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A Three-Pronged Approach to Improving Refugee Education

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A Three-Pronged Approach to Improving Refugee Education CASE STUDY LEARNING & WELL-BEING IN EMERGENCIES: A three-pronged approach to improving refugee education Save the Children US Location Doro camp, Maban, South Sudan and urban Cairo, Egypt Target population: School-aged refugee children from Syria, Sudan and Eritrea enrolled in grades 1 through 6 Intervention type: Two-year pilot project with three key objectives: 1. To support learning in refugee education responses, 2. To improve wellbeing of students and teachers through integrated Social Emotional Learning (SEL) content) and 3. To better understand the potential correlation between learning outcomes and well-being Date started: March 2016 (planned activities through December 2017) Direct benefi ciaries: 2,250 children – 1000 girls/1250 boys Written by Rachel Mckinney & Caroline Keenan 691_STC_CC_18_SCUS_v3.indd 1 15/09/2017 11:33 KEY FINDINGS Learning and Well-Being in Emergencies (LWiE) is an approach • The impact of the approach is apparent in both the capacity to education in emergencies (EiE) programming that focuses not of teachers and the learning outcomes of children. Through only on literacy, but on the issues impacting children’s capacity to classroom observation, formative assessments and discussions learn. It is being piloted in Cairo, Egypt and Doro Camp, Maban, with teachers and children, teachers have demonstrated improved South Sudan. By focusing on the well-being of both teachers and classroom management and pedagogy skills and children’s literacy students and assessing their related social and emotional needs, levels have increased. LWiE, while still in the pilot phase, is an effective innovation to garner community support for education and to ensure teachers • Many parents and community members have participated in local and children are equipped with the tools to learn and thrive, even in reading events such as reading awareness workshops and local the face of uncertainty: read-a-thons as well as in Parent Teacher Association (PTA) groups and school-based activities. This shows that even in • An assessment of children’s literacy and well-being at the beginning potentially transient and unstable contexts, parents support their of the project helped to inform teachers of student needs. It was children’s access to quality education. found that more than half of the students assessed fell into the “below basic” category suggesting that they did not have the • Given that this is a pilot, we have not been able to test one of the foundational literacy skills despite being enrolled in the third grade. most compelling principles of LWiE, the ability to successfully Students also expressed a desire for more avenues to discuss transition from a development to crisis context with limited their feelings and translate feelings into prosocial behaviour. disruption to children’s learning. We have, however, demonstrated that the program can be established quickly with minimal external resources by following the guidance included in the comprehensive LWiE toolkit. Cover: A student in class in Maban, South Sudan. © Save the Children 2 691_STC_CC_18_SCUS_v3.indd 2 15/09/2017 11:34 INTRODUCTION The LWiE pilot is looking to find ways to help address the challenge LWiE was in part developed as a response to the need for continuity facing refugee children of not only accessing education, but between the development and emergency context, an attempt to ensuring that the education they receive is of good quality and that limit disruption to children’s learning in the event of a crisis. In terms the learning environment is one that is supportive of their unique of education programming, by building humanitarian elements emotional needs. The pilot aims to do so by assessing both the into an existing Save the Children approach used in development learning and well-being needs of refugee children, attempting to contexts, development education staff are better equipped to “pivot” understand the correlation between the two and provide teachers in the event of a crisis. This is more cost effective than bringing in with the tools and knowledge to be able to address the most external EiE staff and is a step toward bridging the humanitarian pressing needs of children. development divide. LWiE is based on Save the Children’s flagship Literacy Boost The pilot has, so far, been implemented in two unique contexts – model. Literacy Boost is an innovative, evidence-based approach Cairo, Egypt and Maban, South Sudan in Doro refugee camp. It to improving literacy learning outcomes, originally designed for is being implemented by our Country Office staff in each context development contexts in response to growing evidence of gaps in working in close conjunction with counterparts at UNHCR and with basic literacy learning. Launched in 2009, it has been implemented technical support from both Save the Children and UNHCR at the in 34 countries with the support of partners. Literacy Boost global level. It was agreed that the Egypt project would include all aims to ensure that children are supported in school and in their three pillars of LWiE – Learning Assessment, Teacher Training and communities to strengthen the core skills of reading, based on Community Action whereas the South Sudan program would focus the three pillars of: Learning Assessment, Teacher Training and exclusively on the Learning Assessment and Teacher Training pillars Community Action. LWiE adheres to the same three pillars but with given the low capacity (education and experience) of teachers in a stronger focus on well-being – measuring children’s well-being the South Sudan context. as it relates to their learning outcomes, ensuring teachers have the skills and knowledge to promote social and emotional learning in The anticipated results will include: strengthened capacity of the classroom and engaging the local community in activities that teachers with knowledge and skills on how to assess, identify promote literacy and well-being outside of the school. and respond to individual learner’s needs and use more effective teaching practices with refugee children; increased community knowledge and support of children’s learning which reinforces The pilot is based on the following three objectives: school-based refugee children’s foundational learning; increased awareness and capacity to assess learning and affect classroom- Objective 1: based teaching as well as higher level decision making; and finally To increase refugee children’s foundational learning that the pilot will inform EiE advocacy and funding for refugee (which includes literacy, reading, writing and social situations within Egypt and South Sudan and globally. emotional learning skills). Objective 2: To strengthen teacher capacity to monitor and respond to learning achievement data in refugee contexts. Objective 3: To capture impact for the purpose of creating opportunities to learn and apply the principles, approaches and tools in other contexts globally. Photo: An assessment of children’s literacy and well-being informs teachers of students needs. © Save the Children 3 691_STC_CC_18_SCUS_v3.indd 3 15/09/2017 11:34 CONTEXT Save the Children’s interventions in Egypt and South Sudan are According to Save the Children’s 2015 Quality of Learning designed to improve refugee children’s foundational learning, Environment (QLE) assessment report,2 the average number of reading, literacy and social emotional skills, and strengthen teacher classrooms per school was between 25 and 36, whereas the capacity to better monitor and respond to learning and well-being average number of students in each classroom was between assessment. As part of the initial contextual analysis for the 64 and 80. The average teacher student ratio is approximately program and to help inform the design, a mapping of the context - 28. There is also a marked absence in both public and refugee including the level of existing literacy outcomes and community and community schools of reading and other educational materials, teacher analysis - was conducted to help identify context specific school activities to engage youth and capacity to respond to issues and barriers. children with learning difficulties, special needs and unmet psychosocial needs. These obstacles have been identified as Through this, key interconnected factors identified as contributing contributing factors to irregular or non-attendance of refugees in to the ability of refugee children to access quality education were: both public and refugee community schools. geographical location; teacher capacity; learning environment; various stress factors; community/parental support for education South Sudan and issues related to access to the national system. These challenges Maban County, South Sudan currently hosts 138,193 refugees - were found to manifest themselves differently in each of the two 62% or 85,679 of whom are children under the age of 18, from contexts. Sudan’s Blue Nile State- in four refugee camps. Of those, 52,756 refugees reside in Doro camp, the largest refugee settlement in Egypt Maban.3 Estimates put the host community population at 51,000. Egypt is currently hosting refugees from Syria as well as asylum Although refugees are not directly targeted by armed forces, seekers and migrants from across the Middle East and Africa. As of continued hostilities between the Sudan Armed Forces (SAF) June 2017, UNHCR had registered more than 200,000 refugees and the Sudan People’s Liberation Army (SPLA) and the de facto from Syria and Sudan, as well as Somalia, Iraq, Ethiopia, Eritrea,
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