Safe and quality education for girls and boys in displacement situations

Objectives 

The project supported safe, high-quality pre-primary and primary education for over 70,000 children in refugee and internally displaced person (IDP) camps, as well as host communities in the fragile and conflict-affected regions of Puntland (Somalia) and Gambella (Ethiopia). This was achieved through effective school management, skilled teachers, and improved physical learning environments.

Implementation

A wide range of actions were implemented, including the improvement of school infrastructure and equipment, provision of teaching and learning materials, and support for gender-sensitive school improvement planning. Child protection activities included working with school management committees on school safety, developing child protection codes of conduct, and training 'mother champions' on child protection, gender issues, COVID-19 prevention, awareness-raising, and referral and reporting mechanisms.

Children's direct participation was enhanced through gender clubs in Ethiopia and student leadership networks in Somalia. Community engagement was strengthened by bolstering existing community structures, such as child protection committees and community education committees.

To improve the quality of education, professional development for teachers was prioritised. Teachers received training on classroom pedagogy, child rights, positive discipline, inclusive education, and psychosocial support. Additionally, the project organised student clubs, remedial classes, and alternative basic education (ABE) for out-of-school learners.

The project also built the capacity of regional education offices and school-level staff in the collection and analysis of EMIS (education management information systems) data.

A research component focused on teacher professional development and examined how access to quality and inclusive education can promote the resilience of refugees, IDPs, and host communities; mitigate conflict, instability, and fragility; and foster peaceful coexistence and social cohesion.

Results

Student outcomes

The project significantly improved student enrolment, with 73,287 children enrolled in the primary schools it supported, representing a 10.5% increase over the project timeframe. In both countries, students reported feeling safer, with 91% indicating they would feel comfortable reporting a child protection incident.

‘We’re safer here because there is a school fence, classroom, and toilets. But before NGOs implemented their activities in this school, I felt unsafe since we were studying outside under the tree, and also in the time there was no school fence, unknown individuals would come here and harm students.’ - FGD, male student, Ethiopia 

Improved teaching 

Over 400 teachers benefited from professional development activities conducted in partnership with teacher colleges. Project data revealed that 93% of parents and community members surveyed in Ethiopia and 75% in Somalia believed the quality of teaching had improved in the BRiCE project schools.

Improved learning environments

School managers in 58 schools received training in school improvement planning, and these schools were well-equipped with scholastic materials, including teaching and learning packages and desks. In Ethiopia, the project supported the construction and refurbishment of classrooms, toilets, and school fences in 29 schools. Child protection mechanisms and codes of conduct were established in 47 schools. As a result, 98% of children in camps in Somalia and 96% in camps in Ethiopia reported feeling safe.

‘The changes of the quality of teaching and learning that our children received has really improved in the last five years, the reason being through collective social mobilisation activities, Relief International works with community groups to support education programs and increase engagement among parents, elders, and religious leaders.’ - KII, community leader, Somalia

Strengthened education systems

The project established strong working relationships with regional governments in both countries, contributing to the enhancement of EMIS at regional, local, and school levels. Additionally, systems for child protection were established, including codes of conduct, safeguarding networks, and referral pathways.

Partners

• University of Sussex, United Kingdom
• Relief International
• Gambella University, Ethiopia
• Peace and Development Research Centre, Somalia