Posts in Conflict and Fragility
6 steps for measuring equitable education access in crisis and conflict settings

This blog post outlines six steps for developing, measuring and monitoring customized indicators of equitable education access in crisis and conflict settings. Check out the Equity Indicators for Access guidance document for more on the process for developing equity indicators customized to individual projects.

Published: Nov 21, 2018

Author(s): Fernanda Soares and Anne Smiley, FHI 360, and Daniel Lavan, ECCN

Posted inR&E SEARCH for EVIDENCE

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Education Equity Indicators for Access: Guidance for Practitioners in Crisis and Conflict-Affected Contexts

The purpose of this document is to provide guidance to USAID missions, other donors, and implementing organizations operating in crisis and conflict-affected environments for the development of project indicators and metrics to measure equity of access to educational opportunities. Although this document uses terminology that is current within the framework of collaboration between USAID missions and their implementing partners (IPs), the overall guidance for indicator development should be broadly relevant and applicable among other agencies, donors and organizations.

Access Equity Interventions Matrix

This is an active spreadsheet of the matrix of program interventions in crisis and conflict-affected contexts developed to inform the Education Equity Indicators for Access guidance that constitutes a more detailed and sortable matrix, including references to available studies on the interventions. The matrix indicates which intervention or set of interventions are most suited to targeting and promoting school access and/or retention among the specific population sub-group(s) most likely to include out-of-school children. The matrix can inform project designers’ selection of specific interventions based on the context-specific equity dimensions, barriers, and zones of exclusion that the project has identified.

Selecting and using project-level education equity indicators for access and retention (CIES 2018 presentation)

This presentation was presented as part of the panel, Conflict Sensitive Education Series - Measuring Progress Appropriately: Indicators for Safe Learning Environments, Conflict Sensitivity, Access and Retention, and Program Adaptation, at CIES 2018.

This presentation introduces the work conducted by the Equity Initiative’s workstream on conflict and fragility by briefly outlining general measurement concepts of equitable education access and key measurement challenges specific to conflict and fragility settings. It then introduces potential standard indicators on equitable education access that allows for aggregation and comparison across projects as well as guidance on how to develop customized indicators that recognize context-specific patterns of exclusion and education inequity.

Using Adaptive Management Frameworks for Education Aid & Development Activity Planning & Evaluation (CIES 2018 presentation)

This presentation was presented as part of the panel, Conflict Sensitive Education Series - Measuring Progress Appropriately: Indicators for Safe Learning Environments, Conflict Sensitivity, Access and Retention, and Program Adaptation, at CIES 2018.

The project presented here is a partner initiative between the USAID-supported Education and Crisis and Conflict Network steering committee and Social Impact, Inc. It is an ongoing attempt to develop performance, process, and design indictors that could tell us if education initiatives are flexible and adaptive enough in emergency and unstable settings so as to continue to serve the needs of pupils and teachers as conditions change. 

Measuring Progress Appropriately: Indicators for Safe Learning Environments, Conflict Sensitivity, Access and Retention, and Program Adaptation (CIES 2018 presentation)

This presentation was presented as part of the panel, Conflict Sensitive Education Series - Measuring Progress Appropriately: Indicators for Safe Learning Environments, Conflict Sensitivity, Access and Retention, and Program Adaptation, at CIES 2018.

To help implementing partners better measure safety within their own programs and to enhance conflict sensitive education more broadly, ECCN has developed a list of recommended indicators and performance indicator reference sheets (PIRS) related to safer learning environments. This presentation will briefly outline the crowd-sourced process that was utilized for developing the list, linking the importance of measuring SLE to the broader objective of conflict sensitive education, and then will present the recommended indicators and measurement specifications.

Accelerated education policy development: the case of Liberia (CIES 2018 presentation)

This presentation was presented as part of the panel, Accelerated Education: Building the Evidence Base, at CIES 2018.

This presentation describes the use of accelerated education guidance principles to inform policy development with the Liberia Ministry of Education (MoE). The USAID Liberia Advancing Youth Project (2011-17) conducted action research with the MoE to identify and test out criteria by which the Ministry can assess the quality of accelerated education programs and certify program graduates. 

