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1

Facilitator’s Guide

Contextualization Workshop

Juba, South Sudan
6
-
8
March 2012


Welcome

(Marian)



Welcome all the participants to the training and introduce yourself and co
-
facilitators.



Stress the importance of the training and thank them for attending



Make the point that this is an exciting time in South Sudan, and an opportunity to ensure that the progress
that is being make in educational development


the investment and resources being committed by the
GoSS


must not be eroded by the impact of emer
gencies.



We need to work together to ensure that all children and youth affected by emergencies


natural disasters
or conflict


have access to quality education.



This workshop is in the Education Cluster Workplan 2012 and the Government of South Sudan E
ducation
Sector Strategic Plan 2012
-
2016



The Education Cluster is a year old and is just beginning to walk in South Sudan



This is the beginning of a process, working towards quality in education in emergencies



South Sudan is leading the way in contextuali
zation, only 4 other countries have done this


Introductions

(Marian)



Do a quick round of introductions


participants stating their name, who they work for and where they work



When finished, acknowledge all the different representatives in the room
(County level government, State
level gov, NGOs, UN, other)
.


Review learning objectives for the Workshop

(Cynthia)

1.

Refresh knowledge about the INEE MS

2.

Contextualize the INEE MS for South Sudan

3.

Draft the INEE Minimum Standards for
Education in Emergencies

for
South Sudan


Day 1 Session 1: Education in Emergencies vs. Education in Development


Objectives

1.

To refresh knowledge about INEE Minimum Standards for Education

2.

To prepare for contextualization work


A. Education in Emergencies

Facilitator(s):
Cynthia

1.

Slide 3, review the learning objectives.

At the end of the session, participants will be able to:



Describe the workshop’s definition of education in emergencies in South Sudan



Articulate the difference between development and emergency response in

South Sudan



Advocate for education as critical in humanitarian response


2.

Slide 4, Provide the following working definition of education in emergencies with accompanying slide:

“The provision of quality education opportunities that meet the physical
protection, psychosocial,
developmental and cognitive needs of people affected by emergencies, and that can be both life
-
sustaining
and life
-
saving”.

Mention that education includes formal, non formal, early childhood through to adult
education. Define phy
sical protection as meaning safe space in a context of crisis. Define Psychosocial as
psychological support through social interaction. Developmental needs refers to the biological,
psychological, and emotional changes occurring in the human development.


3.

Slide 5, Explain that historically, education was seen as part of longer
-
term development work rather than a
necessary intervention in emergency response; humanitarian relief involved the provision of food, shelter,
water and sanitation, and healthcare.



2

F
or this workshop, we are focusing on the INEE Minimum Standards for Education in the emergency
context. For our work together, it is important we all understand what is meant by the emergency context, as
distinct from the development context.
This slide is

an illustrative, not comprehensive list.
By education in
emergency we mean a humanitarian response to an acute time
-
bound crisis where we provide immediately
temporary learning spaces, rapid delivery of school in a box, blackboards, and recreation kits. R
apid teacher
recruitment, usually volunteer, sometimes for short term contracts, to teach life saving messages, (such as
unexploded ordinance awareness, washing hands, evacuation plans) and psychosocial support for children
who have experienced trauma (wit
nessing death, murder, loss of home).


4.

Slide 6,
ACTIVITY.
Ask participants to turn to their neighbor and in pairs take 5 minutes to write down a list
of the emergency contexts in South Sudan. Ask 3
-
4 to share in plenary. After they read ask the plenary, is

it
an emergency context? Then ask pairs to look at their list again and circle the contexts where they know
education was provided.


5.

Slide 7,
Tell them the

emergency contexts where education was not provide
d. W
hat is the experience of a
child who does no
t receive education in an emergency?


6.

