Inter-Agency Network for Education in Emergencies

Last updated
Inter-agency Network for Education in Emergencies
Formation2000
TypeNetwork
PurposeEducation in crisis contexts
Membership22,000+ individual members affiliated with more than 4,000 organizations and institutions in 190 countries
Director
Faiza Hassan
Website inee.org

The Inter-agency Network for Education in Emergencies (INEE) INEE is an open, global network of more than 22,000 individual members affiliated with more than 4,000 organizations and institutions in 190 countries. [1] INEE members are from NGOs, UN agencies, donor agencies, governments, academic institutions, [2] schools, and affected populations. [3] INEE exists for and because of its members. [4]

Contents

INEE Minimum Standards

The INEE Minimum Standards for Education: Preparedness, Response, Recovery include 19 standards, along with practical key actions and guidance notes. The purpose of the INEE Minimum Standards is to improve the quality of educational preparedness, response, and recovery; to increase access to safe and relevant learning opportunities; and to ensure that the actors who provide these services are held accountable. [5] The INEE Minimum Standards are designed to be applicable to crisis response in many different situations, including emergencies caused by conflict, by natural hazards such as those induced by climate change, and slow- and rapid-onset crises in both rural and urban environments. [6] The INEE MS are founded on the Convention on the Rights of the Child, the Dakar 2000 Education for All goals, and the Sphere Project’s Humanitarian Charter. The current edition of the handbook was published in 2024, following an extensive review and update of the 2004 and 2010 editions by thousands of individuals from more than 35 countries. [7]

Network Spaces

INEE maintains a core staff team, the INEE Secretariat, that represents the network, leads and supports network activities, and coordinates network processes, systems and projects. INEE Secretariat staff are hosted by INEE Steering Group member agencies, which not only helps to ensure promotion and institutionalization of education in emergencies within those agencies but is also cost-efficient.

The INEE Steering Group sets goals and plans for the network, approves new working groups and task teams, and provides strategic guidance to the Secretariat staff. The INEE Steering Group is composed of ten organizational members, represented by senior professionals in the field of education in emergencies.

INEE Working Groups are formal groups of institutional members who work together to implement specific activities toward the achievement of the INEE Strategic Plan. Working Groups are composed of experts and practitioners from a variety of international organisations and institutions, and membership is gained through an application process.

INEE Language Communities are vibrant forums that foster collaborative resource development and knowledge-sharing among Arabic, French, Portuguese, and Spanish-speaking members of INEE. The INEE Language Communities collate and disseminate key resources in the relevant languages, and where gaps are identified, work to develop or translate new tools and case studies. The Language Communities also undertake advocacy and outreach in Arabic-speaking, Lusophone, Francophone and Hispanophone countries, raising awareness about the importance of education for those affected by crisis. Furthermore, the Language Communities support and facilitate training and capacity-building opportunities for non-Anglophone INEE Members.

Journal

INEE works with New York University to publish the Journal on Education in Emergencies. [8]

See also

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References

  1. ↑ "About INEE". Inter-agency Network for Education in Emergencies. Retrieved 2022-10-15.
  2. ↑ Boudreau, Emily (2022-06-21). "Navigating Social-Emotional Learning Globally". Harvard Graduate School of Education. Retrieved 2022-10-15.
  3. ↑ Mendizabal, Enrique; Hearn, Simon (2011). Anderson, Allison; Hodgkin, Marian (eds.). Inter-Agency Network for Education in Emergencies: a community of practice, a catalyst for change. Paris, France: United Nations Educational, Scientific and Cultural Organization and the Inter-Agency Network for Education in Emergencies Overseas Development Institute (UK). Retrieved 2022-10-13.
  4. ↑ Anderson, Allison; Mendenhall, Mary (2006). "Inter-Agency Network for Education in Emergencies" (PDF). Forced Migration Review. Oxford, United Kingdom: United Nations International Children's Emergency Fund and the University of Oxford. Retrieved 2022-10-13.
  5. ↑ "Emergency education gains ground". The New Humanitarian. 2008-11-13. Retrieved 2022-10-15.
  6. ↑ Moriarty, Kate (2020). "Collective impacts on a global education emergency: The power of network response". Prospects. 49 (1–2): 81–85. doi:10.1007/s11125-020-09483-0. ISSN   0033-1538. PMC   7328285 . PMID   32836426.
  7. ↑ "INEE Minimum Standards | INEE".
  8. ↑ Burde, Dana; Lahmann, Heddy (2020). "Editorial Note" (PDF). Journal of Education in Emergencies. 8 (1): 5–12. ISSN   2518-6833.
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