News from USAID's Education in Crisis and Conflict Network
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USAID Solicitations Emphasize Evidence, Local Ownership

ECCN analyzed the USAID Education in Crisis and Conflict (EiCC) solicitations made between 2011 and 2018. Through comparative analysis, researchers observed a “significant change towards more evidence-based theories of change in project designs, and a more frequent reference to the terms and elements of the Collaborating, Learning, Adapting [CLA] Framework, especially the term ‘collaboration,’ describing activities for local institutional capacity development.”

Their analysis also revealed that before USAID’s Education Strategy of 2011, a considerable body of literature provided guidance on education needs and strategies for crisis and conflict-affected environments; however, very little evidence supported this guidance. Since 2011, USAID has offered further guidance and built the evidence base for what works. 

Researchers made several recommendations to USAID:

  1. Provide further training on EiCC solicitations that embody USAID’s Education Policy;
  2. Update USAID’s Evaluation Policy so that it’s consistent with the new Education Policy;
  3. Clarify the term “collaboration” in the CLA Framework;
  4. Support Missions’ use of evidence in solicitations;
  5. Track developments in EiCC solicitations, using this study’s methodology.
The complete report is forthcoming.

Final SLE Toolkit Released

ECCN is releasing a second edition of its popular SLE Toolkit. Three previous drafts of the toolkit have been piloted by teams in nine countries and the final version is ready to use. This version is a significant revision to the SLE Qualitative Toolkit that also incorporates quantitative methods, and extended guidance on conducting ethical research in crisis and conflict contexts. In addition to the toolkit itself, the revision includes a tools and resource annex, quantitative questionnaires, and 3-annexes: a qualitative database; a how-to training video for the qualitative database; and a Powerpoint training presentation.
In a July 30 webcast, ECCN’s Research Manager and the tool’s developer Gwen Heaner will join USAID and piloting partners to discuss this new edition and implications for research ethics. Watch for an announcement and registration details.

 If you’re not familiar with the SLE toolkit, it’s a diagnostic resource that provides users with qualitative and quantitative measures of the risks and assets present in and around a given learning environment. Assessing safety in this way offers critical information to help reduce programmatic, fiduciary and institutional risks for education programs, particularly in conflict and crisis environments. The toolkit may be employed at any stage during the program cycle. If you have any questions please contact Gwen Heaner.

ECCN’s Resource Repository contains over 900 resources vetted by professionals in the field of EiCC. Here are several recent additions you might be interested in:
Ethics Abroad: Fieldwork in Fragile and Violent Contexts,” by Kate Cronin-Furman and Milli Lake, from PS: Political Science and Politics: The authors argue that “conflict contexts can constitute permissive environments in which researchers can engage in conduct that would be considered deeply problematic at home.” The article offers a set of guidelines to foster more ethical and responsible research practices.
South Sudan Rapid Education and Risk Analysis Report, USAID: This RERA, implemented by Management Systems International (MSI), helped USAID understand the relationship between the conflict and the educational system as well as the risks associated with access to education. MSI used a mixed-methods approach, reaching more than 900 informants across 27 learning sites in Jonglei, Upper Nile, Unity, Western Equatoria, and Central Equatoria.
The Effects of School Safety on Academic Achievement: Evidence from Rwanda, Tanzania and Zambia,” USAID: Researchers identify the “causal direction and magnitudes of student and teacher perception of safety on learning outcomes in Rwanda, Tanzania, and Zambia through a quasi-experimental analysis.” This study uses data from USAID’s Global Reading Network: EdData Initiative.
Behind the Numbers: Ending School Violence and Bullying,” UNESCO: The authors give an "up-to-date and comprehensive overview of global and regional prevalence and trends related to school-related violence.” The report also describes “the nature and impact of school violence and bullying” and looks at national responses, “focusing on countries that have seen positive trends in prevalence and identifies factors that have contributed to an effective response to school violence and bullying.”
Review of Educational Initiatives in Counter-Extremism Internationally: What works? by Lynn Davis: Many international conferences explore the role of education in Countering Violent Extremism or Preventing Violent Extremism, resulting in calls for action or the need for more research. Davis looks at what educational institutions in different countries are doing to tackle violent extremism, and whether there is any evidence of the impact of these activities.
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USAID Publishes RERA for Bangladesh

USAID/Bangladesh released its Rapid Education and Risk Analysis (RERA) studying host school communities in Cox’s Bazar. Staff from local and international partners reached nearly 1,000 respondents and considered education from the pre-primary to secondary education levels, as well as schools run by the government, NGOs, and madrasas. The final report is available here.
Call to Colleagues Working on Accelerated and Alternative Education Projects

The Inter-Agency Accelerated Education working group is conducting a mapping exercise of all Alternative and Accelerated Education projects globally. We have launched a 15 minute Accelerated and Alternative Education Survey for people working on these projects to share information about the great work they’re doing! Please complete this by July 31st.
Education in Emergencies
Education in Emergences in EU-funded Aid Operations

The European Commission published a staff working document on education in emergencies in EU-funded humanitarian aid operations. This document recognizes the importance of education in emergencies and protracted crises and the need for coordination among humanitarian and development actors. It describes the objectives, principles, and scope of their humanitarian assistance.
For more details and to read the staff working document, please click here.
Accelerating UN SDGs for Adolescents with HIV
UN Sustainable Development Goals Help Adolescents Living with HIV

The Lancet Child & Adolescent Health published a study testing the UN’s proposed approach to achieving its Sustainable Development Goals for vulnerable children and youth in South Africa’s impoverished Eastern Cape Province. Their research demonstrated the positive cumulative effects that safe schools, parenting support, and cash transfer have on preventing violence, enhancing school progression, mental health, and HIV care retention.
To read the complete study, please click here.
Call for Tools on Gender in Education in Emergencies

The United Nations Girls’ Education Initiative, along with Education Cannot Wait, are collecting relevant tools and resources used to address issues of gender, including school-related gender-based violence. They are specifically looking for rapid gender capacity needs assessment tools; gender assessment tools to guide initial context review, proposal development and overall program design; tools to support implementation of gender-responsive activities across all stages of the program cycle; and guidelines to support the identification and documentation of promising practice on gender-responsive EiE.
For more information, please contact Sujata Bordoloi, the coordinator of the Global Working Group to End School-Related Gender-Based Violence, at UNGEI.

July 12
9:00am EDT
INEE Webinar Series: The 4Ws of Education in Emergencies (EiE) Data: Who has What data? Where can I find it? And Why is this so complicated?

July 30
10:00am EDT
ECCN Webcast: Ensuring Research Ethics During Rapid Assessments in Conflict and Crisis Environments
September 12
10:00am EDT
ECCN Webcast: USAID’s Humanitarian-Development Coherence in Education White Paper: Recommendations and Implications

Advancing SEL
in Policy and Practice

Did You Miss These EiCC-Related Events? 

In June, ECCN and the Salzburg Global Seminar discussed two large-scale Social and Emotional Learning programs in India and Mexico and the ways they adapted global insights to their specific circumstances. For more details and to access resources from the webcast, click here.

In May, ECCN’s Equity Task Team and Save the Children discussed the Return to Learning program, a short-term catch-up program designed to help out-of-school children. Presenters shared lessons learned and explored how to contribute to equitable learning and well-being for forcibly displaced children. For more details about the webcast, click here.

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

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