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Facilitator’s Guide

Contextualization Workshop

Juba, South Sudan
March 2012



Welcome all the participants to the training and introduce yourself and co

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

must not be eroded by the impact of emer

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
Sector Strategic Plan 2012

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



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



Refresh knowledge about the INEE MS


Contextualize the INEE MS for South Sudan


Draft the INEE Minimum Standards for
Education in Emergencies

South Sudan

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



To refresh knowledge about INEE Minimum Standards for Education


To prepare for contextualization work

A. Education in Emergencies



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


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
and life

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.


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.


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).


Slide 6,
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

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


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?


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.


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
itating student exams so they do not fall behind.


lide 11 and 12, Ask volunteers to read out loud

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


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.


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


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


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?


Read the following list:

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

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

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)


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

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
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.

Slide 16,
Advocacy Videos


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


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


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
through coordination mechanisms like the Education Cluster. “Education Can’t Wait” can be accessed

It can also be found on the INEE website under
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

It can also be found on the INEE website under multi

“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)

“Jeffrey Sachs on South Sudan’s education challen

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.

“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.

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


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.



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.

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.

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:


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


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


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

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
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

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


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

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


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

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


Slide 5
, 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


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


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.


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


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.


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


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


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.


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
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


not need to repeat.


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.


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



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

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

Scenario B: Including Ex
Child Soldiers

Because of the conflict, there are a large number of out
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
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


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

Possible Problems

based, possible solutions

Standards and Key Actions used

Parents think that the
school is responsible for

their children.

Develop strategies to encourage
community ownership of learning

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

School system does not
respond to what

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

Community Participation

Standard 1 Participation

Key Action 1 (Community
representatives involved in
prioritising education activities

Teachers and other education

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
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

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

All Key Actions

Access and Learning Environment

Standard 2: Protection and well


All Key Actions

Scenario B: Including Ex
Child Soldiers

Possible Problems

based, possible solutions

Standards and Key Actions used

Distrust of ex

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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

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

Educational policies do not
meet needs of ex

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Standard 3: Monitoring

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

Key Action 4 (Data regularly
collected and used)


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

Standard 3: Support and Supervision

All Key Actions

Education and Policy

Standard 2: Planning and

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

Scenario C: Classroom Management

Possible Problems

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

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

Community Participation

Standard 1: Parti

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

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

Key Action 5 (Training for

Lack of enforcement of

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

Institute peace education programme


Standard 2: Response Strategies

Education Policy and

Standard 2:
Planning and

See Guidance Notes of this section

Teachers and other Education


Standard 2: Conditions of Word

Key Action 4 (Clear codes of

Standard 3: Support and supervision

Key Action 3 (Regular supervisory
are in place)

Key Action 6 (Psychosocial support
and counselling provided to

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

Focus on constructive
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)


Focus on preparedness (better lesson
planning, etc.)

Key Action 6 (Psychosocial support
and counselling provided to

Scenario D: Using Educational Data


based, possible solutions

Standards and Key Actions used

Schooling is not valued for
all segments of the

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.

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
are unable to change
policy based on the

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

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

Use data to:


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


up on children who have droppe
out or are not attending


Work for changed educational policies, if

Community Participation

Standard 1: Participation


Standard 3: Monitoring

Teachers and other Education

Standard 3: Support and supervision

Key Action 3
(Regular supervisory
mechanisms are in place)

Education policy and coordination

Standard 2: planning and

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

Collect only essential

Enlist assistance (perhaps through

community involvement efforts) to follow
on children who are absent


Standard 3: Monitoring

Education policy and coordination

Standard 2: planning and

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

Pause for a question and answer session.


Flip ch
art paper


D. Presentation on Contextualization

Facilitator: Cynthia


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.


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


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


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


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
to know how to apply the standards in the South Sudan Context.


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?

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


Slide 8 and 9, walk thro
ugh the examples of


Slide 10, walk through the example of South Sudan

Say, the column headings and describe what each

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


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


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

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.



Final slide of INEE presentation.

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

INEE Guidance Notes on Teaching and Learning

INEE Guidance Notes on Safer School Construction

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):

learn more about INEE or become a member, please visit the website at:

To access the new INEE Toolkit, which contains all INEE tools and resources, please visit:

To learn more about, or join, an INEE Task Teams and Language Communities, please go to:

To request INEE tools, please email

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

Thank you!


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