Slide 8, While participants read the slide that describes a child’s experience, explain that broad
consequences for children when education is not provided in an emergency include children and youth
neglected, vulnerab
le to harm; psychosocial impacts exacerbated by lack of safe spaces and opportunities
to be with their peers; cognitive and developmental needs neglected; likelihood of engaging in unsafe
activities increases; likelihood of dropping out of school increases
; children and youth may be more
vulnerable to being recruited by armed groups or armed forces.


7.

Slide 9 and 10, Show slides of the Pibor, South Sudan education in emergency response. When we DO
respond with education in an emergency in includes: a rapid a
ssessment of education needs of children,
establishment of temporary learning spaces, distribution of supplies, activities like reopening of schools,
protecting schools from occupation by armed groups, coordinating with WASH and Child Protection, and
facil
itating student exams so they do not fall behind.


8.

S
lide 11 and 12, Ask volunteers to read out loud

the reasons for
which
education is an important part of first
emergency response.


9.

Slide 13, Explain that sometimes it is difficult to remember all the argu
ments so a helpful tool I use is the 5
Ss of EiE.

Throughout workshop, quiz participants on the 5 S.


10.


Slide 14, Review the 5 takeaways
.
Pause for questions on what has been presented



B. Slide 15, Group Activity: Emergency vs. Development

Facilitator(s): CK


1.

Slide 15.
Tell participants that following the principles of adult education we will now apply the information
we just learned through two activities.

2.

The first activity is the Emergency vs. Development Barometer. Tell the participants

one corner of the room
represents emergency and the opposite corner represents development. Ask for two volunteers to carry flip
charts with those labels to the respective corners and hang on wall. Then tell the participants they have
three tasks: 1) list
en to the item I read out loud 2) decide if it is an emergency or development item 3) go to
the corresponding place in the room. For example, if I read, concrete school construction, you would think
about that, decide if it is an emergency or development r
esponse, and go to the development corner. Are
there any questions?


3.

Read the following list:



In Jonglei, one of the teachers from the village school has retired and a replacement is needed
(development)



In Warrap, existing school structures have been burn
t down, there is no place for children to go to
school (emergency)



All the children in Central Equatoria need exercise books and bags at the start of the school year
(development)



In the Upper Nile children are suffering from conflict caused psychosocial s
tress and need support from
their teachers (emergency)



In Western Bahr el Ghazal no permanent classrooms in a village school (development)


3



Teachers salaries have been delayed for the whole state for 2 months (development)



Armed forces are staying in a vil
lage school (emergency)



Children in Unity have fled their home village and relocated to another location where there is no school
(emergency)


Key Messages to cover in wrap up



The emergency context involves an acute human crisis that requires rapid respons
e, such as temporary
learning spaces.



The development context involves investment in long
-
term education improvement, such as school
construction, permanent teacher recruitment, national curriculum development etc.



Education in emergencies includes the 5
S: source of information, safe space in context of crisis, service
point delivery, stability
-
structure
-
hope, solving problems through informed decisions.



Education in emergency does not mean any education intervention that should be fixed quickly, it is a
specific way of rapid education delivery to a specific targeted population



EIE should be mainstreamed in development proposals and programmes as a line item, because every
state context in South Sudan has emergencies.



C.
Slide 16,
Advocacy Videos

1.

Tell pa
rticipants that we will show a short video on education in emergencies.

2.

Ask participants to write down the messages they observe about why education in emergencies is important.

3.

Ask for one volunteer from each table to share. Do not repeat a message that
has already been said.


“Education Can’t Wait”

This short film makes the case for why education is important in emergency situations.


Using examples from a
number of country situations, it explains the vital role that education can play in supporting chil
dren and young people
throughout and beyond an emergency.


The film also provides examples of the types of education interventions that
can be organized from the beginning of a humanitarian response and the importance of working together and
collaborating
through coordination mechanisms like the Education Cluster. “Education Can’t Wait” can be accessed
at
http://www.youtube.com/watch?v=Mve8EeGF
-
jA

It can also be found on the INEE website under
multi
-
media resources.


