Primary School-Aged Children

woman and child working together at a table

Overview

Global TIES for Children’s projects related to primary school-aged children aim 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.

In many countries around the globe, populations are facing compounding crises, 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.

Primary School-Aged Children Projects

Project CARDS

School Streets Evaluation

The Tirana School Streets Evaluation studies how transforming streets near schools into child-friendly spaces impacts students, families, teachers, and communities.

Quality Instruction Towards Access and Basic Education Improvement 2 (QITABI 2) Program [2022-2024]

Global TIES for Children served as a resource partner to the World Learning–led QITABI 2 consortium in Lebanon, supporting efforts to build a more sustainable, self-reliant education system.

Education Research in Conflict and Protracted Crisis (ERICC) [2021-2022]

ERICC was a global partnership advancing research to improve education in conflict settings, identifying what works to ensure access, quality, and continuity, and connecting research to policy.

3EA E-Cubed [2016-2023]

The 3EA E-Cubed project examined children’s holistic learning and development as well as program implementation in three crisis-affected contexts.

Teacher Professional Development [2019-2020]

NYU-TIES and the World Bank worked with Lebanon’s Ministry of Education to test a teacher development program aimed at replacing fragmented training with a clear framework of core practices.

Gobee: A Gamified Learning Measurement Tool [2022-2024]

Gobee is a game-based assessment tool helping teachers track children’s holistic learning and offer support, developed by WCH and NYU-TIES with Porticus.