Education in emergencies is underfunded by both governments and humanitarian actors.
Even though being an important cause, funding is very slim.
It costs an average of $1.18 a day per child in developing countries to provide the full cycle of 13 years of education. The largest share, 88%, will be borne by developing countries which leaves the international funding gap at just $0.14 a day per child.
In 2012, just 3.2% of national income was spent on education in 21 conflict-affected countries, far under the recommended target of 4-6%. In 2014, less than 2% of global humanitarian funding was given to education. The total annual financing gap is projected to reach $39 billion between 2015 and 2030.
Working and Helping in the INEE
There are 12,000+ members. They are donors, students, teachers, researchers, and practitioners from national and international non-governmental organizations (NGOs) and UN agencies, ministries of education, and other governments.
The INEE serves its members through community building, convening diverse stakeholders, knowledge management, advocating/amplifying ideas and knowledge, facilitating collective action, and providing members with resources and support.
They work on the thematic areas of 'Adolescents and Youth', 'Education and Fragility', 'Advocacy', 'Education Financing', 'Conflict Sensitive Education', 'Education Planning', 'Disaster Risk Reduction', 'Forced Displacement', 'Peace Education', 'Prevent Violent Extremism', 'Protecting Ed. from Attack', 'Teaching and Learning', 'Education and the SDGs', and 'Teacher Prof. Development'.
Members work in 'network spaces' that vary in structures, participation, focus, and degree of formality, so action and information can reach all levels in a seamless, organized way.
- Network Spaces:
- Working Groups - Selected members and agency representatives in formalized structures which help develop and promote specific work
- Task Teams - Individual members who work together in semi-formal structures to work together on specific areas of interest
- Language Communities - Groups of non-English, same-speaking members who seek to expand and share access to resources, tools, and experiences, namely Arabic, French, Portuguese, and Spanish
- Steering Groups - Senior organization representatives that provide strategic vision and overall governance
- Secretariats - Members who provide overall project management
The Inter-Agency Network for Education in Emergencies (INEE) provides many widely-used resources and tools which are part of their many accomplishments.
The INEE Minimum Standards for Education: Preparedness, Response, Recovery was created in 2004 to help achieve a minimum level of educational access and quality and to ensure the responsibility of workers. The analysis of 293 individuals by InterWorks, Columbia University, and The George Washington University in 2006 stated that 91% of respondents rated the quality as "good" or "excellent". Almost one-third felt that using this led to achievements in projects or improvements in the quality of their service. This tool has been updated in 2010 and is still used everywhere today.
Cover of the INEE Minimum Standards: Preparedness, Response, Recovery
In August 2013, INEE and its partners initiated a program in Dadaab Camps in Kenya where primary and secondary school teachers pursued a bachelor's degree in their chosen field. This was to increase the quality of primary and secondary school education and open access to higher education for the teachers.
In May 2015 and January-February 2016, the INEE led a global consultation to ease dialogue and collect inputs that focused on how to put to use solutions toward a new platform for global education in emergencies.
One way we could raise money for INEE is having more "Fun Food Days", and all the funds go to the Inter-Agency Network for Education in Emergencies (INEE).
Another possible way is to host a school fair. Students will set up booths with their products, games etc., and 55% of each booth's profit will go to the INEE.
The INEE is an organization that centers around the work of its members, and their focus on education in emergencies means that their work is of great quality. It is very hard-working in diligently supporting their members and keeping their high standards. Their impact reaches the ends of the world in 170 countries such as Kenya and Uganda, and with 130 professional partner organizations like UNICEF and CARE, they can truly lead and teach the way to an improved education.
education is the passport to the future, for TOMORROW belongs to those who prepare for it today. -Malcolm x