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Selected, contextualized indicators derived from global INEE standards help teachers and school administrators examine education quality holistically. 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A set of specifically selected, contextualized indicators, based on the global INEE Minimum Standards, served as a tool for teachers and school administrators to look holistically at the quality of education in their schools and as a stimulus for developing actions tofurther improve the quality of learning for Afghan refugee children in Pakistan.  \n1. Introduction  \nTheinInternatPakistanioInalRC’Rescues FemalCeoEmmitteeducation(IRCProg) asm a l(FonEPg)istoproryveosftsupphe quoartilitnygoAf lfighanfe forugeenflictsaffected Afghan populations living in Pakistan, especially girls and women, by providing access to effective and relevant educational services. In line with the recognized good practices of education in emergency contexts and refugee education (International Institute for Educational Planning-UNESCO, 2006; INEE, 2004; Sinclair, 2002; Sommers, 2001; for example), FEP seeks to maintain access to basic education, particularly for girls, while at the same time supporting students’ and teachers’repatriation and subsequent reintegration into schools inside Afghanistan, thereby harmonizing refugee education in Pakistan with the reconstruction of education inside Afghanistan. Furthermore, IRC/FEP seeks to leverage key tools, methodologies, and strategies developed in the refugee setting in Pakistan as the refugees begin to repatriate to Afghanistan (IRC-FEP, 2007) .  \nIRC’s Female Education Program, which has been running since 1992, currently supports 22 schools, for a total of 13000 refugee students and 500 teachers in Pakistan’s North West Frontier Province (NWFP): 65% of students and 72% of teachers are girls and women (IRC-FEP, 2007a) . These primary and secondary schools vary in size and structure. They are in camp settings and urban locations in and around Peshawar city. Some are simple, purpose-built structures in the camps, while others are converted residential premises. In a context of ongoing insecurities, political uncertainty for Afghan refugees, dwindling donor attention and resources for refugee education, and a history of tribalism, patriarchy and repression of girls and women, FEP faces multiple challenges in providing quality education and training for women and girls. Comprehensive teacher training, together with the full accreditation of students’ learning by the Ministry of Education in Afghanistan, are key successes of the program. Training and professional development for teachers is designed to address the strategic needs of girl students (for quality teaching in the classroom) and women teachers (for professional experience, income and community status) .  \n© 2007 Current Issues in Comparative Education, Teachers College, Columbia University, ALL RIGHTS RESERVED Current Issues in Comparative Education, Vol. 9(2): 20-32.  \nKatayon Qahir with Jackie Kirk  \nIn 2004, FEP school and office staff and community members participated in consultations to develop the global Minimum Standards for Education in Emergencies, Chronic Crises and Early Reconstruction. Since their launch, FEP staff members have received additional training on the Minimum Standards and have been planning ways of using them at the school level to engage school community members in self-assessment and quality development. In a recent exercise, FEP used the Standards as a tool to collaboratively review and assess the quality of education provision from the perspectivesofthe school community inFEP-upported schools, to identify gapsand make ","cbCaicrefJE0x4dY","https://ap.wps.com/l/cbCaicrefJE0x4dY","pdf",209306,13,"English","# Abstract\n# 1. Introduction\n# 2. The Assessment Process","[{\"question\":\"What is the purpose of the pilot INEE Minimum Standards assessment in the article?\",\"answer\":\"It evaluates education quality in Afghan refugee schools using contextualized indicators based on INEE global standards.\"},{\"question\":\"Who uses the selected indicators and for what practical outcomes?\",\"answer\":\"Teachers and school administrators use them for holistic review and to stimulate actions to further improve learning quality.\"},{\"question\":\"How does the assessment process relate to broader program monitoring and evaluation?\",\"answer\":\"It complements ongoing monitoring and evaluation tied to donor indicators, while also enabling more reflection on overall education quality at the school level.\"}]","INEE Minimum Standards - A Tool for Education Quality Assessment in Afghan Refugee Schools in Pakistan | PDF",1792090881,33]