Comprehensive Education Support for Refugees in Early Childhood

Abstract

 Presenter (s) Rimonda Welson

This paper presents how the comprehensive-based intervention approach in education for refugee programs is more impactful on children’s education from the ad-hoc scattered interventions. The comprehensive approach reduces the barriers of access to education and improves quality.
Education Assistance for Refugees and Asylum Seeker Children is UNICEF Funded project implemented by Catholic Relief Services in Egypt. The project aims to provide refugees kindergarten children with safe, relevant, and quality education opportunities. The project used the comprehensive approach to improve the key elements of the education:
– physical environment: comprehensive school-assessment tool to help determine sustainable actionable interventions for school improvement. The results of the administration of the tools identifies the gaps and informs the donor of the areas of improvement
– Teachers: capacity building for teachers on modern teaching strategies, classroom management, Positive Discipline, assessment techniques, play-based learning and safe-guarding and protection.
– Managers: Capacity building of school managers on governance, leadership, developing emergency plans, keeping school records and supporting teachers.
– Parent: Parents receive cash assistance in order to enroll/reenroll their children since the main barrier to education is financial.
– Curriculum: Providing text-books to children that follows the agreed upon learning outcomes appropriate to transition into primary education in public schools.
– Children: conducting extra curricula activities such as sports days and field trips
– Accountability: beneficiaries including parents, teachers and managers are able to express their opinions in the services provided by CRS. This data is continuously analyzed the responded to by CRS team.
The project internal evaluation data shows the impact of the above comprehensive school-based interventions through different channels. KG managers reported that the furniture provided was useful for improving the quality of the learning environment. This included desks, chairs, first aid kits and teaching kits. Teachers appreciated the teaching kits and story books received. The parents reported 81% satisfaction with the learning environment which is a significant change from the previous dissatisfied data. Managers reported that their relationship with teachers improved as a result of the training they received. Teachers benefited from the training provided; it helped them in dealing with children and using modern teaching strategies like story-telling. For the effectiveness of the education grant, 81% of the parent were able to cover 50% of the KG education expenses. The results of children preparedness to reading and writing also increased. However, this can be totally attributed to the efforts at the school level but surly the efforts contribute to this result.
This comparing to the scattered interventions implemented in another similar education refugee project that abled to achieve only the output level by counting number of participants. The comprehensive approach came as lesson learnt from the scattered interventions
For next steps, incorporate psychosocial support and four educational dimensions of life skills which are: Individual, Social, Instrumental and Cognitive as well as values in the curricula and teacher training. More focus on the special need children.

2 Responses

  1. The scheme used the complete method to recover the key rudiments of the teaching bodily setting: complete school valuation tool to help control maintainable actionable interferences for school development.

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