Alternative videos to show to get people back from lunch or to break up the afternoon.


“Education & Conflict: How to Get Children Back to School…in 2 minutes”

In a YouTube clip, Katy Webley, head of education at Save the Children,

spells out the lessons that her organisation
has learned from its Rewrite the Future campaign, including the message that “Education must become part of
emergency responses, alongside food, nutrition, health and shelter.”“Education & Conflict” can be acce
ssed at
http://www.youtube.com/watch?v=ga5SDiDq_v0

It can also be found on the INEE website under multi
-
media
resources.


“Education in Southern Sudan”

This 4 minute video is a comprehensive covera
ge of the education situation in South Sudan, with speakers Marc
Sommers (IIEP) and Elizabeth Leu (AED)
http://www.youtube.com/watch?v=_FKgOx3
-
YAU


“Jeffrey Sachs on South Sudan’s education challen
ge”

This 4 minute video is a speech by Jeffrey describing the education development challenges facing the new nation.
The video highlights the launch of the GMR 2011 in Juba South Sudan.

http://www.youtube.com/watch?v=dHln7vHugto


“UNICEF South Sudan documentary on education”

This 9 minute film describes the education development challenges in South Sudan as it emerges as a new country.
Good descriptive video images of children returning
to schools and case study of a child soldier who speaks about
the value of education.

http://www.youtube.com/watch?v=UPiLGVW7fmY


“EFA GMR 2011 The hidden Crisis: Armed conflict and education”

This

7.5 minute video launches the EFA GMR 2011 with highlights of DRC IDPs, Iraqi refugees in Jordan, and
Colombia IDPs. Very little voice over narration, mostly children and stakeholders describing effects of war and
benefits of education. Sachs makes the ke
y advocacy message that the international community should match the
extraordinary efforts of the local people trapped in conflict but investing in the future through education.

htt
p://www.youtube.com/watch?v=qnpUcQ5WlNE&feature=related


4


Dozens killed in South Sudan Tribal Violence

This 1.4 minute news clip from Aljazeera from Jan 2012 describes the latest tribal (Murle vs. Nuer) conflict in Pibor
County, Jonglei and the government’s

planned response.

http://www.youtube.com/watch?v=FYS8orXJy1g


France 24 Report: South Sudan Mired in Tribal Conflict

This 2.5 minute video describes the latest conflict in Jonglei state. Images i
nclude hate messages written on walls of
a primary school (against Murle). Critical of government’s will for peace.
http://www.youtube.com/watch?v=yugb0AQ5ZyY


Darfuri Refugees in Eastern Chad

This 3.5 minute video by UNHCR describes the education situatio
n in a refugee camp for Darfurian refugees in Jabo
Chad. Focus on girls balancing home work.

YouTube Link: http://www.youtube.com/watch?v=wjUrr0wya88


Resources:



Decision was

made to not give informational handouts, but rather to site pages in the Handbook that are relevant



“Education Can’t Wait”
video from Marian’s drop box



Two signs: emergency and development



Handbook


Session 2: Framework for Education in Emergencies, INEE Minimum Standards for Education


Objectives


1. Understand what the Inter
-
Agency Network for Education in Emergencies (INEE) is.

2. Understand the Domains and Standards of the
INEE Minimum
Standards for

Education: Preparedness, Response, Recovery.

3. Understanding how the Minimum Standards can be applied to ensure quality education provision.


Key Messages and Learning Points




The key global advocacy goals of agencies and gove
rnments should be to establish
education as a key
component of their emergency responses.



The purpose of the Inter
-
Agency Network for Education in Eme
rgencies (INEE) is to serve as
an open global
network of members working together within a humanitarian a
nd development

framework to ensure all people
the right to quality and safe education in emergencies and

post
-
crisis recovery.



INEE promotes the right to quality education in emergencies through to recovery and

development. INEE is a
resource for best p
ractice tools, reports and research on education in

emergencies through recovery.



