Being Untaught: How NGO Field Workers Empower Parents of Children with Disabilities in Dadaab

Roughly 350,000 refugees, over 90% of them Somali, lived in five sprawling camps in Dadaab, Kenya in 2015. In the Dadaab refugee camps, families had unique experiences of disability, education, womenΓÇÖs roles, and involvement with International Non-Governmental Organization (INGO) programming. INGOs provided a variety of basic services including education such as the program analyzed here for parents of children with disabilities. Many children with disabilities in the refugee camps faced social stigma and lacked access to education. This research draws on practices and literature in family literacy and parental involvement programming to explore how one NGO training sought to empower women learners to send their children with disabilities to school in Kambioos, the smallest and newest refugee camp in Dadaab. Using ethnographic methods, one training program involving parents and children was video-taped. The video was used as a cue to interview field workers about how the training empowered parents, particularly mothers. The study found that empowerment of women through training for parents of children with disabilities centered on parentsΓÇÖ interaction with formal schools and engagement in their communities

Aplicar una teoría de aprendizaje para crear “buen aprendizaje” en emergencias: la experiencia de Dadaab, Kenia

Aplicar una teoría de aprendizaje de manera retrospectiva a un programa de educación no formal para jóvenes muestra cómo se pueden usar las teorías de aprendizaje para evaluar el aprendizaje en diversos programas de educación en situaciones de emergencia y cómo incluir estas teorías al programar podría ayudar a asegurar calidad y relevancia

Medición factible del aprendizaje en situaciones de emergencia: enseñanzas de Uganda

Un nuevo instrumento de evaluación ayuda a comprender rápidamente el conjunto de necesidades de los alumnos desplazados

Being Untaught: How NGO Field Workers Empower Parents of Children with Disabilities in Dadaab

Roughly 350,000 refugees, over 90% of them Somali, lived in five sprawling camps in Dadaab, Kenya in 2015. In the Dadaab refugee camps, families had unique experiences of disability, education, women’s roles, and involvement with International Non-Governmental Organization (INGO) programming. INGOs provided a variety of basic services including education such as the program analyzed here for parents of children with disabilities. Many children with disabilities in the refugee camps faced social stigma and lacked access to education. This research draws on practices and literature in family literacy and parental involvement programming to explore how one NGO training sought to empower women learners to send their children with disabilities to school in Kambioos, the smallest and newest refugee camp in Dadaab. Using ethnographic methods, one training program involving parents and children was video-taped. The video was used as a cue to interview field workers about how the training empowered parents, particularly mothers. The study found that empowerment of women through training for parents of children with disabilities centered on parents’ interaction with formal schools and engagement in their communities

Developing and Validating the International Social and Emotional Learning Assessment: Evidence from a Pilot Test with Syrian Refugee Children in Iraq

The growing focus on social and emotional learning (SEL) for children of primary grade age in conflict-affected and fragile contexts necessitates an understanding of the effects these programs have. However, the dearth of valid and reliable measures of SEL skills in low-resource and crisis contexts has constrained the generation of this evidence. The few tools that have robust psychometric properties were developed for use in high-resource contexts; they often have usage costs, limit adaptations, and focus on adults as respondents. To address this gap, we developed the International Social and Emotional Learning Assessment (ISELA), an adaptable, cost-free, open-source, performance-based measure of self-concept, stress management, perseverance, empathy, and conflict resolution in children between ages 6 and 12. In this study, we focused on establishing the validity and reliability of the ISELA when used with Syrian refugee children in Iraq. We tested the latent structure, criterion validity, internal consistency reliability, and interrater reliability of the ISELA with 620 Syrian children. We were able to establish a theoretically grounded factor structure for all of the skills except perseverance. The ISELA can be used reliably by groups of assessors (Krippendorf’s alpha>.86) with strong internal consistency (KR-20>.70). Our findings for criterion validity were promising but preliminary; grade and exposure to interpersonal threats demonstrated a positive association with SEL skills

Measuring learning during crises: Developing and validating the Holistic Assessment of Learning and Development Outcomes (HALDO)

Sample-based learning assessments are increasingly common in low- and middle-income countries but have yet to affect education programming in situations of conflict and displacement. Without identifying what children already know in the immediate aftermath of forced displacement, education practitioners are often unable to address the gaps and challenges learners face. The Holistic Assessment of Learning and Development Outcomes (HALDO) is a new tool that aims to identify children's learning needs in these situations. This article examines the tool's internal consistency, inter-rater reliability, concurrent validity, and construct validity in three locations and provides evidence of its effectiveness. The study found strong inter-rater reliability in two contexts, internal consistency in all contexts, and evidence of construct validity in all latent constructs in HALDO, except for literacy in Lebanon

Applying learning theory to shape 'good learning' in emergencies: experience from Dadaab, Kenya

Applying one learning theory retrospectively to a non-formal education programme for youth shows how learning theories can be used to assess learning in diverse EiE programmes and how including such theories when programming could help ensure quality and relevance

Feasible measurement of learning in emergencies: lessons from Uganda

A new assessment tool aims to provide a rapid, holistic understanding of displaced learners' needs

Aplicar una teoría de aprendizaje para crear “buen aprendizaje” en emergencias: la experiencia de Dadaab, Kenia

Aplicar una teoría de aprendizaje de manera retrospectiva a un programa de educación no formal para jóvenes muestra cómo se pueden usar las teorías de aprendizaje para evaluar el aprendizaje en diversos programas de educación en situaciones de emergencia y cómo incluir estas teorías al programar podría ayudar a asegurar calidad y relevancia