Thanks in part to major international efforts like the United Nations Millennium Development Goals, over 90 percent of children worldwide now have access to primary education. But commensurate gains have yet to reach children in conflict-affected countries (CACs). While children in CACs make up 22 percent of primary school-aged children worldwide, they account for fully 50 percent of primary school-aged children without access to education. Moreover, children in conflict-affected areas who are in school are not learning.
Our team is firmly embedded in the small (but growing) community working to address the challenges of understanding, advocating and informing the practice of education and learning for children in conflict-affected countries. Listed below are our current projects in this area.
In February 2016, the International Rescue Committee (IRC) and Global TIES for Children at New York University launched the Education in Emergencies: Evidence for Action (3EA) research-practice partnership.
In high-income contexts, teachers not only play the most important role in student learning within an academic year but their effects can be detected into adulthood. In areas of conflict and crisis, where a school can serve as a safe and predictable environment amidst the chaos, the role of the teacher is likely even more critical and far-reaching.