There is widespread agreement that we cannot make fully informed decisions about the best way to invest limited resources without information about how much it costs to achieve desired impacts. Comprehensive cost data are also critical for making responsible decisions about scaling and sustaining programs within host country systems. To address the current lack of information about costs of specific components of education programming across different contexts, the USAID Office of Education developed a Cost Reporting Guidance that aims to transform how we collect cost data across our education portfolio and support integration of robust cost-effectiveness analyses into our evaluation practice. Read more »
We enjoyed seeing you in Atlanta at the CIES Annual Conference and thank you for attending our sessions, joining us at our reception, and stopping by at our exhibit booth.
Like last year, this Web page will still be updated, post-CIES, to host presentation slides and other news pertaining to CIES Education in Crisis and Conflict (EiCC).
The slider above features all the ECCN panels and presentations and, Read more »
Thank you for joining us at CIES Atlanta for the Education in Crisis and Conflict Reception, which ECCN hosted in partnership with the Inter-Agency Network for Education in Emergencies (INEE), the Journal on Education in Emergencies (JEiE), the CIES Education Conflict and Emergencies SIG, and the Basic Education Coalition (BEC) hosted. We hope you enjoyed the evening mingling with colleagues and the information shared. Read more »
In early November, eleven USAID education officers joined the USAID ECCN training team for a week in balmy Bangkok, Thailand for the second iteration of our foundational course: Essentials for Education in Crisis and Conflict.
The goals for the course were to:
- Use data and information on crisis and conflict-affected contexts to inform responsive programming
- Procure and oversee or manage a Rapid Education and Risk Analysis
- Design relevant,
Read more »
The Journal on Education in Emergencies (JEiE) publishes groundbreaking and outstanding scholarly and practitioner work on education in emergencies (EiE), defined broadly as quality learning opportunities for all ages in situations of crisis, including early childhood development, primary, secondary, non-formal, technical, vocation, higher and adult education.
ECCN, in partnership with INEE’s Journal of Education on Emergencies, conducted a series of webcast interviews with the authors of JEiE’s first edition. Read more »
The 6th annual mEducation Alliance Symposium took place in Washington, DC in October and members of USAID ECCN joined dozens of others to learn and engage with innovations that have evidence of promising impact along focal tracks, such as: Crisis, Refugees, and Conflict, Education System Strengthening, and Youth and Workforce. Read more »
Historic change has happened at the global policy level that will have a profound impact on how we work.
In little over a year, world leaders have come together and agreed to the High Level Meeting on Refugees and Migrants, World Humanitarian Summit Commitments to Action, Paris Agreement on Climate Change, Security Council Resolution on Youth, Peace and Security, Sendai Framework for Disaster Risk Reduction, and the Sustainable Development Goals. Read more »
USAID ECCN Support Team members attended several events surrounding the UN General Assembly (UNGA) meeting in New York this week. Below, USAID ECCN’s new Senior Researcher Colette Chabbott details her experience at the Dubai Cares and INEE event on September 20, 2016.
Despite a very early morning start, attendance was encouraging and energy was evident at the launch of a new $10 million E3 research initiative, Read more »
Five young activists from Nigeria, India, Colombia, Morocco and Syria are leading education initiatives that exemplify what the UN Security Council Resolution 2250 has called for in regards to youth involvement in peace and security building within communities. Challenging the perception that youth are either victims or perpetrators of violence, these five young leaders are heroes and models for how young people in conflict areas around the world are partners for peace and development. Enjoy the synopsis of a rich discussion that illustrates how these five activists are building peace and resilience within their communities through a variety of education initiatives. Read more »
USAID ECCN is launching a new initiative to identify, gather, and share a repository of strong indicators related to increasing equitable access to education in areas of crisis and conflict. Through this initiative, the community of practice will have the opportunity to inform and shape how the field collects and uses monitoring data to capture and guide our work in years to come. We invite you to get involved! Below we briefly describe the purpose and approach for this initiative. Read more »
Since 2011, the United States Agency for International Development (USAID) has been working with partners to increase equitable access to education for learners living in conflict and crisis-affected environments (USAID Education Strategy, February 2011 Goal 3). The following document provides an analysis of the indicators used in Performance Monitoring and Evaluation Plans (PMEPs) from 25 USAID Education projects implemented in 16 countries between 2007 and 2018. Read more »
USAID ECCN member Giulia McPherson with Jesuit Refugee Service recently returned from the World Humanitarian Summit (WHS) and volunteered to share about her experiences through a brief interview with USAID ECCN.
