Landscape Review of

Technology for Refugee and IDP Education

Mobile Learning Week 2016

• Presents the most pressing barriers that refugees/IDP learners face while trying to access learning

• Shows how ICT4E can address them

Three Module Series

• Provides overview of the scope and scale of persons of concern worldwide

• Introduces some of the faces of refugee/IDP learners

• Outlines basic framework and guiding principles • Examples of how to design effective ICT initiatives for

learners who are refugees, displaced, or vulnerable

Summary

Context

Challenges

Design

Displaced children experience a range of contexts – all of which affect the access and quality of their education

Yaseen Syrian refugee Za’atari Camp, Jordan

Amal Somali refugee, born in Kenya Dadaab Camp, Kenya

Mairam Afghan refugee, born in Pakistan Peshawar Providence, Pakistan

Santino South Sudanese IDP Born in Juba, fled to Jonglei state

Context

Refugee/IDP learners’ motivation to attend school is the result of a complex matrix of factors and decisions

Students’ motivation to attend school

Challenges

Map of System Dynamics of Education in Refugee Camps

Stopping Points

Refugee/IDP learners’ motivation to attend school is the result of a complex matrix of factors and decisions

PROGRAM decisions of implementing entity

Teaching and

learning materials

Student-to-teacher

ratio

Teacher training

Quality of teaching

force

Distance to and safety of learning

space

POLICY decisions of governments

Accreditation Standardized language of

instruction

Demands of curriculum

(grade placement)

Relevance of curriculum (practical

skills)

Students’ motivation to attend school

PRIORITY decisions by students & families

Basic needs met (food, water, shelter, clothing)

Economic stability (need to earn additional income)

Personal security (crime, harassment, military

conscription, early marriage)

Psychosocial trauma and ongoing conflict

In school

and learning

?

Challenges

Teaching and Learning Materials

Online Training and Capacity Building

School and Data Management

Adaptive Learning Platforms

Digital Libraries CONNECTION

DEVICE

CONTENT

Where and how you address challenges for

target group

ICT used

Effectiveness in Refugee Camps = Program Goals + Appropriate ICT Solution and Capacity Design

Guiding Principles - “The 6Cs”

Causal

Co-designed, Collaborative

Continuous

Contextual

Capacity-Building

Cost-sensitive £

€ ¥

$

Design

Recommended action areas for leveraging ICT for refugee/IDP learning

• Contextualize the learning environment for teachers and students • Design accelerated learning programs to adapt curriculum to devices • Support language learning initiatives by training teachers to use mobile

apps and adapting early grade learning through apps • Promote youth workforce skills through ICT to extend skills and ways to

earn income • Support the blend of online/mobile learning with in-person facilitators

and teachers. • Address the exacerbated needs of the refugee classroom through

more individualized adaptive learning for learners who are overage or may need additional psychosocial support

RECAP

Sample of ICT Programs Researched

RADIO: • Access to Education- War Child (DRC) • Broad Class - Listen to Learn (Pakistan) • Hand in Hand Plan (China) • Somali Interactive Radio Program • South Sudan Interactive Radio

Program

Feature Phones and SMS: • Souktel SMS Alerts • EduTrac (Ureport, DevTrac) • eTaleem • Shaqoodoon, Somali Youth

Livelihoods Program • Wiki-assessment • Ustad Mobile • Voto Mobile Offline Media Libraries:

• KA Lite • eGranary (Widernet) • BRCK Kio Kit (Kenya) • Rachel-Pi (World Possible_ • Outernet, US, Worldwide • Inveneo • Aptus System (Pakistan) • Kolibri (Learning Equity) • Rumie

Smartphones: • Aliim, Jordan and Lebanon • Pocket Library • Vodaphone Egypt Foundation’s

Knowledge is Power program

Tablets and eReaders: • eLimu (Kenya) – digitized Kenyan national

curriculum • eKibatu (Kenya) – Kindle for Kenya • FHI 360: K-Mobile and REACH • IQRA early grade e-reader in Arabic –

Creative • War Child Holland • Rumie, Jordan and Lebanon

Smart Classroom Tools: • CyberSmart Africa • One Mobile Projector Per Trainer

Mobile learning Centers & Materials: • Ideas Box • Tamuka Hubs • Instant Network Schools • Badiliko Digital Hubs, Nigeria

