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font size in the current edition of the English-version INEE Minimum Standards handbook;using a larger font and more ‘white space’ would make the handbook more user-friendly.InstitutionalizationIndividual members of the INEE Working Group on Minimum Standards should push forinstitutionalization within their own agencies not only at headquarters but in countryprograms; this is particularly relevant for UNESCO, UNICEF, Save the Children, CARE,BEFARe, which are Working Group members who are also active within the education sector inPakistan. It is evident from this study that the INEE Minimum Standards have not trickled downsufficiently even within agencies and organizations that are strongly committed to using thestandards. If the 20 member institutions of the INEE Working Group on Minimum Standardsmount a concerted effort to achieve full institutional incorporation of the standards within theirown organizations, then donors, counterparts, and other stakeholders would surely take notice.One of the findings of this study is that the INEE Minimum Standards provided a commonlanguage for the educational response in Pakistan; the members of the INEE Working Groupon Minimum Standards are well-placed to further establish this language within their ownorganizations. This would act as a catalyst for wider awareness, utilization, institutionalization,and impact.INEE Minimum Standards Evaluation — A Pakistan Case Study 15
ReferencesAnderson, A. et al. (2006) Standards Put to the Test: Implementing the INEE MinimumStandards for Education in Emergencies, Chronic Crises and Early Reconstruction.Humanitarian Practice Network. Network Paper 57.Bliss, D. & Larsen, L. (2006) Surviving the Earthquake: Perceptions of the Affected One YearLater. Fritz Institute.ERRA & IASC. (2006) ERRA-UN Early Recovery Plan. Islamabad: United Nations System inPakistan and Government of the Islamic Republic of Pakistan.GoP, ERRA, & Prime Minister Secretariat. (2006) Build Back Better: Reconstruction andRehabilitation Strategy. Education Sector. Accessed June 16, 2007 athttp://www.erra.gov.pk/Reports/Education%20Strategy%20dated%2019%20April%2006.pdf.INEE. (2004) Minimum Standards for Education in Emergencies, Chronic Crises and EarlyReconstruction. Accessed August 31, 2007 at http://ineeserver.org/page.asp?pid= 1240.Miles M. & Huberman M. (1994) Qualitative Data Analysis. Beverly Hills, CA: Sage.NWFP DCTE & UNESCO. (2006) Joint Report on Development of Training Materials forTraining of Teachers in Earthquake Affected Areas. Accessed July 3, 2007 athttp://www.un.org.pk/unesco/ERP/Reports.htm.NWFP Education Programme. (2006) The Needs Assessment Survey: Major Findings. MainReport. Pakistan: Government of NWFP.Relief Web. (2006). Pakistan: UN Achievements – One year later. Accessed June 12, 2007at http://www.reliefweb.int/rw/RWB.NSF/db900SID/EGUA-6UELKY? OpenDocument.Robson, C. (2002) Real World Research. 2 nd Ed. Oxford: Blackwell Publishing.UNESCO/IIEP. (2006) Guidebook for planning education in emergencies and reconstruction.Paris: UNESCO International Institute for Educational Planning.UNICEF. (2006) Education in Emergencies: a resource tool kit. Nepal: UNICEF RegionalOffice for South Asia.United Nations. (2005a) South Asia Earthquake 2005 Flash Appeal. Consolidated AppealsProcess. Accessed June 3, 2007, athttp://ochadms.unog.ch/quickplace/cap/main.nsf/h_Index/Flash_2005_SouthAsia/$FILE/Flash_2005_SouthAsia_SCREEN.PDF?OpenElement.United Nations. (2005b) Pakistan 2005 Earthquake. Early Recovery Framework withpreliminary costs of proposed interventions. Islamabad: United Nations System.Yin, R. K. (1994) Case Study Research: Design and methods. 3 rd Edition. Applied socialresearch method series. Volume 5. London: Sage.INEE Minimum Standards Evaluation — A Pakistan Case Study 16
Page 6 and 7: IRC: Fatima Wardak - Pedagogy Unit
Page 8 and 9: 1. Background1.1 The INEE Minimum S
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Page 12 and 13: guidance of this INEE Minimum Stand
Page 14 and 15: and the ‘little orange books were
Page 16: Importantly, many study participant
Page 19: 3.2 Lessons LearnedThe INEE Minimum
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Page 28 and 29: Which standard(s) have you used the
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Page 32 and 33: Standardsprovide absolute minimumst

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