The INEE Minimum Standards Handbook articulates the minimu
m level of educational quality
and access in
emergencies through to recovery.



The Standards can be used as a capac
ity
-
building and
training tool for humanitarian
agencies, governments and
local populations to enhance th
e effectiveness and quality of
their educational assistance.



They help to enhance accountability and predictability among humanitarian actors and

imp
rove coordination
among partners, including education authorities. The INEE Minimum

Standards Handbook has five domains: 1)
Foundational Standards (Participation,

Coordination and Analysis), 2) Access and Learning Environment, 3)
Teaching and Learning,

4) Teachers and other Education Personnel, 5) Education Policy. Each domain has

standards, key actions and guidance notes


A. Overview of the Minimum Standards for Education: Preparedness, Response, Recovery (50 minutes)

Facilitator(s): Jo


1.

Slide 4, Ask
participants if they have used the INEE Minimum Standards in anyway and/or are familiar with
the INEE Minimum Standards Handbook.


E
xplain the following points about the development of the INEE Minimum Standards:



5



The Inter
-
Agency Network for Education in
Emergencies (INEE) was established to develop standards
to promote a minimum level of access to quality education for all persons, including those affected by
emergencies.



The standards are based on the Convention on the Rights of the Child, Education for
All (EFA) and the
Sphere Project’s Humanitarian Charter and Minimum Standards for Disaster Response. They
represent universal goals for helping adults and children achieve the right to life with dignity. They
include that education is a basic right for all
.



The standards are an essential addition to the Sphere Standards, which outline the “minimum
standards in disaster relief”. The Sphere Standards cover the sectors of water; sanitation and hygiene;
food security, nutrition and food aid; shelter, settlemen
t and non
-
food items; and health services. They
do not include education.



Participants should refer to the INEE Minimum Standards Handbook, which can be found on the INEE
website at
http://www.ineesite.org/uploads/documents/store/Minimum_Standards_2010_eng.pdf


2.

Slide 5
-
12
, Review the 5 Domains of the INEE Minimum Standards. Slide 8.

Explain that the domains are not discrete categories, but rather mutually reinfor
cing and overlapping
domains.


I.

Foundational Standards: These standards should be applied across all domains to promote a
holistic, quality response. These standards give particular attention to the need for good diagnosis
at all stages of the project cycle
, in order to better understand the context and apply more
appropriately the standards in the domains that follow.

-

Community participation and the utilisation of local resources when applying the standards.
This standard focuses on the engagement of commun
ities to actively participate in the
development of education response. All sections of the community should participate and
the whole project cycle (analysis, planning, design, implementation, monitoring and
evaluation) should be covered. In addition comm
unity resources should be identified and
mobilised.

-

Coordination mechanisms for education should be put in place and support stakeholders
working to ensure access to and continuity of quality education. This includes links to
government and NGO/UN agencies
.

-

Analysis ensures that emergency education responses are based on an initial assessment
that is followed by an appropriate response and continued monitoring and evaluation.


II.

Access and Learning Environment: Standards in this domain focus on access to safe

and relevant
learning opportunities. They highlight critical linkages with other sectors such as health, water and
sanitation, nutrition and shelter that help to enhance security, safety and physical, cognitive and
psychological well
-
being.


III.

Teaching and
Learning: These standards focus on critical elements that promote effective teaching
and learning, including curricula, training, professional development and support, instruction and
learning processes, and assessment of learning outcomes. Refer to the IN
EE Guidance Notes on
Teaching and Learning for in
-
depth good practice on this domain.


IV.

Teachers and Other Education Personnel: Standards in this domain cover administration and
management of human resources in the field of education. This includes recruitm
ent and selection,
conditions of service, and supervision and support. INEE also has a Guidance Notes on Teacher
Compensation.


V.

Education Policy: Standards in this domain focus on policy formulation and enactment, planning
and implementation.


3.