Online Education, Computers: • African Virtual University • Borderless Higher Education for

Refugees (BHER) • Australian Catholic University • Jesuit Commons: Higher Education

at the Margins • Creative U (also mobile-ready)

Community Tech Labs: • Syria Virtual Learning - Unicef • Digital Community Centers, Relief

International (Jordan) • School Online, Relief International, (Tajikistan) • dNet: Computer Literacy Program (CLP),

Computer Learning Centers (CLC) Smart Classrooms (SCR)

• Community Technology Access Centers (UNHCR with Microsoft)

Modules: https://creativeu.com/en/ict4e-for-refugees

• Education in Conflict and Crisis: How Can Technology Make a Difference? A Landscape Review 2016

• INEE

• UNHCR Innovation

• Global Business Coalition for Education, Exploring the Potential of Technology to Deliver Education to Syrian Refugee Youth

• World Bank EduTech Blog

• UNICEF Communication 4 Development

• UNESCO ICT 4 Education

ICT for Education in Conflict and Crisis 08/03/2016

1) Monitoring and Evaluation / Education system strengthening

Tony Bloome (USAID / ACR)

2) Technology for inclusive and equitable quality education

Rebecca Leege (World Vision)

3) Accreditation and certification

Wendy Smith (World Vision International), Laura Stankiewicz

4) Do No Harm and conflict-sensitive education

Peter Transburg (INEE)

Implemented by

Breakout discussions

Cross-cutting topics

ICT for Education in Conflict and Crisis 18/03/2016

• Partnerships and cross-sectoral collaboration

• Sustainability and scale

War Child Holland’s eLearning, Sudan

Challenges Addressed • Out-of-school and hard-to-reach students • Lack of teachers and teaching materials • Need to work

ICT4E Solution Tablet-based, fully accredited accelerated learning program for out-of-school primary students, Grades 1-8 Features • Co-designed with MOE & local universities • Easily transportable, solar-powered & rugged • Stored in centers with servers, solar-power • In-person facilitators mentor/guide students

Evidence of effectiveness (impact): High levels of learning through vigorous student performance data analysis. Plans to expand.

Rumie’s Learn Syria Initiative

Challenges Addressed Lack of access to education among Syrian refugees

ICT4E Solution $50 tablets pre-loaded with a library of learning resources – including the curated by teachers that also tracks student performance Tablets include relevant content for Syrians:

• e-textbooks from the Syrian Education Commission • Video lessons from Nafham and Tahrir Academy • Offline encyclopedia and dictionaries in Arabic • Tons of other science, math, and other resources • + Space to load or create local content

Evidence of effectiveness (impact) Rumie Tablets are being used in 10 countries around the world with positive improvements in math, reading, ICT, engagement, and enthusiasm.

Refugee learners Ahmed, Sabah, & Shahed use Rumie tablets

Source: Learn Syria

Example: Out-of-School Learners

NaTakallam, Lebanon

Challenges Addressed • Syrians looking to earn an income • Individuals looking to learn colloquial Arabic

ICT4E Solution Online platform that connects Syrian refugees in Lebanon with individuals looking to improve their Arabic. Features:

• Full flexibility concerning the timing, length, and format of the sessions

• Unique cultural exchange

Evidence of effectiveness (impact) Still in its infancy, but have just completed a pilot program, making tweaks to improve performance. Have seen platform encourage new friendships and employ refugees

Example: Lack of Practical Skills

Source: NaTakallam

UNESCO’s OpenEMIS Refugees

Challenges Addressed • Support educational planning and management

through the timely collection of data ICT4E Solution Open source web-based application that facilitates the collection of school, student and staff data on a regular basis (mobile or computer) Features: • Any data can be solicited - attendance, grades,

cash transfers, meal programs, migration, etc. • Reports and data visualizer help teachers analyze

information & adapt to classroom in real time

Undergoing two M&E strategies to measure impact: • Country Monitoring – link to education policy • OpenEMIS Monitoring – internal metrics

Example: Classroom Support

Source: OpenEMIS Refugees

Map of System Dynamics of Education in Refugee Camps

Stopping Points