PORTICUS WORKSHOPAPRIL 2016

BASSEL AKAR (CARE/NDU)ERIK VAN OMMERING (CARITAS AUSTRIA)

Gathering Evidence for Education in Emergencies and

Supportive Policies

Outline

CARE: innovative approaches to holistic education

Caritas Austria: field researchCARE: 2nd shiftUSJ: public schools 2015-2016

Open Space: key issues

Further directions for research & development

CARE: innovative approaches

November 2014Parents as gatekeepersEducation perceived as low-stakesWar-related traumaQualified human resourcesIntegration into an education systemSustainable programmingCommunities in conflictAppropriate educationLegal frameworksSafety

Caritas Austria: Field Research

ChallengesParents/caretakers

Facing stress and insecurity (documentation, eviction, safety, work, lack of resources to care for children)

Capacity to protection and care becomes vulnerable > prioritise adverse strategies

Not well-informed about policies May choose safe education over certified education Afraid to ask about their kids

Public school environments Access, aggression, uniforms, 2nd shift

Caritas Austria: Field Research

ChallengesEducation

Assessment, placement, learning gapsTeachers

Stress, hierarchy, classroom management, materials, little knowledge of referral pathways

Hygiene and behaviorIntercommunal tension

Religion, public and private memories

Caritas Austria: Field Research

Positive impact of holistic educationSource of structure, securityLearning as cognitive, emotional, social, and

creative development Emotional bond with teachers Communication skills Tolerant classrooms Sports, movement, games, music, arts

Complementary support Humanitarian, heating, referral Entire school community benefits

Caritas Austria: Field Research

Positive outcomes of holistic educationParents/caretakers

Teachers and parents as learners Parents notice non-academic development Parents approach teachers

Summer school/ALP Classroom culture

PSS In-school social worker with strong backup

Assessment as encouragement

Caritas Austria: Field Research

RecommendationsUtilise potential of private sectorHigh responsivenessInclusionMove – unblocking nerve system,

communication, senses, long-term memoryECEReconsider uncertified education

CARE

Why do we need to regularly research?

Rapid policy changeTeacher turnoverParents relocateChanges in finances at homeDonor dependence

CARE: 2nd shift

Types of schooling Public SRC (unofficial, remedial)

AttendanceViolenceParental supportDifferentiationBehaviorismSustainability

USJ: public schools 2015-2016

Field research with nearly 1,000 children across Lebanon, focus on ‘Back to School’ campaign

60% in school (47% public), highest among young children

Regional variations in enrolment (75% Beirut, 52% South)

20% has no books and schools suppliesNegative perception of early marriage is higher among

in-school girls (62%) vs. 37% for out-of-school girlsChildren in school are happier than those out of school

USJ: public schools 2015-2016

Recommendations Adolescents Quality relations (inspections) Regional distribution Mixed classes (S/L) Inter-ministerial coordination

Details Carole Shabarati (carole.alsharabati@usj.edu.lb) www.isp.usj.edu.lb/files/articles.html

Open Space

Aim: discussing key issues, formulating practical solutions, and defining policy suggestions

Method: 6 key topics, one representative per topic, contribute

to topic that you relate to (15 mins) Briefings (1 minute per topic) Questions (1 minute per topic)

Open Space: Topics

1. How do sports and movement influence learning and well-being?

2. How can standardised education and quality be reconciled?

3. How can relationships of trust be fostered between schools and parents/caretakers?

4. How can we meaningfully utilise the potential of private schools?

Open Space: Topics

5. How can students with special needs be integrated in formal education?

6. What kind of citizenship do we want to foster in our programmes?

7. Should MEHE certificate unofficial schools for refugee children?

8. How do we reach all children with education and access to official exams?

9. What is the best exit strategy for education programming?

Open Space

15 min discussion + practical/policy directions1 minute briefing by representative1 minute Q&A

Further Directions in Research and Development

1. Research and development Gathering missing information Action research

2. Dissemination Help NGOs increase readership of their reports Inform stakeholders of progress and strategies

through 1-minute videos Inform policies in other host communities (EU!)

Further Directions in Research and Development

3. Capacity building Teacher professional development MA

4. Public discourse and policy dialogues Certification Citizenship Lost generation? UN agencies and NGOs Spot and support talent Place of vocational training

Dr. Bassel Akar (Centre for Applied Research in Education, Notre Dame University) bakar@ndu.edu.lb

Erik van Ommering (Caritas Austria) erik.van-ommering@caritas-austria.at