invitation letters for participants and perhaps suggest those people who should attend. In addition to the policy and decision makers, who may only attend the first half day, select participants who work directly with projects and who are involved with programme decision making. Participants Ideally a training workshop should have between 20 and 25 participants. Fewer than 10 participants means that there is a loss of group dynamics. More than 25 may make it difficult to achieve the level of participation that you want. Tools Power point presentations are provided. These may also be used as overhead transparencies if you do not have a data projector. If you do not have either a data projector or an overhead projector, transfer information from the slides to the flip charts or chalk board. Venue Be sure that the venue that you choose is available for the dates chosen for the workshop. It should be large enough for you to have small group work. If possible, having more than one room so that groups can be physically separated is also an advantage. The room should have sufficient light and ventilation to be comfortable and have furniture that allows for small group work. Preparation Make sure that you are very familiar with the standards, indicators and guidance notes. You should read the entire INEE Minimum Standards Handbook while preparing for this course. You must understand the minimum standards well enough to be able to discuss connections and links among the different standards and indicators. In addition, make sure that all workshop participants have access to the Minimum Standards Handbook and have been informed that they should read and familiarise themselves with the Minimum Standards in advance of the workshop. In addition, you should thoroughly review this training guide and be comfortable with the contents of each session before you begin the training. The trainers notes are very comprehensive but you will not be able to simply read from them as you conduct the session. You should also complete the various exercises as you prepare for the training so that you will be more familiar with their content and better able to answer questions that may arise during the training. Make sure to write up all flipcharts prior to the workshop and check to make sure that your equipment is functioning properly and that you know how to operate it. In advance of the workshop, you should also check to make sure that the room is set up how you want it. In advance of the workshop, print enough copies of the participants workbook for all participants. When printing the workbook, make sure that page 1 is on the right hand side when the workbook is open as shown below.  Basic Training Tips These are divided into four areas: Content, Method, Environment and Product/Outcomes) which generally correspond to the way people think of a training workshop. Review this section carefully before conducting the training. Content Preparation Prepare. Know what it is youre going to cover in each session. Ensure that you have all the materials and have prepared all the aids you need for each session. Implementation As you are the facilitator/trainer, you must understand the subject matter very well. You do not have to demonstrate everything you know, but you should understand the minimum standards well enough to facilitate discussions and incorporate participant comments into the message you are trying to teach. Create a mindset for your participants: explain the learning objectives for each session. Allow for the input of the participants on the elements of the course. Ensure that the sessions have variety and use a range of methods to maintain the pace of the session or day. The sessions have been designed this way; make sure to conduct all of the session activities. Sessions should be well planned, but make sure you are also flexible so that you can respond to the needs of the participants. Conclude each session or day by synthesizing what has been covered. Summarizing and clarifying the key points of the sessions help the participants to focus on learning outcomes. Be sure to thank participants for their time and attention. Method The methodology of this course is built on principles of adult learning. The course is designed to use a variety of methods: Lectures: where the whole group needs particular instructions or information Brainstorming: where lots of ideas are generated to find solutions or develop discussion Case studies: where real life examples are presented in an encapsulated form for analysis and discussion, generally in small groups. Group work: to explore concepts or to gain a particular outcome Role-plays: to explore particular situations Simulations: where particular roles are scripted within a scenario Debates: to explore the pros and cons of various options. These have been varied to provide pace to the day and to suit the content and the groups with whom you will be working. Lecture This should be used when you have information to pass on to the whole group. You need to be well prepared and take into account the group with whom you are working. Use their skills and experiences to enhance your lecture. Be enthusiastic about your subject and your participants. [See the psychological environment.] Brainstorming Brainstorming is used when you want a lot of ideas about a topic in a short time or where you are asking for a lot of information. If the group is larger than twenty, divide it into at least two groups for the brainstorming activity. All participants should contribute to the brainstorm. There should be no judgment of ideas proffered and all ideas are accepted. There should be no discussion of the ideas until the brainstorming is over (approximately 10 minutes). At the end of the ten minutes, the ideas should be categorized into groups according to the discussion proffered by the participants themselves. Case studies The case studies used in this training course, although fictional, have all been developed from real situations. They provide a situation that can be controlled for analysis and application of the minimum standards and the indicators and the accompanying guidance notes. In this course, case studies are used to demonstrate where and how the minimum standards may be used, no matter what the phase (emergency, chronic crisis or early reconstruction). This approach allows participants to practice their response and, ideally, they should be able to transfer the lessons to real-life situations. Make sure that everybody has enough time to read the case study and allow enough time for this; especially for people who may not be reading in their mother tongue. If it is appropriate, read the case study yourself so that people can follow in their workbooks. Group work Group work can be used for most discussions where you are drawing on the skills of the participants. In terms of gender awareness make sure that in group work the men do not dominate. Raise this issue in general discussion if necessary. For brainstorming activities and for the preparation of demonstrations, you need groups composed of participants with different experiences. For summarising experiences, you need similar professions or backgrounds (e.g. all teachers, all head teachers, all programme managers). Never group according to nationality, ethnic background or gender, except for the purpose of a common language. Groups can range from pairs to six or eight people. There are several reasons why group work can be very effective. People who may not contribute in a large group may feel more comfortable and therefore ready to contribute in a small group. As a general rule, if you want to create a variety of ideas, use a larger, randomly chosen group. If consensus within the group is important, use a smaller group of people with the same aims or backgrounds. Conclusions that are made by the groups are owned by the people in the groups. This means that they are more likely to abide by them. Participants in the group learn to create their own solutions. Always give instructions as to what you want the group to do before you form the groups (for example, what each group has to do, when you will give them their materials [if any], where the groups will be placed in the room and how long they have for their discussion). Group people quickly and get them started on their activity. Remember, putting people into groups is not the activity. For the first grouping, simply group people who are sitting together in the size of group you want (generally three or four). Use this method more than once, only if you ask people to sit next to people they dont know at different times in the workshop. Count around the room (1, 2, 3, 4, etc.). Remember this will give you a number of groups not the size of the group. So if you have 25 participants and you want groups of 4 you need to count to 6 (and then one group will have five people). If you use this method more than once either make sure that people have changed seats or start counting from a different place in the room. Sometimes you need groups where people have a common background. These groups need to be nominated and then sub-divided (for example if there are 10 teachers then you may have two groups of teachers). Groups can be formed according to colours, or what people are wearing. Be careful that you do not choose things that are gender specific. Move around the groups to ensure that they are working according to instructions. Check that nobody is dominating the group discussion and that all are involved. Listen to the discussion and pose questions or offer suggestions if you think the group is going off track. This movement should be continual so that every group is visited at least twice in the time period allowed. The process of group work is always the most important element. However, the outcome of the group work must be shared with all the participants. These feedback sessions can (and should) be varied. A feedback session which consists of one member of the group reading a flip chart (group after group) can become very boring very quickly. Role-plays or scenarios acted out can be very powerful, as can a gallery walk where each groups conclusions are put up on the walls for everybody to walk to and read. Whatever methods you choose for a feedback session, make sure that you ask for explanations and clarifications, and have some questions of your own to stimulate discussion from the large group. Role-plays Role-plays are used to illustrate a point or concept you are trying to make. Discussion on the role-plays should be restricted to the concept you want to illustrate and not on the quality of the acting. Ensure that the participants are aware that the characters depicted in the role-plays are only characters and that the people acting the parts should not be judged according to the characters they play. Some role-plays require the participants to take on certain characters, which you have prepared. Ensure that the participants really understand exactly what you require from them if you use scripted role-plays. Discuss with each group separately to ensure that the roles are interpreted as you have scripted them. At the conclusion of the role-play, ask the participants to stay in role while the discussion takes place on motives, etc. of the characters. There should always be open discussion about the issues raised in the role-plays. Make sure that you have some questions for each character to stimulate discussion. Simulations In this course simulations are used to allow participants the opportunity to work with a given situation and to formulate responses. It is similar to a role play in that particular people are given roles but the situation is more structured and the processes that are to be undertaken are clearly stated. Debate Debates provide an opportunity for participants to think through arguments to support advocacy. Taking an opposing position encourages understanding of another point of view which helps participants construct well-developed arguments. Environment There are two parts to environment. The first is the physical environment and the second is the psychological environment. The physical environment The venue Organize the seating so that there is no barrier between you and the participants. Never sit behind a desk. Ensure that, whatever arrangement you choose, you (and the participants) can move freely around the room. Check windows and where the sun comes in. Never stand directly in the path of sunlight or with the sun shining into the eyes of participants (that is, with your back to the sun). If the participants cannot see you, they will lose interest. If there are desks or tables for the participants, then stand for your training (unless you are having an open discussion). If the participants are seated in a circle or semi-circle then, providing you can see everybody, you can sit (that way you are more part of the group). Classic seating arrangements are the horseshoe or hollow square.  ( ( There are other arrangements which may be more suitable for your room or the type of training.  ( The small tables mean that generally your groups are already formed (by table) which may be appropriate for some situations. If you want to change the groups remember to ask people to move and take all their belongings with them. Training Equipment Ensure that all participants can see the board or audio-visual aids that you are using. If using a blackboard or whiteboard, make sure that your writing is clear, large enough to be read and straight. If you are using a whiteboard, remember that it is more slippery than a chalkboard and there is a good chance that your writing will suffer. If the blackboard is long (horizontally) divide it into sections. Always write from left to right (if the language is from left to right). Know what you are going to write and where you will place it before writing anything. Often people think that writing in capital letters is neater than ordinary printing. If you choose to write in capital letters, remember that it takes more time to write anything and brainstorming in particular can become very tedious. All board work should summarize what you are saying or have said. Drawings and graphic representations can be used to great effect. Keep your drawings simple (Foe example: stick figures), and use diagrams that are simple and reinforce the point you are trying to make. Any drawing or diagram should make your point obvious with as few words as possible. If you are using electrical or electronic equipment, tape down the cords, ensure that all the equipment works before the session starts and be careful not to stand in front of the projection. If you are using power-point presentations or overhead projections, never just read from the slides only the key points should appear, your job is then to speak to those points. If you use the Gallery Walk as reporting method, make sure the flip charts are spread around the walls so that people can see them clearly Make sure that you refer the participants to their workbooks for questions exercises and supplementary notes. Make sure that handouts that need to be used during a session are handed out before the activity, but if handouts are a summary, they should be handed out at the end. Breaks The average adult attention span is about forty-five minutes. This does not mean that you need a break every forty-five minutes but you do need a change of activity. Breaks should last at least twenty to thirty minutes. Participants need this time to mentally regroup and to discuss issues that have arisen during the presentations. If you can, ensure that there are a variety of drinks. If you are working in a hot climate, always make sure there is water freely available throughout the session (not just at break times). The psychological environment The psychological environment depends almost entirely on you, the facilitator/trainer. It is your job to create an atmosphere where people are willing and able to learn. Keep in mind that gender equality (not just equity) is primarily your responsibility. Make sure that the women in the group are not dominated by the men and that women should take leading roles. If you are co-facilitating (a team of facilitators), remember that your preparation and planning should be done as a team and that your manner towards each other should reflect the same respect and co-operative attitude you would like from the participants. Having a facilitation partner helps sessions run more smoothly as one person can keep time while the other is conducting the session and as both facilitators can move around the groups, which is more timely and effective. Manner Be warm, friendly and enthusiastic. If you enjoy yourself in the training, the participants probably will as well. Never set yourself up as the master. The participants are adult learners and deserve the respect of their age and experience. Learn the names of as many participants as you can (or have name badges). Use individuals names, not just to ask questions, but if you refer to a point made by a participant, acknowledge it by naming the person. Be genuinely interested in what your participants have to say; if you need clarification or more explanation ask for it, gently and with a smile. Remember, you are not an examiner. Listen to what participants say, really listen. Dont stop listening part way through to formulate your response. Nobody minds if you think for a few moments before answering. In fact, it is a compliment to the participant. Listen also when participants talk to each other; many people feel too shy to speak from their heart to a facilitator/trainer, but they will to their colleagues. If you give an example to the group and one person (in your example) has done wrong, take that role yourself. Let the participant be the good guy. Eye contact and voice Make frequent eye contact, not staring (which intimidates participants) but look at all the participants. Use your peripheral vision (looking out of the corner of your eye) so you notice the participants to your side, especially if they want to speak. When you move around the room, stand beside people you wish to speak to, not in front of them as this is often seen as very aggressive (especially if you lean over the desk/table). Speak clearly and not too fast, but loud enough for all participants to hear and with expression (a monotone will put your participants to sleep). Use the level of language your participants need. This is not the time to prove how clever you are. Simple language does not mean simple concepts. If you are working with people whose mother tongue is not the language of instruction, make sure that you use short simple sentences and allow more time for responses. It is not easy to think in another language and people may be translating the information before formulating a response. Posture Stand straight; slumping makes you look tired, as if you would rather not be there. It is considered rude in most cultures to point with a finger or stand with your hands on your hips. Often, folding (crossing) your arms is also unacceptable. Move for a reason: to make a point, to talk to a particular group, to check if people need your help. There are several types of trainers that you dont want to be like: the walker: this is the one who walks ceaselessly up and down. Participants become mesmerized by the pacing to and fro, and fail to listen to what is being said. the swayer: this is similar, but they move only on the spot, back and forwards or from side to side. the wanderer: this one also walks but all over the room; talking to the backs of people as he/she walks around the room, talking all the time. the statue: this one is perfectly still no movement at all. the waver: this one waves his/her hands around continually, not to illustrate a point, just waving. This also distracts the participants. The psychological environment also depends to some extent on the participants. Make sure that they know each other, that they feel psychologically comfortable in each others company. Many ice-breakers have just this purpose. Never make a fool of a participant. If it should happen unintentionally, apologize. It should not be necessary to formulate rules with adult learners. Make sure you are courteous and your participants will also be courteous. Training or facilitating should be enjoyable for both you and the participants. It is a learning experience for everybody. Be sure to acknowledge what you learn from the participants. Product/outcomes The product or outcomes from any training should be tangible. If participants make recommendations or decisions, ensure that these are followed. Outcomes can be difficult to judge during the course. Try to make sure that you can follow up at a later time. Ask participants to summarize what has been learned during a session or a day. Have revision sessions built into the course. Make this a quiz or some form of game; the participants should be able to discuss and build on each others responses. If necessary, have follow up sessions so that it is possible to see results of the workshop If you use written evaluation sheets, make sure that you leave enough time for them to be completed