Slide 13



Explain the handbook update process



the 11 Cross
-
cutting issues: 1) Conflict Mitigation, 2) Disaster Risk Reduction, 3) Early Childhood
Development, 4) Gender, 5) HIV and AIDS, 6) Human Rights, 7) Inclusive Education, 8) Inter
-
sectoral linkages, 9) Protec
tion, 10) Psychosocial support, 11) Youth.


4.

Slide 14
, pair activity. Ask the participants to work in pairs for 20 minutes and review one standard with its
key actions and guidance notes. Participants should read through the standards and key actions. Ask
p
articipants to think about the difference between standard, key action, guidance. At the end, ask each
group to present one way the categories are different. If another group has already said your idea, you do

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not need to repeat.


5.

Slide 15
, Have the partic
ipants open their Handbook and look at the structure with Standards, Key Actions
and Guidance Notes. (Page 10)




The standards are what we are striving to reach, or the “why”. They are derived from the principle
that populations affected by disaster or conf
lict have the right to life with dignity and to safe, quality
and relevant education. Hence, they are qualitative in nature and are meant to be universal and
applicable in any context.




Standards are followed by a series of key actions, which are suggested

ways to achieve the
standard, or the “what we do” Some actions may not be applicable in all contexts; they should be
adapted to the specific context. The practitioner can devise alternative actions so that the standard
can be met.




Finally, guidance note
s cover specific points of good practice to consider when applying the
minimum standards and adapting the key actions in different situations. The “how we do it”They
offer advice on priority issues and on tackling practical difficulties, while also providi
ng background
information and definitions.



6.

The facilitator should check for understanding as appropriate; it is important that participants understand the
content and organization of the Minimum Standards before

moving on to later activities. For example, read a
standard and ask which domain it falls under.


C. Group Exercise:
Analyzing Scenarios through the lens

the INEE Minimum Standards

Facilitator(s):
Cynthia


1.

Slide
16
,
Divide participants into groups and
distribute the handout that describes the scenarios and
possible problems. Each group should be assigned to one of four scenarios, ABCD. They should read and
discuss the scenario, then note all the standards are applicable to the scenario (title only, no n
eed to write
out the full standard).

One member from each group should
read aloud and completely one standard that
was relevant.

Remind the groups that they have 25 minutes for this task.


Scenarios & Possible Problems

(see handout)


Scenario A: Involving
Parents

In many countries, Parent Teacher Associations (PTAs) are often considered to be ineffective. Very often parents
are not interested in being members of the PTA as they see it as a situation where the teachers and principal use
their authority over

the parents to get them to do extra work. Parents have no say in running the school or in the
philosophy of the school and are not usually asked their opinion on educational issues. As a result, PTAs generally
consist of less than 5% of the parenting co
mmunity.


Scenario B: Including Ex
-
Child Soldiers

Because of the conflict, there are a large number of out
-
of
-
age children (mostly boys) in primary school. Although
there are special programmes for accelerated learning, they are too few and they operate

only in certain areas. So
the out
-
of
-
age students attend regular classes. Some of these are ex
-
child soldiers who are traumatized and
brutalized. In an effort not to discriminate, these students are brought into the school. But the presence of so many

‘young men’ means that families are keeping girls, and even some boys of the correct age group, away from school
because the school environment is considered unsafe.


Scenario C: Classroom Management

In many countries, teachers use corporal punishment a
s a classroom management technique. This includes not only
caning, but all sorts of physical punishments, many of which are, in fact, child abuse. A rights
-
based approach, which
respects the dignity of both teachers and learners, cannot work if corporal
punishment is used. Banning corporal
punishment is frequently not considered practical because many people in the community are used to the system
(and went through it themselves) and also because the teachers have very few alternatives.


