EVIDENCE FOR A THEORY OF CHANGE FRAMEWORK for Education in Crisis and Conflict-Affected Environme...

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EVIDENCE FOR A THEORY OF CHANGE FRAMEWORK for Education in Crisis and Conflict-Affected Environments (EiCC) by Mind Map: EVIDENCE FOR A THEORY OF CHANGE FRAMEWORK for Education in Crisis and Conflict-Affected Environments (EiCC)

1. SAFETY OF EDUCATION SERVICES IN CRISIS- AND CONFLICT-AFFECTED ENVIRONMENTS INCREASED

1.1. EDUCATION SYSTEMS AND SCHOOLS ARE PROTECTED FROM ATTACK

1.2. SRGBV IS REDUCED

1.3. GANG THREATS & VIOLENCE REDUCED

1.4. VIOLENT EXTREMISM COUNTERED

1.5. DISASTERS MITIGATED

1.5.1. Learning facilities made safer

1.5.2. School disaster management improved

1.5.3. Risk reduction and resilience education applied

1.6. HEALTH & CHILD PROTECTION ENHANCED

1.6.1. Acute health crisis mitigated

1.6.2. Learning Readiness strengthened

1.6.3. Child friendly spaces created

2. EQUITY OF EDUCATION SERVICES IN CRISIS- AND CONFLICT-AFFECTED ENVIRONMENTS INCREASED

2.1. ACCESS, PROMOTION, & COMPLETION FOR MARGINALIZED GROUPS INCREASED

2.2. GENDER EQUITY INCREASED

2.3. RESOURCES EQUITABLY DISTRIBUTED

2.4. INCENTIVES UTILIZED: Scholarships, Meals, Uniforms, Cash Transfers

2.5. AFFORDABLE NON-STATE SCHOOLS SUPPORTED

2.6. ACCELERATED EDUCATION EXPANDED

3. CAPACITY OF EDUCATION INSTITUTIONS IN CRISIS- AND CONFLICT-AFFECTED ENVIRONMENTS STRENGTHENED

3.1. USAID's HICD APPLIED

3.2. ADAPTIVE MANAGEMEN APPLIED

3.2.1. CLA designed and implemented

3.3. GOVERNMENT INSTITUTIONS for EiCC STRENGTHENED

3.4. NGOs and CSOs CAPACITY STRENGTHENED

3.5. SCHOOL & COMMUNITY CAPACITY STRENGTHENED

4. DELIVERY OF EDUCATION SERVICES IN CRISIS- AND CONFLICT-AFFECTED ENVIRONMENTS IMPROVED

4.1. EFFECTIVE SCHOOLS ESTABLISHED

4.1.1. Schools located close to target population

4.1.2. Schools managed effectively

4.1.3. Curriculum & materials appropriate to EiCC provided

4.1.3.1. Relevant language of instruction used

4.1.3.2. Literacy and mathematics prioritized

4.1.4. Effective teaching and pedagogy for EiCC implemented

4.1.4.1. Appropriate pedagogy used

4.1.4.2. Teachers effectively managed and compensated

4.1.4.3. Teachers trained and supported

4.1.4.4. Gender-sensitive teaching and pedagogy utilized

4.1.4.5. Teachers well-being enhanced

4.1.5. Time on task maximized

4.1.6. Learning assessments effectively used

4.2. APPROPRIATE TECHNOLOGY USED TO IMPROVE QUALITY OF INSTRUCTION

4.2.1. Promising practices for ICT in crisis and conflict implemented

4.3. POSITIVE YOUTH DEVELOPMENT INCREASED

4.3.1. Out-of-school youth assessments strengthened

4.3.2. Youth program design and management enhanced

4.4. SOCIAL-EMOTIONAL LEARNING ENHANCED

4.4.1. Healing Classroom tools applied

4.4.2. Peace Education programs implemented

5. OUTCOMES: INCREASING

5.1. INCLUSIVE OPPORTUNITY TO LEARN

5.2. LEARNING AND CERTIFICATION

6. GOAL Equitable Access to Education

6.1. RESILIENCE

6.2. SOCIAL COHESION

6.3. STABILIZED SYSTEMS

7. ANALYSIS OF RISKS AND OPPORTUNITIES

8. RATIONALE FOR USAID SUPPORT TO EICC

8.1. Child Protection & Development

8.2. Contribution to Social Stability, Economy, Health,

8.3. Reduction of Violent Conflict

9. CONFLICT SENSITIVE EDUCATION