Education in crises: measuring the success of accelerated education programs in the Democratic Republic of Congo and Tanzania

• In Event: Interventions to promote resilience throughout the life course of children in adversity

Proposal

Children in crisis face enormous challenges, such as loss of family members, changes in family roles, recruitment by armed groups, food insecurity, disease, and injury. These challenges are compounded by disruption of education, with children often falling months or years behind in their school curriculum (USAID, 2016). One way to ensure youth experiencing crisis receive the education they need is through Accelerated Education Programs (AEPs). AEPs provide access to flexible, age-appropriate curriculum on an accelerated time frame for children in crisis. These programs are specifically for out-of-school, over-age children and youth who have not received any formal education or who experienced an interruption in education due to crisis and conflict. AEPs fill an important gap for children in crisis.

The Norwegian Refugee Council (NRC) is currently delivering two different AEPs to forcibly displaced children in the Democratic Republic of Congo (DRC) and Tanzania. One program is a one-year curriculum targeted at 10-13 year olds and the second program is a three-year curriculum targeted at 10-17 year olds. Both programs are being implemented in both countries, with a focus on internally displaced populations in community settings in DRC and Burundian refugees in camp settings in Tanzania. The curricula are specifically designed to address the unique academic and socioemotional issues associated with crisis and conflict.

To understand the success of the AEPs in (1) reaching and supporting marginalized learners and (2) integrating participants into formal education or vocational education, a mixed-methods, longitudinal study is being conducted. Quantitative data collection relies on a modified version Save the Children’s International Social & Emotional Learning Assessment, a 45-minute child-facing questionnaire. The tool was thoroughly contextualized through focus group discussions, cognitive interviews, and pilot testing with the target population and program staff. There are four time points for quantitative data collection: baseline (completed in September 2018), prior to program graduation, post-program graduation, and one year after enrollment in formal school. Quantitative data will be complemented by in-depth qualitative interviews with program participants. To the extent possible, data collection has been integrated into regular program operations.

This presentation will provide a baseline profile of the children enrolled in AEPs, including their household characteristics, past experiences with school, exposure to conflict-related violence, personal relationships and capacity for empathy and other socioemotional skills. The presentation will also highlight the methods used for data collection and the realities of research in humanitarian settings. The findings will contribute to a better understanding of forcibly displaced children and how to effectively fill gaps in their education so that they have the best opportunity for future success.

Authors

• Zahirah McNatt, Columbia University

• Hannah Chandler, Columbia University

• Neil Boothby, Columbia University