or, if it is possible, ask them to complete their evaluation sheets two weeks after the course. This gives a real indication of the value of the course. If you use written evaluation sheets, always make sure that they are anonymous (that is, do not ask for peoples names). Understanding and Using the Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction Detailed Session Training Notes Session 1.1: Welcome, Introduction to the Workshop and to Key Concepts Learning objectives At the end of this session participants will: Understand the workshop objectives. Understand commonly used terminology for education in emergencies, prepedness and disaster risk reduction, including the distinction between these terms. Be able to understand the links between disaster risk reduction and education. Main messages: Agencies involved in education can take steps to prepare educational institutions to better withstand disasters in order to minimize the disruption to education Children are particularly vulnerable in an emergency, both physically and emotionally. Education can play a key role in reducing exposure to risk, developing response skills, and enhancing resiliency. Education plays a key role in reducing both childrens and a communitys vulnerability to disaster Timing: ( 60 minutes. Note: if you want to spend more time on the terminology section, you can take time from the following session (case study presentations) for this. Method: Presentation, plenary discussion Resources needed: Laptop / data projector / screen / flipcharts and pens/workbooks Visual aid: Power-point slides In advance of this session: Review these materials carefully and adapt the taking points and slides on risk management concepts to meet the needs of your audience. In particular, if the participants are familiar with emergency response work, give brief overviews of terminology; if the group is unfamiliar with such contexts, spend more time on actual terminology and examples. You may want to begin the session with what are hazards rather than what is a disaster and then lead into why some hazards become disasters. You may also want to use a more participatory method for the first part of this session, such as small brainstorms and quick plenary responses. Review the PowerPoint slides for this session and become familiar with their use. Review the background reading for this session so that you are familiar with the disaster management concepts that will be discussed. Session Overview MinutesContents251: Welcome and Introduction352: Key concepts and brainstorm60 minTO TOTAL TIME  1: Welcome and introductions 25 minutes SLIDE: Project the opening slide as participants enter the workshop room. If you have arranged for someone to make welcome remarks to the group, ask them to open the workshop as soon as the majority of participants have arrived. Introduce the hosts and training team, and finally, have the participants briefly introduce themselves. Here is one way to do that: Ask participants to stand (either in a circle or at their tables). Explain that you will throw the ball to one participant who will say their name, organisation and position (in a voice loud enough to be heard by everybody) and then sit down. This person then throws the ball to another participant, preferably somebody that they do not know. This continues around the group until each person has introduced themselves and everyone is sitting down. This requires the participants to watch and listen to others as they are being introduced. SLIDE: Review the workshop objectives with participants. SLIDE: Review the various course administration issues. Explain to participants that the INEE Minimum Standards Handbook and the Workbook are the primary materials they will need for this workshop. Ask them to write their names on these books. We will also be reviewing other tools like the INEE Minimum Standards Toolkit, Guidance Notes on Safer School Construction, UNICEF Safe School in Safe Territory document and other guidelines, which we will be using to apply holistic responses to disaster preparedness, response and mitigation. Briefly review the agenda for the workshop and the other administrative details. 2: Key concepts 45 minutes Note to participants that the following information corresponds to Reading 1.1 in Workbook Ask participants what the Hyogo Framework for Action is and how it applies to education Try to elicit responses that bring out the following information and supplement responses to ensure that the following points are made: In January 2005, more than 4000 representatives of governments, NGOs, academic institutes and the private sector met at the second World Conference on Disaster Reduction (WCDR) in Kobe, Japan. It was at this groundbreaking meeting that a 10 year plan known as the Hyogo Framework for Action 2005-2015: Building the Resilience of Nations and Communities to Disasters (HFA) was adopted by 168 states to substantially reduce disaster losses in lives as well as the social, economic and environmental assets of communities and countries by 2015. As emphasized in HFA, disaster risk reduction is a central issue for development policies and is of interest to various science, humanitarian and environmental fields. Disasters undermine development achievements, impoverishing people and nations, and without serious efforts to address disaster losses, disasters will increasingly become a serious obstacle to achieving the Millennium Development Goals. Five specific Priorities for Action were identified by HFA to attain the expected outcome: Making disaster risk reduction a priority Improving risk information and early warning Building a culture of safety and resilience Reducing the risks in key sectors Strengthening preparedness for response Ask participants how disaster risk reduction relates to children and education. Try to elicit responses that bring out the following information and supplement responses to ensure that the following points are made: Children are among the most vulnerable to disasters but if given the opportunity, can play an active role in disaster reduction and preparedness for themselves, their communities, and future generations. Children are important agents for improving safety and resilience, as they will transmit their knowledge to future generations, as well as to older community members and other children who they are in contact with. Elements of disaster risk reduction should be incorporated into formal curricula and co-curricular activities from the primary to secondary levels of education as well as informal or non-formal learning activities that target the wider community. In addition, targeting higher education can be a practical means to build disaster reduction capacities. Incorporating hazard and disaster risk-related issues into existing education curricula contributes to continuous learning and reinforces disaster risk reduction knowledge. SLIDE: Project the learning objectives for this session. Explain that this workshop will be focused on how they can utilise the INEE Minimum Standards and other tools to help ensure that disaster risk reduction is integrated into education strategies. First, we will review the terminology that we will be using over the next four days to make sure that we have a common understanding of the terminology in risk management. SLIDE: What is a natural hazard vs. a disaster? Begin by showing this slide which shows a number of different disasters and their effects. Ask participants what is the difference between a hazard and a disaster? After taking several responses show the next overhead SLIDE: Natural hazards are Natural process or phenomenon that can potentially trigger a disaster if we do not take measures to prevent these impacts. This includes earthquakes, mudslides, hurricanes, floods, volcanic eruptions, tsunamis, drought, etc. Note however that these physical events need not necessarily result in disaster A disaster is a serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources Many people use the term natural disasters; however, this is not correct, since all disasters require human beings to make it a disaster. Hazards can be natural or human-made, but the disaster is caused by humans making decisions. There are theoretically three types of hazard, and these are classified according to their origin: natural, socio-natural and anthropic. (human made) In real life, however, the lines between one type of hazard and another become increasingly blurred, forcing us to concentrate more on understanding processes than on classifying isolated events. Thus, up until recently, hurricanes were viewed as perfect examples of the interrelated dynamics of the atmosphere and the sea and were therefore considered a natural hazard. Today, they have been reclassified on the boundary of socio-natural hazards, as their intensity and frequency, amongst other characteristics, are recognised to be increasingly influenced by climate change (and global warming in particular) - a process which is predominantly provoked by human activity. Similarly, some fires play an eminently natural role (as part of the dynamics of an ecosystem), others are socio-natural (because human beings have generated the conditions in which they occur), and others are typically anthropic, caused by fire lovers with the deliberate intention of changing land-use.The same is true for rock falls or landslides and other hazards: these can occur in perfectly conserved ecosystems as a result of an earthquake shaking hillsides saturated with water, for example, but they can also occur as a consequence of poor water management on a highway or in an urban settlement, or by a blast or explosion, deliberately engineered to cause the collapse. SLIDE: Risk is the product of hazards over which we have no control. Vulnerability is the characteristics and circumstances of a community, system or asset that make it susceptible to the damaging effects of a hazard. A school is said to be 'at-risk' or 'vulnerable', when it is exposed to known hazards and is likely to be adversely affected by the impact of those hazards if and when they occur. Capacity is the combination of all the strengths, attributes and resources available within a community, society or organization that can be used to achieve disaster reduction and prevention. In this context, capacity refers to the knowledge, skills, human social and political relationships that can be used to reduce vulnerabilities. Conventionally risk is expressed by the notation Risk = Hazards x Vulnerability. Beyond expressing a possibility of physical harm, it is crucial to recognize that risks are inherent or can be created or exist within social systems. It is important to consider the social contexts in which risks occur such as education-- and that people therefore do not necessarily share the same perceptions of risk and their underlying causes. Highlight the fact that appropriate disaster prevention, mitigation, preparedness and response builds upon peoples capacities and tackles the causes of vulnerability to reduce it. Note that vulnerability and capacity are concepts that can be applied to people as well as to institutions or systems. Institutions or structures may also be vulnerable, e.g. poorly built houses or schools may collapse in a disaster or an institution may be vulnerable if records are destroyed during a disaster. Capacity, on the other hand, refers to the resources of individuals, households and communities that enable them to cope with a threat or resist the impact of a hazard. By decreasing vulnerabilities and increasing capacities (which by itself decreases vulnerability), we can decrease the risk of a disaster. SLIDE: Present the slide with the following definitions: Prevention - The outright avoidance of adverse impacts of hazards and related disasters. Mitigation: the process of lessoning or limiting the adverse affects of hazards and related disasters Preparedness - The knowledge, capacities, activities and resources developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions. This includes preventing and mitigating disasters as well as preparing to better response to disasters if they occur. Response - The provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected. Explain that when the ingredients of the risk (hazard x vulnerability) are known, it is possible to intercede to some extent in order to reduce or control the dimensions of the risk to prevent them from becoming disasters. Depending on the origin and nature of the hazard, we can sometimes attempt to stop these hazards from happening, - action that is known as prevention. And we can also intercede against vulnerability, helping to make the territory more resistant and able to withstand the impact of any event. This element is known as mitigation. Risk management also covers preparation undertaken in order to allow the educational community to respond adequately and promptly in the event of an emergency or disaster that has occurred in spite of every possible measure being taken to avoid this. Risk management is also involved following a disaster, when response and recovery processes come into play. These processes aim not to reproduce or worsen conditions generated by the risk that led to the disaster, but to encourage recovery and amelioration of losses, actively contributing to territories (ecosystems and communities, including their schools) with increased levels of both resistance and resilience. Thus, Disaster Risk Reduction is the concept and practice of reducing disaster risks through systematic efforts to analyze and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness and response for adverse event. The aims of disaster risk reduction are: To save childrens lives so they will be there to educate To prevent and reduce injury and disability so they can benefit from their education To safeguard livelihoods and preserve communities that protect children and allow them to participate in education To minimize disruption to education SLIDE: Conclude the session by explaining that over the new few days we will be focusing on how education systems and all the people associated with them from students and parents, to teachers and administrators to organizations that support education following disasters -- can learn to reduce risks in order to reduce or prevent disaster impacts and respond, when all else fails. Well be utilising the INEE Minimum Standards and other tools to strengthen the quality of all activities within the disaster risk management cycle. Session 1.2: Presentation of Regional Case Studies Learning objectives At the end of this session participants will: Understand how these concepts relate to education and how vulnerability and capacity impacts upon education at individual, community and system levels Understand how these concepts of emergency response, preparedness, risk reduction, mitigation and prevention translate into reality with regard to what countries in the region are doing. Timing: ( 90 minutes Method: Presentation, plenary discussion Resources needed: Laptop / data projector (or overhead projector) / screen / flipcharts, markers and pens Visual aid: PowerPoint slides In advance of this session: Review these materials carefully and adapt them to meet the needs of your audience. Session Overview MinutesContents301: Objectives and plenary brainstorm502: Case Study presentations106: Conclusion90TOTOTAL TIME  SLIDE: Project the slide with the session objectives, explaining that in this session we will build upon the discussion of disaster risk management concepts in the first session to explore the ways in which vulnerability and capacity impacts upon the education system. We will begin with a plenary brainstorm and then hear from a few participants with regard to how vulnerability and capacity impacts upon the education system in their countries, including some strategies for reducing risk and better preparing and responding to disasters. SLIDE: Review the slide from the last session on Disaster Risk Reduction (DRR), reminding participants that in the last session we concluded that DRR is the concept and practice of reducing disaster risks through systematic efforts to analyze and manage the causal factors of disasters, including through reduced exposure to hazards, lessened vulnerability of people and property, wise management of land and the environment, and improved preparedness and response for adverse event. The aims of disaster risk reduction are: To save childrens lives so they will be there to educate To prevent and reduce injury and disability so they can benefit from their education To safeguard livelihoods and preserve communities that protect children and allow them to participate in education To minimize disruption to education Ask what kinds of vulnerabilities typically exist within education systems related to hazards, eliciting responses such as: Teachers and/or students may be killed. Teachers and/or students may be injured or disabled Families may lose their homes and livelihoods disrupting school attendance. Schools can be destroyed or damaged Schools can be needed after a disaster for use as shelters, and alternative locations for education may not have been planned. Supporting educational structures, such as ministries, can be severely disrupted Children are particularly vulnerable in emergencies their world has changed leaving an uncertain present and unknown future. While their vulnerabilities are the same as for adults, they can also suffer the loss of parental care, as well as emotional, psychological and developmental effects. Note that in response to most disasters, the humanitarian and education in emergencies communities have focused on emergency response and preparedness but there is growing realisation that mitigation and prevention are essential. It is difficult, if not impossible, to prevent a hazard from occurring, but what we can try to do is to reduce vulnerability and/or strengthen the capacity to cope after a disaster. Facilitate a plenary brainstorm around the questions: 1) How could education play a role in disaster prevention? (One possibility is through the implementation of peace education or conflict prevention programmes). 