Scenario D: Us
ing Educational Data

Collecting data on enrolment and attendance is very difficult in many post
-
conflict countries because of the conflict
and breakdown of the education infrastructure. Many school administrators, who cannot collect accurate data, fill in

the forms with ‘approximate’ figures. As a result, much of the data collected cannot be analysed effectively and are

7

therefore a waste of time to collect. As you answer the questions below, think about the values that are inherent in
the collection and
analysis of data and the values that could be transmitted through appropriate responses to the data
collected.



Possible Problems

Rights
-
based, possible solutions

Standards and Key Actions used

Parents think that the
school is responsible for
educating

their children.



Develop strategies to encourage
community ownership of learning
environment



Encourage genuine participation of parents
by listening to what community needs/wants
and acting on their suggestions



Empower parents through training in
management of education activities

Community Participation

Standard 1 Participation

Key Action 1 & 4 (Community
representatives involved in
prioritising education activities)


Key Action 5 (Training for
community)

School system does not
respond to what
parents
say



Open discussion with the parents and
teachers ensuring that the parents are
treated with dignity and respect



Give parents a genuine role (not just
asking for their labour or financial resources)
in policy and management of schools



Proactively i
nvolve parents in discussions
of school management/ policy


do not only
ask for their assistance when there is a
problem

Community Participation

Standard 1 Participation

Key Action 1 (Community
representatives involved in
prioritising education activities
)


Teachers and other education
personnel


Standard 3: Support and supervision

Key Actions 3 & 4 (Support and
supervisory mechanisms & teacher
performance appraisals]

Parents are unwelcome in
the classroom.

Children are punished for
things that their
parents
do; for example, if children
are late to school because
they must do chores at
home, they are punished
for being late.



Encourage parental involvement in
classroom


cultural activities, presence
and/or assistance



Encourage parents, through discussi
ons, to
redistribute chores so that education has a
higher priority.



Ensure that there is no punishment
attached to situations outside the control of
the students.

Teaching and learning


Standard 2: Training

Standard 3: Instruction & Learning
Processess

All Key Actions

Access and Learning Environment

Standard 2: Protection and well
-

being

All Key Actions


Scenario B: Including Ex
-
Child Soldiers

Possible Problems

Rights
-
based, possible solutions

Standards and Key Actions used

Distrust of ex
-
child
soldiers



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Community Participation

Standard 1: Participation

Standard 2: Resources

All Key Actions


Access and Learning Environment

Standard 1: Equal access

All Key Actions


Standard 2: Protection and well
-
being

Key
Action 2 (Skills for psychosocial
support are provided to teachers and
other personnel)

Key Action 6 (Community is involved
in ensuring learners are safe and
secure)

Educational policies do not
meet needs of ex
-
child
soldiers



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-

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Analysis

Standard 3: Monitoring

Key Action 3 (People from affected
groups are involved in monitoring)

Key Action 4 (Data regularly
collected and used)


8

to needs of different learners



Teacher trainin
g that stresses behaviour
modification with regard to how teachers
interact with all children

Key Action
5 (Data is analyzed and
shared regularly)


Teachers and other Education
Personnel


Standard 3: Support and Supervision

All Key Actions


Education and Policy
Coordination

Standard 2: Planning and
implementation

All Key Actions

Teachers cannot meet the
needs of all the different
groups of children



Focus on teaching methodology: more
group work, not ridiculing older children when
they do not know answers, etc.



Teacher training focused on attitudinal shift
of teachers to encourage better interpersonal
relationships with all students

Teaching and Learning

Standard 1: Curricula

Standard 2: Training, Professional
Development, & Support

Standard 3: Instruction and Learning
Processess




Scenario C: Classroom Management

Possible Problems

Rights
-
based,
possible solutions

Standards and Key Actions used

Societal attitude that
corporal punishment in
school is acceptable



Encourage genuine participation of the
community in discussions about the
disadvantages of corporal punishment and
the advantages of
constructive behaviour
management.



Discuss behaviour issues with children:
what are the causes of poor behaviour, what
do they think of the effectiveness of corporal
punishment and what alternatives are
reasonable?

