USAID Global Reading Network’s Post

The International Rescue Committee (IRC) collaborated with us on a 16-week pilot study called the Pop-up Learning Model, providing learning at the right level to 257 Rohingya children and adults in refugee settlements in Cox's Bazar, #Bangladesh, without relying on teachers within the first 8 weeks of a crisis, to ensure continued education in Education in Emergency (EiE) situations. This initiative, run by refugee women as facilitators, emphasized learning in homes/community spaces, providing self-motivated learning, as well as additional emotional and psychological support. The initiative also addressed challenges such as limited access to electricity and formal educational resources. Enuma developed a localized version of Kitkit School that included instructions and videos in Rohingya. After 4 months of using Kitkit School, there was an average positive increase of 0.21 ASER literacy levels, with the percentage of children unable to read words (Levels 0 and 1) decreasing from 71.60% to 47.54%. An average positive increase of 0.33 ASER numeracy levels was also observed. At baseline, 83.3% of children were not able to identify double-digit numbers (Levels 0 and 1), but at the endline, 46% of children moved to Level 2. Check out the full study here: https://lnkd.in/gzwtVnBF #numeracy #literacy #education #educationforall

Empowering #Rohingya children with the tools for academic success is at the heart of our mission. Many refugee children often start their education journey with no support and limited resources. Help us provide them with tutoring, school supplies, and guidance to help them thrive in school and beyond - https://lnkd.in/gwPeKiJ4

📚 Palestinian Education Under Attack: A Generation at Risk 💔 A new study has laid bare the devastating toll of the ongoing war in Gaza on education. The findings show that children and young people are facing a learning loss of up to 5 years, with the risk of a lost generation—traumatized, displaced, and deprived of their right to education. As Gaza's children endure immense psychological and physical trauma, urgent global action is needed to prevent an educational and humanitarian catastrophe. Education is not just a right—it is the foundation for hope, stability, and a brighter future. Yet, the report warns that education is being deprioritized in aid efforts. Now, more than ever, we must come together to restore learning, provide support for educators and students, and rebuild Gaza’s shattered education system. #EducationUnderAttack #PalestinianRights #HumanitarianCrisis #EducationForAll #GazaWar #TraumaRecovery #GlobalSolidarity #ChildrensRights #PostWarRecovery #UNRWA #SaveTheChildren #RightToEducation

The 2023 findings from Uganda's National Assessment of Progress in Education (NAPE) show that 58% of Primary Six learners are proficient in numeracy, while 42.7% are proficient in literacy in English. In schools hosting refugees, 42.9% are proficient in numeracy and 19.5% in literacy in English. The numbers are more worrying in rural government schools and refugee communities. These results highlight the centrality of investing in the teacher and adopting approaches like Learning through Play, which allows children to learn more effectively and naturally. Primary Six is the class preceding the very last at primary school level.

It’s heartbreaking: only 11.6% of refugee youth of secondary school age in Kakuma currently attend secondary school, as highlighted in a recent report by the Jesuit Refugee Service - compared to 42% of refugees worldwide. While the reasons are complex—underfunding, poverty, early marriage—one key factor stands out: the scarcity of trained and qualified teachers. The report revealed an even more troubling fact: “Most of Kakuma’s secondary teachers’ highest qualification is a secondary education diploma, and many of them never liked or never wanted to be teachers. But because of their living conditions in the camp, most of them are being forced into teaching.” At Amala, we’re committed to tackling this issue. Access to quality education for refugee and conflict-affected youth depends on well-trained, motivated educators. That’s why we’ve developed our on-the-job Educator Development Programme, spearheaded by our Innovation and Learning Lead Louie Barnett and supported by our Learning Leads, Holli Ghaisen and Fatima Abualeenein Abualnein. Our 15-month programme focuses on three core competencies: 1️⃣ Learning Design 2️⃣ Learning Facilitation 3️⃣ Learning Improvement We provide coaching, peer learning, and specialised modules to help educators overcome specific classroom challenges. Investing in their professional growth is already making a difference—not just for the teachers but for Amala students as well. Amala’s educators are enabling refugee youth thrive and make their dreams come true by providing high-quality education, fostering a sense of belonging, and supporting their overall wellbeing. We are truly privileged to work alongside such a dedicated team of educators! 🙌 Check out this interview with Louie Barnett (link in comments) to learn more about the Educator Development Programme—and feel free to reach out if you’d like to chat! #RefugeeEducation hashtag #TeacherDevelopment hashtag #EducationForAll hashtag #AmalaEducation hashtag #EmpoweringYouth hashtag #KakumaCamp hashtag #EducatorDevelopment

