Training Adaptations

The following is a list of all training adaptations.  If there is not a training package to fit your needs, you may customize your own training package.

  1. Original INEE Training Package
  2. Disaster Risk Reduction
  3. Education Cluster
  4. Adaptations for University Students
  5. Gender
  6. Acute Crisis
  7. Early Reconstruction
  8. Repatriation
  9. Urban/Rural issues
  10. Chronic Food Crisis
  11. Emergency Response Group Activity
  12. Safe Learning Environment
  13. Teacher Crisis in Zimbabwe
  14. Regional Adaptations
  15. Short Orientations

1.  Original INEE Training Package

Since the launching of the INEE Minimum Standards, Training of Trainers has been conducted in all regions. The original INEE Minimum Standards training was developed in English and was used in the following regional trainings: North America, Europe, Anglophone Africa, South Asia and Southeast Asia

The Original INEE Training Package includes a:


Power Point Slides can be found here, for easy downloading:



2.  Disaster Risk Reduction

This adaptation focuses on the impact of natural disasters on education and the links between Education and Disaster Risk Reduction (DRR). There are two available packages.

Entire Training Package

This is a 3 ½ day training package used in 2009 in Haiti. It includes many of the basics of the original INEE training package, but includes case studies on DRR, DRR through Safe Schools, DRR through teaching and learning and DRR through Participation, Policy and Coordination. The package includes:


Adapted Scenario

The adapted scenario relates the repercussions of the floods caused by the El Nino phenomenon on an agricultural region named “Cano Limpio”. The floods have destroyed the majority of local schools and those still up are used as temporary shelters for the displaced populations. Families have lost everything, including their documentation and are being discriminated against and are suffering from psychosocial trauma. This adapted scenario used during the South America TOT and the Central America TOT.

  • Facilitator’s Guide / Guía de Capacitación (Español)
  • Workbook / Cuaderno de Trabajo (Español)
  • Cano Limpio Session 5 & 6: Facilitator’s Guide and Workbook (English) (Español)



3.  Education Cluster

This training package was developed specifically targeting members of the Education Cluster and includes scenarios for conflict and natural disaster situations. The package offers a 2 day and 3 day training package (which can be reduced) that complements the training modules being developed by the Global Education Cluster for first line responders. It includes training sessions on emergency preparedness, contingency planning, contextualizing the INEE minimum standards and an overview of the cluster approach and the Education cluster.

The 3 day package includes:

  • Facilitator’s Guide (English)
  • Participant’s Workbook (English)
  • Power Point Presentations (English)

The 2 day package includes:

  • Facilitator’s Guide (English)
  • Participant’s Workbook (English)
  • Power Point Presentations (English)



4.  Adaptations for University Students

One day training adaptations have been made for university students. The purpose of these adaptations is to provide an overview of education in emergencies and the INEE Minimum Standards. Thus far, adaptations, in English, have been used at:


5.  Gender

This is an adaptation of the Zamborra simulation roles from the original training (sessions on assessment, design, monitoring and evaluation). The simulation roles highlight with stronger emphasis gender concerns and issues in the community affected by the Zamborra crisis. For instance, there are additional roles of female community members and female youth. In addition, some other roles highlight issues of insecurity and protection for girls as they walk to school, traditional behaviours discriminating against girls’ access to education and appropriate water and sanitation facilities in schools. These roles have been designed by the INEE Secretariat to be used with the regular Zamborra background note and have been used during a two-day training workshop of human rights, protection and education HQ staff in New York. It is recommended to refer to resources created by the INEE Gender Task Team and other resources on gender and education which are referred to in some assessment team roles, including:


6.  Acute Crisis

This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on the acute phase of the emergency: refugees have just arrived in the camp and the main issues are: safety, shelter, food and health. Education is not deemed a priority by everyone. The scenario and roles have been developed by the consultant who created the INEE training materials and are available in English. It is recommended to use the following materials:


7.  Early Reconstruction

This is an adaptation of the initial Zamborra background note in the original training package (sessions on assessment, design, monitoring and evaluation) and related roles with a focus on early reconstruction phase of an emergency.  These roles were developed by the consultant who created the original INEE training materials.  Two versions are available:

  • Early Reconstruction Adaptation - National Level (English)
  • Early Reconstruction Adaptation - District level (English)



8.  Repatriation

This adaptation and related roles are differing from the initial Zamborra background note and are different roles in that they feature a situation where peace has just been signed and the camp schools are closing. While a small portion of the refugees will go home, it is expected that many will remain in the host country. The main issue is therefore their integration in the national school system which is already very weak and facing issues such as teacher shortages, school fees, lack of infrastructure, etc. This scenario was developed by the INEE Secretariat and reviewed by staff of UNHCR Congo Brazzaville. It was used during a one-day workshop of UNHCR and partner NGOs in Congo-Brazzaville.