2) How we can mitigate the effects of a disaster on an education system? Possible answers might include: Observing international building standards for disaster-resistant school construction to reduce the risk of collapse or damage. Locating schools in a safe location. Developing and practicing building or area evacuation plans. Learning to observe early warnings. Fastening down building contents to prevent falling and sliding (deaths, injuries, and loss of assets) during earthquake, hurricane, etc. Practicing fire prevention. Having and maintaining fire suppression equipment or supplies, and learning how to use them. Maintaining emergency contacts for each child, and identifying meeting places to facilitate family reunification. Maintaining emergency supplies. Locating copies of the curriculum in safe locations so they cannot be destroyed during a disaster or so they can be easily accessed following a disaster Having back-up copies of essential records, such as teacher rosters or payroll systems Ask what capacities likely exist that could enable education to continue with minimal disruption? Trained teachers and administrators can continue to provide educational opportunities even if schools are destroyed or communities displaced Organisational structures, such as community leaders and organisation can be used to quickly re-start educational activities The education administration infrastructure is likely to still exist even though there may be an initial shortfall in resources such as textbooks. Ask how education can be used as a vehicle for increasing capacities to reduce overall vulnerability to disaster? Trained teachers can be mobilized to teach children and families the disaster risk reduction knowledge and skills that can protect them from a similar impact in the future (assessment and planning strategies, physical protection measures, and response capacity skills). Instruction can inform children about the potential hazards that their communities face, what to do to reduce these risks, and skills needed in the event of a disaster. Children can take part in risk assessment and planning. Children can take part in implementing physical protection measures. Children can learn disaster response skills. Education in disaster risk reduction provides inoculation against adverse mental health consequences of disaster. It empowers children, provides protection, and helps them to develop resiliency to continue their lives. For the next 50 minutes, facilitate the presentation of 2-4 case studies from the region. These will need to have been prepared in advance and each presentation should touch on the following: Background, including a brief overview of the context in which the programme/policy is being undertaken, highlighting key educational issues; information about the impact of natural hazard(s) and/or conflict on the education context; information about the education programme and/or policy described in the case study. What are some of the challenges you face in providing quality education and how have you overcome those challenges (ie building upon existing capacities)? Lessons learnt / outcomes / good practices resulting from this experience. Close the session by linking what was presented in the case studies to the terminology and concepts discussed on disaster risk management this morning, explaining that we will be learning from many other participants and from good practices and lessons learnt collected from all over the world over the coming days. Session 2.1 Introduction to the INEE Minimum Standards At the end of this session participants will: Understand that the INEE Minimum Standards have been developed as a co-operative exercise by actors in the fields of humanitarian, protection and education in emergency and recovery contexts, encompassing preparedness and risk reduction. Understand that acceptance of the minimum standards is a commitment to increased humanitarian accountability, transparency and quality. Be able to describe the meanings of the terms standards, indicators and guidance notes and how they are different. Have an awareness of the range of the standards and their associated indicators and guidance notes, including the ones most relevant to their work. Understand the link between the legal frameworks that specify the right to education and the minimum standards. Understand how they are being used around the world today to ensure quality within the risk management framework. Main messages The Minimum Standards are a tool to be used in order to enhance access, quality and accountability. These standards reflect the experiences and insights of people working in the field on response, preparedness, mitigation and prevention. Although there are five separate categories of standards, they are not meant to stand alone. Rather, they are interdependent and their application must be firmly rooted within the specific context of each situation where they are applied. Timing: ( 105 minutes Method: Presentation, small group work, plenary discussion Resources needed: Laptop / data projector (or overhead projector) / screen / flipcharts, markers and pens Visual aid: PowerPoint slides In advance of this session: Review these materials carefully, adapt them to meet the needs of your audience and review the PowerPoint slides for this session and become familiar with their use. When preparing to conduct this training, find out how organisations or individuals in the local area participated in the development of the INEE Minimum Standards (perhaps through a local consultation or through participation in one of the regional consultations). Share this information with participants during the session. Session Overview MinutesContents151: Introduction to INEE and the development of the INEE Minimum Standards252: The INEE Minimum Standards: what are standards, indicators and guidance notes and an exploration of the handbook403: Small group exercise: where are you now?154: Implementation process105: Q&A and Conclusion105TOTOTAL TIME  1: Introduction 15 minutes Refer participants to corresponding Workbook note page (page 10) and Reading 2.1: Discussion Paper on Education in Emergencies and the INEE Minimum Standards (beginning on pg 18) SLIDE: Review the learning objectives for this session. SLIDE: Briefly introduce the Inter-Agency Network for Education in Emergencies (INEE). INEE was conceived in 2000 out of the EFA Forum in Dakar as a global, open global network of members working together within a humanitarian and development framework to ensure all persons the right to quality education and a safe learning environment in emergencies and post-crisis recovery. Since its inception in 2000, INEEs membership has grown to over 3,500 practitioners, students, teachers and staff from UN agencies, non-governmental organizations, donors, governments and universities and it has successfully created a vibrant and dynamic inter-agency forum that fosters collaborative resource development and knowledge sharing and informs policy through consensus-driven advocacy. INEE envisions a world where: All people in crisis-affected and fragile states have access to quality, relevant and safe education opportunities; Education services are integrated into all humanitarian responses; Governments and donors ensure sustainable funding for education preparedness, crisis response, mitigation and recovery; All education programs responding to emergencies, chronic crises and reconstruction are consistent with the INEE Minimum Standards and accountable for quality and results. INEEs Steering Group is comprised of CARE, Christian Childrens Fund, the International Rescue Committee, Norwegian Refugee Council, Save the Children Alliance, UESCO, UNICEF, UNHCR and the World Bank and there is a 5 person secretariat with staff based at Steering Group member agencies (UNICEF, IRC, UNESCO, UNHCR) in North America and Europe. SLIDE: As you begin to discuss the development of the INEE Minimum Standards, tell participants that all of the background information that you will be presenting is within their Workbook. Point out that the development of the INEE Minimum Standards is the result of people exactly like the participants who had input to the standards through their own experiences. After the founding of INEE, awareness of the need for non-formal and formal education programmes in emergency situations has increased. Two issues in particular came to the fore: how to ensure a certain level of quality and accountability in emergency education; and how to mainstream education as a priority humanitarian response. In 2002, INEE began looking at the Sphere Projects example of how to accomplish these two objectives. Following the 1994 Rwanda crisis, a Multi-Donor Evaluation was conducted and concluded that there were many unnecessary deaths from poor NGO performance, and that NGOs needed to get their house in order. The Sphere project, which began in 1997, was one result of this challenge. Sphere is three things: A process of collaboration A handbook consisting of a Humanitarian Charter, a statement of values for humanitarian organisations, based on existing international legal instruments; and a set of Minimum Standards, which build on the Humanitarian Charter and represent universal goals for helping people achieve the right to life with dignity. An expression of commitment to quality and accountability Because the Sphere Project does not include education, INEE members and partners developed the INEE Minimum Standards to highlight the importance of education in addition to the sectors found in Sphere. The INEE Minimum Standards handbook follows the same format as the Sphere handbook and uses the same definitions of Minimum Standards, indicators and guidance notes, so those familiar with Sphere can easily use the INEE Minimum Standards handbook. INEE has recently signed a companionship agreement with Sphere and thus education will be mainstreamed into the 2010 edition of Sphere, and visa versa/ SLIDE: INEE built upon the consultative process used by Sphere, involving a wide range of people working in the area of education throughout the world. As such they represent the lessons learned and collective thinking of experienced education professionals. The process consisted of multiple consultative components, involving over 2,250 people from more than 50 countries: INEE listserve consultations Hundreds of field-based consultations, which fed into four regional consultations. If local organisations or some of the participants took part in any of the consultations or peer review process in the development of the standards, mention it to the group (see  HYPERLINK "http://www.ineesite.org/standards" www.ineesite.org/standards for a list of participants in the process). A peer review process that honed the four sets of regional standards into one global version. Ask if anyone in this training participated in the development of the standards (or highlight those that did). The standards, as they are currently written, reflect the rights that exist as well as consensus on good practice and lessons learned across the fields of education and protection in emergencies, chronic crises and early reconstruction situations. SLIDE: Discuss the goal of the minimum standards and highlight the fact that the development of the INEE Minimum Standards paralleled other efforts in the humanitarian assistance community to increase quality and accountability 2: What are standards, indicators and guidance notes? An exploration of the INEE Minimum Standards handbook 25 minutes SLIDE: The INEE Minimum Standards consist of standards, indicators and guidance notes Standards are goals to be met. They are a practical guide to plan and develop appropriate educational responses in situations of emergency, chronic crisis and early reconstruction. They can be used to ensure that all the components of education are included. If standards are the goal to be met, then indicators are the sign posts to help achieve the goal. Indicators are tools to measure progress towards the minimum standard. They may measure and communicate impact, as well as the methods used to achieve this impact. Some indicators are qualitative such as providing a range of formal and non-formal education activities. Others are quantitative, such as ensuring that no one is denied access to education. Whether indicators are qualitative or quantitative, they need to be monitored at regular intervals to check progress towards meeting the standards. SLIDE: Guidance notes provide background information in relation to the indicators. They are descriptive and help you to interpret the indicators. Guidance notes relate to key indicators; the link is identified in the text. Indicators should always be read in conjunction with the relevant guidance notes. Ask participants to turn to page 42 in the INEE Minimum Standards Handbook. Then review with them Standard 1: All individuals have access to quality and relevant education opportunities. Review the indicators for this standard and summarise the content of the guidance notes. SLIDE: The handbook of Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction was launched at INEEs Second Global Inter-Agency Consultation on Education in Emergencies and Early Recovery, in Cape Town, South Africa, from 24 December 2004. The handbook was well received by delegates and the consultative process in developing the standards was judged to be as significant as the product itself. The INEE Minimum Standards constitute the first global tool to define a minimum level of educational quality in order to provide assistance that reflects and reinforces the right to life with dignity. The INEE Minimum Standards are founded on the Convention on the Rights of the Child, the Dakar Education for All (2000) framework, the UN Millennium Development Goals (MDG) and the Sphere Projects Humanitarian Charter. In addition to reflecting these international rights and commitments, the standards are an expression of consensus on good practices and lessons learned across the field of education and protection in emergencies and early reconstruction situations. They were developed by stakeholders from a variety of levels and have evolved out of emergency and early reconstruction environments around the world. As such, they are designed for use in emergency response, emergency preparedness and in humanitarian advocacy and are applicable in a wide range of situations, including natural disasters and armed conflicts. STICKY GAME! If you have not already done so, distribute copies of the INEE Minimum Standards Handbook (and CD-ROM) now. Show the overhead and briefly review the five categories of standards, highlighting where disaster risk reduction is integrated into the standards. The INEE Minimum Standards consist of five categories: Minimum standards common to all categories that focus on the essential areas of: community participation and utilizing local resources when applying the standards in the handbook analysis to ensure that emergency education responses are based on an initial assessment that is followed by an appropriate response and continued monitoring and evaluation Access and learning environment that focuses on partnerships to promote access to learning opportunities as well as inter-sectoral linkages with, for example, health, water and sanitation, food aid (nutrition) and shelter, to enhance security and physical, cognitive and psychological well-being. Teaching and learning that focuses on critical elements that promote effective teaching and learning: 1) curriculum, 2) training, 3) instruction, and 4) assessment. Teachers and other education personnel that focuses on the administration and management of human resources in the field of education, including recruitment and selection, conditions of service, and supervision and support. Education policy and coordination that focuses on policy formulation and enactment, planning and implementation, and coordination. Tell participants that the development of the INEE Minimum Standards also considered various cross-cutting issues. These have been incorporated into various standards rather than being developed as separate categories. These are crucial to ensuring quality, holistic education and will need to be considered during their discussions over the next four days and beyond. 3: Where are you now? 40 minutes See corresponding Workbook page 11 for this activity For this exercise, participants work in small groups (3- 6 people) to first silently review all of the standards on workbook page 11. They should then choose one category of the standards within the handbooks and review the standards, detailed indicators and guidance notes within that category. After they have looked through all of the standards, indicators and guidance notes within that category, they should discuss the questions in the exercise: Where are you now? Tell them that they have 25 minutes to discuss the questions. After 25 minutes, bring the groups back to plenary. Facilitate a plenary discussion related to the following questions (allow one or two responses to each question): How many thought they were achieving some of the standards? Which ones? Which standards were not being met? What are the obstacles to meeting those standards? Under what conditions and time period might those standards be achieved? 4: Introduction to the global implementation process 10 minutes SLIDE: Briefly give an overview of the implementation of the INEE Minimum Standards, focusing on how they have been used to enhance holistic response: Since their launch, INEE Minimum handbook has been translated into 15 languages and they are being used in over 80 countries around the world for programme and policy planning, assessment, design, implementation, monitoring and evaluation as well as advocacy, mitigation and preparedness. Users relate that the INEE Minimum Standards provide a common language, facilitating the development of shared visions between different stakeholders, including members of affected communities, humanitarian agency staff and governments. Present one or two case studies (drawing upon INEE Minimum Standards briefs and global reports from  HYPERLINK "http://www.ineesite.org/standards" www.ineesite.org/standards) that illustrate how the standards are being used in different contexts They are being used as a training and capacity-building tool: Modular Training Materials, modeled on the Sphere materials, were developed in 2005 and are being used in 2006-2008 in a series of INEE Training of Trainers (ToTs) and Capacity Building workshops (CBWs) on the INEE Minimum Standards, organized regionally and linguistically: Anglophone Africa, Francophone Africa, South Asia, Southeast and East Asia, South America, Central America, the Caribbean, the Middle East and North Africa, North America, the Indian Ocean and Europe. As a result, between January 2006 and June 2009, 12 TOTs and 4 CBWs have taken place globally, training more than 350 participants. Each trainer who is trained at an INEE ToT workshop is required to conduct a minimum of 2 local, national or regional trainings for managers and practioners in education and emergency work in the 12 months after the INEE workshop. Consequently, over 125 follow-up workshops have been carried out as a result of these ToTs, training thousands of humanitarian aid workers, government officials and educationalists, with dozens more planned in 2009. SLIDE: The standards are also being used to promote holistic thinking and response and to frame and foster inter- and intra-agency policy dialogue, coordination, advocacy and action for the provision of quality education in emergencies, chronic crises and early reconstruction. Share some background and lessons learnt from the inter-agency effort to build back better following the Pakistan earthquake. SLIDE: Common Questions: Why Minimum? Why Standards? State that these are common questions and present the reasons why these are considered minimum and why INEE uses the terminology of standards (the standards articulate a minimum level of educational access and provision. Although in some situations, they appear to be maximum rather than minimum, they reflect the legal instruments upon which they are based, which allow for appropriate education for all even in situations of emergency) 5: Q&A and Conclusion 10 minutes SLIDE: As if there are any questions and facilitate a brief discussion on questions, noting issues that we will come to later in the training or that there is not enough time to fully discuss on a flip chart (parking lot). Conclude the session by noting that the INEE Minimum Standards are a tool that can be used to improve the effectiveness and quality of education programmes and policies in emergency situations, for preparedness and risk reduction. Using them is also a commitment to accountability, as agencies strive to meet the standards. Although there are five separate categories of standards, they are not meant to stand alone. Rather, they are interdependent and must be applied based on the specific context of each education programme. The standards are based on the principle that affected populations have the right to life with dignity as articulated by the Sphere Humanitarian Charter and the various legal instruments which underlie it. They present a global framework for coordinated action to enhance the quality of educational preparedness and response, increase access to safe and relevant learning opportunities, and ensure humanitarian accountability in providing these services. They provide good practices and concrete guidance to governments and humanitarian workers to enhance the resilience of education systems and can be used for sector planning. Session 2.2 Applying the INEE Minimum Standards: A Rights Based Approach and Implementation Tools Learning objectives At the end of this session participants will be able to: Use the minimum standards to develop educational responses that reflect a rights-based approach. Utilise the INEE website, institutionalization checklists and toolkit to identify tools to help contextualise the INEE Minimum Standards to their needs Main messages The minimum standards and their accompanying indicators are descriptors of a rights-based approach. Have an understanding of the broad range of implementation tools to support their application of and training on the INEE Minimum Standards. Timing: ( 105 minutes Method: Small group activity, plenary Resources needed: Laptop / data projector / screen / flipcharts and pens/ internet access Visual aids: Power-Point slides, standards chart (in the workbook) In advance of this session: Review these materials carefully, and adapt them to meet the needs of your audience. Review the PowerPoint slides for this session and become familiar with their use.  