Save the Children: A tool kit for starting and managing education in emergencies (Susan Nicolai, 2003)
https://resourcecentre.savethechildren.net/library/education-emergencies-tool-kit-starting-and-managing-education- emergencies
Education in Emergencies:
- A set of linked project activities that enable structured learning to continue in times of acute crisis or long-term instability
Who; is the education response…
• for? Internally displaced, refugee and repatriating children, as well as those who did not move or are part of host populations but were affected by the crisis.
• by? Can be delivered by qualified teachers, trained volunteers, youth workers, or children’s peers.
• with? Partners can include governments, local NGOs or communities themselves.
When;
• Structured learning can happen during regular school hours, as part of a shift system, as an after-school programme, in the evenings, twice a week, or at the weekends.
• Schedules should be based on the availability and the needs of the children.
Where;
does emergency education take place?• Schools, community buildings, homes, tents and the outdoors have all been sites for activities. Securing a space is one of the first steps in emergency education.
What;
education with tool kits• Emergency Preparedness
• Assessment
• Staffing
• Supplies
• Safe spaces
• Teacher training
• Learning content
• Psychosocial support
• School committees
• Monitoring andevaluation
Why;
To set up and manage education projects during a crisis
• The child’s right to education
• The child’s need for protection
• A community’s priority of education
“What happens to the millions of children around the world who live in crisis, and
are given no chance to learn? Can their education wait?”
How;
• Designing a response -> using tools (in a different order every time)
Personal Impact and Impact on systems, society
Strengthening human resources
Fostering new attitudes
Improving educational practices
every emergency is unique → one education approach can never work in all situations
Response must also be based on the capacity of acommunity and its existing education system.
In short, approaches to education in emergencies may include:
1) Support to existing education systems
2) Special measures to return children to school 3) Organising out-of-school alternatives
4) Co-ordination of non-school age programmes
출처 : Save the Children: Education in Emergencies (p.26-32)
World Vision: PROJECT MODEL _ Unlock Literacy
https://www.wvi.org/education-and-life-skills/publication/unlock-literacy
Needs:
For children) reading skills and access to locally relevant materials
• SDG 4(: Ensure inclusive and quality education for all and promote lifelong learning)
• Globally, 250 million children –including many of the most vulnerable –are not learning basic (UNESCO, 2012)
• 103 million youth lack basic literacy skills. More than 60 per cent of them are women. (UN)
For parents) to give parents strategies to engage in oral and learning activities in the
home to support their children’s literacy skills
Who:
- Parents / Communities / Schools / Teachers at reading camps / MoE partners
For Whom:
• (direct) children between the ages of 6 and 9 years, teachers of primary schools, parents and community members
• (indirect) parents and teachers associations, school management committees,
other children
Where:
- Reading camps at home and their communities
What:
- to reinforce literacy skills (letter knowledge, phonemic awareness, reading fluency, vocabulary and comprehension)
①teachers at reading camps; improving reading through games
②parents/communities; by providing child-friendly reading materials and encouraging caregivers to undertake literacy-supporting activities
How:
- by building teachers, communities and parents capacities to help children develop their ability to read with comprehension,(focused on pedagogy in the schools)(feature;
cannot be implemented partially, flexibility)
• using assessments to identify gaps and measure improvements in the five core reading skills
• training teachers to teach national curriculum with an emphasis on core reading skills
• mobilisingcommunitiesto support children’s reading
• creating materialsto better engage children in their learning.
Why:
- to support all children in the early grades –both boys and girls
• in learning to read so that they can read to learn
• It leads to better health, better employment opportunities, and safer and more stable societies)
• to bridge learning opportunity gaps and support equity in learning
Programme Logic
a. Reading Assessment
(1) a baseline prior to the start of interventions
(2) assessments over the course of the school year
(3) an end-of-the-year assessment to determine child and school-level progress
b. Teacher Training
c. Community Action
d. Materials Creation
Updated: May 2018
World Vision
Limitation:
Attendance
:Children struggled to attend reading clubs and parents struggled to attend parental awareness sessions because of the distance to these sessions.
출처 : World Vision: PROJECT MODEL _ Unlock Literacy (p.9 <Figure 3>)
출처 : World Vision: PROJECT MODEL _ Unlock Literacy (p.15)
