Tools in Other Languages
Resources in Somali




   INEE Minimum Standards Case Study: Increasing Girls' Enrolment in Somalia
INEE 2011
This case study looks at the implementation of a three-month education in emergencies intervention in Somalia and illustrates the utilization of the INEE Minimum Standards in the project’s execution. The case study highlights the critical role of community participation in increasing access to education and improving teacher and student retention rates.

   INEE Minimum Standards Case Study: School Rehabilitation in Mogadishu, Somalia
INEE 2010
This case study analyses the utilisation and institutionalisation of the INEE Minimum Standards by the Norwegian Refugee Council (NRC) in Mogadishu, Somalia, particularly community participation. It also identifies challenges related to equal access for girls and community led responses. It identifies lessons learnt for consideration and application by other agencies.

   INEE Minimum Standards Case Study: Using the INEE Minimum Standards to Develop a Teachers’ Code of Conduct in Somaliland
INEE 2008
This case study, authored by a member of the INEE, describes the way in which the INEE Minimum Standards have been applied when developing and implementing a code of conduct for teachers and Ministry of Education staff. Challenges pertaining to irregularities in monitoring and supervision of teachers are discussed. Furthermore the study provides lessons learnt in regards to collaborations and capacity building of involved partners.

   INEE Minimum Standards Handbook 2004 - Somali
INEE 2004
This Handbook is the only global tool that articulates the minimum level of educational quality and access in emergencies through to recovery. The Minimum Standards express a commitment that all individuals – children, youth and adults – have a right to education. The aim of the Handbook is 1) to enhance the quality of educational preparedness, response and recovery; 2) to increase access to safe and relevant learning opportunities for all learners, regardless of their age, gender or abilities; and 3) to ensure accountability and strong coordination in the provision of education in emergencies through to recovery. The Handbook was originally developed in 2004 and updated in 2010.