Session Overview MinutesContents151: Introduction to the legal frameworks and rights brainstorm452. Application Case Studies and debrief353: Introduction to implementation tools for application and contexualisation104: Debrief and conclusion105TO TOTAL TIME 1. Introduction to the legal frameworks behind the Minimum Standards 15 minutes SLIDE: Using a large group brainstorm, ask the participants to suggest the legal instruments and international and regional agreements that they feel support the concept and content of the minimum standards for education in emergencies. Write the responses on a flipchart. If the list is incomplete, ask participants about: Convention on the Rights of the Child (CRC) Jomtien/Dakar Education for All framework (EFA) UN Millennium Development Goals (MDG) Sphere Projects Humanitarian Charter (based on the principles of humanitarian law, human rights law, and refugee law among others) Using the list (even if it is incomplete) ask participants for key words and phrases that describe the education rights inherent in these instruments. The principles of these agreements may be reflected by using a rights-based approach. Concepts such as inclusion, gender equality, participation, inter-active approaches and community-based participation are all components of a rights-based approach and are integral to the INEE Minimum Standards. Refer participants to Readings 2.2 (Legal Instruments) and 2.3 (The Sphere Humanitarian Charter), which begin on page 25 in their Workbook and which are background readings to which they can refer later. The INEE Minimum Standards have been developed to reinforce this rights-based approach in all elements of emergency education. They are also an effort to enhance accountability among those supporting education in emergencies and early reconstruction. SLIDE: Emphasise the particular importance of rights and child rights based programming to ensure good practice: non-discrimination, survival and development, focus on childs best interests, and child participation. Refer participants to Readings 2.4 (Child Rights Programming) and 2.5 (Implications of a Child-Focus) as background material, which begin on page 29 in their Workbook and which are background readings to which they can refer later. Stress that child rights are susceptible to being ignored or overruled, and children are particularly vulnerable in emergencies. Emphasise particular issues in child rights relevant to education: the focus on the childs best interests, on child survival and development, non-discrimination, and on childrens participation. Recognise that, while children all have the same rights, the ways in which their rights should be fulfilled may vary according to age, gender, geographical location etc. Rights-based programming includes a focus on duty-bearers, and their accountability to rights-holders. UN agencies, NGOs and others need to work with those responsible for protecting/fulfilling rights, and support them to carry out their duties 2. Application Case Studies and debrief 45 minutes Corresponds to the Exercise 2 beginning on page 14 in the Workbook SLIDE: Now we will look at a few scenarios and see how the minimum standards and their associated indicators can be used to develop strategies in a very structured way to ensure that school policies and responses to educational challenges reflect a rights-based approach. Ask participants to turn to Exercise 2 Foundations of INEE Minimum Standards: a rights-based approach in their workbooks (page 14). Form small groups of 3-6 people per group and assign a different scenario to each group. For each scenario, some problems have been identified. The groups should choose one problem and formulate solutions to the problem and note which standards and indicators can be used to implement these solutions. Remind the groups that they have 30 minutes for this task. SLIDE: As the groups work, move around the room to ensure that they are discussing specific standards and indicators in relation to the solutions they have developed. If the groups are having difficulties, ask questions based on the information shown in the table (at the end of this training note) to help them get started. Do not share this information unless the groups are having trouble. After 30 minutes, ask a spokesperson from each group to provide a summary of the problem, the strategies developed to respond to the problem and the standards and indicators used to implement these solutions. Sum up the activity by clarifying the major points illustrated by the groups. Highlight any common (or similar) solutions that were suggested across multiple problems. The scenarios especially those relating to parents and children involved in fighting forces should also provoke thoughts about issues of gender, rights and education. For example, in Scenario A ask participants to think about how the problems might vary depending on whether the parents' are men or women. Does it matter? How might it affect participation differently? Note that developing possible solutions and applying the INEE Minimum Standards based on this type of analysis is one way of implementing a rights-based approach to education in emergencies. 3. Introduction to the INEE Minimum Standards Implementation Tools 35 minutes SLIDE: Present INEE Minimum Standards Adoption Strategy Checklist for Inter-Agency Collaboration: Given that the INEE Minimum Standards will serve as a common framework for the cluster, this checklist gives guidance to clusters on how to utilize the standards to strengthen inter-agency coordination within an education cluster and ensures a comprehensive education response through action points on coordination, assessment, awareness and promotion, and programming and reporting. Distribute INEE Minimum Standards Adoption Strategy Checklist for Inter-Agency Collaboration Ask delegates to look at the checklist Ask them what boxes they can already tick, i.e. actions that they are already doing Ask them what items they cannot tick, i.e. actions they need to work towards SLIDE: INEE Minimum Standards Toolkit, including two tool demonstration This CD-Rom and the accompanying web-based Toolkit ( HYPERLINK "http://www.ineesite.org/toolkit" www.ineesite.org/toolkit) contains the INEE Minimum Standards handbook, training and promotional materials, including all translations, as well as a toolkit to help field staff and Ministry of Education officials to implement the standards. The toolkit has been developed in response to a growing need for clear, practical tools to guide humanitarian aid workers, government officials and educationalists in implementing the INEE Minimum Standards. Thanks to hundreds of INEE members around the world, the toolkit contains the most practical field-friendly tools, guidelines, checklists, case studies and good practices linked to specific Minimum Standards. The toolkit will help users of the INEE Minimum Standards to adapt the indicators to their local setting and contextualise the guidance notes, good practices and lessons learned that are codified within the handbook in order to realize the standards. There are also a set of tools that are particularly relevant to the cross-cutting issues of human and childrens rights, gender, HIV/AIDS and disability. The documents in this toolkit are organised into two main categories: Tools: includes short and practical guidelines, checklists, and good practices linked to specific standards. Many of the tools need to be adapted according to each context. Resources: provides background reading and more detailed information about a given topic, including case studies highlighting how indicators and guidance notes have been contextualized to meet a standard in a context. Like the INEE Minimum Standards, this toolkit is meant to be a living document, which will be updated and revised based on user feedback. Please send feedback, including additional tools that should be included in a future version of this toolkit, to:  HYPERLINK "mailto:minimumstandards@ineesite.org" minimumstandards@ineesite.org. TOOLKIT DEMONSTRATION Project toolkit Explain to participants how it is structures (6 folders) Explain to participants the various functions (pop-up, search, etc.) Ask participants for types of tools they would be looking for and walk them through finding them in the toolkit Distribute a copy of the Toolkit to each participant. 4. Conclusion: Discussion and Closing 10 minutes Summarise by pointing out that if a rights-based approach is the lens through which decisions are made, the minimum standards will be incorporated automatically and the principle of quality education in all situations of emergency will be fulfilled. Remind participants that a rights-based approach means that duty-bearers need to understand the rights and the duties they have; the minimum standards can help them to do this. Finally, remind participants that there are many tools that they can use to help us think holistically about the situations we are facing and to take care not to implement fragmented approaches that deal with only one problem or issue at a time. By doing this we can find common solutions that address a number of problems and thus use human and material resources more efficiently and effectively. Day 1 Review Session At the end of this session participants will: Review the main lessons learned from the day. Timing ( 30 minutes Method Small group activity Small group activity 30 minutes Daily review (5 minutes): One of the facilitators should briefly review the agenda / work that has been carried out today, highlighting key themes and activities. He/ she should also give an overview of what the group will be doing the following day. Internal Reflection (10 minutes): Ask participants to reflect individually upon the discussions and activities of the day and to reflect upon at least one thing (or more) that they learned today (this could be in terms of programming /policy content or training methodology) that they will take back with them and integrate into their work? Ask them to note this in their workbook on page 32. Evaluation (15 minutes): Ask participants to reflect individually about their answers to the three questions below and write one each on a different color of sticky. What worked well? What could be improved (and how)? Would like to learn more about? As participants leave, ask them to give their stickies to the facilitation team, who will review immediately following the end of the day and consider changes to the schedule/content based on feedback. In addition, the facilitator for the morning session should review this in plenary before starting the following days activities. Session 2.3: Applying the INEE Minimum Standards: Emergency Assessment and Design (Disaster in Zambora) At the end of this session participants will be able to: Understand the need for thorough assessment and analysis of the assessment findings to develop appropriate and effective education programmes. Be able to analyse the situation so as to be able to formulate an effective response strategy that builds back better. Main messages Response strategies should be based on extensive consultation with the community, including children and young people. When financial resources are limited, effective educational responses can only be designed by working with communities to prioritise how human and financial resources are used. Response strategies should be based on both assessment and analysis of data which have been disaggregated to show differences by age, gender and ethnic group. Ongoing assessment and analysis are also essential. Response strategies must integrate preparedness and prevention measures Timing: ( 210 minutes (including a 20 minute break) Method: Presentation, plenary discussion, simulation exercise/ group work, gallery walk Resources needed: Laptop / data (or overhead) projector / screen / flipcharts and pens/tape or blu-tack (sticky) Visual aid: PowerPoint slides In advance of this session: Review these materials carefully and adapt them to meet the needs of your audience. Review the case study scenario and PowerPoint slides for this session and become familiar with their use. The gallery walk presentation in activity 5 is most effectively done with a guide from each of the groups to present the plan to the other groups, explaining the plan and answering questions that may arise. Session Overview MinutesActivity151: Day 1 evaluation findings and overview of Day 2 602: Introduction to initial assessment and review of findings603: Planning/designing the education programme30Coffee/tea break304: Review of the education plans: Guided gallery walk155: Debriefing the process and conclusions: assessment, analysis and response planning 210 TOTOTAL TIME (minute) 1: Day 1 evaluation findings and overview of Day 2 15 minutes Review the evaluation findings from day 1, including what the facilitation team is doing to take into account suggestions and recommendations into account in the coming days. This can lead directly into a brief overview of what participants will be doing today; be sure to highlight that participants will be building upon the terms they discussed at the beginning of day 1 and their new knowledge of the INEE Minimum Standards to apply them in a disaster scenario, with a focus on the standard category: assessment (initial assessment, response, monitoring and evaluation). At the end of the day, participants will have time to discuss questions about planning and facilitating trainings on the INEE Minimum Standards following this workshop, and will also have the opportunity to learn more about relevant INEE initiatives. 2: Introduction to initial assessment and review of findings 60 minutes Review the learning objectives for the next two sessions, focused on assessment and response to a disaster in order to build back better. Explain that participants will be taking part in a simulation where they will review disaster assessment findings and then use the existing assessment findings in order to design an educational response that builds back better. Refer participants to page 21 of the INEE Minimum Standards Handbook for Analysis standard 1: Initial Assessment. Give them a few minutes to read the entire standard/ indicators/ guidance notes, and afterwards draw their attention in particular to the first indicator An initial rapid education assessment is undertaken as soon as possible, taking into account security and safety and guidance notes 1-4. Also ask them to review the Analysis Appendices (INEE Minimum Standards handbook pages 29-38). Use the overheads to illustrate some of the key concepts from the guidance notes. Bias, for example, is a critical concept to keep in mind when conducting an assessment. Ask participants, what is bias? Take a few answers from the group and then show the overhead. Stress that by varying our methods (observation, interviews, etc.) and by talking to people who represent many different segments of the population (men, women, children, youth, authorities, UN personnel, etc.), we hope to minimise the bias in our results. Show the next overhead and ask participants if they can think of potential forms of bias that they may encounter when conducting an assessment. As participants suggest response, stress ways of avoiding these types of bias. For example, if participants suggest gender bias, note that ways of avoiding this type of bias include having women on the assessment team and making sure that assessors talk to both men and women. Finally note that the concept of triangulation is particularly important for minimising bias. This concept means that we try to vary our information gathering techniques (direct observation, individual interviews, focus group interviews), our information sources (men, women, children, youth, other agencies, secondary data), and the composition of our teams (men and women, representatives from different organisations or different sectors) in order to minimise bias in our results. Stress the importance of coordinating assessment teams and results not only for minimising bias but also for minimising the impact on the affected population, who may be suffering from assessment fatigue. Remind participants that different skills, techniques and approaches are needed to consult with children of different age groups. For instance, it may be best to discuss issues separately from teachers and parents but it is important to get parents/ guardians permission to consult with children. Ask participants to turn to the assessment findings in their workbook (pages 34-35) and ask for a volunteer to read the scenario and findings aloud. Once they have been read, briefly review the situation in Zambora by showing the relevant PowerPoint slides or overhead transparencies. Stress that one of the key activities in initial assessment is actually collecting information from the field, which requires the assessment team to go to the affected community. Ask the participants to consider the assessment findings in their workbook in relation to the indicators and guidance notes for Analysis Standard 1: Initial Assessment. Based on the findings available, did the assessment team followed the INEE Minimum Standard on initial assessment? Where do they think they did? Where did they think they did not? What other information should have been collected in order to design a response and how would they suggest it be collected? Based on the assessment findings, do participants think that there are any preparedness measures that could have been taken in advance of this hazard to lessen the disaster? 3. Designing the education programme in Zambora 60 minutes Corresponds to Workbook exercise 2.3, pages 33-34 in the Workbook Divide participants into four or five small groups. Explain that participants will work in their small groups to plan and design an education programme for the Zamboran displaced. They should use all of the assessment findings and the INEE Minimum Standards handbook in this process, particularly referring them to Analysis Standard 2: Response Strategy (handbook pages 23-25), and accompanying indicators and guidance notes, in developing this plan. Participants will use the template within the workbook to develop an integrated, holistic response plan that builds back better. Within their group, they should: Discuss which standards are relevant and then prioritize two standards (and associated indicators) to guide your design and fill out the Response Plan matrix. However, emphasize that they should NOT prioritise the Common Standards (Community Participation and Analysis) in this exercise; instead those standards/indicators should be incorporated into each strategy that they develop. They should appoint a note taker to develop the Response Plan on a flip chart Use the following guiding questions to help you develop your plan and fill out the Response Plan matrix: For each of the INEE Minimum Standards that you prioritised, what response strategies do you suggest to meet these priority standards? Be sure to consider the guidance found in the INEE indicators, guidance notes and appendices How do these strategies link to and incorporate disaster risk reduction (preparedness, mitigation, prevention)? How do they respond to cross cutting concerns, like gender and disability? Who are the key stakeholders that you will need to work with in order to carry out these priority strategies? What potential risks and opportunities might be associated with these strategies? What capacities within individuals, communities or the education system can you build upon? Each group should appoint: a facilitator whose job it is to make sure that everyone in the group participates and who is responsible for making sure that the group develops their plan and answers all the questions within 50 minutes a recorder/note-taker who will record the groups plan on a flip chart. Give the groups 50 minutes to develop their plans. Circulate among the groups as they work in order to answer any questions and to take note of how the various groups decided on their priorities 4: Presentation of the education plans 30 minutes Gallery walk with guide from each group explaining the plan and answering questions from the other groups: Ask participants to walk around the room and review the plans of the other groups. They should ask questions of the guides and try to make note of how the various groups plans are similar or different. Give them approximately 30 minutes to review all of the plans. 5: Debriefing the process and conclusions: assessment, analysis and design 15 minutes After reviewing the plans, ask participants to reflect on the assessment, analysis and planning processes that they have undertaken during these two sessions. Facilitate a discussion on the various plans that is focused on the following questions: How did the groups incorporate the INEE Minimum Standards into their plans? Take one or two examples from each group. Ask the groups to give different examples and not repeat what another group has already said. How did the groups incorporate cross-cutting issues such as gender equity or disability into their plans? Ask what can be done when there is not funding for the priorities that the community identifies? Note that educational plans should consider both human and financial resources and that community participation is essential in prioritising their involvement in areas where there is limited or no funding. The community must understand the limitations that exist and have a voice in determining priorities based on these limitations. Conclude by noting that when community priorities are not addressed within education plans, programmes are less effective. For example; parents do not enrol their children (or at least some of their children) in educational activities, young people drop out as they do not see the relevance of the education activities. Note that incorporating the standards and indicators into education plans in the early stages of an emergency will prevent or minimise problems in the future. Stress that this requires ongoing assessment, analysis and monitoring to determine if/when educational priorities change Session 2.4: Applying the INEE Minimum Standards: Monitoring and Evaluation At the end of this session participants will: Understand how the INEE Minimum Standards can and should-- be contextualised for monitoring and evaluation Timing ( 105 minutes Method Presentation, plenary discussion, small group work Visual aid PowerPoint In advance of this session: Review these materials carefully and adapt for audience as needed Session Overview MinutesActivity301: Introduction: definition and purpose of M&E352: Monitoring indicators for education in emergencies 303: Monitoring tools for education in emergencies 104: Conclusion105 TOTAL TIME w 1. Introduction: Definition and purpose of monitoring and evaluating education in emergencies 30 minutes Ask participants: What does monitoring mean? Why is it important to monitor emergency education activities? How is evaluation different from monitoring? ? Why is it important to monitor emergency education activities? Who should be responsible for monitoring and evaluation? What is the MoE's role? The role of other agencies? Where is monitoring and evaluation within the INEE MS Handbook? Project the slide with the definitions of monitoring and evaluation and ask them to read the standards, indicators and guidance notes in the INEE Minimum Standards handbook to themselves. Ask if they routinely meet the INEE Minimum Standards on monitoring and evaluation. If not, why not? 2. Monitoring indicators for education in emergencies 35 minutes Explain that we are going to focus in on monitoring and that the role of indicators = measures that are used to demonstrate the change in a situation, or the progress in or result of an activity. Give overview of how the INEE Minimum Standards indicators can be contextualized to develop locally-relevant indicators to be used in monitoring (see M&E brief and Afghanistan case-study) Group activity: Give one or two INEE MS indicators to each group and ask them to contextualize it (could be based on scenario or their country experience). Remind them that indicators need to be SMART (Specific, Measurable, Achievable, Realistic, Timely). They should note their work on page 35 of the workbook. 