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Objective:
- To understand how the SLE toolkit was used in the context of the Philippines.
- To understand the risks to safer learning environments in the Philippines and what is causing those risks.
Access to education remains a persistent problem across the Philippines, but the southern island cluster of Mindanao faces a unique combination of challenges, including: violent conflict, a lack of quality and basic social services, poverty, human trafficking, and natural disasters. Mindanao also contains a significant indigenous population and different ethno-linguistic and religious groups; leading to challenges in school integration and social cohesion in the community. ChildFund piloted the Safe Learning Environment (SLE) Qualitative Assessment Toolkit in four schools in two regions: 1) an urban school; 2) a school in a remote area; 3) a school composed of a homogenous population; and 4) a school with a mix of ethno-linguistic and religious groups. This presentation will describe how the SLE toolkit explored the concept of safety in the different contexts, how the toolkit was adapted, and what major risks to education were identified during the investigation. These risks include: school-related gender based violence (SRGBV); negative and unsupportive school climates; armed conflict; incidental violence to and from school; environmental hazards; health epidemics; malnutrition; and trauma related to SRGBV, armed conflict, and disasters. In addition and most importantly, the toolkit helped ChildFund learn about risks identified by children that were unknown or considered insignificant to adult, such as bullying, animal or snake bites, traffic accidents, and fears of spirits. This presentation will further cover the challenges of contextualizing the questions for the different respondents based on their ethnic or religious background, as well as ChildFund’s experience working with a consultant for data collection and how to build local capacity and confidence in using the toolkit.