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224 – INEE Minimum Standards for Education of 2004, updated in 2010,
and INEE Toolkit, International
Responsible body: INEE - Inter-Agency Network for Education in Emergencies; implemented by
educationalists, Ministries of Education staff, policy-makers, humanitarian and
development workers
Country of implementation: Implemented globally, in emergencies (for instance Afghanistan, Pakistan,
Occupied Palestinian Territories, Sudan, Somalia, etc.)
Beneficiaries targeted: People affected by disasters and crisis, including persons with disabilities
SUMMARY
The INEE Minimum Standards for Education are the global consensus for good practice in meeting the educational rights
and needs of people affected by disasters and crises. The INEE Toolkit contains a variety of practical, field-friendly tools,
including a Pocket Guide to Inclusive Education as well as a Pocket Guide to Supporting Learners with Disabilities, to
guide educationalists, humanitarian workers and government officials to put the INEE Minimum Standards into practice.
CONTEXT/P ROBLEMS TARGETED (WITH ADDITIONS FROM THE ZERO P ROJECT T EAM)
INEE, the Inter-Agency Network for Education in Emergencies, facilitated a highly consultative process that engaged
national authorities, practitioners, policy-makers, academics and other educators around the world in the development
of the original Minimum Standards Handbook. In 2003-2004 more than 2,250 people from over 50 countries
participated in a series of regional workshops to develop, debate and agree on the standards. Building upon this
collaborative experience, INEE conducted a similarly consultative update process in 2009-2010: more than 1,300
representatives of national authorities, international, national and local NGOs, UN agencies, academic and research
institutions from 52 countries participated in the update process. INEE’s Minimum Standards were founded on the
Convention on the Rights of the Child, the Dakar 2000 Education for All goals and the Sphere Project’s Humanitarian
Charter. Like Sphere, the standards were meant to be used as a capacity-building and training tool. The standards
development and implementation process has received financial support from a number of international organizations
and donors. In addition, hundreds of organizations have made enormous in-kind contributions to the process, through
the commitment of staff time, travel, translations and other resources.
OBJECTIVES/GOALS
To ensure quality, coordinated humanitarian response: meeting the educational rights and needs of people, including
people with disabilities, affected by disaster through processes that assert their dignity. To offer a tool for humanitarian
agencies, governments and local populations to enhance the effectiveness and quality of their educational assistance,
and thus to make a significant difference in the lives of people affected by crisis or disaster.