The Education for Co-existence in Iraq program: a teacher training model for post-conflict areas addressing inclusion and emotional support

• In Event: Evidence based teacher training model for catalyzing inclusion and stabilizing communities post-conflict

Proposal

ECI is a professional development training program that brought together educators from different backgrounds to create safe, protective schools for conflict affected children. This presentation highlights the unique approach of ECI. The primary goals were that educators receive necessary training to identify at-risk children and provide basic emotional support, while gaining skills to foster resilience and apply skills for creating inclusive, peaceful co-existence within schools.

ECI’s unique approach built upon research and applied a theory of change that if educators gained knowledge, skills, and attitude and embraced the identity of Teacher Leader while increasing their capacity to foster empathy, inclusion and emotional support with their students, and if educators were equipped to care for their own wellbeing, and if educators applied these capacities, then educators could be catalysts for creating inclusive safe spaces, and schools could bring peaceful co-existence in communities, supporting stabilization between different ethnic and religious groups.

To combat the divisional ideology under Da’esh, IREX developed the Inclusive Educator Guide which applied a “whole person” approach focused on bridging divisions among diverse educators through a shared identity of Teacher as a Leader. The curriculum provides intensive training that builds competencies to support positive change in the school and community. Core themes were teacher as a leader, emotional support, inclusion, and student centered teaching. IREX developed the Student Psychological Support Tool for identifying students in need of support as well as the Promoting Resiliency in Youth curriculum to equip educators with emotional support strategies for students outside the classroom.

The ECI program drew upon core concepts of adult learning through scaffolded in-person and virtual training. Educators collaborated via Peer Learning Communities and WhatsApp groups that supported participants in applying strategies. Recognizing educators themselves had trauma, ECI addressed their needs, beginning with strategies for self-care. Activities ensured true experiential learning. Participants applied, reflected and adapted learning, scaffolding a growth mindset.

The ECI approach created a network of educators who were proud to be part of a group paving the way in their schools with change. One participant expressed, “The ECI program achieved two goals: transformation in education and creating co-existence. This is what has been needed in our area. The program gave us a sense of trust and self-security. I recommend we expand this to more governates through a joint effort.”

Essential for sustainability, a part of ECI’s approach was ensuring a strong partnership with the Ministry of Education who contributed to design of activities ensuring content was relevant to educators. ECI’s approach equipped participants to sustain the program. Individual ECI participants continue initiating training for other educators and the Ministry is integrating the ECI curriculum into future formal trainings in their directorates.

Through this presentation, the author will provide an overview of ECI’s approach and key components of educator training that can be applied across future programming within areas post conflict. The author will pose questions related to ECI’s theory of change and how it might be adapted and applied within other contexts in education around the world.

Author

• Lindsey Powers, IREX