INEE Minimum Standards Assessment Final Report Presentation Location, Date, 2012
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Transcript of INEE Minimum Standards Assessment Final Report Presentation Location, Date, 2012
INEE Minimum Standards Assessment
Final Report PresentationLocation, Date, 2012
• Purpose of Assessment & Methodology
• Respondent Profile• Findings & Key Observations• Discussion
Presentation Overview
• “It is critical to understand who is aware of the INEE Minimum Standards, how they are being used, how they are institutionalized in plans and policies.” – Assessment TOR
• Question: What is the value added of the INEE Minimum Standards Handbook to date as a tool for: – Advocacy – Coordination– Program planning and response– Research – Institutional change
Purpose of Assessment
• Three Elements:1) Literature Review2) Interviews (17 stakeholders) and Focus Groups (3 total – NY, DC, Beirut)3) Online Survey in English, French, Arabic, Spanish, Portuguese and Urdu
Methodology
RespondentsNorth
America10% S/ Cent
America5%
Lat Am3%
East Africa14%
West Africa10%
Central Africa
6%North Africa
1%
Southern Africa
2%Europe
11%
Middle East14%
Asia11%
Central Asia12%
Australia1%
National NGO13%
Gov/MoE11%
Interna-tional NGO
30%UN Agency
20%
Donor 2%
Found2%
Academic Institution
12%
Other4%
No org affil7%
• 701 Respondents from 117 Countries• 46% work at national, 22% at international and 14% at
regional levels• 52% affiliated with the Education Cluster
Awareness of INEE MSOverall: Good – 45%, Basic – 40%, Limited – 15%
Good 48%
Basic 36%
Limited 16%
Chart Title
3 years or less
4-6 years
Good32%
Basic54%
Limited 14%
National NGO Government/MoE
International NGO
UN Agency Academic Insti-tution
0%
10%
20%
30%
40%
50%
60%Good Basic Limited
% R
espo
nden
ts
Ed Cluster Member
Ed Cluster Co-ordinator or
Info Mgr
Member of the Global Ed Cluster
Not affiliated with the Ed
Cluster or any other Cluster
Member of another Clus-
ter
56%74% 64%
43% 49%
44%26% 36%
57% 51%
National NGO
Government/M
oE
International N
GO
UN Agency
Academic
Institu
tion
47% 59% 55% 62% 54%
53% 41% 45% 38% 46%
Yes No
Key Observations
• Little over half of the respondents trained
• UN Agency most trained, National NGOs least
• Education Cluster coordinators/Info Managers have had most training.
“Have you participated in an INEE MS Training?”Overall: Yes – 53% No – 47%
Training by Region & Frequency of Use
N. Americ
a
S/C Americ
a
E Afri
ca
W Africa
C Africa
Europe
Middle EastAsia
Central A
sia
57% 50% 47% 56% 59% 57% 66%40%
57%
43% 50% 53% 44% 41% 43% 34%60%
43%
Yes No
Regularly Sometimes Rarely Never0%
10%
20%
30%
40%
50%
60%
70%
80%
TrainedNot Trained
How often do you use the INEE MS?
Usage: “In what context have INEE MS been most used?”
Conflict 32%
Natural Disaster 24%
Both Conflict & Disaster
19%
Neither 13%
Other 12%
Key Observations
Used more in Conflict exclusively than in Natural Disaster
Not completely skewed to one context
‘Other’ responses include:
Prevention and Mitigation
Academic settings Policy Level, Post-
Conflict
Usage: “At what stage of response have INEE MS been most used?”
Key Observations
‘Choose all that apply’ question
Used most during Preparedness stage
Not used as often at Acute Response stage
Preparedness
Acute Response
Chronic/Protra
cted Emergency
Early Reco
very
Development P
hase
245
152167
208192
Number of Responses
Usage: “How often do you use INEE MS when planning/implementing
work?”Overall: Regularly – 29%, Sometimes – 42%, Never –
13%
National NGO Government/MoE
International NGO
UN Agency Academic Insti-tution
37%27%
31% 34%
23%
29%45%
49% 40%
29%
19%14%
14%18%
18%
14% 14%6% 8%
29%
Regularly Sometimes Rarely Never
Key Observations
National NGOs and International NGOs use them most frequently
Academic Institutions use less frequently
Overall, usage is high
Usage: “How useful have they been?”Overall: Very Useful – 38%, Useful – 57%, Not Useful – 5%
National NGO
Government/M
oE
International N
GO
UN Agency
Academic
Institu
tion
47.9%41.0%
32.8%39.3%
48.9%
47.9%54.1%
62.3%56.4%
44.4%
4.2% 4.9% 4.9% 4.3% 6.7%
Very Useful Useful Not Useful
Key Observations
Similar profiles across agencies – High levels
For International NGOs, not as useful
National NGOs and Academic Institutions ranked them ‘Very Useful’ significantly higher than overall response
Most frequent uses of the INEE MS
• Advocacy for EiE and recognition of education as a key hum. Response (264)• Disaster/emergency preparedness planning (112)• Monitoring and Evaluation (102)• Training and Capacity Development purposes (102)• Proposal Development (95)• Project Design (93)• Teaching and Learning about EiE (90)• Coordination of Education Activities (81)• Research (72)
Top 9 most frequent uses from 17 possible answer choices.
