7.2b In conflict and protracted crisis contexts, what are the most effective approaches to education provision and what works to improve the holistic learning of children and strengthen the coherence of education systems?
Background
There is a widespread learning crisis. By 2030, trends indicate that over half school-aged children will not master basic literacy and numeracy. Globally, two-thirds of children are currently in school and will reach the end of primary school but not achieve minimum proficiency levels in reading. In addition, many countries are facing multiple, overlapping crises—including conflict, climate change, and political instability. These crises are impacting education systems, especially for marginalised groups. FCDO research is filling evidence gaps on how to strengthen national education systems including in the context of poly-crisis, education in conflict and crisis, education technology and early childhood development, understanding how to build climate-smart education systems, and how to invest in human capital for better climate outcomes.
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Related UKRI funded projects
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Promoting Children's Learning Outcomes in Conflict-Affected Countries: Generating, Communicating, and Incorporating Evidence for Impact
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 co...
Funded by: ESRC
Lead research organisation: New York University
Why might this be relevant?
The project specifically focuses on promoting effective teaching and improving children's learning outcomes in conflict-affected contexts, which directly addresses the question.
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Improving learning outcomes in Afghanistan and Pakistan in the midst of COVID-19 through Community based system dynamics and project-based learning
Sustainable Development Goals have created impetus to focus on education equity and quality. The education level of millions of children in Low- and Middle-Income Countries (LMICs) out of school for months following pand...
Funded by: ESRC
Lead research organisation: Washington University in St. Louis
Why might this be relevant?
The project addresses improving learning outcomes in crisis-affected settings, particularly in Afghanistan and Pakistan, through innovative methods, aligning with the question's focus on effective approaches in conflict contexts.
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A Community-Centred Educational Model for developing Social Resilience (ACES): Playfulness towards an inclusive, safe and resilient society
ACES will investigate and establish a transformative educational model for bridging formal and informal educational contexts via playful and participatory methodology towards a more inclusive, safe and resilient society ...
Funded by: GCRF
Lead research organisation: Coventry University
Why might this be relevant?
Partially relevant as it focuses on education models and SDGs, but does not specifically address conflict and crisis contexts.