News from USAID's Education in Crisis and Conflict Network
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Learn how you can host a two-day RERA training facilitated by USAID and ECCN.

Apply to Host The Next RERA Training

ECCN is now considering applications for organizations interested in hosting Rapid Education and Risk Analysis (RERA) training in 2019. Hosts will provide a venue, propose dates (any time prior to October 31, 2019), have 15 people willing to attend the training, and have room for 15 additional individuals from the ECCN community who can join the training.

The winning organization will receive two days of RERA training by skilled facilitators from USAID and ECCN. ECCN will bring all materials and pay for catering.

To apply, please fill out this form before May 30, 2019. For any questions, please contact

16 Indicators for Conflict-Sensitive Education Programs

Successful education programming in Education in Crisis and Conflict contexts depends on the conflict sensitivity of all aspects of a program, from design and implementation to choosing school sites and designing learning materials.

In 2016, ECCN reviewed the indicators from USAID education projects in crisis and conflict settings and found that, in the programs reviewed, only four indicators were used to measure conflict sensitivity.
The ECCN support team created a list of 46 conflict-sensitive education (CSE) indicators. They drew upon concepts and categories used in INEE and USAID guidance and tools and incorporated inputs from other specialists. This list is now available as a spreadsheet that includes definitions, disaggregation, and measurement tools.
ECCN also surveyed CSE experts and selected the 16 most important indicators, based on their relevance to a range of EiCC projects, as well as their potential to meet other criteria for quality indicators (e.g., precision, reliability, validity). All these indicators complement the USAID Standard Foreign Assistance indicators and should feature in the framework of conflict-sensitive education programs. This short list includes, among others:
  • Number or percentage of ministry of education staff who complete training on conflict sensitivity;
  • Percentage of teachers trained in classroom management;
  • Percentage of students who perceive texts to be non-discriminatory; and
  • Percentage of parents who feel that the school is non-discriminatory.
For more information on conflict-sensitive education, please see this training.
New Resource
ECCN’s Resource Repository contains over 900 resources vetted by professionals in the field of EiCC. Here is a recent addition you might be interested in:

IRC recently published Looking at Textbooks from a Gender Perspective: A Framework for Analysis. The report explores how textbooks perpetuate bias and stereotypes when they make assumptions about the roles people should play and implicitly condone negative attitudes and intolerance. The report also provides a useful framework to identify and evaluate gender biases and stereotypes in textbooks.
Webcast—Return to Learning: An Initiative for Forcibly Displaced Children

May 22, 2019, 10:00 a.m. EDT
ECCN’s Equity Task Team and Save the Children will discuss the Return to Learning, a short-term catch-up program designed for out-of-school children. A key component of this program is the newly developed Holistic Assessment of Learning and Development Outcomes (HALDO), which provides a baseline understanding of student’s existing skills and helps teachers identify which activities should be prioritized to create more equitable student outcomes.

RSVP here
Did You Miss Us at CIES?

Please check the ECCN Events Page for materials related to all of our sessions, including slide decks and handouts.
New Podcast: How Do We Build Resilient Societies?

In this podcast, ECCN Director Cornelia Janke describes how societies and individuals absorb and respond to adversity. She talks about the challenges young people face in crisis and conflict zones around the world, and how growing up in such environments imperils their growth and development. To address this, the international community must work on many levels. Says Janke, “You work at an individual level, trying to help children, youth, parents, and families develop social and emotional skills that will help them make decisions and make meaning of some of the challenges that they face. At the same time, you have to work with institutions, and help those institutions offer the best quality service—whether that’s health, clean water, education, a bank loan…. All of those things are important."

Helping Refugees with Technology

Education Cannot Wait has joined with Hewlett Packard, Learning Equality, the Global Business Coalition for Education, and UNHCR to pilot education technology interventions for refugee children in Uganda. HP has pledged to donate technology and resources to help Learning Equality’s Kolibiri offline learning platform improve the learning outcomes of Uganda’s Education Response Plan for Refugees and Host Communities. The 3.5-year plan will recruit 9,000 teachers each year, build 3,000 classrooms annually, and mobilize $389 million to benefit half a million refugee and host community children and youth.

Syria’s Next Generation

Mercy Corps recently published a study of adolescent boys and girls in Syria, Adolescence Lost: Forced Adulthood and a Fragile Future for Syria’s Next Generation. Researchers sought to understand adolescents’ feelings about their future, and how humanitarian actors may best support their development. The researchers found that there is no one single Syrian adolescent profile. Adolescents’ expectations deeply affect their wellbeing and resilience. Pain is persistent and cannot be ignored. Still, adolescents are proud to be Syrian, but they have divergent visions of what that means.

Reducing Risks to Children and Youth

Save the Children has completed a study of what works to protect youth and children from hazards, and how to scale up those solutions for greater impact. One of their key findings is that children and youth, when empowered with knowledge about risk reduction through targeted school-based programs, use their relationships and creativity to influence households and communities. Parents then pick up on the importance of household risk reduction and take action.
To learn more, please see Understanding Hazard, Vulnerability, and Capacity Assessments (HVCAs) in Urban Contexts: A 5-Step Process Guide and Child-Centered Risk Reduction Impacts on Household Safety: A Monitoring and Evaluation Toolkit.

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Copyright © 2019 USAID Education in Crisis & Conflict Network Support Team, All rights reserved.

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