Outcome 1: Education Clusters and national actors have appropriate technical capacities
A well coordinated and comprehensive response by the education sector to educational needs in humanitarian crises relies on relevant technical skills, effective tools and up-to-date expertise. Such a response goes beyond education and involves targeted efforts with other sectors and clusters operating in the specific context. Appropriate technical capacity also refers to building a better collective understanding of the role of the cluster and its links with other coordination mechanisms. Supporting the development of technical capacity will be done through three core initiatives:
Core initiative A: Capacity development support
The global cluster will support the efforts of the co-lead agencies, cluster partners and education authorities in developing individual and institutional capacities in education in emergency preparedness, response and recovery. Targeted assistance in mapping and responding to capacity development needs at country level will strengthen action by national authorities, make better links between emergency and recovery/development actors, processes and structures, and identify synergies with other sectors and/or clusters. This core initiative will advance the already extensive work that has been done to develop a globally harmonised training package and several regionally contextualised versions. Existing resources will be complemented through the integration of new materials developed at regional and country levels, as well as new approaches to learning and development. New learning approaches will be cognizant of the need for ongoing learning systems that will go beyond ‘one off’ events and incorporate lessons learned. Throughout this work, country level clusters will be supported to focus on meeting the education needs of youth, adolescents, and young children. This emphasis on education for all ages is one of the central keys to improving the protective reach of education in emergency response.
Core initiative B: Application of standards
In line with their own 2011-2013 strategy, INEE will take the lead in contextualization, application and institutionalization of INEE tools including the Minimum Standards, with support from the Education Cluster. Support will be available from global and regional levels, for country clusters and national authorities in applying the standards in practice for identification, planning, implementation, monitoring and evaluation of education activities. Where education standards of preparedness, response and recovery already exist, special care will be taken to clearly integrate and ensure each cluster country benefits from synergies with the INEE standards.
Core initiative C: Risk reduction and preparedness
Risk reduction and preparedness were identified as a high priority during the strategic planning process, articularly in countries prone to natural disaster or conflict. Under this initiative, attention to DRR and conflict mitigation in the most marginalised areas will be increased to reflect the importance of education in reducing vulnerability and strengthening recovery in fragile contexts. A DRR toolkit and guidance note will be rolled out in a number of high risk countries. Development of protection-lreated guidance will help address needs occurring in disaster and conflict settings to reduce risk and mitigate their effects. Initiatives such as safer school construction, promotion of knowledge of, and reducing risks associated with disasters and conflict will be addressed through technical support and guidance for education authorities, other clusters and broader education stakeholders. SUpport will be provided to Education Clusters and education authorities in integrating DRR measures and clarifying ways to mitigate conflict by helping the development or modifications of emergency preparedness and contingency plans.