• Presents the most pressing barriers that refugees/IDP learners face while trying to access learning
• Shows how ICT4E can address them
Three Module Series
• Provides overview of the scope and scale of persons of concern worldwide
• Introduces some of the faces of refugee/IDP learners
• Outlines basic framework and guiding principles • Examples of how to design effective ICT initiatives for
learners who are refugees, displaced, or vulnerable
Summary
Context
Challenges
Design
Displaced children experience a range of contexts – all of which affect the access and quality of their education
Yaseen Syrian refugee Za’atari Camp, Jordan
Amal Somali refugee, born in Kenya Dadaab Camp, Kenya
Mairam Afghan refugee, born in Pakistan Peshawar Providence, Pakistan
Santino South Sudanese IDP Born in Juba, fled to Jonglei state
Context
Refugee/IDP learners’ motivation to attend school is the result of a complex matrix of factors and decisions
Students’ motivation to attend school
Challenges
Refugee/IDP learners’ motivation to attend school is the result of a complex matrix of factors and decisions
PROGRAM decisions of implementing entity
Teaching and
learning materials
Student-to-teacher
ratio
Teacher training
Quality of teaching
force
Distance to and safety of learning
space
POLICY decisions of governments
Accreditation Standardized language of
instruction
Demands of curriculum
(grade placement)
Relevance of curriculum (practical
skills)
Students’ motivation to attend school
PRIORITY decisions by students & families
Basic needs met (food, water, shelter, clothing)
Economic stability (need to earn additional income)
Personal security (crime, harassment, military
conscription, early marriage)
Psychosocial trauma and ongoing conflict
In school
and learning
?
Challenges
Teaching and Learning Materials
Online Training and Capacity Building
School and Data Management
Adaptive Learning Platforms
Digital Libraries CONNECTION
DEVICE
CONTENT
Where and how you address challenges for
target group
ICT used
Effectiveness in Refugee Camps = Program Goals + Appropriate ICT Solution and Capacity Design
Guiding Principles - “The 6Cs”
Causal
Co-designed, Collaborative
Continuous
Contextual
Capacity-Building
Cost-sensitive £
€ ¥
$
Design
Recommended action areas for leveraging ICT for refugee/IDP learning
• Contextualize the learning environment for teachers and students • Design accelerated learning programs to adapt curriculum to devices • Support language learning initiatives by training teachers to use mobile
apps and adapting early grade learning through apps • Promote youth workforce skills through ICT to extend skills and ways to
earn income • Support the blend of online/mobile learning with in-person facilitators
and teachers. • Address the exacerbated needs of the refugee classroom through
more individualized adaptive learning for learners who are overage or may need additional psychosocial support
RECAP
Sample of ICT Programs Researched
RADIO: • Access to Education- War Child (DRC) • Broad Class - Listen to Learn (Pakistan) • Hand in Hand Plan (China) • Somali Interactive Radio Program • South Sudan Interactive Radio
Program
Feature Phones and SMS: • Souktel SMS Alerts • EduTrac (Ureport, DevTrac) • eTaleem • Shaqoodoon, Somali Youth
Livelihoods Program • Wiki-assessment • Ustad Mobile • Voto Mobile Offline Media Libraries:
• KA Lite • eGranary (Widernet) • BRCK Kio Kit (Kenya) • Rachel-Pi (World Possible_ • Outernet, US, Worldwide • Inveneo • Aptus System (Pakistan) • Kolibri (Learning Equity) • Rumie
Smartphones: • Aliim, Jordan and Lebanon • Pocket Library • Vodaphone Egypt Foundation’s
Knowledge is Power program
Tablets and eReaders: • eLimu (Kenya) – digitized Kenyan national
curriculum • eKibatu (Kenya) – Kindle for Kenya • FHI 360: K-Mobile and REACH • IQRA early grade e-reader in Arabic –
Creative • War Child Holland • Rumie, Jordan and Lebanon
Smart Classroom Tools: • CyberSmart Africa • One Mobile Projector Per Trainer
Mobile learning Centers & Materials: • Ideas Box • Tamuka Hubs • Instant Network Schools • Badiliko Digital Hubs, Nigeria
Online Education, Computers: • African Virtual University • Borderless Higher Education for
