To promote evidence-based educational policies, interventions and directions for education aid, and development in NW Syria, the ERICC programme focuses on gathering, analysing and producing contextually relevant education research. In this initial phase, we review the existing research evidence published in academic journals and reports produced by organisations and research centres that examine the policy and local levels of the education system in NW Syria.
The study presented here applied systems thinking to the context of Jordan to assess the wider factors and potential misalignments affecting teacher management in the country.
This technical brief draws on a Research Agenda working paper for education in conflict and crisis in South Sudan. Through a comprehensive ‘country scan’ process – involving an evidence review, mapping exercises, key informant interviews and key stakeholder meetings – evidence gaps in education within the conflict-affected and protracted crisis context of South Sudan have been identified.
This policy brief synthesises findings from a forthcoming review of effectiveness research on education interventions in conflict and protracted crisis settings.
This evidence brief provides a summary of challenges and ways to improve EiE data systems. It draws on findings from a comprehensive evidence review based on a review of more than 400 peer-reviewed articles and grey literature as well as seven country-level case studies of data systems in Syria, Jordan, Lebanon, South Sudan, Nigeria, Bangladesh and Myanmar.
The ERICC Research Programme Consortium has developed a systematic conceptual framework to translate individual studies into an interconnected body of knowledge on effective educational practices in conflict contexts. Through this framework, we aim to synthesise the existing body of knowledge and build a systematic knowledge base that is comprehensive, context-sensitive and actionable for educational interventions and policy changes.
This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This brief focuses on the outcomes of the qualitative components.
This study’s overall research objective was to understand the effects of current hiring, training and evaluation policies and practices on TCTs’ motivation to work and their perceptions of teacher management policies, system practices and working conditions in Jordan. This technical brief focuses on the quantitative findings.
The study investigated teaching and learning practices in madrasas, the knowledge and skills imparted through various branches of the madrasa curriculum, and student assessment processes. The primary objective is to explore potential collaborations between madrasas and humanitarian education providers to improve the quality of education.
This policy brief highlights findings from the ERICC formative research study titled ‘Access and continuity of quality education for older adolescent boys and girls in the refugee camp and host community of Cox’s Bazar’.
This policy brief draws from the findings of a comprehensive Education Research in Conflict and Protracted Crisis (ERICC) research study titled “Formative research on system coherence for quality and effective delivery of the Myanmar Curriculum in Cox’s Bazar”
The study is based on key informant interviews (KIIs) with key stakeholders who have knowledge of the education data systems in NW Syria. This paper presents findings on the current education data systems and explores what types and quality of data they collect. It identifies challenges affecting the data systems from three angles, namely, context, outputs and processes, in addition to suggesting policy options.
The review recommends a multifaceted approach to improving teacher management that is assets-based, to recognise teachers’ inherent knowledge and skills, and prioritise their perspectives and experiences in policymaking.
This report presents evidence-based analyses of the immediate and enduring effects of educational disruption, drawing from existing data and interviews with children, young people, teachers, counsellors and experienced officials on the ground. It offers a series of recommendations for all actors, including UN agencies, international community and donors and the Occupied Palestinian Territory authorities, to support efforts at resuming equitable and quality teaching and learning in Gaza
This brief draws on a working paper that reviews existing evidence and knowledge on the education sector in Lebanon, plus consultations with key stakeholders. It summarises the conditions in the education system, the methodology used to formulate the research agenda, and eight priority themes the ERICC team will focus on in the Lebanese context.
The primary purpose of the study was to pinpoint incoherences within the teacher management system, which serves significant refugee populations as well as Jordanian nationals, and to highlight possible solutions and ways forward to address misalignments that can compromise the quality, effectiveness, and efficiency of the education system
This policy brief is based on the “Data Systems Report,” which explores Lebanon’s education data systems, focusing on data collection related to access, quality and continuity of education, especially in conflict and crisis. The study for that report maps critical stakeholders, highlighting roles and responsibilities.
This policy brief outlines the extent to which the 2019 Kaduna State Teacher Recruitment, Deployment and Retention Policy has been implemented as intended. It highlights the factors that enabled or hindered the implementation process and provides recommendations for policymakers seeking to improve teacher management processes in Northeast Nigeria and other conflict-affected settings
The dimensions represent key categories to consider when seeking to understand the settings affected by conflict and crisis, and serve as a heuristic tool to describe the contextual setting of conflict and crisis for research studies.
Drawing on a detailed review of data systems in NW Syria (DSNWS) conducted by the ERICC research team, this policy brief highlights the key challenges around data systems in Northwest Syria (NW Syria) and makes policy recommendations to education stakeholders in the region
