CUP project foundational literacy, numeracy and social emotional learning

Oxford Symposium

1. Developing Social Emotional Learning Skills in Humanitarian Settings Claire Hedges, The Open University, UK, [email protected]   Mesfin Jonfa , World Vision, Ethiopia, [email protected] Alexandra Okada, The Open University, UK, [email protected] Janelle Zwier, World Vision, Zimbabwe, [email protected] Margaret Ebubedike , The Open University, UK, [email protected]

2. Agenda 1. Theoretical Background Humanitarian Education Social Emotional Learning SEL Instrument 2. Case Study Catch-up Clubs 3. Methodology Mixed Methods 4. Findings Engagement & Inclusion 5. Final Remarks

3. Humanitarian Education Humanitarian education is an educational approach  towards addressing human needs in adversities, crises or conflicts. It centres on the impulse to save lives, protect human dignity, and alleviate suffering. It equips individuals and communities with the skills, knowledge, and attitudes needed to help themselves and others. (Aguilar, Retamal, 2009) How? Protective learning environments Trained educators Timeously materials When? 1970s crises 1980s refugees 1990s calamity What? Education focused on well-being and protection can help return children's lives to normal, even during a crisis

4. SEL “is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities .” Social Emotional Learning (SEL) (CASEL Organization, 2021) Source https:// casel.org /casel-sel-framework-11-2020/ SEL skills include: manage emotions, achieve personal and collective goals, feel and show empathy for others, establish supportive relationships, make responsible and caring decisions ( CASEL Organization, 2021) Self-awareness Self-management Social awareness Relationship skills Responsible decision

5. Findings Literature review 2021 with 136 studies Social Emotional Learning (SEL) Number of studies about SEL is increasing over time. Most of the studies are Impact Evaluation. There are a few empirical studies - mixed methods examining social and emotional skills. There are some studies that explore also cognitive skills (e.g. literacy, numeracy and SEL)

6. Presentation Headline Catch Up Clubs: A community-driven, child centered approach to address education disruptions and inequity . licensed under CC BY

7. licensed under CC BY Presentation Headline Comparative between Catch-up, accelerated, remedial and bridging programmes

8. Presentation Headline Cath Up Design 8 Community Based CUP Clubs Two facilitators : 20-25 children at the same level 32 scripted sessions per level per subject; Two levels Blue (GPF Grade 1) and Orange (GPF Grade 2);  Two subjects Literacy and Numeracy. Simple Diagnostic Assessment Integrates Social Emotional Learning; Applies Universal Design and Play- b ased Learning WV - photo

9. Presentation Headline CATCH UP PROGRAM GOAL AND TARGET Target Group : Children aged 6-10 who attended school before disruption or are eligible to enrol in school at appropriate age for grade. Goal: Recover lost learning or gain most essential skills during COVID or other disruption and return to or enter school. Content & Pedagogy: Priority Literacy and Numeracy Skills (UNESCO Global proficiency Framework) Flexible modules, safe environment, learner centred pedagogy, social emotional learning licensed under CC BY

10. WORLD BANK RAPID FRAMEWORK Source : World Bank and other 2022b. Right Level Instruction; Structured Accelerated S&S Simple diagnostic assessment to level and measure progress Community based; Learner tracking Foundational Literacy, Numeracy and SEL Safe, Nurturing, Play based, Protection systems CATCH UP PROGRAMME STRUCTURE

11. Catch Up CONTEXTS 11 Focused on Literacy & Numeracy Teaching at the Right Level School & Community partnerships Social-Emotional Learning Child Protection Focused on Most Vulnerable Children Community -based intervention Ghana & Zimbabwe (numeracy, literacy) Chile, Ethiopia, Bangladesh (both and SEL)

12. DAPA Tool D iagnostic a nd P roficiency A ssessments ( DAPA s) are used to assess children individually. Children in CUP Literacy and Numeracy Clubs are grouped by learning needs. They are not grouped by age or grade-level. A child may be at a different level for literacy than s/he is for numeracy. Performance on the DAPA before the clubs begin WV CUP Literacy Club level Cannot read numbers Blue Can only read numbers within 10 Can add and subtract within 10 Orange   Can read numbers within 100 or Can add and subtract within 20 (but cannot do both) Can read numbers within 100 and Can add and subtract within 20 (but cannot do both) Does not need to be in a CUP Numeracy Club. FOs may decide to enrol the child in an Orange-level Club for other reasons.