USAID ECCN: How were you and your organization involved in the Summit?
Jesuit Refugee Service co-hosted a side event at the World Humanitarian Summit entitled Delivering Quality Education in Emergencies: What Needs to be Done? Read more »
May 12-14, Addis Ababa, Ethiopia: USAID education staff from 7 African conflict-affected countries, joined by State Department and USAID/E3 Foreign Service Officers, participated in a newly developed USAID ECCN workshop titled Effective Education Program Design and Management in Crisis and Conflict Settings. USAID’s Nina Weisenhorn welcomed participants to the workshop and described how programming in crisis and conflict requires a shift from USAID’s traditional management approach, which assumes that we can foresee, with some certainty, how a country or sector will change over time. Read more »
USAID ECCN work for year 2 is detailed here by theme. Read more »
USAID ECCN hosted a Field Workshop in Abuja, Nigeria, on September 14-16, 2015, titled Adapting and Improving Education Programs in Conflict-Affected Environments—Northern Nigeria. We have collected the workshop materials here for you. Read more »
Early this year, USAID ECCN collaborated with INEE to host two consultations related to the Education in Emergencies and Protracted Crisis Global Consultation (EiEPC), Phase II.
The Phase II consultations followed the ones held in June 2015, which were in preparation for the July 2015 Oslo Summit.
This second round of consultations focused on gathering reactions to specific next step recommendations from global leaders related to a proposed “common platform.” Read more »
USAID ECCN hosted a reception on March 8, at CIES to share what the network had accomplished in its first year, where it is heading now, and how interested individuals and organizations can get involved.
Nina Weisenhorn, USAID Senior Advisor on Education in Crisis and Conflict delivered the opening remarks in which she addressed USAID’s new Education Strategy. Cornelia Janke, Director of USAID ECCN, described the network’s activities planned for Year 2. Read more »
USAID ECCN was at CIES with several featured presentations. Visit the site to find out more about these presentations, obtain the slides, and watch a video interview with Leonora MacEwen (UNESCO) . Read more »
On November 2-4, 2015 the USAID Education Office hosted its 2015 Global Education Summit. The event drew over 700 USAID Education Officers, partners and education leaders from Africa, Asia, the Middle East and Latin America/Caribbean to share knowledge and experience related to USAID’s three Education Goals. In collaboration with the USAID Goal 3 team, ECCN sponsored twelve sessions related to Increased Equitable Education in Conflict and Crisis (USAID Education Goal 3). Read more »
Below are three links to resources related to the USAID ECCN’s Nigeria Field Workshop titled Adapting and Improving Education Programs in Conflict-Affected Environments—Northern Nigeria. The workshop brought together over sixty local and international participants from a range of institutions and engaged them in a three-day collaborative learning process.
Taken as a whole, the resources shared here constitute all the materials that participants and facilitators used during the workshop. Read more »
To answer this question, the ECCN support team recently conducted an analysis of 26 Performance and Evaluation Monitoring Plans (PMPs) from current USAID Goal 3 (G3) programs. The analysis investigated current efforts to measure the impact of our work towards increasing equitable access to education in conflict and crisis-affected areas. As a community of practice we are working in diverse contexts, implementing innovative approaches, and surely making a difference in the lives of our beneficiaries. Read more »
How does education impact conflict, and vice versa? How do we design education programs that truly are conflict-sensitive? How can we collaboratively analyze, interpret and use data and evidence in order to improve educational programming? These were some of the topics in which over 60 participants immersed themselves over three days in USAID’s Education in Conflict and Crisis Network’s (ECCN) first field workshop — in Abuja, Nigeria from September 14-16, Read more »
As we embark on developing the USAID ECCN community of practice, I keep coming back to the phrase: “making meaning together.” For me, this phrase captures the essence of a successful community of practice. It focuses on action (‘making’) and substance (‘meaning’). It underscores the inherently social nature of learning (‘together’).
Lave and Wenger, who first popularized the term ‘community of practice’, Read more »