In collaboration with INEE’s task team, ECCN is pleased to announce the launch of the  ICT Checklist for Education in Crisis and Conflict.

Get a first look at this informative checklist, learn all the details and how it might apply to your work, and engage in a Q&A session by joining our webcast on Wednesday, August 29 from 9 – 10 a.m. (EDT). RSVP requested.

Check out the ECCN event page for more information and  RSVP  by no later than Monday, August 27 to obtain login information. 

Recent News Items

Calling all colleagues working on Accelerated and Alternative Education projects!

The Inter-Agency Accelerated Education working group is conducting a mapping exercise of all Alternative and Accelerated Education projects globally. We have launched a 15 minute Accelerated and Alternative Education Survey for people working on these projects to share information about the great work they’re doing! Please complete this by July 31st.

By participating in the survey you can make an important contribution to our global understanding of AEPs today. Your project will be included in the final mapping, and all resources stemming from this work will be made available to you!

USAID/Africa Bureau and Office of Education is looking for a consultation team

USAID/Africa Bureau and Office of Education is looking for a consultation team to do the following:

  1. Describe and synthesize how education serves as a resilience capacity and a sustained pathway out of poverty in sub-Saharan Africa.
  2. Describe and synthesize how other types of resilience capacities improve education outcomes at the individual/household or systems level.
  3. Explore how trends or findings differ in conflict-affected countries.
  4. Discuss policy implications for USAID programming, including the journey to self-reliance, in a way that can be leveraged by Resilience Focus Countries.

This work should leverage existing, publicly available data sets that provide panel data or nationally or sub-nationally representative data at the household or individual level that can allow for comparisons over time. The data sets can be unique to a country or used internationally or regionally. Data sets leveraged can come from a wide variety of sectors beyond education. The geographic focus should remain on sub-Saharan Africa, with emphasis on specific countries to be determined in consultation with USAID. In addition to leveraging existing data sets for synthetic purposes, consultants should review existing education and resilience data and programmatic or evaluation reports from countries in sub-Saharan Africa, as well as relevant education and resilience policies to supplement findings or trends in the synthetic review and support the discussion of policy implications. Finally, consultants should also propose 1-3 country specific reports that may involve primary data collection, such as key informant interviews of stakeholders or life history interviews with beneficiaries of programs. These country specific reports should be outlined, budgeted, and incorporated in the workplan, but ultimately are dependent on Mission concurrence.

To learn more, please click here.

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