Community Participation

Standard 1: Parti
cipation

Key Action 1 (Community
representatives involved in
prioritising education activities)

Key Action 3 (Children/youth
involved in development/
implementation of education
activities)

Key Action 5 (Training for
community)

Lack of enforcement of
poli
cy



Teacher training related to constructive
classroom management and improved
teaching practices (at least 50% of teacher
training)



Institute peace education programme

Analysis

Standard 2: Response Strategies


Education Policy and
Coordination

Standard 2:
Planning and
implementation

See Guidance Notes of this section


Teachers and other Education


Personnel


Standard 2: Conditions of Word

Key Action 4 (Clear codes of
conduct)

Standard 3: Support and supervision

Key Action 3 (Regular supervisory
mechanisms
are in place)

Key Action 6 (Psychosocial support
and counselling provided to
teachers)

Teachers are not properly
trained in alternative
classroom management
techniques and do not
understand that corporal
punishment is ineffective



Focus on constructive
classroom
management practices.



Discuss whether corporal punishment is
actually effective (does it have desired results
or do teachers punish the same children over
and over again?)

Teaching and Learning
:

Standard 2: Training

All key actions


Standard 3: Support and supervision

Key Action 3 (Regular supervisory
mechanisms are in place)


9



Focus on preparedness (better lesson
planning, etc.)

Key Action 6 (Psychosocial support
and counselling provided to
teachers)



Scenario D: Using Educational Data

Possible
Problems

Rights
-
based, possible solutions

Standards and Key Actions used

Schooling is not valued for
all segments of the
population



Pro
-
actively bring community into
discussions regarding educational access for
all segments of society



Bring children into
discussions regarding
educational access.



Ensure data are sufficiently disaggregated
by age, gender, location, ethnic group to be
able to analyse which groups in the
community may be most affected by poor
attendance, and so to address root causes.



Encourag
e genuine participation of parents
by listening to what community needs/wants
and acting on their suggestions

Community Participation:

Standard 1: Participation

All Key Actions

Administrators do not have
the time/ resources to
analyse educational data
or
are unable to change
policy based on the
analysis



Enlist teachers in discussions of which data
to collect and why



Consider which educational data are really
necessary and what they can be used for;
focus on collection of essential data only



Communicate
reasons why data are
needed, how they can be used and for what
purpose



Use data to:

o

Improve teaching/learningenvironment, e.g.
if monitoring pupil
-
teacher ratios, how can
classroom size be adjusted if there is a
need?

o

Follow
-
up on children who have droppe
d
out or are not attending

o

Work for changed educational policies, if
necessary

Community Participation

Standard 1: Participation


Analysis

Standard 3: Monitoring


Teachers and other Education
Personnel


Standard 3: Support and supervision

Key Action 3
(Regular supervisory
mechanisms are in place)


Education policy and coordination

Standard 2: planning and
implementation


Teachers do not know why
they are being asked for
information or do not have
the time/resources to
follow
-
up



Collect only essential
data



Enlist assistance (perhaps through

community involvement efforts) to follow
-
up
on children who are absent

Analysis

Standard 3: Monitoring


Education policy and coordination

Standard 2: planning and
implementation

Key Action 5 (Resources are made
avail
able for effective planning,
implementation and monitoring)


Pause for a question and answer session.


Resources:



Flip ch
art paper

(issue/standard)


D. Presentation on Contextualization

Facilitator: Cynthia


1.

Remind the participants that this workshop was identified as a priority by the Education Cluster Working Group.
This work is included in both the 2012 annual plan of the Education Cluster as well as the South Sudan
Education Sector Plan of the Ministry of
Education, Science and Technology.


2.

Slide 4, Tell participants that there is inevitably a tension between universal standards based on human rights,
and the ability to apply them in practice in challenging contexts, such as South Sudan. This is also true

for the

10

INEE Minimum Standards for Education in Emergencies and their application in South Sudan. Still, the standards
are useful for two reasons:



Because they tell us what to aim for and the key actions necessary to get there.



