INEE Teacher Training
Introduction
The Inter-agency Network for Education in Emergencies (lNEE) is an open network of UN agencies, non-governmental organizations, community members, practitioners, experts, donors and researchers working together to ensure the right to education in emergencies and post-crisis reconstruction. INEE serves a unique purpose in reaching out to education practitioners around the world working in situations of emergencies and early reconstruction. In view of the Convention on the Rights of the Child, the EFA Declaration and the Dakar Framework, INEE promotes access to and completion of education of high quality for all persons affected by emergencies, crises or chronic instability.
INEE recognizes the key role that teachers play in restoring access to quality education in emergency, chronic crisis and early reconstruction. With the protection and psychosocial needs of children in mind, trained teachers communicate critical messages to children and youth, serve as models of caring adult behavior, help reestablish children's trust, and have the potential to create a climate in the classroom that helps children and youth heal. Teachers help build academic and social skills and prepare future generations for the challenges in their communities.
Yet far too often these teachers struggle to overcome the challenges that they and their students face in emergency or early reconstruction contexts. Teachers - some formerly trained, others not - may find themselves in multi-age, overcrowded classrooms with little to no teaching and learning resources and support. Teachers are often unable to respond the physical and emotional needs of their students or themselves. Quality training programs in these contexts are indispensable in preparing teachers to help protect and foster the development of children and youth from the outset of an emergency through early reconstruction.
Most teacher training literature and resource material for emergency and early reconstruction contexts exist within the archives of agencies that work on education in these situations. A lack of shared documentation has created a learning vacuum and a tendency to improvise or "recreate the wheel." This results in a further dearth of practical support to practitioners working on these issues in the field.
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