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KEY F EATURES (W ITH ADDITIONS FROM THE ZERO P ROJECT TEAM)
The INEE Minimum Standards for Education and Toolkit are to be classified as international non-legally binding self-
regulatory policy that are aimed at anyone working to provide, manage or support education services in emergencies -
whether through government, non-governmental or international agencies. It has been written with education project
managers and advisers in mind, but the principles and advice offered should be useful for others. The main focus is
rapid onset emergency response, but the guide is relevant to all emergency settings and phases.
The INEE Minimum Standards for Education cover five domains:
1. Foundational Standards that include coordination, community participation, and analysis, and that should be
applied across all domains to promote a holistic quality response.
2. Access and Learning Environment Standards that focus on access to safe and relevant learning opportunities
and that highlight critical linkages with other sectors such as health, water and sanitation, nutrition and shelter.
3. Teaching and Learning Standards that 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.
4. Teachers and Other Education Personnel Standards cover administration and management of human resources
in the field of education (recruitment and selection, conditions of service, and supervision and support).
5. Education Policy Standards that focus on policy formulation and enactment, planning and implementation.
INEE has three working groups (on Minimum Standards; Education and Fragility; Education cannot wait advocacy) as
well as five task teams (Adolescents and Youth; Early Childhood; Gender; Inclusive Education and Disability; Quality
Education). The pocket guides are part of INEE’s Toolkit and guide educationalists, humanitarian workers and
government officials to put the INEE Minimum Standards into practice.
The INEE Pocket Guide on Inclusive Education of 2009 complements the INEE MS, particularly the crosscutting issues
reflected within them (human rights and children rights, gender, HIV/AIDS, disability and vulnerability). The Pocket
Guide first outlines useful principles for an inclusive education approach and provides advice for actions at key stages of
an emergency – from planning to implementing and monitoring. The guide also looks at the issue of resistance to
inclusion, and highlights ways in which organisations can support their emergency staff to develop more inclusive
education responses.
The INEE Pocket Guide to Supporting Learners with Disabilities of 2010 outlines some of the common challenges that
children and young people with disabilities might face with education in or after an emergency. It also discusses some
constraints or concerns that teachers might have with supporting their learning in these circumstances. The guide offers
practical ways in which teachers can tackle these issues and welcome learners with disabilities into their classes.
Both pocket guides are accompanied by implementation tools that include for instance a poster, Module 15 on Inclusive
Education in Emergencies in the Education in Emergencies Training Package, a Thematic Guide on Disability and
Inclusive Education as well as other resources.