INEE stands for Inter-Agency Network for Education in Emergencies (www.ineesite.org). INEE is an open global community of practice for professionals working on education in emergencies. It is a membership network made up of more than 9,500 individuals working in over 170 countries around the world. INEE members are practitioners and policy makers working for national and international NGOS, and UN agencies, Ministries of Education and other government personnel, donors, students, teachers and researchers.
The Education Cluster and INEE have a strong relationship; the work they do is complementary and mutually reinforcing. The Education Cluster is mandated, through the co-lead agencies, to coordinate education in humanitarian crises, while INEE is a global hub for the development and sharing of knowledge and information across the entire community of education in emergencies practitioners.
For more information about INEE, or to join the network (it’s free), visit the INEE website here.
Working Together for Education in Emergencies
See below for examples of how INEE and the Cluster work together as well as highlights of key INEE resources that are particularly useful for the work of Education Clusters in the field.
The breadth of the INEE network and the strengths of the Education Cluster’s presence in the field are highly complementary. INEE’s competency in developing tools, standards and guidance is complementary to the cluster’s focus on developing operational and technical capacity and learning from field practice.
There is significant overlap between INEE members and Cluster partners at both field and global levels. Several INEE Secretariat staff are engaged in various Cluster Working and Thematic Issue Groups, and the INEE Director co-chairs the Education Cluster’s Strategic Advisory Group. The Education Cluster is involved in the INEE Education Cannot Wait Advocacy Working Group. The Education Cluster encourages all practitioners working on education in emergencies to join INEE, which is free and open to all: www.ineesite.org/join.
Given the complementarities of the two bodies, in 2011 the Cluster and INEE decided to undertake parallel strategic planning exercises, which included several joint planning meetings and significant cross-consultations in order to further strengthen and articulate the links between the two organizations. You can read the Cluster’s Strategic Plan here and INEE’s Strategic Plan here .
Tools and Resources – Application and Contextualization
The INEE Minimum Standards for Education: Preparedness, Response, Recovery is the foundational document for the work of the Education Cluster, and the education in emergencies sector more broadly. The INEE Minimum Standards Handbook contains 19 standards, each with accompanying key actions and guidance notes and is an essential tool for education in emergencies practitioners. The INEE Minimum Standards were initially developed in 2004, involving over 2,500 professionals across the world, and were then updated in 2010 in a thorough process that involved many cluster partners working at both national and global levels.
The latest edition of the INEE Minimum Standards includes an entire foundational domain relating to coordination, the content of which drew on the work and best practices captured by the Education Cluster.
INEE Minimum Standards in Practice
INEE Minimum Standards Contextualized
The Minimum Standards are most effective when they are contextualised to each individual setting. Since every context is different, the key actions in the handbook must be adapted to each specific local situation. Context, including available resources, and the stage of the emergency must be considered in determining locally acceptable contextualised actions.
Education Clusters at the country level have also been instrumental in helping to contextualize the INEE Minimum Standards to their context. The contextualization process, involves examining the global standards and collectively determining how they should be defined in a specific country context. Typically this process is led by Education Clusters or other Education Working Groups and national authorities, and involves a wide range of Education Cluster partners and the support of global staff from the ECU and INEE Secretariat. For an example, see below for the South Sudan Minimum Standards for Education in Emergencies, the INEE Minimum Standards contextualized by the South Sudan Education Cluster.
If you are interested in contextualizing the INEE Minimum Standards to your situation, visit the INEE Minimum Standards Contextualization page for much more information and guidance here.
Other INEE and Cluster Tools
INEE Minimum Standards for Education: Preparedness Response, Recovery
INEE – 2010
The INEE Minimum Standards Handbook contains 19 standards, each with accompanying key actions and guidance notes. The handbook aims to enhance the quality of educational preparedness, response and recovery, increase access to safe and relevant learning opportunities and ensure accountability in providing these services.
Education in Emergencies Harmonized Training Package
INEE and the Global Education Cluster – 2012
The EiE harmonized training package combines training materials from the original INEE Minimum Standards, UNESCO IIEP and the Cluster’s Front Line Responders training packages. The materials include 17 modules with PowerPoint Presentations, Facilitator Guides and exercises, as well as guidance on adapting the training materials.
INEE Pocket Guide to Gender
INEE and the Global Education Cluster – 2010
Developed jointly be the INEE Gender Task Team and the Global Education Cluster, this guide is for anyone working to provide, manage or support education services as part of emergency preparedness, response or recovery and complements the INEE Minimum Standards (see above) and the IASC Gender Handbook. It outlines principles for a gender-responsive approach to education programming, and provides responses to some of the most common misconceptions and arguments against gender mainstreaming. The guide also gives a series of concrete strategies and actions for putting gender equality into practice in across all domains of education programming. The Pocket Guide is also available in French, Arabic and Bosnian/Croatian/Serbian on the INEE website .
INEE – 2010
This INEE Toolkit contains a wide variety of practical, field-friendly tools and resources to guide educationalists, humanitarian workers and government officials working in the field of education in emergencies through to recovery. The Toolkit is a rich library and collates all the major INEE tools that might be of use to Education Clusters, including the INEE Minimum Standards in a range of languages, Pocket Guides to Inclusion, Gender, Supporting Learners with Disabilities as well as Guidance Notes on Teaching and Learning, Teacher Compensation, Safer School Construction, and much more.
South Sudan Minimum Standards for Education in Emergencies
South Sudan Education Cluster 2012
In 2012 the South Sudan Education Cluster contextualized the INEE Minimum Standards [LINK] to the South Sudan context, resulting in the South Sudan Minimum Standards for Education in Emergencies [LINK below]. The document has been endorsed by the Ministry of Education and serves as guidance to cluster partners designing and implementing education programmes and when writing proposals and carrying out training.
INEE Conflict Sensitive Education Pack
INEE – 2013
Conflict sensitive education refers to the design and delivery of education programs and policies in a way that considers the conflict context and aims to minimize the negative impact (contribution to conflict) and maximize positive impact (contribution to peace). INEE developed a Conflict Sensitive Education Pack to support the integration of conflict sensitivity in education policies and programs. The Pack contains a Guidance Note, Reflection Tool and Guiding Principles for Conflict Sensitive Education