Promoting Children's Learning Outcomes in Conflict-Affected Countries: Generating, Communicating, and Incorporating Evidence for Impact

促进受冲突影响国家儿童的学习成果：生成、交流和纳入影响证据

• 批准号: ES/M004732/1
• 负责人: John Aber
• 金额: $ 19.23万
• 依托单位: New York University
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2015
• 资助国家: 英国
• 起止时间: 2015 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FM004732%2F1
• 关键词: Promoting; Children; Learning; Outcomes; Conflict

Nowhere is access to and quality of education more urgent than in low-resourced states afflicted by ongoing conflict. Of the over 75 million children around the world who are currently out of school, over half live in conflict-affected countries (CACs). Of children in conflict-affected areas who are in school, children are not learning. For example, our own research in three eastern provinces of the Democratic Republic of the Congo (DRC) indicates that 91 percent of primary school children in grades 2-4 could not correctly respond to one reading comprehension question of the Early Grade Reading Assessment (EGRA), a test designed specifically for use in low- and middle-income countries. We take the position that the provision of quality education can mitigate some of the most severe consequences of conflict for children - and potentially help break the intergenerational transmission of poverty and violence - through the effective provision of safe and supportive spaces that promote children's academic and socioemotional development. But as an international community, we are currently failing in our efforts to do so due to the "stunning lack of evidence" as to what works to promote children's learning in the context of conflict and crisis.The current project aims to generate, communicate, and incorporate into practice rigorous evidence as to how to promote effective teaching and improve children's academic and socioemotional learning in conflict-affected contexts. We will achieve these objectives using three primary strategies. First, we will generate evidence via original analyses of data from a large-scale, cluster-randomized, school-based intervention program ("Healing Classrooms") undertaken by the International Rescue Committee, New York University, and other partners in the Democratic Republic of the Congo (DRC) between 2011 and 2014. To our knowledge, this is the only experimental evaluation of an integrated teacher training/curricular development intervention to promote academic and socioemotional learning in a CAC that has ever been undertaken. We will use the rigorous evidence generated from these analyses to: (1) communicate with policymakers, practitioners, and the academic community cutting-edge social science approaches to the design and implementation of future education strategies in CACs; and (2) work with partner organizations to incorporate the evidence into school-based interventions around the world. In generating evidence, we will move beyond assessing whether a school-based intervention works to promote effective teaching and children's learning outcomes: We will use sophisticated statistical methods to consider both the mechanisms by and the contexts in which the intervention worked. Such evidence is essential for: (1) strengthening and replicating the mechanisms of the intervention that do work; (2) and tailoring the intervention to different school- and community-contexts. Given that Healing Classrooms intervention is currently being implemented by the IRC in 12 countries (including the DRC, Central African Republic, Afghanistan, and Chad), the evidence generated by the proposed project - in conjunction with our communication and incorporation activities - has the potential to improve the learning outcomes of millions of children around the world.

没有任何地方比受持续冲突影响的资源匮乏国家更迫切需要获得教育和提高教育质量。目前，全世界有7500多万失学儿童，其中一半以上生活在受冲突影响的国家。在受冲突影响地区，上学的儿童没有在学习。例如，我们自己在刚果（DRC）东部三个省的研究表明，91%的2-4年级小学生不能正确回答低年级阅读评估（埃格拉）中的一个阅读理解问题，EGRA是专门为低收入和中等收入国家设计的测试。我们的立场是，通过有效提供安全和支持性空间，促进儿童的学业和社会情感发展，提供优质教育可以减轻冲突对儿童造成的一些最严重后果，并可能有助于打破贫穷和暴力的代际传递。但是，作为一个国际社会，我们目前在这方面的努力失败了，原因是“严重缺乏证据”，无法证明在冲突和危机环境下如何促进儿童的学习。目前的项目旨在就如何在受冲突影响的环境中促进有效教学和改善儿童的学业和社会情感学习，生成、传播并将严格的证据纳入实践。我们将通过三个主要战略来实现这些目标。首先，我们将通过对2011年至2014年期间由国际救援委员会、纽约大学和其他合作伙伴在刚果民主共和国开展的大规模、随机分组、以学校为基础的干预计划（“愈合教室”）的数据进行原始分析来获得证据。据我们所知，这是唯一的综合教师培训/课程开发干预，以促进学术和社会情感学习的CAC，曾经进行的实验性评估。我们将使用这些分析产生的严格证据：（1）与政策制定者，从业者和学术界交流尖端的社会科学方法，以设计和实施未来的教育战略在CAC;（2）与合作伙伴组织合作，将证据纳入世界各地的校本干预措施。在生成证据时，我们将超越评估以学校为基础的干预是否有助于促进有效的教学和儿童的学习成果：我们将使用复杂的统计方法来考虑干预工作的机制和背景。这些证据对于以下方面至关重要：（1）加强和推广确实有效的干预机制;（2）使干预措施适合不同的学校和社区环境。鉴于IRC目前正在12个国家（包括刚果民主共和国，中非共和国，阿富汗和乍得）实施治疗教室干预措施，拟议项目产生的证据-结合我们的沟通和融合活动-有可能改善世界各地数百万儿童的学习成果。

项目成果

Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo

公平获得优质基础教育的机会 (OPEQ)：关于 OPEQ 干预对刚果民主共和国影响的最终报告

• 作者: Aber JL

Impacts After One Year of "Healing Classroom" on Children's Reading and Math Skills in DRC: Results From a Cluster Randomized Trial

• DOI: 10.1080/19345747.2016.1236160
• 发表时间: 2017-01-01
• 期刊: JOURNAL OF RESEARCH ON EDUCATIONAL EFFECTIVENESS
• 影响因子: 1.8
• 作者: Aber, J. Lawrence;Torrente, Catalina;Wolf, Sharon
• 通讯作者: Wolf, Sharon

Learning in a Healing Classroom in the Democratic Republic of the Congo: Results from a two-year randomized wait-list controlled trial.

在刚果民主共和国的康复教室中学习：为期两年的随机等待名单对照试验的结果。

• 期刊: International Journal of Educational Development
• 影响因子: 2.5
• 作者: Torrente, C.

Community Violence, School Climate, and Social-Emotional Well-Being in the Democratic Republic of the Congo

刚果民主共和国的社区暴力、学校氛围和社会情感福祉

• 发表时间: 2016
• 作者: Starkey L

Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom

改善刚果民主共和国的初等教育：在康复教室中进行集群随机等候名单控制学习试验的最终结果

• DOI: 10.1080/19345747.2018.1561963
• 发表时间: 2019
• 期刊: Journal of Research on Educational Effectiveness
• 影响因子: 1.8
• 作者: Torrente C