They establish that all ch
ildren no matter where they live have the same right to access to quality
education.


3.

Slide 5, Because every context is different, to make the standards most useful they need to be relevant to the
local context.


4.

Slide 6, The experience of users of the I
NEE Minimum Standards has shown that contextualisation is more
effective when carried out as a participatory and collaborative exercise with diverse education stakeholders, such
as this group of Education Cluster partners. Contextualization is done before
an emergency strikes, then the
actors involved in the emergency response would know what steps to take towards achieving the contextualized
standards. Doing this process now will allow actors responding to the emergencies in Jonglei, Unity, and Upper
NIle
to know how to apply the standards in the South Sudan Context.


5.

Slide 7, (
comment want to come up with the final product the lasting document, focus on approaches
rather than final process)

Who can describe what contextualization means?

Contextualization
of the standards is the process of making the language and actions locally relevant to the
South Sudan context.


When we talk about contextualization of the INEE Minimum Standards, we mean three steps:



Define the terms used in the standards



Define the me
thod of verification achievement of the relevant key actions



Define the locally relevant key actions


6.

Slide 8 and 9, walk thro
ugh the examples of
Somalia.

7.

Slide 10, walk through the example of South Sudan



Say, the column headings and describe what each
is.



Say, the column takes the term from the standard, education facilities, defines it as temporary learning
spaces. Then “promote the safety of learners” is defined as having dust free floors, well ventilated walls,
and a clean surrounding area. The linka
ges to health services is defined as children are given
messages about where to get health services.



This is a lasting document for the MOE, we should aim high



Mention the example of dust
-
free floor as



Standards for emergency affected children should be e
qual to the non
-
emergency, however we know
that this type of provision would create inequity with the local/host community



Encourage the groups to use numbers in their definitions of the terms, this will then be a good tool to
monitor progress being made t
owards the standard.



Think about what is useful for you to use. What do you want to be assessed on.



Pause to respond to questions.



Motivate by describing the benefit for children of South Sudan



IF you get stuck, skip it and move on, come back to it later


8.

Hand out the template for the contextualization of South Sudan standards. Review each column heading.
Answer any questions.


9.

Show the Somalia example (ecopy only) as what we are aiming to achieve in the two days: the final product.
Hand this out to resour
ce people as an illustration (not vetted best practice) to help get through sticking points.



Closing Session: INEE Minimum Standards Quiz & Wrap
-
up


Facilitator(s): Cynthia & Jo

1. Distribute quiz and allow time for participants to complete. When
everyone is finished, go through the answers as a
group, taking time to clarify any questions that come up.


2. Ask participants to write on the back of the quiz their thoughts on the workshop so far: something you liked,
something you didn’t like, and any

questions left unanswered.




11

3.

Final slide of INEE presentation.

Time permitting, the facilitator should make participants aware of the key INEE
tools:



INEE Guidance Notes on Teaching and Learning



INEE Guidance Notes on Safer School Construction



INEE
Pocket Guide on Gender



INEE Pocket Guide on Inclusive Education



INEE Toolkit


The following resources should also be highlighted (if a projector and internet connection is available, the facilitator
may want to take participants to the various sites):


To
learn more about INEE or become a member, please visit the website at:
http://www.ineesite.org/


To access the new INEE Toolkit, which contains all INEE tools and resources, please visit:
http://www.ineesite.org/toolkit/Home.php


To learn more about, or join, an INEE Task Teams and Language Communities, please go to:
http://www.ineesite.org/ind
ex.php/post/tt_overview/


To request INEE tools, please email
materials@
ineesite.org


Again, to share information about application, contextualization, and training
s on the Minimum Standards that you
have planned, please email
tzvetomira@ineesite.org
.


Thank you!


Resources:

Minimum Standards Case Study Template (English, French, Spanish & Arabic)