9.  Urban/Rural issues

This adaptation of the initial Zamborra scenario in the original training package (sessions on assessment, design, monitoring and evaluation) has roles focused on the difference of education issues in urban and rural settings during a chronic crisis. The scenario states that peace has finally been reached and that the government is faced with contrasted education issues. In the rural areas, infrastructure is damaged and teachers are lacking while in the urban areas, many youth are involved in gangs and there is a considerable number of vulnerable children (street children, child laborers and orphans) who are missing out on education. Using this scenario allows to understand how the INEE Minimum Standards can support a holistic approach to education programming. It was developed by INEE members from Save the Children US and CRS as well as the INEE Secretariat in preparation for a three-day workshop co-organized by Save the Children Alliance and CRS in Haiti.

  • Urban and Rural Issues Adaptation for Haiti Session 5 (English)
  • Urban and Rural Issues Adaptation for Haiti Session 8 (English)
  • Training Report (English)



10.  Chronic Food Crisis

These training materials include adaptations of the two main scenarios (Session 5&6 and Session 10) to reflect education challenges in a chronic food crisis situation. Following a drought, a severe food crisis strikes the country of Kassambra. Cattle are dying and bushfires are burning pastures and homes. Local populations are forced to flee because of these damages and lack of food and become internally displaced. At the same time, a conflict in the neighbouring country, Borouvie, is generating an influx of refugees and humanitarian organizations into Kassambra. The training activities related to the scenarios are the same ones as those in this original INEE Training Materials. Other adaptations include a scenario highlighting the challenges related to the inclusion of street children and madrassa students into the formal education system, which replaces the scenario on including ex-child soldiers in session 2. These materials were developed by an INEE TOT graduate in Niger and used during a training workshop on the INEE Minimum Standards organized by UNICEF Niger, with the Regional Directorate for National Education in Agadez from 27 to 30 May 2008 for 45 participants, including educational authorities, directors of schools hosting internally displaced children, NGO workers and other civil society representatives. The following materials are available:


11.  Emergency Response Group Activity

This adaptation is not just a change in focus; it proposes a different activity, which you might prefer if you are conducting a short training workshop and/or have few participants. It features an emergency response team composed of a water/sanitation, a health, a shelter and a child protection worker, who arrived in a country which has been in and out of war for 5 years. The community has started up some isolated recreation and learning activities, but has come to the Emergency Response Team (ERT) to ask for its help in setting up a school for about 600 children. Participants work in two groups to design a school for the IDPs. This scenario and related activity was used for a training of emergency personnel of the International Rescue Committee.  It is recommended to refer to the following materials:



12.  Safe Learning Environment

This scenario and related roles highlight issues of abuse and exploitation in learning environments, with a focus on how they affect girls. In particular, it addresses the incidence and impact of sexual abuse as well as early pregnancies and marriages on girls’ education. It was developed by UNHCR Geneva. Using this scenario will help understand how the INEE Minimum Standards can be used to support the design, monitoring and evaluation of protective and safe learning environments in emergencies, especially for girls. It is recommended to refer to resources created by the INEE Gender Task Team and other resources on gender and education, including:



13.  Teacher Crisis in Zimbabwe

This is a new session that was developed for the context of Zimbabwe. Save the Children led an assessment that indicated a decrease in the number of teachers reporting to work, thereby depriving many children of education. According to the assessment, the food crisis, coupled with high inflation were some of the causes of teachers leaving the education profession. Their low salaries as teachers did not provide their families enough to survive in the current situation. The session therefore focuses on designing a response to the teacher crisis.

  • Teacher Crisis in Zimbabwe Adapation (English)



14.  Regional Adaptations

The follow are a list of adaptations made for certain regions.



15.  Short Orientations

Some short orientations have been conducted for various audiences. These orientations include:

Interaction Orientation

This is a ½ day orientation that focused on inter-sectoral linkages.


UNHCR Orientation

This is a ½ day orientation that focused on assessment and design of education programmes.


Ethiopia Orientation

This is a ½ day orientation with a focus on gender issues.


International Rescue Committee Staff Orientation

This is a 1 day orientation provided to IRC’s staff on the basics of the INEE Minimum Standards and IRC’s role and involvement in this network.


Uganda Follow-up:

This 1 day follow-up session reviewed the INEE MS, but focused primarily on implementing and institutionalizing the INEE MS.