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Safe and qualitatitive learning opportunities

Jul 05, 2010

The Working Group on Minimum Standards and the INEE Secretariat launched the 2010 updated edition of the Minimum Standards for Education: Preparedness, Response, Recovery that articulates the minimum level of educational quality and access in emergencies through to recovery.

Minimum Standards for Education: Preparedness, Response, Recovery

Publisher: INEE, 2010

The aim of the handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery.

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Education is a fundamental human right for all people. Education is especially critical for the tens of millions of children and youth affected by conflict and disasters, and yet it is often significantly disrupted in emergency situations, denying learners the transformative effects of quality education Human rights are universal and they apply even in emergencies.

The right to education is both a human right and an enabling right. Education provides skills that people need to reach their full potential and to exercise their other rights, such as the right to life and health.

Education in emergencies comprises learning opportunities for all ages. It encompasses early childhood development, primary, secondary, non-formal, technical, vocational, higher and adult education. In emergency situations, quality education provides physical, psychosocial and cognitive protection that can sustain and save lives. It ensures dignity and sustains life by offering safe spaces for learning .Education opportunities also mitigate the psychosocial impact of conflict and disasters by providing a sense of routine, stability, structure and hope for the future. Quality education contributes directly to the social, economic and political stability of societies. It helps to reduce the risk of violent conflict by enhancing social cohesion and supporting conflict resolution and peace-building.

Crises can offer an opportunity for national authorities, communities and international stakeholders to work together for social transformation by creating more equitable educational systems and structures.

Education has also become an integral part within humanitarian response. Communities prioritise education in times of crisis. Schools and other learning spaces are often at the heart of the community and symbolize opportunity for future generations and hope for a better life Until recently, humanitarian relief entailed the provision of food, shelter, water and sanitation and health care. Education was seen as part of longer term development work rather than as a necessary response to emergencies.

The Inter-Agency Network for Education in Emergencies (INEE) facilitated a consultative process that engaged national authorities, practitioners, policy -makers, academics and other educators around the world in the development of this handbook in 2004 and its update in 2010.It can be used by all stakeholders involved in emergency education preparedness ,response and recovery, including disaster risk reduction and conflict mitigation, should use and promote these minimum standards, key actions and guidance notes.

Context, including available resources, and the stage of the emergency must be considered in determining locally acceptable contextualized actions While implementing INEE Minimum Standards .Ideally, the process of contextualization should occur prior to the onset of any emergency as part of educational contingency planning and preparedness.

The INEE Minimum Standards Handbook is designed to be used during humanitarian response for planning, implementation, monitoring and evaluation The INEE Minimum Standards also serve as a key accountability tool for education providers. Donor agencies are increasingly using them as a quality and accountability framework for education projects that they support.

Source : INEE
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