13. Most children gained literacy skills Case studies illustrated changes in children’s confidence and participation in CUP and in school Where numeracy was offered, children gained numeracy skills  Action Learning : PILOT Findings Children with the lowest entry assessments made the most progress Boys, on average, entered with lower scores and made greater gains Stakeholders believed CUP reached the most vulnerable children Very few children with disability or out of school children were identified within CUP participants

14. SCALING AND ADAPTATION RESEARCH 14 Research on the effectiveness and relevance/adaptive suitability of CUP across multiple, real world implementation contexts. Ethiopia Chile Location Amhara Northern Chile Local Education Context Disrupted due to conflict; Fragile Stable; Right to education guaranteed; System challenge of targeted support Target Population Conflict affected children, in or out of school Sub population of migrants requiring targeted support to enter education Delivery Approach Community clubs Qualified Teachers; Multiple approaches (Family, Camp and School settings); Flexible sessions

15. ETHIOPIA 15 Criteria for referral contextualized with communities. Many never been to school or highly vulnerable. CUP sessions started JUNE & continue despite CONFLICT that closed all other operations Strong support from local schools Facilitators drawn from local CP workers, trained for CUP delivery Integrating SEL/PSS activities CHALLENGES: Teaching method –Play based intent needs more support; teaching culture. Demand –class sizes exceeded. IN 10 CUP CENTRES Almost all children enrolled at blue literacy level (grade 1 equivalent) 333 children from 10 cup centres, 30 responded the SEL questionnaire (10%)

16. CHILE Multiple Settings: Reception Centers; Family Homes, Camps, Schools Partnership with Chilean Ministry of Education Solutions for integrating migrant children into the education system Qualified Teachers adapting effectively to play based pedagogy , SEL integration Integrated into Holistic Humanitarian Program Strong SEL and MHPSS Case Management Approach DAPA meets gap in education service diagnostic Children 6-12, many who missed years of education in transit, highly vulnerable Challenges : Mobile population Scaling in all settings? Foundation skills gaps in Chilean children Around 59 children, 9 SEL respondents with different ages (15%)

17. Social Emotional Learning questionnaire design: 5 steps Sources: CASEL survey, Catch-Up Pilot Do students feels safe, engaged, included? Social – self – awareness - relationship – responsible Focus group Small pilot 15 to 30 students in 5 countries Engagement : students feel engaged with learning. Inclusion : studenst feel safe and included in the learning environment Theoretical constructs Situated Practice Questionnaire to be adapted for Humanitarian settings

18. Social Emotional Learning questionnaire findings Content Validity: Supported by focus groups. Ensures relevance and representativeness of items. Face Validity: Ensured through examination. Items deemed appropriate and interpretable across cultures. Construct Validity: Employed Exploratory Factor Analysis (EFA). Ensures items measure theoretical constructs accurately. EFA ( 6 COMPONENTS)

19. Social Emotional Learning questionnaire findings

20. Self-Management, Growth Mindset : I feel able to practice (reading, writing, playing, and also I made alphabets and numbers with muds. Boy age 8 Ethiopia Findings from qualitative thematic analysis

21. Responsible decision making: l like to learn how to add and subtract because it is something that I want to practice. Girl, age 14 Chile Findings from qualitative thematic analysis

22. Relationship, Social Learning: I like reading and counting numbers and playing with my friends. Because, before CUP I couldn't read and write. Boy, Ethiopia age 8 . Social Awareness, Supportive Participation: I like learning maths counting numbers by songs Girl, age 7. Ethiopia. Findings from qualitative thematic analysis

23. Relationship Friendship, self awareness : I like learning, playing with my friends , singing a song. But while I was in the regular class the class monitor hit me a lot and I hate learning , I dropped out my schooling. But in the CUP class only teacher guided us to be silence. Girl 8, Ethiopia Findings from qualitative thematic analysis

24. Reached communities marginalised in mainstream COVID education responses. Communities are bridging gaps and provided effective learning opportunities. SEL instrument implemented and validated in two countries: Helps students and teachers reflect about SELL skills. Increase their awareness about their achievements and challenges. Can be used to plan next steps. Final Remarks

25. Thank you!