Accelerated Education Program in Kakuma Refugee Camp: Teachers’ Perception of Students’ Motivation and Learning (CIES 2018 presentation)

This presentation was presented as part of the panel, Accelerated Education: Building the Evidence Base, at CIES 2018.

While the scholarly base for the field of education in emergencies is expanding quickly, the evidence base for the quality and effectiveness of accelerated education is markedly thin (AEWG, 2017b). Although there are a number of evaluations conducted by organizations on the effectiveness of accelerated education programs, there is a dearth of empirically rigorous literature that discuss the lasting impact of accelerated education programs on crisis-affected children (Burde, 2015). Therefore, this paper examines the accelerated education program in Kakuma refugee camp, Kenya, and explores the extent to which the program meets the educational access, quality of learning, and socio-emotional well-being of overage refugee learners.

Speed School as a model for accelerated education: Emerging evidence (CIES 2018 presentation)

This presentation was presented as part of the panel, Accelerated Education: Building the Evidence Base, at CIES 2018.

Speed School is an accelerated education program that Geneva Global (GCI) has been implementing for seven years across sub-Saharan Africa. GGI has successfully implemented the program in Niger, Mali, Burkina Faso in the past and is currently operating in Ethiopia, Uganda and Liberia. The presentation will address southern theories and methodologies and south-south collaboration, theories and practice. It will also examine the research and analysis conducted in regard to the model and how this can inform the broader discussion on global education and accelerated education in particular. 

The intersection of violence and SEL competencies: Implications for equity (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Equity in Social-Emotional Learning in the Wake of Adversity and Crisis, at CIES 2018.

This presentation explores the role that students’ perceptions about school life, social and emotional skills, and agency play in mediating violence in education settings. We posit that these individual factors are important entry points for reducing the increased risk of violence associated with poverty, ethnicity or gender. 

This presentation draws from data from USAID/Uganda Literacy Achievement and Retention Activity — which serves to build positive and supportive schools that are free from violence and which (in the student program) aims to build student agency through strengthened social and emotional skills. 

Adversity as a dimension of equity_Pitfalls and practice (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Equity in Social-Emotional Learning in the Wake of Adversity and Crisis, at CIES 2018.

This presentation reviews Save the Children's work studying adversity in post-earthquake Nepal with a focus on the relationship adversity has with early childhood development, the challenges of measuring inherently abstract concepts, and the value an adversity index could have to ensuring programming is reaching the most deprived children. 

A Structured Approach to Equity Analysis of SEL outcomes: Evidence from IRS’s 3EA in Niger (CIES 2018 presentation)

This presentation was presented as part of the panel, The Equity Initiative: Equity in Social-Emotional Learning in the Wake of Adversity and Crisis, at CIES 2018. 

The presentation shares the results of a preliminary analysis about the effect of an SEL treatment on students outcomes, which suggests that the most disadvantaged students –girls, students from low SES backgrounds and refugees- are benefiting more from the SEL intervention than their counterparts.

Reducing Conflict through Equitable Education

The relationship between education inequality and violent conflict is clear: Inequitable access to quality education makes the world less safe. Recent research for UNICEF by FHI 360 found that the likelihood of experiencing violent conflict doubles in countries with high education inequality between ethnic and religious groups, and the reverse is also true; violent conflict increases educational inequalities between groups.

Published: January 24, 2018

Authors: Anne Smiley, FHI 360, and Nina Weisenhorn, USAID

Posted inECCN Blog

What is conflict-sensitive education and why is it necessary?
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What is conflict-sensitive education and why is it needed? Joseph Sany and Anne Smiley, FHI 360 technical advisors, outline the components of this way of looking at education in specific contexts and highlight considerations for increasing the positive effects while decreasing the negative effects of education in conflict settings.

Published: January 08, 2018

Authors: Joseph Sany and Anne Smiley, FHI 360

Posted inA Deeper Look Podcast