Teaching and learning materials have a powerful impact on children because the images and language they contain can influence a child’s understanding of the world—and themselves. Especially in environments that are prone to conflict and crisis, those materials can have a compounding effect and help mitigate or contribute to conflict in the society. In support of the goal to promote inclusivity and equality in teaching and learning materials, the U.S. Read more »
To learn more and engage on this topic, join us for a webcast on September 8.
What do Ethiopia, Nepal, the Philippines, and Niger have in common? Each country had episodes of conflict in the 1990s, and each bucked the global trend of declining education inequalities in a subsequent time period. Researchers have long puzzled over the relationship between inequality and civil conflict; do grievances over a lack of access to resources or social capital actually lead people to go to war? Read more »
Now available: The Summary Report of the Event.
The Urban Refugee Education Roundtable brought together diverse actors from the United Nations, non-governmental organizations, universities, donor agencies and other interested stakeholders both to critically reflect on what we know and don’t know about urban refugee education and to help shape a collaborative agenda for research, policy and practice.
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This USAID ECCN-sponsored webcast introduced the findings of a recent research project by FHI 360, based on decades of education and conflict data. In addition to presenting the findings, the webcast particularly focused on the data and research methods used for the study, and facilitated a discussion on its implications for further research on education equity and conflict. Participants in this webcast learned about ways to become involved in the Education Equity Research Initiative’s Working Group on Conflict and Fragility, Read more »
Gender mainstreaming is an approach that seeks to identify the distinct roles, needs and opportunities of different gender and age groups and to put strategies in place that will ensure equitable access to services and close opportunity gaps. In Somalia, there are profound disparities between the sexes that start early in life and in this context gender mainstreaming is a critical step toward equity and getting girls to school. Somalia is not an easy place to be female. Read more »
USAID ECCN, in partnership with the Inter-Agency Accelerated Education Working Group (AEWG), hosted a webcast on June 9, offering a first preview of the AEWG’s Accelerated Education pocket guide, which features 10 key principles of Accelerated Education. Presenters covered the development, importance, and potential application of the Accelerated Education pocket guide and an overview of the 10 principles to guide development and implementation of Accelerated Education programming.
Please note that the pocket guide is a beta version and is being field tested. Read more »
Rising inequality is one of the greatest challenges facing the global community today – and equity is rightly at the heart of the new development agenda, reflected in the Sustainable Development Goals and the Education 2030 Incheon Declaration. Nowhere is the challenge of equity more salient than in education, with its potential to positively shape life outcomes – or further exacerbate societal disparities.
How prepared are we in the education community to address this challenge? Read more »
I grew up in Germany, in a village outside Stuttgart. It’s a pretty traditional area where most people know each other and most speak Swabian, a German dialect that is almost impossible to understand for the un-indoctrinated.
I’m back home for a visit and we’re watching the evening news as we’ve always done. Today’s events: another 40 people died crossing the Mediterranean – amongst them 17 children. 10,000 refugee minors are declared missing. Read more »
Several hours of gunfire would keep us awake that night but the evening was for good food and insight from the Catholic fathers. We were a small (five Congolese, one English) team commissioned by USAID ECCN to spend November 2015 in North Kivu, Democratic Republic of the Congo (DRC) to ‘gather, build, and consolidate evidence for the field’. We were looking at Alternative Education (AE), especially Accelerated Learning Programs (ALPs); Read more »