3. Monitoring tools for education in emergencies 30 minutes Ask participants if they are familiar with monitoring tools or have used them in an emergency response. Ask them: What information do you need to collect on the tool? How will a monitoring too be structured? Who is responsible for developing the tool? Using it? Give overview of how the INEE MS have been used to develop monitoring tools and template; refer participants to the background reading on M&E in their workbook, page 36). Ask participants if their monitoring tools cover all the issues in the INEE Minimum Standards, and if not, for them to consider revising them to ensure that they cover the range of issues involved in quality education. 4. Questions and Conclusion 10 minutes Take a few questions and conclude, highlighting the importance of the process of contextualising the INEE Minimum Standards for monitoring and evaluation Session 3A: InterSectoral Linkages and Cross-Cutting Issues At the end of this session participants will: 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 Timing: ( 105 minutes Methodology and Equipment needed: Plenary brainstorm PowerPoint presentation Plenary Discussion and Wrap up Laptop / data projector / screen; Flip chart paper and markers Session Overview MinutesContents401: Case Study presentation(s) and discussion on intersectoral and cross-cutting linkages 452: Humanitarian sector linkages, the INEE-Sphere Companionship agreement and inter-sectoral guidance on cross-cutting issues203: Q&A and Conclusion 105 minutesTOTAL 1. Case Study presentation(s) and discussion on intersectoral and cross-cutting linkages 40 minutes Ask one or two participants in advance to prepare a case study presentation as to how their programs and/or policies address intersectoral linkages and/or cross-cutting issues, asking specific questions about challenges, good practices and strategies for overcoming challenges, lessons learnt and regional/country specific tools. 2. Humanitarian sector linkages and inter-sectoral guidance on cross-cutting issues 40 minutes Briefly (re)review the following in the form of a plenary brainstorm: Ask participants why education should be prioritized in an emergency, noting responses down on a flip chart. If the following are not covered, remind the participants that: Education in emergencies is a necessity that can be both life-sustaining and life-saving, providing physical, psychosocial and cognitive protection. It saves lives by directly protecting against exploitation and harm, and by disseminating key survival messages, such as landmine safety or HIV/AIDS prevention. Education is prioritized by communities and offers a lifeline to them. Communities often start up some kind of education/school themselves during an emergency. However, maintaining this during a crisis is difficult when there is less local capacity and resources. Education is a basic human right of all people, including those affected by crisis and instability By offering structure, stability and routine during a time of crisis, particularly for children and adolescents, education helps to heal traumatic experiences and offers hope for the future. It also lays a sustainable foundation for recovery and peace, by building skills and supporting conflict resolution and peace-building, and provides essential building blocks for development and future economic stability. % Crises which destabilize education can be approached not only as urgent situations of immediate need but also as opportunities for transformation. Ask participants what education in emergencies looks like, programmatically. Note responses on a flip chart, ensuring that the following core response priorities and activities are mentioned: The immediate priority is the rapid organization of structured activities and restoration of education in the broad sense for all displaced children in temporary shelter, in camps, and in existing/adapted facilities, in order to provide safety and security to all affected children and adolescents, as well as to ensure they can have access to essential supplies and services for survival and normalcy as well as for learning. Typical activities include: Rapid needs assessment, design of the response, with emphasis on establishing structured activities for children Set up of emergency spaces for children providing security and protection for children and adolescents, psychosocial support, ensuring community engagement and involvement Non-formal education activities including essential life skills (e.g. health/hygiene promotion, UXO awareness), recreational activities, and making inter-sectoral linkages (e.g, ensuring water and sanitation at safe spaces/schools) Restart schooling in temporary shelters such as tents, start reintegration of children and teachers Provide essential teaching and learning materials, return to normalcy and learning Recruitment and training of teachers Beyond the initial response, focus is on scaling up as well as on pedagogical issues in order to promote a resumption to quality learning, with additional training for teachers and school managers, provision of textbooks and teaching equipment, as well as revising the curriculum where necessary, to meet the needs of all children and adolescents. Activities may include a more comprehensive needs assessment, examining in more detail the impact of the emergency on education, needs of the affected population, and longer-term actions required to rehabilitate the education system; return to areas of origin, support to education structures and facilities, clearing of school grounds; providing school feeding programmes, etc. Education links with other emergency sectors: Tell participants that for an effective education response that addresses childrens holistic needs, coordination and close collaboration between education and other clusters/sectors is required. An inter-sectoral approach to education is even more vital in emergency contexts than in normal situations, where education in emergency spaces for children offers a means of providing a sense of normalcy, psychosocial support, and protection of children against harm, and a place for delivery of other vital services. It is important to ensure that linkages are made at the outset of an emergency through multi-sectoral needs assessments, followed by joint planning. Ask participants what links there are between education and other sectors in an acute emergency. Note responses on a flip chart, ensuring that the following links are mentioned: Protection: Education in emergency spaces for children/learning environments provides psychosocial support and protection by establishing daily routines and a more stable sense of the future; reduces vulnerability to trafficking, exploitation and child labour; engages children in positive alternatives to military recruitment, gangs and drugs; provides a means to identify children with special needs, such as experience with trauma or family separation; facilitates social integration of vulnerable children. Camp management: Education in camp environments helps to re-create elements of a social structure and a sense of normalcy in the lives of children, their parents and their communities. In collaboration with the camp management cluster, school areas, child friendly spaces, play and recreational areas can be planned jointly within a camp setting at the outset of an emergency with guidance on standards provided to ensure safe and protective environments (e.g. safe distances, adequate latrine and sanitary conditions). Shelter: School shelters (tents, temporary structures, reconstruction of education infrastructure) will be jointly planned to ensure that minimum standards for schools and classrooms are applied (e.g. size, construction, distance, and lighting). Water and Sanitation: Safe water and gender-segregated and appropriate sanitation facilities for learning spaces and schools. Another important area for collaboration is hygiene promotion. Health: Schools and temporary learning spaces provide an environment in which children can have safe and reliable access to various health services, be provided with basic knowledge on health and hygiene, and urgent life-saving health information. Nutrition: Childrens nutrition can be improved by the provision of meals or nutritious snacks as part of school feeding programmes Logistics: Logistics support for provision of educational materials, which is a key part of education response. Ask participants which standards are particularly relevant to emergency response. Elicit responses until you receive one that states that while many of the standards are relevant (assessment, response, monitoring, curriculum, teacher training and coordination), the most relevant are those focused on coordination and the safety of learners and the safety of the facilities in which they are learning: NEE Minimum Standard: Access and Learning Environment Standard 2: Protection and well-being -- Learning environments are secure, and promote the protection and mental and emotional well-being of learners. INEE Minimum Standard: Access and Learning Standard 3: Facilities--- Education facilities are conducive to the physical well-being of learners. Education Policy and Coordination Standard 3: Coordination There is a transparent coordination mechanism for emergency education activities, including effective information sharing between stakeholders Note that there is a background reading on all of these issues within their Workbook beginning on page 40, as well as a series of tools that are specific to aiding the integration of education in disaster response and preparedness. Tell participants that a new Companionship Agreement between the Sphere Project, Humanitarian Charter and Minimum Standards in Disaster Response (the Sphere Handbook) and the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction (INEE Minimum Standards) will aid in ensuring these linkages in humanitarian response and preparedness. By this agreement, the Sphere Project acknowledges the quality of the INEE Minimum Standards, and of the broad consultative process that led to their development. As such, the Sphere Project recommends that the INEE Minimum Standards be used as companion and complementing standards to the Sphere Humanitarian Charter and Minimum Standards in Disaster Response. This companionship agreement is an important achievement toward one of the main objectives of the network itself - that education services are integrated into all humanitarian response. For an effective education response that addresses childrens holistic needs, coordination and close collaboration between education and other sectors is essential - particularly Water and Sanitation, Shelter, Camp management, Health and Hygiene, Protection, Food aid and Nutrition. An inter-sectoral approach to education is even more vital in emergency contexts than in normal situations. Education in safe spaces provided for children in an emergency context, offers a means of providing a sense of normalcy, psychosocial support, and protection against harm, as well as a place for delivery of other vital services. The use of the INEE Minimum Standards as a companion to the Sphere Handbook will help to ensure that these crucial linkages are made at the outset of an emergency - through multisectoral needs assessments, followed by joint planning and holistic response. Used together, the Sphere Humanitarian Charter and Minimum Standards in Disaster Response and the INEE Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction will improve the quality of assistance provided to people affected by crisis, and enhance the accountability of disaster preparedness and response. What does Companionship Entail? While The Sphere Project Handbook and the INEE Minimum Standards Handbook will remain stand-alone publications with their own recognizable identity, certain elements of the publication in the coming update process will clearly demonstrate the formal relationship, including: An icon depicting education, compatible with those used in the Sphere Project Handbook, will be included on the cover of INEE Minimum Standards Handbook. The Sphere Project will use this same icon when promoting the relationship with the INEE Minimum Standards (see right). In the update process for both Handbooks (2009/2010), guidance pertaining to the INEE Minimum Standards will be mainstreamed throughout the core chapters of the Sphere Project Handbook and vice-versa to include references wherever relevant during the next revision of both publications. Furthermore, a statement highlighting the formal relationship between The Sphere Project and INEE will be 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 Starting immediately with the companionship agreement, both Sphere and INEE have developed a flyer describing the relationship that will be put inside each of the publications (pass out flyer).Moreover, clear statements on the front pages of both websites about the formal relationship will be added including appropriate references and links and both the Sphere Project and INEE will ensure that the formal relationship statement is present in all official communications channels/tools whether through eNewsletters, emails, official letters, posters, flyers, brochures, etc. There will also be a formalization of training linkages, whereby a module describing the other parties core messages and each set of standards will be included in all training events implemented by either The Sphere Project and/or INEE. Each website will include a link to the others respective training programs/materials and the Sphere Project office and that of the INEE Secretariat will be in contact with each other in advance of each training event to give the opportunity to propose a trainer/initiative representative to lead the relevant session during the training event as well as give time for handbooks and other relevant materials to be made available. This agreement will also serve to strengthen advocacy, promotion and communication linkages between INEE and the Sphere Project. For instance, when a Sphere or an INEE Minimum Standards Handbook is ordered, it will be possible to check a box to get the other companion Handbook as well. Mutual participation in themed workshops and in other consultations/fora held by either the Sphere Project or INEE to promote quality and accountability will be encouraged and the two Secretariats will liaise with each other to ensure that relevant information is shared for mutual benefit, including between the listserves and within Newsletters as appropriate. New Tools to Integrate Cross Cutting Issues: Remind participants that 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. Distribute the following tools and give participants time to review each one as you point them to the education section of each tool: IASC Gender Handbook in Humanitarian Action IASC Guideliens on Psychosocial Support and Mental Heath Wellbeing INEE Pocket Guides on Inclusive Education 3. Question and Answer, Conclusion 20 minutes Facilitate a brief Q&A session. Conclude by noting that for an effective education response as well as preparedness and mitigation activities that address childrens holistic needs, coordination and close collaboration between education and other sectors is essential - particularly Water and Sanitation, Shelter, Camp management, Health and Hygiene, Protection, Food aid and Nutrition. For that reason, the use of the INEE Minimum Standards as a companion to the Sphere Handbook and other inter-agency good practice guidance on cross cutting issues will help to ensure that these crucial linkages are made at the outset of an emergency - through multisectoral needs assessments, followed by joint planning and holistic response, preparedness and mitigation. Session 3B: Planning and facilitating a training workshop on the INEE Minimum Standards and additional information on relevant initiatives At the end of this session participants will be able to: Understand common lessons learnt and strategies for planning and facilitating a training workshop on the INEE Minimum Standards, including adapting the materials to their audience Reflect upon their own training plans; these reflections will be built upon in the coming days so that participants leave the workshop with clear ideas as to next steps Share information on and be aware of a range of regional and international initiatives, tools and upcoming events that are of interest to and relevance for the education sector within the region. Timing: ( 105 minutes Method: Presentation, plenary discussion, group work Visual aid: PowerPoint slides In advance of this session: Review these materials carefully and adapt them to meet the needs of your audience.  Session Overview MinutesActivity251: Review of training tips and plenary discussion352: Internal and group reflection on training plans453: Additional information on the INEE Network and other relevant initiatives105 TOTOTAL TIME (minutes) 1: Review of training tips and plenary discussion 25 minutes Review of training tips for ensuring the relevance of the INEE Minimum Standards training to your audience refer participants to Workbook pages 39-40. Also give an overview of the helpful workshop hints focused on facilitation methodology and planning (BASIC TRAINING TIPS) within the INEE Minimum Standards Training Guide. Facilitate a Q&A on follow-up trainings. Emphasize that one common lesson learnt is the need for participants to partner in the training and facilitation of workshops, including within sessions during the workshop itself. 2: Reflection on future training plans 35 minutes After the Q&A, ask participants to reflect internally about their preliminary plans for follow-up training; note that they should mark this on page 40 of their Workbook. They have 35 minutes to begin this; they should consult colleagues in their country or region with whom they might partner to begin to think about next steps in training planning. 