Public messages by key opinion leaders
have been informed by the INEE MS
The INEE MS have contributed to policy
decisions
Used the INEE MS to advocate with
governments and donor agencies to prioritize
and fund Education in Emergencies.
30.8%
41.4%
11.3%
16.5%
41.4%
43.7%
7.4%
7.6%
48%
36%
7%
10%
Agree Somewhat agree Somewhat disagree DisagreeAdvocacy
INEE MS incorporated into advocacy message
Country Description
Afghanistan
Joint 2010-2013 UNICEF/MoE cooperation for Annual Workplans
Swaziland Disaster Risk Reduction National Action Plan - 2008 to 2015
DRC Gender-sensitive teacher recruitment
Haiti Access to quality education for displaced children
Burkina Faso
Flash appeal to mobilize funds for Education sector after floods
Cote d’Ivoire
Re-opening of schools/temporary learning spaces
Liberia Provision of school feeding for Ivorian refugees
The INEE MS have been used as a guide for coordination of Education stakeholders in a
humanitarian setting.
Agree54%
Somewhat agree 37%
Somewhat disagree
6%
Disagree3%
The INEE MS have been used as a reference for assigning /targeting/ directing resources.
Agree48%
Somewhat agree32%
Some-what
disagree14%
Disagree6%
INEE MS as a guide for Coordination
Use of the Minimum Standards# times selected
(all choices in descending order)
As reference when developing project implementation plan 209
Incorporated into project proposal 172
Developed a M&E framework with guidance from INEE MS 136
INEE MS incorporated into work with Ministry of Education 99
Checked against the INEE MS before finalizing project design for additional project ideas 88
Incorporated in project design linkages and components related to other sectors with guidance from the INEE MS 71
An existing project has been redesigned to incorporate MS 42
Requested additional funding to redesign projects to meet INEE MS 30
“How were the INEE MS used for Programming?"
“To what extent were the INEE MS used in the following areas?”
Assessment and setting priorities
Negotiate/resolve program challenges
Program design
Implementation guidance
Monitoring framework
Conducting evaluations
Training and capacity development
Ideas on engaging children and youth
Ideas on engaging communities, PTAs
21.7%
15.6%
26.8%
25.5%
23.9%
24.5%
36.8%
20.9%
25.0%
63.2%
54.0%
60.5%
57.4%
54.4%
53.2%
50.8%
53.5%
56.7%
15.1%
30.5%
12.7%
17.1%
21.8%
22.3%
12.4%
25.6%
18.3%
Primary framework Reference Not used
“Have you ever used the INEE MS for Research
Purposes?”Yes: 31% No: 69%
“Used as a conceptual and/or organizing
framework for report, paper, article”Yes: 30% No: 70%
“Cited in report, paper, article”
Yes: 47% No: 53%
Key Observations
Less used for research purposes
Academics score highest
Used mainly for:• Theses/ Dissertation• Donor Application/
Proposal • Project/ Progress/
Activity Reports• Internal Reports/
Evaluations• TORs• Guidance Note on DRR
Research
Key Observations
Intl. NGOs and UN Agencies – higher levels of commitment
Most commonly cited reasons for not committing:
Institution lacks funds
No capacity or trained staff to support implementation
No Education and/or EiE Strategy/Policy.
“Has your organization committed to using the INEE MS?”
Overall: Yes: 85% No: 15%
National NGO
Government/MoE
International NGO
UN Agency Academic Institution
73% 68%
94% 92%
67%
27% 32%
6% 8%
33%
Yes No
National NGO
Government/MoE
International NGO
UN Agency Academic Institution
45% 42% 45%56%
18%
55% 58% 55%44%
82%
Yes No
Key Observations
Many have committed to using – less have formally adopted into org. policies
UN higher than others
“Have the INEE MS been formally adopted into the policies/procedures of your organization?”
Overall: Yes: 42% No: 58%
55%36%
6%3%
Agree
Somewhat agree
Somewhat disagree
Disagree
Led to an increase in organizational capacity to prepare and respond to emergency education.
37.7%
39.4%
11.8%
11.0%
Incorporated as a key component to
professional/capacity development
Institutional Change: Capacity Building
Respondent Recommendations
• Online training tools• Included case studies• Contextualized Standards• More specific and quantitative
Discussion1) What are the takeaways from this Assessment
relative to you and your organization or agency?2) What actions can you or your organization take to
strengthen your education in emergency programs given the data presented in the Assessment?
For more information:• www.ineesite.org/standards • www.ineesite.org/toolkit • Please email your feedback, questions and comments to
[email protected] • If you are currently not a member of INEE and would like to
join, please visit www.ineesite.org/join