April 16, 2020 —
First, a digital curriculum is no magic bullet. Communities where connectivity and access to hardware is limited are the same places where families are most at risk. Radio programming and broadcast television are more practical short term options. So are simple, play-based learning activities delivered alongside services to parents, such as food and cash distributions or health provision.
Second, children affected by crisis need community-based learning options. Universal schooling is the right goal, but the barriers to it, especially for refugee children, are often insurmountable. Children in crisis affected countries are more than twice as likely to be out of school compared to children in stable settings. Studies show that community based learning - which uses the skills of local people in informal settlements that are the norm for displaced people – can significantly increase both enrolment and learning in crisis settings.
Third, social and emotional support is a gateway to learning, and essential in crisis settings. Research shows that social-emotional leading, delivered effectively, helps children do better in academic subjects like reading and math. There are practical ways for parents and caregivers to support their children’s social-emotional wellbeing and take care of their own mental health. For example, locally developed games, songs and stories have been shown to teach children essential skills and build their resilience.
Fourth, we need a completely new priority for the needs of young girls, who in emergency situations are the first to lose their learning opportunity. Girls who are out of school are more likely to experience violence, exploitation and early marriage. Educational content can play its part, with messages to girls and boys about the value of each. Enrolment campaigns, parental engagement, secure transport have all been shown to be vital to meet the needs of girls.
Fifth, we need to take this crisis as a wake up call. The quality as well as quantity of learning being afforded to the most vulnerable children in the world is severely lacking. While the European Union has committed that 10 per cent of its humanitarian aid funding will go to education, it is an outlier in the donor community, and overall education still only represents 3% of humanitarian funding. Until this changes, quality provision will be sparse for those most in need.