Accelerated Education Programming

Having developed accelerated learning programmes for young children in Vietnam and Tanzania I have witnessed the benefit of securing all children have their right to education . Many children cannot access education due to living too far away from an education facility, living in poverty, not using the language of instruction, being displaced etc.

Accelerated learning programmes can cut the cost of providing education to all and at the same time improve the quality of education.

Accelerated Education Programming: Children, families, teachers and educational stakeholders experiences of AEP in Uganda
Save the Children

In Uganda, Save the Children  has been supporting AEP for the refugee response since 2017. In 2018, Save the Children consulted AEP students, their parents, teacher and headteachers, and other stakeholders to find out their experiences and views of AEP.  The aim was to increase our understanding of the factors that support or hinder transition between AEP cycles and post-AEP opportunities, as identified by children, parents, teachers and educational stakeholders. There has been little research that has asked children their thoughts and experiences of AEP and even less capturing their thoughts on transition.

The aim of the report is to provide insight into the lived experience of education of displaced children, teachers and families. It provides guidance and insight to improve delivery of AEP programming in Uganda and contributes to a wider AEP Working Group , Education In Emergencies Working Group and wider bodies.To read the full report and executive summary, click here.

Edtech for Learning in Emergencies and Displaced Settings

Having some success with simple mobile phones for monitoring the work of volunteers in Tanzania -it is good to see the explosion of possibilities for using mobile technologies, particularly for isolated and rural contexts.

[REVIEW] Edtech for Learning in Emergencies and Displaced Settings
Michaelle Tauson and Luke Stannard, Save the Children

The purpose of this report is to build an understanding of ‘what works’ in educational technology (EdTech) to ensure that children can learn in crisis or displaced settings. The field of EdTech is vast, and has influenced almost every facet of modern educational delivery. This report will focus on ‘child facing’ EdTech, which refers to technology – both software and hardware – designed directly for use by the child or by a teacher, parent, or facilitator working with a child.

Overall, this report amasses evidence to develop a more nuanced understanding of what is required to implement effective and ethical EdTech programmes that lead to children learning, asking the research question: How can the utilisation of EdTech (at home or at school) for teaching and learning best facilitate the learning process of children in crisis-affected settings?

Click to read a blog post about this resource and download this resource.

Hear it from the Children!

We know about Children’s Rights to express themselves, but their voices are still stifled in many countries – when they do get the opportunity, they are worth listening to…

Report: Hear It From The Children
Save the Children South Sudan

Save the Children South Sudan launched a new report titled ‘Hear It From The Children’. The report provides a fascinating insight into what children from communities that have been most affected by the South Sudan conflict consider to be their top priorities. A clear message has emerged from the children, and it is that, “…we want to learn – even during war.” It is a simple but powerful message that challenges us all to re-think how we can best respond to children’s needs in times of conflict.

Click here to download the report.

Education in Emergencies – is it important?

Hear it From the Children:

Why Education in Emergencies is Critical

NRC and Save the Children

Children, parents and community leaders affected by armed conflict say education is a number one priority after they have reached safety or violence has died down, says a new study by Save the Children and the Norwegian Refugee Council.

Worldwide, millions of children affected by armed conflict are being denied the opportunity to go to school. During armed fighting, children and young people are exposed to serious violations. They risk being recruited into armed groups or join them voluntarily when they see this as the only option available; they are exposed, sometimes recurrently, to severe forms of violence, including sexual violence, as well as to early marriage; or they are deprived of a childhood when the situation forces them into adult roles in order to survive and cope.

The study “Hear it from the Children” presents the voices of over 250 children, parents, teachers and community representatives who were severely affected by conflict and who are living in Masisi, in eastern Democratic Republic of Congo (DRC) or who sought shelter in Dollo Ado camp, Ethiopia. Their message is clear: education is a number one priority.

To read the full report, please click here.

Why Education in Emergencies is Critical

My last post had a focus on peace education and the article below reminds us why peace education is so important:

From INEE newsletter

Hear it From the Children: Why Education in Emergencies is Critical
NRC and Save the Children

Children, parents and community leaders affected by armed conflict say education is a number one priority after they have reached safety or violence has died down, says a new study by Save the Children and the Norwegian Refugee Council.

Worldwide, millions of children affected by armed conflict are being denied the opportunity to go to school. During armed fighting, children and young people are exposed to serious violations. They risk being recruited into armed groups or join them voluntarily when they see this as the only option available; they are exposed, sometimes recurrently, to severe forms of violence, including sexual violence, as well as to early marriage; or they are deprived of a childhood when the situation forces them into adult roles in order to survive and cope.

The study “Hear it from the Children” presents the voices of over 250 children, parents, teachers and community representatives who were severely affected by conflict and who are living in Masisi, in eastern Democratic Republic of Congo (DRC) or who sought shelter in Dollo Ado camp, Ethiopia. Their message is clear: education is a number one priority.

To read the full report, please click here.

Framework for the Future

There has been much talk and much blogging about the ‘post 2015’ agenda -in other words what should be the international goals following the Millenium Development Goals? Many organisations have participated in debates and discussions and publshed position papers – here is one example:

Framework for the Future
Save the Children

Save the Children’s new report, Framework for the Future presents our vision for a universal post-2015 sustainable development framework to replace the Millennium Development Goals (MDGs) building upon our initial framework outlined in Ending Poverty in Our Generation that was released in January 2013.

The report presents twelve concrete goals with associated targets that, if achieved, would help build a world that is prosperous, resilient and free from poverty. To address key weaknesses in the MDGs and to help tackle inequalities, our proposed universal framework introduces key measures including interim “stepping stone” equity targets as well as goals and targets that integrate economic, social and environmental dimensions of sustainable development.

To read the full report, please click here.

The Right to Learn – Community Participation in Improving Learning

As the ‘community’ is out of the jurisdiction of ‘formal education’ it is often left as an afterthought during education planning. We know that without the real learning context in which all children grow up and are nurtured (hopefully) then relevant contextualised learning is less likely to take place. This report reminds us of the importance of community at all levels.

The Right to Learn: Community Participation in Improving Learning
Save the Children

The Millennium Development Goals (MDGs) and the Education for All (EFA) goals have been the catalyst for progress in ensuring access to education. Since governments first endorsed these goals in 2000, around 45 million children1 who previously did not have access to education have enrolled in primary school and gender parity in primary education has improved significantly. With 2015 deadlines fast approaching, the world must now assess the considerable work that remains to be done and negotiate an ambitious yet achievable successor framework.

In their report, Save the Children makes the following recommendations:

  1. UN Member States should advance an ambitious equitable learning goal in the post-2015 agenda that provides a framework for national level targets and minimum standards for learning against which governments and education providers can be held to account.
  2. As the Open Working Group begins drafting a post-2015 goal framework and intergovernmental negotiations progress, UN Member States should ensure citizen voices from the Global South – especially civil society – inform the process.
  3. Member States should ensure that any post-2015 framework is accompanied by a stand-alone goal to advance open, accountable and inclusive governance.
  4. UN Member States should ensure that a post-2015 learning goal is accompanied by strengthened national and local accountability frameworks through which education provision and learning outcomes can be monitored by parents and communities.

To read the full report, please click here.