USAID ECCN May 2017 Newsletter
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ECCN’s SLE Working Group Pilots Qualitative Assessment Tool

ECCN’s Working Group on Safer Learning Environments piloted the Qualitative Assessment Toolkit 1.0 in Somalia (with Mercy Corps) and in El Salvador (with Glasswing) in early 2017. Preliminary findings were presented at CIES 2017. This summer, ECCN will pilot the 2.0 version with additional partners. If your organization is interested in participating, please email ECCN with the subject line “SLE Pilot” for more information.

A Glimpse into Recent ECCN Workshops

Early this May, ECCN’s Professional Development team presented the latest iteration of its foundational course, Essentials for Education in Crisis and Conflict. The course was geared towards USAID staff, and nearly 40 people participated in the training; among them staff from the US Department of Labor. To get an idea what was covered in these workshops, read Tracy Cordner’s blog post. Tracy is ECCN’s Training Specialist and her post also includes some of the slides used in the workshop.
Karla Giuliano Sarr (ECCN) and Yolande Miller-Grandvaux (USAID) led a session at the LAC Regional Education Workshop: “State of Evidence and Effective Programming: Safe Learning Environments (SLE)” in which they reviewed the conceptual framing of SLE, highlighting intersections with gender, along with promising practices, evidence gaps, and key resources. You can find their presentation here.

Update on ECCN’s Online Tools

The ECCN Resource Repository now has close to 200 vetted documents. We hope that this growing repository can help you find guidance on Education in Crisis and Conflict (EiCC) issues. The repository provides a portal to a wide range of tools, guidance, research, and project documents that focus on issues relevant to increasing equitable access to education in crisis and conflict-affected environments (formerly known as USAID Goal 3).

The repository is searchable by different categories and themes, and the search results include a brief abstract as well as the link to the document. (Many are open source and can be downloaded from the ECCN site.)

If you find any useful resources not yet in the ECCN repository, please consider sharing them with the rest of the EiCC community by sending us an email with the subject line Resource for Repository.

Upcoming ECCN Webcasts

Thursday, June 1 at 9:00AM EDT, ECCN and USAID DRC (including a presenter from ACCELERE! and a representative of the DRC's General Directorate for Non-Formal Education) will host a joint webcast to discuss the findings and implications of ECCN’s Alternative Education in DRC Research Report and Policy Brief. Please register for the event here. The reports, bios of the presenters, and a Q&A for the webcast are available here. The webcast itself will be conducted in French.
Hold the Date: On Wednesday, July 12, at 9:00AM (EDT), ECCN and higher education scholars and practitioners on Higher Education and Fragility: Policy, Partnerships, and Peace will discuss how proximity to and relationships with policymakers matter in building capacity for higher education institutions in fragile contexts. Additionally, speakers will focus on the contextual factors, institutional partnerships, and external funding that may enable educational organizations to contribute to stability. Stay tuned for more information. In the meantime, read a related blog post, The Role of Higher Education in Fragile Contexts, which will be one basis of this upcoming webcast. ​


The ECCN Research Team is working on a Learning Agenda for EiCC. What issues are on your mind as you go about implementing Education in Conflict and Crisis? What subjects do those of us working in the field need to learn more about? Weigh in with your thoughts, short or long, on the ECCN Research Discussion Board. (Login is required; register here, if you are not a member yet.)
Check out the International Rescue Committee’s Outcome and Evidence Framework (OEF) in their online education section. The OEF lets you choose between five major education themes— safety in schools, school-aged learning, youth learning, access to services, and learning for young children. The OEF can help you define outcome areas and theories of change, identify research on the effectiveness of specific interventions, and more.
In 2015, Dana Burde (NYU) published a review of “What Works to Promote Children’s Academic Achievement, Access and Well-Being in Crisis-Affected Contexts." Her latest findings were published in 2016, in the Review of Educational Research. Dana’s research articles are also part of ECCN’s Resource Repository.

You might also be interested in

On May 31, the Global Partnership for Education Webinar Series presents: Developing and Supporting Effective Education Systems: Example of the Data Must Speak Initiative. This Initiative hypothesizes that better use of data and feedback tools can improve education system management and enhance social accountability through community participation. Please RSVP by May 29. More information can be found here
The Inter-American Development Bank published Going Digital: Restoring Trust in Government in Latin American Cities. The blog post shows how civic tech innovations are changing the social contract by putting citizens back at the center of public policymaking and service delivery in Latin American cities.
In The True Cause of Hunger and Famine, Mercy Corps makes a compelling case for better understanding conflict and weak governance as key drivers behind hunger and famine.
Can we predict conflict by levels of rainfall? Read how researchers have linked the effect of the amount of rainfall on crops to inequality between ethnic groups and the prevalence of conflict.
Copyright © 2017 USAID Education in Crisis & Conflict Network Support Team, All rights reserved.

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