3: Information sharing: Additional information on relevant initiatives 45 minutes Ask participants to share information on relevant initiatives, resources, tools, and/or upcoming events that will be of interest to the participants. Day 2: Review Session At the end of this session participants will: Review the main lessons learned from the day. Timing ( 30 minutes Method Presentation and Internal reflection Review activity 30 minutes Daily review (5 minutes): One of the facilitators should briefly review the agenda / work that has been carried out today, highlighting key themes and activities. He/ she should also give an overview of what the group will be doing the following day. Internal Reflection (10 minutes): Ask participants to reflect individually upon the discussions and activities of the day and to reflect upon at least one thing (or more) that they learned today (this could be in terms of programming /policy content or training methodology) that they will take back with them and integrate into their work? Ask them to note this in their workbook on page 32 (in the space for Day 2). Evaluation (15 minutes): Ask participants to reflect individually about their answers to the three questions below and write one each on a different color of sticky. What worked well? What could be improved (and how)? Would like to learn more about? As participants leave, ask them to give their stickies to the facilitation team, who will review immediately following the end of the day and consider changes to the schedule/content based on feedback. In addition, the facilitator for the morning session should review this in plenary before starting the following days activities. Session 4.1: Disaster Risk Reduction through Education: Safe Schools At the end of this session participants will be able to: Understand how the INEE Minimum Standards categories relate to safe schools and be aware of the range of mitigation, preparedness and response strategies and activities that are needed to ensure safe schools Review good practices and lessons learnt from the region that can be utilized to minimize the negative impact of the use of educational institutions as shelters and formulate concrete advocacy messages and strategies for moving this issue forward in the country in which you work, in the region and globally Understand that safer school construction is both critical and possible, and be able to utilise the INEE Guidance Notes on Safer School Construction and access additional references to enhance and strengthen existing programmes and policies. Timing: ( 180 minutes Method: Presentation, plenary discussion, group work Visual aid: PowerPoint slides In advance of this session: Review these materials carefully and adapt them to meet the needs of your audience. Be sure to copy the Guidance Notes on Safer School Construction and relevant guidance from Safe Schools in Safe Territories in advance of the session Session Overview MinutesActivity51: Day 1 evaluation findings and overview of Day 2 202: Introduction to Safe Schools653: Schools as shelter20Coffee/tea break654: Safer School Construction 55: Conclusion180 TOTOTAL TIME (minute) 1: Day 2 evaluation findings and overview of Day 3 5 minutes Review the evaluation findings from day 2, including what the facilitation team is doing to take into account suggestions and recommendations into account in the coming days. This can lead directly into a brief overview of what participants will be doing today; be sure to highlight that participants will be building upon their knowledge of the INEE Minimum Standards and adding to it through the introduction of additional guidance and tools to ensure risk reduction through education. 2: Introduction to Safe Schools 20 minutes Briefly explain this morning we will be focusing on safe schools. Ask participants which of the INEE Minimum Standards standards most directly relate to safe schools. Elicit responses and reaffirm that the most relevant standards category is Access and Learning Environment, Standards 1, 2 and 3, particularly the focus on the fact that learning environments should be secure and promote the protection and mental and emotional well-being of learners and that education facilities be conducive to the physical well-being of learners. The indicators for these standards further state that the learning structure and site should be accessible to all, regardless of physical ability, free of dangers that may cause harm to learners, and be appropriate for the situation. Ask participants to turn to that category of Access and Learning Environment within their handbooks and review all three standards, indicators and guidance notes, reading to themselves. After 5 minutes, ask participants what other standards relate to safe schools. Elicit responses so that all of the standard categories have been mentioned and linkages established between school safety and community participation, assessment, teaching and learning, teachers and other education personnel and education policy and coordination. Show the slide that links the INEE Minimum Standards categories to disaster risk reduction activity areas (below) and reaffirm that the standards are interdependent and that prevention, mitigation, preparedness and response activities to ensure safe schools require following the guidance within ALL of the categories of the standards: Create safe learning environments with safe construction and retrofit Select safe school sites and design and build every new school a safe school. Prioritize replacement and retrofit of unsafe schools. Minimize non-structural risks from all sources. Maintain safe learning environments with school disaster management Engage school administrators, staff, students and parents in ongoing school community disaster prevention activities. Practice simulation drills for expected and recurring disasters and planning for safe reunification. Maintain building structural and non-structural safety measures. Protect access to education with educational continuity planning Develop school and national contingency plans in advance. Learn and implement Minimum Standards for Education in Chronic Emergencies and Disasters. Incorporate the needs of children not-yet-in-school, children with disabilities, girls. Teach and learn disaster prevention and preparedness Disaster prevention and preparedness and principles of disaster-resilient construction and environmental protection inside and outside the curriculum. Engage teachers and students in adapting, developing and testing strategies and materials for risk reduction education. Build a culture of access and safety Develop and support training programmes for safe school construction and maintenance. Incorporate this content into the curricula of pedagogic institutes and post-secondary trade schools. Reach out to and involve school communities through non-formal education. Explain that this morning we will be focusing on two particular areas of safe schools that are particularly problematic and disrupt education during times of disaster: schools as shelter and safer school construction 3. Schools as Shelters 65 minutes Ask participants to share challenges that they have faced with regard to schools being used as shelter in the aftermath of a disaster. What was the impact on the school children? On the continuity of their education? Do they or others have any good practice to share with regard to avoiding school interruption because they are used as shelters? Note down good practices and lessons learnt brainstormed by the group on a flip chart. Note the following points (from Safe Schools in Safe Territories): Ideally, of course, school buildings would not be used as shelters for families and people who should have been evacuated in a preventive manner or those who have lost their houses as a consequence of the disaster, nor should they be used for any other purpose than that for which they were built. However, the main feature of a disaster is that it is a disastrous, meaning that it becomes impossible to maintain these ideals in most cases where a disaster occurs either in the immediate environment or in the vicinity. However, very few communities, can grant themselves the luxury of having buildings exclusively designed and maintained as shelters in case of disaster. When the need arises, what normally happens is that public buildings such as sports centres, cultural centres or convention facilities, places of worship or, more recently, schools are used for this end. Review the following guidance on measures that can be taken to minimise the negative impact of the use of educational institutions as shelters (from SAFE SCHOOLS IN SAFE TERRITORIES, UNICEF, 2009): Prior identification of alternative locations to be used as shelters in the event of an emergency or disaster, such that schools and educational institutions in general are only used for this purpose as a last option when there are no other or insufficient other alternatives available. Avoid as far as possible, the coexistence of school activity with other uses. This implies predefinition of where the schools should go (including recreational spaces) should it become impossible to avoid using the building as a shelter. If coexistence cannot be avoided, there must be a separation between the places where schooling activities occur and those used as shelters or storage, always bearing in mind, as a priority, the safety of the educational community (including environmental sanitation). New and serious threats can arise for the educational community, and particularly for the child population, from the coexistence of other activities. Prompt and adequate risk management must be exercised in order to prevent further damage. School property must be protected, including libraries, files, laboratories, and recreational and sport facilities and equipment, etc. If it has become impossible to avoid using the school as a shelter, guarantees must be in place that it will be in a reasonable state when returned to habitual use, and, wherever possible the opportunity should be taken to improve deficiencies that existed prior to use as a shelter (for example: extending and improving sanitary provision, reinforcing structures, improving playgrounds and pitches). Ideally, the inconveniences arising from the use of the school as a shelter should be compensated for with tangible benefits for the educational community and facilities at the school, such as additional water tanks, water purification systems, and waste management systems. In the same event, deadlines for returning the educational establishment to its original function must be established and fulfilled as far as possible, avoiding the situation (as has sometimes occurred) of entire families remaining indefinitely at the school long after the disaster has occurred. If suitable conditions exist, the educational community must be involved in administration of the shelter, and to activities that aim to provide a greater quality of life for users of the shelter in general, as long as they remain in the school. This will not only permit the educational community to exercise a degree of control over school facilities and property, but will encourage the formation of links with protection and recovery efforts for communities most affected by the disaster. There are remarkable examples of such programmes in Cuba, where some educational institutions have groups of children and young people as cultural and recreational volunteers, using their talents to lead activities that make the lives of people evacuated to temporary shelters more bearable. Ask country teams to review this guidance plus their own lessons learnt and good practices on the flip chart from earlier in the session and to consider: Are there guidance points within these lists or that your organization is already meeting? Are there guidance points within the document that your organization could utilize to minimise the negative impact of the use of educational institutions as shelters? How will you work to integrate them into your work? Explain that they will have time to come back to the planning for integrating this guidance into their work on our final day. To close, ask them to consider what advocacy messages are needed, and who they need to partner with and advocate to in order to minimize the use of schools as shelters in the country in which you work, in the region and globally. 4. Safer School Construction 65 minutes Introduction to the need for safer school construction (5 minutes): At a time when the frequency and magnitude of extreme climatic events is rising, a growing number of the worlds school-going children are increasingly exposed to earthquakes, wildfires, floods, cyclones, landslides and other natural hazards. Where these events impact human settlement, the tolls taken on the lives of children, the school infrastructure, and the educational opportunities for survivors are distressing. For example: The Sichuan earthquake (2008) killed more than 7,000 children in their schools and an estimated 7,000 classrooms were destroyed. The cyclone Sidr in Bangladesh (2007) destroyed 496 school buildings and damaged 2,110 more. The Super Typhoon Durian (2006) in the Philippines caused $20m USD damage to school, including 90-100% of school buildings in three cities and 50-60% of school buildings in two other cities. The earthquake in Pakistan (2005) killed at least 17,000 students in schools and seriously injured another 50,000, leaving many disabled and over 300,000 children affected. Moreover 10,000 school buildings were destroyed; in some districts 80% of schools were destroyed. As these statistics demonstrate, non-disaster resilient schools not only kill and injure children, but the damage to and/or destruction of the physical infrastructure is a great economic loss for a country; the cost of reconstruction can be a substantial burden on the economy. As highlighted within the World Banks Education Note on Building Schools, putting all children worldwide in school by 2015 will constitute, collectively, the biggest building project the world has ever seen. Some 10 million new classrooms will be built in over 100 countries. The cost of achieving EFA is already much higher because of past failures to maintain schools properly. Of the estimated $6 billion annual price tag for EFA construction, $4 billion is to replace classrooms that are literally falling down. It is critical to get safer school construction right the first time around. In addition to saving lives, sustaining economies and minimizing harm to students, teachers and school personnel, safer school construction is urgent because: Safer schools can minimize the disruption of education activities and thus provide space for childrens learning and healthy development Safer schools can be centers for community activities and constitute social infrastructure that is critical in the fight against poverty, illiteracy and a disease free world Safer schools can be community centers to coordinate response and recovery efforts in the aftermath of a disaster Safer schools can serve as emergency shelters to protect not just the school population but the community a school serves Moreover, approaches to safer school construction and retrofit that engage the broader community in the integration of new knowledge and the acquisition of disaster prevention skills can have an impact that reaches beyond the school grounds and serve as a model for safer construction and retrofit of homes, community health centers, and other public and private buildings. Schools also provide ahub and learning place for an entire community. Children are the quickest learners, and are able to not only integrate new knowledge into their daily lives but also serve as the source of family and community knowledge on health and safety behavior, which they carry home from school. Thus, making disaster prevention a school focus, by empowering children and youth to understand the warning signs of hazards and the measures that can be taken to reduce risks and prevent disasters, is a crucial starting point for building the disaster resilience of an entire community. Introduction to the INEE Guidance Notes on Safer School Construction (10 minutes): Developed in a widely consultative manner under the leadership of the Inter-Agency Network for Education in Emergencies (INEE) and the Global Facility for Disaster Reduction and Recovery (GFDRR) at the World Bank, and in partnership with the Coalition for Global School Safety and Disaster Prevention Education, the IASC Education Cluster and the International Strategy for Disaster Risk Reduction, these Guidance Notes provide a framework of guiding principles and general steps to develop a context-specific plan to address a critical gap to reaching the Education for All and Millennium Development Goals through the disaster resilient construction and retrofitting of school buildings. They take as their basis the INEE Minimum Standards on Access and Learning Environment (Standards 2 and 3), but also expand on many indicators and guidance notes within the standards on Community Participation, Analysis and Education Policy and Coordination. The guidance notes briefly address the need and rationale for safer school buildings; recommend a series of suggested steps that highlight key points that should be considered when planning a safer school construction and/or retrofitting initiative; and identify basic design principles and requirements a school building must meet to provide a greater level of protection. Review the key actions with participants, using a ppt slide. Finally, note that the Guidance Notes provide a list of key resources for more detailed, technical and context-specific information. The document specifically addresses the following hazards: earthquakes, storms, floods, landslides, and wildfires. It focuses only on hazards that pose a threat to school structures and hazards for which measures can be taken to help prevent a disaster. The document does not address human-induced nor health or hygiene-related hazards. While other hazards may not be addressed, the steps articulated for planning and implementation should prove useful in other hazard environments. In addition, basic design principles for some hazards are similar. In this case, these principles are combined and notes are made where specific design criteria may differ. The INEE Guidance Notes on Safer School Construction are not intended as a blueprint response to safer school construction. As such they should be adapted to the local context, and used as a platform for planning and implementing an appropriate response to safer school construction. Small group activity (45 minutes): Explain that participants will break into small groups and utilise the Guidance Notes to assess one of two issues: Identifying key partners and setting up a coordination group (pages 14-18) Determining risk (pages 19-24) Ask participants to self select themselves into a group that is most relevant for their work. There should be no more than 4 people per group, so there will be multiple groups for each issue. Each group should begin to review the guidance in depth, discuss the content and identify guidance within the tool that they can utlise in their own country to ensure safer school construction. Be prepared to summarise your discussion with regard to: Are there guidance points within the document that your organization is already meeting? Are there guidance points within the document that your organization could utilize to strengthen Safer School Construction? How will you work to integrate them into your work? Are key questions or tools missing from the document, please note those as well. Conclusion (5 minutes): These Guidance Notes can be adapted to the local context and used to: Guide discussion, planning and design, implementation, monitoring and evaluation of school construction, including strengthening Education Sector Plans and to develop National Action Plan for Safe Schools Inform the design of training and capacity building on safer school construction Inform collaborative advocacy on issues related to safer school construction They should be shared with and used by the following: Policymakers and planners of local, regional and national government bodies Bi- and multilateral donor agencies United Nations agencies Disaster management organizations NGOs and community-based organisations Engineers, architects, planners and construction managers Academic institutions and educators Education sector groups and/or clusters This is an evolving document that will be revised to include new and appropriate research, insights and practices, thereby maintaining its relevancy and usefulness. INEE requests feedback on the relevance and applicability of these Guidance Notes, so please keep the INEE Secretariat apprised on their use. 6. Session Conclusion 5 minutes Remind participants that minimising the use of schools as shelter, hazard resilient school buildings, and teaching and learning are just a few components of a safe school. Other measures that are essential in reducing risk and creating a child friendly learning environment are: Ensuring that all individuals have access to safe and protective schools and that no individual is denied access because of discrimination Establishing community education committees and, within those committees, school disaster management committees Training teachers and school administrators in disaster risk reduction and other essential skills to promote learners physical and emotional well-being, and ensuring that instruction is learner-centered, participatory and inclusive Building prevention into systems through creating school preparedness and evacuation plans Identifying early warning systems and panning for school continuity in the event of a hazard Integrating disaster risk reduction themes into the formal curriculum Learning and practicing effective response procedures through, for example, safety drills Session 4.2: Disaster Risk Reduction through Education: Teaching and Learning At the end of this session participants will be able to: Be aware of the good practices and concrete strategies for the integration of disaster prevention and preparedness and principles of environmental protection inside and outside the curriculum and for training teachers in adapting and teaching risk reduction education Have utilised Riskland and brainstormed possible uses within their system (students, teachers, community members) Timing: ( 105 minutes Method: Presentation, plenary discussion, group work Visual aid: PowerPoint slides In advance