In many crisis contexts teachers are working in complex classrooms with minimal support, training, supervision, materials, or compensation, while also dealing with their own experiences of trauma and displacement. Despite the recognition of the significant role teachers play in supporting the well-being and development of their learners, little attention (programmatic/research) has been paid to teachers’ own well-being in these challenging settings. An evidence-based framework for teacher well-being in crisis contexts, supported by a variety of concrete strategies and resources, is urgently needed in order to bridge this gap and transform support to teachers and learners in the some of the world’s toughest classrooms.
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
Posted in: R&E SEARCH for EVIDENCE