Theory-driven learning agendas for education in emergencies: how best to test and design for impact

• In Event: Roundtable Session (Wednesday III)

Group Submission Type: Refereed Round-Table Session

Proposal

The bulk of evidence available about what works to improve education outcomes in development settings hasn’t yet translated into improved outcomes for students affected by conflict and crisis. Key aspects of the causal pathways in development settings vary in conflict and crisis settings, and we may need to use adapted theories of change to drive impact in education in emergencies programs. Three donors will each share one theory of change in a specific outcome area with nascent or little research in conflict or crisis settings, and invite discussion and feedback about how to best build theory-driven learning agendas.

Sub Unit

• SIG: Education, Conflict, and Emergencies

Chair

• Anjuli Shivshanker, USAID Education Office, Education in Conflict and Crisis

Individual Presentations

• Using accelerated education programs to reach the most marginalized students in conflict or crisis-affected settings - Anna Bertmar Khan, Dubai Cares

• Psychosocial Support in Conflict and Protracted Crisis - Enabling Children to Learn - Laura Savage, DFID; Rachel Hinton, DFID

• Countering Violent Extremism through Education - Anjuli Shivshanker, USAID Education Office, Education in Conflict and Crisis