of this session: Review these materials carefully and adapt them to meet the needs of your audience, particularly the RISKLAND kit. If you dont have copies, order and/or print copies of Riskland:  HYPERLINK "mailto:" \t "_blank" isdr@un.org  Session Overview MinutesActivity301: Introduction to Risk Reduction within Teaching and Learning 302: Introduction to Teaching and Learning Materials: Riskland403: Group work: Incorporating Risk Reduction within Teaching and Learning5Conclusion105 TOTOTAL TIME (minutes) 1: Introduction to Risk Reduction within Teaching and Learning 30 minutes Show the slide that links the INEE Minimum Standards categories to disaster risk reduction activity areas (below) and reaffirm that the standards are interdependent and that prevention, mitigation, preparedness and response activities to ensure safe schools require following the guidance within ALL of the categories of the standards: Create safe learning environments with safe construction and retrofit Select safe school sites and design and build every new school a safe school. Prioritize replacement and retrofit of unsafe schools. Minimize non-structural risks from all sources. Maintain safe learning environments with school disaster management Engage school administrators, staff, students and parents in ongoing school community disaster prevention activities. Practice simulation drills for expected and recurring disasters and planning for safe reunification. Maintain building structural and non-structural safety measures. Protect access to education with educational continuity planning Develop school and national contingency plans in advance. Learn and implement Minimum Standards for Education in Chronic Emergencies and Disasters. Incorporate the needs of children not-yet-in-school, children with disabilities, girls. Teach and learn disaster prevention and preparedness Disaster prevention and preparedness and principles of disaster-resilient construction and environmental protection inside and outside the curriculum. Engage teachers and students in adapting, developing and testing strategies and materials for risk reduction education. Build a culture of access and safety Develop and support training programmes for safe school construction and maintenance. Incorporate this content into the curricula of pedagogic institutes and post-secondary trade schools. Reach out to and involve school communities through non-formal education. Explain that we are going to focus on how to better teach and learn disaster prevention and preparedness (boxed in above). Begin by reminding participants that the Teaching and Learning standards are critical to safe schools. Briefly review the standards, highlight their linkages to other standards and safe schools: Standard 1: Curricula (this requires focus on Education Policy and Coordination, CP, quality assessment & M of the education sitution to know what needs to be adapted) Standard 2: Teacher Training (this links to T&OEP standards, curricula, instruction, assessment, providing a safe learning environment all rest on accurate participatory assessment) Standard 3: Instruction: learner-centered = active learning, children learn better (this links to CP and assessment, TT, curricula and assessment) Standard 4: Assessment Highlight that making sure these standards are met in advance of a disaster is a form of preparedness planning and contingency planning. However, there are additional disaster mitigation components that are not strongly represented in the standards (and will be mainstreamed in the update process) but that are critical for us to keep in mind regarding the goals of teaching and learning about disaster prevention and preparedness are: Disaster prevention and preparedness and principles of disaster-resilient construction and environmental protection inside and outside the curriculum Engage teachers and students in adapting, developing and testing strategies and materials for risk reduction education This means that risk management should be incorporated into the curriculum at all levels; teachers in various disciplines should identify openings for the issue in their programmes of study, and they and their students should take the challenge and become risk managers for the educational community. Some key points to keep in mind are: Make certain that advice is technically accurate (science of natural hazards, hazard awareness) Dont just leap to response-preparedness without introducing physical and environmental protection Switch from emphasis on passive public awareness to active public learning Good Practice example of Community Participation: CHILD-CENTERED STRATEGIES AND MATERIALS France: Cities and students are brought together in a programme called Memo Risks. Called upon by their Mayor, students 11 years and older lead an inquiry about a natural hazard that concerns their city. The project is a trans- disciplinary school project anchored locally and in daily life. Students are invited to start simple actions such as drawing a risk maps, uncovering memories by interviewing the elderly, questioning the population about its level of information and preparation, asking local workers, businessmen and shop-keepers about the possible consequences of a disaster. Adult awareness is raised at the same time. The finished work is present at the city-hall open to the public, and recognized in local newspapers and radio. (http://www.prevention2000.org/memorisks/index.htm) Share course examples of disaster risk reduction integration: Language Arts: Critically read literature and news articles concerning disasters, hazards, risks, exploring myths and seeking the best way in which to disseminate risk management and disaster prevention objectives and methodologies in the school community. In addition, students can research, write essays, proposals, and/or letters to elected officials regarding disaster risk reduction. Mathematics: Solve problems related to assessment and solutions to natural hazard induced risks. Geography: Explore climate, habitats, geology and human/environmental interactions producing disaster risk, vernacular architecture, urbanization, livelihood impacts of disaster. Sciences: Earth Sciences could study processes leading to the formation of hazards. In addition, learn mechanisms of geological and hydro-meteorological phenomena. Investigate local measures for environmental protection. Conduct experiments to learn principles of disaster resistant construction. Learn home and industrial hazardous materials safety. Explore, practice environmental stewardship. History and Humanities: Social Sciences could increase understanding of the human factors that increase risk through exploring the historic impact of natural hazards on civilizations, indigenous knowledge for settlement and livelihood protection. Civics: Meet with elected officials and participate in community planning, local disaster risk reduction and advocacy. Health, Hygiene & Life Skills: Teachers could lead first aid training in the educational community through teaching things such as basic first aid, awareness on health hazards and family disaster planning and response preparedness. Vocational training: Learn non-structural mitigation measures and tools. Learn principles of disaster-resistant design and construction. Foreign Languages: Read passages about natural hazard threats and community-based risk reduction. Arts: Select disaster risk reduction as a theme for visual and performing arts projects and community exhibits. If there is time, share good practices for curriculum adaptation for Disaster Risk Reduction: New Zealand: The Ministry of Education contracted with an educational consultancy to work with both teachers and Civil Defence Officers in planning, developing and testing a teacher and child-friendly curriculum. Whats the Plan, Stan? features Stan the dog and 5 children who model what to do before, during and after 6 types of disasters. It can be used to incorporate disaster risk reduction and content across all areas of the curriculum for students aged 8-12. Components include teachers handbook with unit plans, activities, simulations and information for school planning, CD-ROM for teachers and students including stories, interactive games, hazard map, research material, tips and resources. There is also a storybook and accompanying audio-CD, poster, and website with information and interactive activities and templates. www.whatstheplanstan.govt.nz Workshops introduced this resource to teachers. USA: School curricula in the US is highly decentralized. However, curriculum materials development has been underway for more than 20 years with contributions from the National Science Teachers Association, the Federal Emergency Management Agency, the US Geological Survey, and the American Red Cross. FEMAs teacher pack- ages include Seismic Sleuths (Grades 7-12) and Tremor Troops (Grades 1-6). http://www.fema.gov/kids/ fematce.html . The American Red Cross Masters of Disaster curriculum materials addressing all major disasters in the US in a package for teachers of children ages 5-14. The programme was piloted in 43 school districts with 380 local Red Cross chapters providing volunteers to help reach more than 5 million school children over 6 years. The content has been aligned to Strands, Standards and Benchmarks found in the National Curriculum Standards, allowing teachers to integrate disaster safety into regular core subjects such as math, science and social studies. www.redcross.org/disaster/masters/intro.html. The US Department of Ģýland Security has developed the Ready Kids campaign for integration into school curriculum. http://www.ready.gov/kids/home.html Remind participants that there are a wealth of additional resources within the Dream Collection: Preventionweb.net/go.php/edu-materials In addition to curriculum adaptation, it is essential that disaster risk reduction is integrated into teacher training. Some good practice strategies in this regard are: Embed competencies in higher education programmes for teacher training; partnerships with pedagogic institutes Development of distance learning self-study tools to support low-cost dissemination of education Development of in-service and continuing education curricula for training If there is time, share good practices re: Teacher Training for Disaster Risk Reduction: Sri Lanka: Following the 2004 Tsunami under leadership of the Ministry of Education and the National Institute of Education and with the support of the German Technical Cooperation, an effort began to integrate disaster risk reduction into the teacher training curriculum and prepare teachers country wide for its implementation. Indias National Institute of Disaster Management provided initial expert support and contributed to the development of a practical, skills-focused curriculum. Through the National Colleges of Education all future teachers are reached during their pre-service training and acquire basic Disaster Management know-how and relevant skills for implementing School Safety programmes. Turkey: A Basic Disaster Awareness Instructor Training Programme sponsored by the Ministry of Education with support from USAID offered teachers a distance learning course as a pre- requisite to applying for Master Instructor Training. Two Instructor-trainers per province were selected to receive a week-long training. Teachers returned home to deliver a 1-day training to more than 15,000 classroom teachers and school administrators. These teachers in turn delivered extra-curricular seminars to more than 5 million students, teachers and parents by 2005. Monitoring of training received and training provided was conducted through an online portal. Remind participants that there is a searchable database of programmes, online courses: HYPERLINK "http://www.unisdr.org/cadri/activities/index.php"www.unisdr.org/cadri/activities/index.php as well as a database of training modules:  HYPERLINK "http://www.unisdr.org/dadri/dmtp-modules" www.unisdr.org/dadri/dmtp-modules 2: Introduction to Teaching and Learning Materials: Riskland 30 minutes Explain that UN/ISDR and UNICEF have together produced an educational kit for children called Lets learn to prevent disasters! It includes the board game Riskland whereby players learn about what they can do to reduce disaster impacts by answering questions and advancing along the boards winding path. The kit and game may be adapted according to the different hazards communities face, and translated into multiple languages. To date, the kit is available in English, Haitian Creole, Maya Kackchiquel, Nepali, Portuguese and Spanish, with translations into over 15 others currently underway. Review the full booklet and the games, highlighting particular games and /or sections that might be of use to participants for various stakeholders children, learners, teachers and other education personnel, community members, etc (see list of key sections below). Give participants time to break into groups and actually play the RISKLAND board game. Emphasize that the educational kit and Riskland should be adapted as appropriate. For example, the basic idea for the kit may be used but instead accompanied by drawings created by a local artist. Alternatively, the original artwork or text may be changed to reflect local hazards, culture and conditions. Even if the kit may already exist in a given language, a country or region may prefer to adjust the language and drawings to reflect local expressions or characters. The only limit is your imagination! For more information, refer participants to: http://www.unisdr.org/eng/public_aware/world_camp/2004/pa-camp04-riskland-eng.htm  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Booklet-english.pdf" \t "_blank" Full booklet: Let's learn to prevent disasters!"1 HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina2ing.pdf" \t "_blank" Message to the educational community2Lets learn about disasters! Part 1  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina3ing.pdf" \t "_blank" Nature is the source of life  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina4ing.pdf" \t "_blank" What is a hazard?  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina5ing.pdf" \t "_blank" What is a disaster?  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina6ing.pdf" \t "_blank" Science corner3Games Part 1  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina7ing.pdf" \t "_blank" Join the dots Word games 4Lets learn about disasters! Part 2  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina8ing.pdf" \t "_blank" What does vulnerability mean?  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina9ing.pdf" \t "_blank" What is risk?5 HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina10%20ing.pdf" Can we prevent disasters?  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina11ing.pdf" \t "_blank" Raise awareness in your community!6Games Part 2  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina12ing.pdf" \t "_blank" Learn by association  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina13ing.pdf" \t "_blank" Crossword7Community risk maps  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina14ing.pdf" \t "_blank" Know the dangers and get going!  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina15ing.pdf" \t "_blank" Get going! Draw a risk map of your community!8 HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina16ing.pdf" \t "_blank" A family plan for disaster preparedness  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina17ing.pdf" \t "_blank" Get going! Get emergency kit ready!9 HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina18ing.pdf" \t "_blank" How does it feel like when theres a disaster?10 HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina19ing.pdf" \t "_blank" Express yourself through art!  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina20ing.pdf" \t "_blank" Children around the world express themselves through art  HYPERLINK "http://www.unisdr.org/eng/public_aware/world_camp/2004/booklet-eng/Pagina21ing.pdf" \t "_blank" Find the right route and spot the institutions that should take part in risk management 3: Group work: Incorporating Risk Reduction within Teaching and Learning 40 minutes Ask participants to turn to page 55 in their Workbooks and to group themselves together to discuss how they will incorporate and /or advocate for the incorporation of risk reduction into teaching and learning work. There should be no more than 5 people per group. Each group should review the good practices, materials, etc that have been shared in this session and discuss: How can they better incorporate risk reduction into the formal curricula? Within this, how can they ensure that instruction is learner-centered, participatory and inclusive? How can they better incorporate risk reduction into the non-formal curricula? Within this, how can they ensure that instruction is learner-centered, participatory and inclusive? How can they better train teachers and other education personnel in risk reduction and other essential skills to promote learners physical and emotional well-being? 4: Conclusion 5 minutes Remind participants that integrating disaster risk reduction themes into the formal curriculum, training teachers and school administrators in disaster risk reduction and other essential skills to promote learners physical and emotional well-being, and ensuring that instruction is learner-centered, participatory and inclusive are just a few components of a safe school. Other measures that are essential in reducing risk and creating a child friendly learning environment are: Ensuring that all individuals have access to safe and protective schools and that no individual is denied access because of discrimination Establishing community education committees and, within those committees, school disaster management committees Building prevention into systems through creating school preparedness and evacuation plans Identifying early warning systems and panning for school continuity in the event of a hazard Learning and practicing effective response procedures through, for example, safety drills Session 4.3: Disaster Risk Reduction through Education: Participation, Policy and Coordination and Community Participation At the end of this session participants will be able to: Identify ways to build prevention into systems through creating school disaster management plans, including preparedness and evacuation plans Identify ways to build prevention into the national system through ensuring that emergency preparedness response is within national education policy. Timing: ( 105 minutes Method: Presentation, plenary discussion, group work Visual aid: PowerPoint slides In advance of this session: Review these materials carefully and adapt them to meet the needs of your audience.  