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Using the Minimum Standards
Attitudes, experiences and application
Introduction
• The long running conflict in Burma has impacted on millions of children’s education
Source: KHRG
Coping strategiesForest Trading
Source: KHRG
Coping strategiesEducation
Source: KHRG
Coping strategiesEducation
Source: KHRG
Education in camps
• Traditional school design
Source: KHRG
Education in the camps
Source: ZOA
Education under attack – impact on identity
Source: KHRG
Education and culture
Camps have enabled refugees to maintain a sense of cultural identity
Source: ZOA
Maintaining identity
A consequence of the situation has been to view external ideas with suspicion
Sample quotes
• “The INEE does not fit with the situation here” – Education Manager (NGO)
• “Reaching these standards is just unrealistic…” - Educator working on TT in Burma
• “Our situation is different” – CBO senior staff member
How to move forwards?
A process of providing information and demonstration of practice to support a shift in attitudes
Changing attitudes - NGOs• Review of the understanding of what
the standards and tools are seen to be representing, listening to any/the concerns – list them
• Reflection of concerns and identification of standards that could be applied - ways to still use INEE
• Workshops with staff to get them to think about their own standards for each category
Changing attitudes - CBOs
• Involvement in workshops
• Providing information on the standards and what they are – common understanding
• Using the standards as a reflection tool to show how they closely match up with the refugee education
• Working together with the standards
Ways the standards have been applied/used
• tool for monitoring
• tool for internal reflection• challenge – you only know what
you know (putting an objective value on the status of an activity against an indicator)
Application of tools
• Exercise – making your own standards in the categories – understanding how they match
• Understanding one’s role in education – “After this workshop I understand much more about the scope of responsibilities in my job” (Ed. Co ML)
• Mapping of roles and responsibilities in education
Other applications
• Mapping of strengths and areas for improvement in educational service delivery CCSDPT - Reflection for Teaching and Learning just carried out
• Assessment framework for highlighting training needs and areas for improvement in education – Removal of the names INEE, MSEE and expat delivery to CBO…acceptance
Other applications
• Project design research checklist – for primary education support in rural / isolated communities in Thailand (non-emergency)
• Tools from handbook used to prepare project overview – feeding checklist and other tools in original edition used to shape assessment of donor support in Lao PDR schools (non-emergency)
Latest application
• Project design – using the categories as project results and making a logical framework for implementing in line with the standards and categories, thereby opening up the opportunity to use tools and manuals from INEE
• Development done alongside CBO partner with their input at all stages. Full acceptance of the project design
Other experiences in ZOA
• Used to support development of Education Policy Paper (HQ –NL)
• Introduced to Uganda programme, staff are now INEE members– INEE standards used by Ugandan
Education Cluster and Ministry of Education (Own standards dev. already)
Ideal application???
• System for all education stakeholders to plan and advocate for a standard of services
Reflection• Consider how people view the standards• Consider how the name/title and
circumstances can lead to misunderstandings and mitigate as per context
• Let people identify with and work with standards in a process of learning and discovery – imposition can lead to rejection
• Understand how the minimum level of education the standards represents can impact on the current situation and use it to set up a development plan for education
Thanks for listening about our situation…
Source: ZOA