Refugees (BHER) • Australian Catholic University • Jesuit Commons: Higher Education
at the Margins • Creative U (also mobile-ready)
Community Tech Labs: • Syria Virtual Learning - Unicef • Digital Community Centers, Relief
International (Jordan) • School Online, Relief International, (Tajikistan) • dNet: Computer Literacy Program (CLP),
Computer Learning Centers (CLC) Smart Classrooms (SCR)
• Community Technology Access Centers (UNHCR with Microsoft)
Modules: https://creativeu.com/en/ict4e-for-refugees
• Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review 2016
• INEE
• UNHCR Innovation
• Global Business Coalition for Education, Exploring the Potential of Technology to Deliver Education to Syrian Refugee Youth
• World Bank EduTech Blog
• UNICEF Communication 4 Development
• UNESCO ICT 4 Education
ICT for Education in Conflict and Crisis 08/03/2016
1) Monitoring and Evaluation / Education system strengthening
Tony Bloome (USAID / ACR)
2) Technology for inclusive and equitable quality education
Rebecca Leege (World Vision)
3) Accreditation and certification
Wendy Smith (World Vision International), Laura Stankiewicz
4) Do No Harm and conflict-sensitive education
Peter Transburg (INEE)
Implemented by
Breakout discussions
Cross-cutting topics
ICT for Education in Conflict and Crisis 18/03/2016
• Partnerships and cross-sectoral collaboration
• Sustainability and scale
War Child Holland’s eLearning, Sudan
Challenges Addressed • Out-of-school and hard-to-reach students • Lack of teachers and teaching materials • Need to work
ICT4E Solution Tablet-based, fully accredited accelerated learning program for out-of-school primary students, Grades 1-8 Features • Co-designed with MOE & local universities • Easily transportable, solar-powered & rugged • Stored in centers with servers, solar-power • In-person facilitators mentor/guide students
Evidence of effectiveness (impact): High levels of learning through vigorous student performance data analysis. Plans to expand.
Rumie’s Learn Syria Initiative
Challenges Addressed Lack of access to education among Syrian refugees
ICT4E Solution $50 tablets pre-loaded with a library of learning resources – including the curated by teachers that also tracks student performance Tablets include relevant content for Syrians:
• e-textbooks from the Syrian Education Commission • Video lessons from Nafham and Tahrir Academy • Offline encyclopedia and dictionaries in Arabic • Tons of other science, math, and other resources • + Space to load or create local content
Evidence of effectiveness (impact) Rumie Tablets are being used in 10 countries around the world with positive improvements in math, reading, ICT, engagement, and enthusiasm.
Refugee learners Ahmed, Sabah, & Shahed use Rumie tablets
Source: Learn Syria
Example: Out-of-School Learners
NaTakallam, Lebanon
Challenges Addressed • Syrians looking to earn an income • Individuals looking to learn colloquial Arabic
ICT4E Solution Online platform that connects Syrian refugees in Lebanon with individuals looking to improve their Arabic. Features:
• Full flexibility concerning the timing, length, and format of the sessions
• Unique cultural exchange
Evidence of effectiveness (impact) Still in its infancy, but have just completed a pilot program, making tweaks to improve performance. Have seen platform encourage new friendships and employ refugees
Example: Lack of Practical Skills
Source: NaTakallam
UNESCO’s OpenEMIS Refugees
Challenges Addressed • Support educational planning and management
through the timely collection of data ICT4E Solution Open source web-based application that facilitates the collection of school, student and staff data on a regular basis (mobile or computer) Features: • Any data can be solicited - attendance, grades,
cash transfers, meal programs, migration, etc. • Reports and data visualizer help teachers analyze
information & adapt to classroom in real time
Undergoing two M&E strategies to measure impact: • Country Monitoring – link to education policy • OpenEMIS Monitoring – internal metrics
Example: Classroom Support
Source: OpenEMIS Refugees