Session Overview MinutesActivity301: Introduction to School and System Disaster Management702: Group work and sharing053: Conclusion105 minutes TOTOTAL TIME (minutes) 1. Introduction to School and System Disaster Management 30 minutes Remind participants that one goal of risk reduction through education is to build prevention into systems through creating school preparedness and evacuation plans. There is also a need to build prevention into the larger system through ensuring that emergency preparedness response is within national education policy. Depending on the types of participants, ask whether their schools have Disaster Management plans and/or countries have Education Preparedness and Response Plans in place. Take several responses, including details as to whether they have been utilized in a disaster. Review the following points: School Disaster Management: The purpose of school disaster management is to protect the lives of students and staff, and to ensure educational continuity for students. Administrators, teachers and staff act in loco parentis, taking the place of parents and bearing both moral and legal imperatives to stay with and to protect children. All are expected to serve as disaster services workers during times of emergency, and are responsible for safely reunifying children with their families. This responsibility makes school disaster management planning a necessity for every school system and school site. School disaster management planning is an ongoing and participatory process that involves administration, faculty, students, local community & parents in three primary activities to empower them as agents in the development of a culture of safety: Assessment and Planning moves from identification of hazards, vulnerabilities and risks as well as resources and capacities to an active plan to reduce these risks and an operational plan that describes the moves, procedures and reflexes needed for disaster response. Schools must plan for the safe reunion of students and families as well as for educational continuity and recovery. Risk Reduction involves taking preventative and precautionary measures against fire, flood, wind, ground-shaking and other dangers. The measures may focus on the building itself, the contents and use of the building, the surrounding environment, education, the ability to respond to early warning signs and communication. Response Capacity Development addresses the skills and provisions to be able to organize effectively in response to emergency to minimize remaining disaster impacts. School disaster management plays an important part in child protection, as well as an important role in overall community disaster risk reduction. When children rely on public or special transportation to and from school, transportation planning becomes an important part of disaster management. Following an emergency, children cannot be safely sent home by the usual means of transportation. Urban school authorities even have to develop plans and train transportation personnel what do if a disaster were to occur during the period of a school commute System Disaster Management: Education Preparedness and Response Plans The following good practice guidance and checklist is from Safe School in Safe Territory (UNICEF, 2009) The issue of childrens access to education following a disaster is fundamentally the same as access to education at any time. It is incumbent upon education authorities to expect the unexpected and to have adequate contingency plans for educational continuity in the face of a variety of known hazards. School interruption makes milestones extremely challenging to reach and standards difficult to achieve and enforce. Disasters prematurely end the education of many students for several interrelated reasons: school does not quickly resume students fall behind and cannot catch up economic disruption to families forces students to help at home or join the workforce. life continuities are disrupted, many students find it difficult to relate to their previous plans or to the visions they had for their futures. The key features of continuity planning for schools involves: alternative school locations identified in advance. off-site back-up kept of key student records. plans for continuity of student learning in the event of school closures (e.g. instruction via local radio or television, distance instruction, telephone trees, mailed lessons and assignments). plan for continuity of core operations: staffing and communications. Checklist: Education authorities must establish contingency plans including strategies to: Rapidly identify and equip alternate facilities where the school can continue to function if its buildings are affected or are commandeered for use as shelters or other purposes. Create and train ad hoc or emergency teams of directors and teachers to support the educational institution where their own staff are affected or cannot continue to perform their duties normally. Teams of teachers can be formed from members of the community who have undergone previous training and who have been identified for this purpose, or with teachers from other places, or a combination of both options. Integrate the INEE Minimum Standards Pre-design specific training and rapid in situ methodology for these emergency teaching teams. Adapt timetables and the intensity of use of available spaces, taking into account the level of impact and the time at which the disaster strikes in the school year, the situation of the community and the school, and the real possibilities of normalisation in the affected area. Adjust content and method to the situation experienced in the affected communities. This includes the creation and training of advisory teams who can be transferred to the disaster zone to support directors, teachers, parents, administrators and workers within educational institutions and the student population, in order to provide teaching and administrative support. Define, in conditions of normality, which priorities and objectives of the educational process should remain unchanged, and which can be modified or even eliminated in the event of a disaster. The outcome of this definition will form a compass to guide the teams referred to in the previous point. 2: Group activity 70 minutes Break participants up into groups working on strengthening their School Disaster Management plans/ policies and/or Country Education Preparedness and Response Plans/Policies. Tell them to turn to Exercise 4.4 in their Workbooks, page 55. Refer groups working on School Disaster Management plans to the guide in Annex 1 (pages 91-102) of the Safe Schools in Safe Territories document. Are there points of good practice / guidance they could incorporate into their existing plans? How will you work to integrate them into your work? How will they do this? Who do they need to work with? What advocacy messages would be effective in moving this issue forward within your school and/or community? Who would you need to target and how would you do this? Refer groups working on Country Education Preparedness and Response Plans to the guidance and checklist within the Safe Schools in Safe Territories document (replicated above). Are there points of good practice / guidance they should incorporate? How will they do this? Who do they need to work with? What advocacy messages would be effective in moving this issue forward in the country in which you work? Who would you need to target and how would you do this? In the region and globally? In sharing back, have groups that focused on School Disaster Management present to each other and those working on Country Education Preparedness and Response Plans present to each other. 3: Conclusion 5 minutes Day 3: Review Session At the end of this session participants will: Review the main lessons learned from the day. Timing ( 30 minutes Method Individual reflection and group activity 30 minutes Internal reflection (10 minutes): Ask participants to reflect individually upon the discussions and activities of the day and to reflect upon at least one thing (or more) that they learned today (this could be in terms of programming /policy content or training methodology) that they will take back with them and integrate into their work? Ask them to note this in their workbook on page 33. Group reflection (20 minutes): Ask participants to stand in a circle. Using a ball (scrunched flip chart paper taped around will serve), throw the ball to another person and ask for the most important lesson they learned today. This person should then throw the ball to another participant. The ball should not go to the same person twice. Make sure that everyone receives the ball and shares one lesson learned. Session 5: Using the INEE Minimum Standards to enhance Individual and National and Regional Action Plans At the end of this session participants will: Have developed a strategy for briefing (+ advocating to, influencing) a decision-maker on the application of the INEE Minimum Standards and/or other tools within disaster risk reduction: prevention, mitigation, preparedness and response Have identified areas within your national and / or regional action plan to enhance holistic risk reduction through the application of the INEE Minimum Standards and other tools Have discussed opportunities to promote the INEE Minimum Standards at the national or regional levels Have discussed ways in which they can use the INEE Minimum Standards in their collective work at the national or regional levels Timing: ( 120 minutes Resources needed: A ball for use in the INEE Minimum Standards quiz / if you are running the quiz as a competition, have a prize (such as a box of chocolates that can also be shared with the losing team) for the winning team Visual aid: PowerPoint file (or overheads) In advance of this session: Review these materials carefully and adapt them to meet the needs of your audience. Look for an outdoor area where it is appropriate to hold the quiz and make sure that you locate a ball or some other object that can be used for the quiz.  Session Overview MinutesContents051: Introduction 502: Individual Advocacy Strategies 253: INEE Minimum Standards Quiz204: National/ Regional Action Planning15Break955: National/ Regional Action Planning (continued) + sharing of plans210TO TOTAL TIME 1: Introduction 5 minutes Review the learning objectives for this session and give an overview of the agenda for the morning, which will be focused on using the Minimum Standards and other tools to strengthen their national and/or regional action plans. The first activity that we will focus on this morning will be one that prepares them develop a strategy for briefing (+ advocating to, influencing) a decision-maker on the application of the INEE Minimum Standards and/or other tools within disaster risk reduction: prevention, mitigation, preparedness and response. 2: Individual Advocacy Strategies and Preparation for Executive Briefings 50 minutes Corresponds to Workbook page 57 Break the plenary group into subgroups of 3 people each. These groups should be country or organisationally based so as to plan according to context and audience. Explain that each individual will develop a presentation for their senior policy makers or managers, including the strategy for presenting the briefing in order to influence a decision-maker on the application of the INEE Minimum Standards and/or other tools within disaster risk reduction. After they break up into groups, they have roughly 20 minutes to work individually to prepare this presentation (at least the outline, which they should develop on page 57 of their Workbooks) and brainstorm how / when/ where to present it. These presentations should be no more than 7 minutes long. After about 20-25 minutes, each person should (simultaneously in two separate rooms if possible, if not, in opposite corners of the room) present their presentation, beginning with stating who they want to influence and when/ where they hope to present this to that person. Other members of the groups should offer constructive feedback from the group after each presentation, such that members are mentoring on content, structure and strategy. 3: INEE Minimum Standards Quiz! 25 minutes Divide the group into two lines facing each other about three metres apart. (Be aware of any sensitivities in your workshop group, for example men and women competing against each other, and take these into consideration when forming the lines.) Number the first team starting at the left hand end. Number the second team starting from the right hand end. This means that the two people who are number 1 should be at opposite ends of their lines. Explain the rules of the quiz to participants. You will call a number. When you do, the each of the two people with that number should race for the object and try to pick it up first. The person who did not win the object must answer the question. This person may confer with his/her team-mates to find the answer. Participants may not consult their INEE Minimum Standards Handbooks during the quiz. Place a ball or another fairly small object in the centre between the two lines (and equidistant from them). Call a number randomly then read the first question to the team that does not win the object. Ask the questions in consecutive order but continue to call the numbers randomly. Make sure that everyone has a chance to race for the ball or other object. The INEE Minimum Standards Quiz and suggested answers are found at the end of this trainers note. Please utilise these as needed, but also develop others that are relevant to the training you are giving. Use this quiz session to revise particular sections that people are not clear on. Do not accept wrong answers; rather ask if anybody else can help the person answering. The answers do not have to match exactly what has been written in the table, but the meaning should be the same. If there are answers that you feel are correct and that do not appear in the table discuss these with the teams. It does not actually matter which team wins but if the participants want a score, then the team that wins the ball gets 2 points each time and each correct answer gets 2 points. [Note this ensures that everyone enters the competition to get the ball. Both teams will eventually have to answer some of the questions.] The INEE Minimum Standards Quiz QuestionsPossible responses (the wording of participants responses may be different but should be accepted if correct).1What is the underlying philosophy of the minimum standards?The INEE Minimum Standards reflect a rights-based approach2Name two of the formal legal instruments that INEE Minimum Standards uses as its justification.Universal Declaration of Human Rights Convention on the Rights of the Child, EFA Declaration and the Dakar Framework. Humanitarian Charter (Sphere)3There are objectives goals for the minimum standards. Can you name 1?A tool to help reach a minimum level of quality and access to education in emergencies, chronic crises and early reconstruction To enhance coordination among humanitarian actors A commitment to accountability and a tool to help achieve this A tool to help advocate for education as a priority humanitarian response4Can you name another objective?Any of the above, not previously stated 5What is the difference between a standard and an indicator?A standard is a goal and the indicators help to see how this goal is being achieved (signposts). 6If you were to start a new programme in an emerging crisis situation which categories would you turn to first?Common Categories: Community participation Analysis  7What is one of the key themes of the three standards in the category Teachers and other education personnel?Any one of these three: Teachers must be recruited and selected in a transparent manner Teachers must have clearly defined conditions of work Teachers smust be supported and supervised 8Why were the INEE minimum standards developed?Any one of these: To help humanitarian and education workers meet a minimum level of quality, access and accountability Sphere did not include education as part of the humanitarian response To highlight the importance of / as a tool to advocate for the inclusion of education in situations of emergency 9If you have been implementing a programme for several years but you want to know how effective it is, which categories would you look at?All, but not respond to the initial assessment. Follow-up assessments may need to be done.10If you use the minimum standards and find that there are indicators that you cannot fulfil, what do you do? (Be honest now.) List the reasons why this indicator cannot be followed and keep doing what you have been doing. Look to another partner to use the indicator and therefore meet the standard. Write a proposal for more funding and talk to the policy makers to change the priorities Any others?If participants answer A, B or C, they will get a point. For a bonus point, however, ask them to suggest a constructive alternative such as the following: Try to look for strategies, in conjunction with stakeholders and others working in the area to look for low cost/no cost ways of fulfilling the indicators and so meet the standards after assessing their relevance.11Why are the categories of community participation and analysis considered to be common to all others?Each of the other four categories needs to use the standards of these two to be able to work most effectively. 12What issues are cross-cutting in the INEE Minimum Standards (and so apply to all situations and all categories)?Gender HIV/AIDS Human and Childrens Rights Disability and vulnerability  4, 5: National/ Regional Action Planning + Sharing of Plans 115 minutes Reaffirm the fact that participants now have a good understanding of how the INEE Minimum Standards and related tools and how they can be utilised to enhance prevention, mitigation, preparedness and response. They also have a good understanding of the education initiatives taking place in their national or regional contexts. Over the next hour, they will work in groups per country or groups of countries and develop action plans along the guiding questions (on PPT) to identify opportunities and strategies to promote and implement the INEE Minimum Standards and related tools at the national/regional level. Participants should be reminded to utilise the INEE Adoption Strategy Checklist for inter-agency coordination Instructions (as per page 57 of their workbooks): Form groups according to national, regional or cross-border initiatives Discuss how you can use the INEE Minimum Standards as an inter-agency group: What are some initiatives or opportunities to work collaboratively at the national/regional level in the coming year? Eg.: Global Education Campaign, Global Action Week, Back to School Campaign, Education Cluster, Education Working Group, etc. How can the INEE Minimum Standards and associated tools (coordination checklist, talking points, etc.) assist you in these collective initiatives? In addition, what are some other plans to collectively promote the INEE Minimum Standards? Eg.: conduct joint trainings, joint presentations, etc. After 1 hour or 90 minutes, facilitate a plenary sharing of these plans. Ask how they will follow-up to ensure that these are carried out. At the end, congratulate the participants for their hard and good work! Session 12 Conclusion and Evaluations Session Overview MinutesContents152: Individual written evaluations154: Conclusion and Closing Ceremony30TO TOTAL TIME  1: Individual written evaluations 15 minutes Ask participants to fill out evaluation forms that are included in their workbooks. (Especially in pilot workshops) stress that their input is valuable for revising training to meet needs of participants. Give them 15 minutes to complete their forms. 2: Conclusion and Closing Ceremony 15 minutes Remind participants that the minimum standards were developed to help education genuinely become one of the pillars of emergency response and can be used to guide disaster risk reduction and preparedness. Now that you have a good understanding of the standards as well as how they can be utilised, it is hoped that you will be able to utilise them to make your work more effective. At this point you should be ready to hand out the course completion certificates. You may also wish to arrange with someone to make a few closing remarks. Please complete this Workshop Evaluation form and the Participant List Reporting form and send it to Jennifer@ineesite.org as well as to your own organisation. Workshop Evaluation trainers Workshop: Understanding and Using the Minimum Standards Length of workshop: Dates: No. of participants: Location: Please fill out the Participant List Reporting form, including contact information for the participants, at the end of this evaluation. Trainers:  Summary of participants evaluations After the course, compile the participants evaluations in the matrix below. Indicate the number of participants who ticked each category. Participants rated the course according to the following categories where 1 = strongly disagree, 2 = disagree, 3 = agree, 4 = strongly agree. 1 2 3 4 The workshop achieved its aims and objectives. The content of the workshop is relevant to my work. What I have learned will impact the way I work. The methodology used in the workshop helped me to understand how the INEE Minimum Standards can be applied. The quality of the learning materials and aids was useful. The facilitation and presentation during the workshop were open and helped me to learn. The venue and accommodation were appropriate.  Comments by trainers Administrative process. Lessons learned on the administration of the event, management and logistical matters of relevance to other trainers. How the workshop was run. The agenda, lessons learned on the structure of the workshop and results achieved. What worked well? Please explain why. What could be changed or improved? Do you think that participants understand the Minimum Standards? Do you think that they will use the Minimum Standards? Please explain why or why not. Any other comments Minimum Standards Training Participant Contact List Please provide full contact details for each participant in the training: NAMEPOSITIONORGANIZATIONADDRESSE-MAIL                      Please complete this Workshop Evaluation form, including the participant contact list, and send it to the INEE Minimum Standards focal point; Ms. Allison Anderson  HYPERLINK "mailto:Allison@theirc.org" Allison@theirc.org as well as to your own organisation. THANK YOU.  Safe Schools in Safe Territories: Reflections on the Role of the Educational Community in Risk Management, UNICEF 2009.  HYPERLINK "http://www.ineesite.org/uploads/documents/store/Safe%20Schools%20in%20Safe%20Territories.pdf" http://www.ineesite.org/uploads/documents/store/Safe%20Schools%20in%20Safe%20Territories.pdf     INEE/INEE Minimum Standards. Introduction to the Training Guide  PAGE viii INEE/INEE Minimum Standards. Introduction to the Training Guide  PAGE viii INEE/INEE Minimum Standards. Session 1: Introduction to the INEE Minimum Standards  PAGE 8 INEE/INEE Minimum Standards. Session 1: Introduction to the INEE Minimum Standards  PAGE 14 INEE/INEE Minimum Standards. Session 9: Disaster preparedness  PAGE 76 INEE/INEE Minimum Standards. Session 9: Disaster preparedness  PAGE 48 INEE/INEE Minimum Standards. Session 11: Application and synthesis  PAGE 88 INEE/INEE Minimum Standards. 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