Millions of children are out of school due to war and persecution, with their hopes for the future put on hold. No child should be deprived of the opportunity to receive an education and develop their skills and interests. However, recent statistics paint a troubling picture: the number of children denied their right to education is on the rise. At the Refugee Council, we are dedicated to supporting young refugees in accessing the education they deserve through a range of services. These include English for Speakers of Other Languages (ESOL) classes, math courses, and access to schools. We also help them develop work-related skills through volunteering, work experience programmes like Refugees Into Jobs, or by referring them to other organisations offering educational mentoring to foster new skills. These efforts help young people start or continue their education, reduce isolation, and boost their confidence and capabilities. You can help reverse this trend and support young refugees as they rebuild their lives in the UK. Follow the link to learn more about our projects and discover how you can contribute to ensuring that young people's right to education is upheld: https://bit.ly/3zmXpuH

This photo tells a powerful story.NIt reflects the situation of theRohingya refugee children's education system in the camps in Bangladesh. There are half million Rohingya children that don't see their future studying at learning centres where there is no proper syllabus and no qualified teachers.They want education, not your biscuits. From my experience, the English teachers that has been teaching the same lessons since the beginning of influx and still in Eight years, they are teaching them. There is no improvement of education systems for Refugee children as well as other teachers that teach Burmse, basic science and life skills that are not suitable for the children. The children are given the biscuits and other needs in the learning centres but they don't like to go there as everything is free there. Because they want education not the biscuits and other things. There are hundreds of community led learning centres where the curriculum is taught well by Rohingya teachers volunteerly and the parents and students go there always for study because they know they get the quality education in those Rohingya community led schools. Let them have the opportunity to learn and build a better future. Photo -Credit #Education #Rohingyachildren #refugees #propereducation #syllabus #curriculum #losingfuture

As a mother, nothing is more important to me than ensuring my children receive a good education. Like many parents, I know the profound impact learning has on shaping their future. But while my kids are back in school this week, my heart was heavy knowing that, for the past 11 months, thousands of Palestinian children in Gaza and those who have fled the violence have had no access to education. These children did not start the wars. They cannot end them. But they are the ones who suffer the most. Every child, no matter where they come from, deserves the right to an education. It's a fundamental right that opens the door to hope and opportunity. That's why we made the decision to launch the first academy for 500 displaced Palestinian children, with the hope that this will inspire other organizations to take action as well. Months of planning went into this project, and in just four days, we built a safe space where these innocent children can begin to educate and dream again. The induction days were nothing short of emotional. Watching the parents drop off their children with tears of happiness in their eyes, praying for our success, reminded me just how much education means to them. These families have lost so much, yet education remains a priority in their hearts. As refugees, these children are often treated as illegal immigrants, which means they cannot enroll in regular schools. Their future is left hanging in the balance, and it’s up to us to help give them the chance they deserve. This is just the beginning. We must continue to build streams of support and education for these children. We must continue to stand up for their future. Because even in the darkest of times, children deserve to learn, to grow, and to dream of a brighter tomorrow. This is what I created Salaam Cola for | To rebuild Lives ❤️🍉 #humanity #palestine

Are you Cameroonian? Are you African? What are your thoughts on the implementation of Basic Literacy Projects? According to the United Nations statistics, 9 out of 10 children in Sub-Saharan countries cannot read, write correctly or understand a story by the age of 10. Education Cannot Wait (ECW) #BasicLiteracy #EarlychildhoodLearning #NGOs #SustainableDevelopmentsGoals

Had a great opportunity on May 29 to talk in this education forum as a panelist on 'Financing and Partnership for Education for Rohingya and Host Community Children in Bangladesh'. The forum was organized by UNICEF, UNHCR and UNESCO in Cox's Bazar, and I represented USAID. I shared the stage with the representatives from the World Bank, the Global Affairs Canada and the Education Sector Coordinator of Cox's Bazar. It was a great experience to share some of my thoughts regarding Education in Emergencies (EiE). Before I joined USAID, I worked for the refugee education program for one and a half years. The Cox's Bazar education sector mostly ensured children's access to education and it is their great achievement. It seems the quality is still a big concern. The forum also evolved with a practical query on which curriculum would be the best fit for this EiE context. When I worked for UNHCR back in 2019, I was an active member of our joint advocacy (UNICEF-UNHCR-UNESCO) regarding what curriculum to adapt for the EiE program in Bangladesh. We ended up with our decision to adapt the Myanmar National Curriculum but its English version. It was not the Burmese version becuase neither teachers, nor children know the language let alone the program personnel. Later, may be for some practical reasons, the Burmese version of it was adapted. After 4 years of its piloting, it is the high time to introspect and generate evidence from this exercise. If the Myanmar National Curriculum as well as its Burmese version cannot bring any positive change, we must take our decision regarding this but the decision must be based on evidence. Quality education is a global concern and it is more for any EiE context. It is our collective responsibility to ensure more investment in education and that must prioritize quality more than anything. Photo credit- Tahmina Akter #education #EiE #curriculum #Rohingya