Primary School-Aged
Overview
Global TIES for Children’s projects related to primary school-aged children are managed under the umbrella of our Primary Education and Learning in Emergencies (PELE) initiative. The PELE team aims to support governments, civil society, and donors in their efforts to strengthen education systems to be more equitable, sustainable, and evidence-informed. In contexts affected by crises in the Middle East, Africa, and Latin America, we invest in long-term research-practice-policy-donor partnerships to ensure the rigor, representativeness, and relevance of evidence on children’s holistic learning and development in context—and to support the use of such evidence for program and policy decision-making.
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In many countries around the globe, the outbreak of COVID-19 compounded the crises vulnerable populations were already facing, from cascading economic and political shocks to displacement driven by climate change. Children are among the most vulnerable, due to the potential for adverse impacts on emerging neurobiological, cognitive, social, emotional, and physiological developmental systems. That is why now more than ever, coherent, timely, and cost-effective policy responses are needed to support children’s – and their families’, schools’, and communities’ – remarkable capacities for resilience. In the primary school-aged years, the ability to develop meaningful policy responses is often predicated upon the capacity of education systems to rapidly generate and use evidence on how children, caregivers, teachers, and principals are doing and what they are experiencing in their homes, schools, and communities in these unprecedented times.
Portfolio Highlights
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Between 2016-2023, the International Rescue Committee (IRC) and Global TIES for Children partnered to support children’s holistic learning in the Education in Emergencies: Evidence for Action (3EA) initiative.
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The Measurement, Systems, and Scaling initiative focuses on supporting education stakeholders working at – or working to move to – regional, national or sub-national scale in contexts of displacement. We focus on ensuring assessment practices are contextually meaningful and inclusive, facilitating alignment in stakeholder needs and priorities.
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We partner with governments, civil society, and teachers to co-design evidence-informed teacher learning approaches that prioritize the key high-leverage practices teachers must know in order to support all learners to acquire academic and social emotional competencies.
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The ERICC Research Programme Consortium is a global research and learning partnership that strives to transform education policy and practice in conflict and protracted crisis around the world, through building a global hub for rigorous, context-relevant and actionable evidence base.
ERICC seeks to identify the most effective approaches for improving access, quality, and continuity of education to support sustainable and coherent education systems and holistic learning and development of children in conflict and crisis. ERICC aims to bridge research, practice, and policy with accessible and actionable knowledge — at local, national, regional and global levels — through co-construction of research and collaborative partnerships.
Explore ERICC -
Global TIES for Children is serving as a resource partner for the QITABI 2 consortium - led by World Learning -in Lebanon. We are working in deep partnership using mixed-methods approaches to understand the impact of continuous education service delivery at national scale in Lebanon.
Spotlight
NORRAG Spotlights Dr. Lindsay Brown's Vision for Teacher Professional Development in Education in Emergencies
"It's shocking how little teacher PD, especially in LMIC, adheres to what we know to be high-quality and effective. A framework of core instructional practice can provide teachers with practical, concrete, and flexible strategies to develop foundational practice." Dive into an insightful brief by NYU-TIES Senior Research Scientist Dr Lindsay Brown titled, "Transforming Teacher Professional Development: A Core Practice Approach for Education in Emergencies," to explore innovative solutions for educators in challenging environments. The piece appeared within the NORRAG publication titled, Refugee Teachers: The Heart of the Global Refugee Response.
