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Developed in 2022
interactive Conceptual framework
Education research in conflict and protracted crisis
ERICC
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Definitions of Drivers of Learning
What is a conceptual framework?
ERICC is led by the International Rescue Committee (IRC) with NYU’s Global TIES for Children research leadership and expert partners include Centre for Lebanese Studies, Common Heritage Foundation, Forcier Consulting, ODI, Osman Consulting, and Queen Rania Foundation; and is supported by UK Aid. Countries in focus include Bangladesh, Jordan, Lebanon, Myanmar, Nigeria, South Sudan and Syria. The findings, interpretations, and conclusions expressed here are entirely those of the author(s) and do not necessarily represent those of the ERICC Programme, our funders, or the authors’ respective organizations.
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BASED ON: Kim, H. Y., Tubbs Dolan, C., Aber, J. L. (October 2022). A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC). ERICC Working Paper No.1.
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CONTENT: Celine Ammash, NYU Global TIES for Children
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DESIGN: Karolina Lajch, NYU Global TIES for Children
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BASED ON: Kim, H. Y., Tubbs Dolan, C., Aber, J. L. (October 2022). A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC). ERICC Working Paper No.1.
Cont.
CONTENT: Celine Ammash, NYU Global TIES for Children
project contributors & Partners
DESIGN: Karolina Lajch, NYU Global TIES for Children
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Project info
Definitions of Drivers of Learning
What is a conceptual framework?
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Building on existing evidence and theories relevant to education in conflict and protracted crises, the conceptual framework for Education Research in Conflict and Protracted Crisis (ERICC) is designed to identify different foci and pathways of how conflict and crisis affect children’s learning and wellbeing.
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Definitions of Drivers of Learning
A conceptual framework is an analytical tool to explain phenomena and processes, by organizing ideas into distinct concepts (foci) and identifying relationships (pathways) among those concepts.
What is a conceptual framework?
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Building on existing evidence and theories relevant to education in conflict and protracted crises, the conceptual framework for Education Research in Conflict and Protracted Crisis (ERICC) is designed to identify different foci and pathways of how conflict and crisis affect children’s learning and wellbeing.
A conceptual framework is an analytical tool to explain phenomena and processes, by organizing ideas into distinct concepts (foci) and identifying relationships (pathways) among those concepts.
What is a conceptual framework?
Building on existing evidence and theories relevant to education in conflict and protracted crises, the conceptual framework for Education Research in Conflict and Protracted Crisis (ERICC) is designed to identify different foci and pathways of how conflict and crisis affect children’s learning and wellbeing.
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to provide a unified vision that allows practitioners, policy makers, and stakeholders to make effective decisions for programming, policy, and investment to improve children's learning and development in crisis and conflict-affected contexts.
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With iterative revisions and further development, the ERICC conceptual framework aims to achieve the following goals:
Help locate target of research and intervention (for policy/programming) based on evidence, as well as evidence gaps, in existing research; and
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A conceptual framework is an analytical tool to explain phenomena and processes, by organizing ideas into distinct concepts (foci) and identifying relationships (pathways) among those concepts.
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Provide an overarching organization/frame that allows us to locate areas of gaps in extant research from a variety of disciplinary traditions on education in crisis and conflict to date
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What is a conceptual framework?
To see which fields and buttons in the conceptual framework are interactive, simply hover your mouse over them. Areas that are interactive will either "shrink" when hovered, or shift from color to grey. To see all interactive elements on a given page, click the pointing finger icon located in the top right corner of each screen.
Framework overview
Learn more about the components (or concepts) and relationships (or pathways) between each component through definitions and examples that can help you identify targets of research and intervention as move through the different elements of the framework.
This interactive graph is designed for researchers, policy makers, funders, practitioners, and local stakeholders who would like to make informed decisions for their work to support children’s learning, development, and wellbeing in conflict and protracted crisis context to explore the ERICC conceptual framework.
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Definitions of Drivers of Learning
What is a conceptual framework?
COHERENCE for access, quality, and continuity: alignment and coherence in goals, processes, resource arrangements, and incentives for achieving access, quality, and continuity of education, within and across stakeholders and systems.
CONTINUITY: sustained exposure to education that allows progression in both learning and grade/school transition
QUALITY: quality of the resources, relationships, norms, practices, and interactions within classrooms/schools, households, communities
Definitions of Drivers of Learning
ACCESS: awareness of and the ability to participate in educational opportunities
WHERE DO INTERVENTIONS COME IN?
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
OUTCOMES
PRE-EXISTING CONDITIONS
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
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PRE-EXISTING RISK AND PROTECTIVE FACTORS
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
ACHIEVEMENT, EQUITY of Child Outcomes
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
DRIVERS OF LEARNING & DEVELOPMENT
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OUTCOMES
PRE-EXISTING CONDITIONS
DRIVERS OF LEARNING & DEVELOPMENT
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INTERVENTIONS
INTERVENTIONS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING RISK AND PROTECTIVE FACTORS
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
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ACHIEVEMENT, EQUITY of Child Outcomes
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
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POLICY SYSTEMS LEVEL
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Examples:
- community infrastructure and values
- school resources
- teacher wellbeing
- household resources
- child characteristics (e.g., gender, disability, marginalized group membership)
At local systems level, pre-existing conditions that community, schools, households, and children had prior to conflict and crisis can affect children’s learning and development can mitigate or exacerbate the impact of conflict and crisis.
Examples:
- education budget
- existing monitoring systems
- existing relationships and interests of stakeholders
At policy systems level, pre-existing conditions in education systems–such as existing resource availability, political economy, and accountability of data systems–can enable and constrain coherence of political economy of education, as well as effective operation of education systems. These conditions may also affect how the policy systems respond to the impact of conflict and crisis.
PRE-EXISTING RISK AND PROTECTIVE FACTORS
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
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OUTCOMES
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Policy Systems Level is where decisions on educational policy, budgeting and financing, and data systems are made.
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
DRIVERS OF LEARNING & DEVELOPMENT
PRE-EXISTING CONDITIONS
POLICY SYSTEMS LEVEL
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
OUTCOMES
DRIVERS OF LEARNING & DEVELOPMENT
PRE-EXISTING CONDITIONS
PRE-EXISTING RISK AND PROTECTIVE FACTORS
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
ACHIEVEMENT, EQUITY of Child Outcomes
LOCAL SYSTEMS LEVEL
Local Systems Level is where children’s learning and development happens, including in households, schools, classrooms, and communities in which children live and interact.
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
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COHERENCE for incentives,procedures, responsibilites,and goals in Political Economy of Education
At policy systems level, coherence in the political economy of the education system is the primary driver affecting children’s learning and development. The education systems, authorities, and stakeholders involved in policy decisions on education may or may not align in goals, process, resource arrangement, and incentives for provision of system-wide policies, financing, and data-based accountability mechanisms to achieve access, quality, and continuity of education at the local level. These conditions may also affect how the policy systems respond to the impact of conflict and crisis.
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These misalignments across stakeholders in policy systems can lead to parallel systems of education provision across formal and informal schooling with little coordination, the policy systems that do not ensure access, quality, and continuity of education. Education systems coherence is also related to, affected by, and interacts with other sectors and domains and the stakeholders within the domains and sectors.
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Explore examples of how conflict and crisis can affect access, quality, and continuity of education at local systems level, and how local systems may respond to the crisis by clicking on the circles on the diagram.
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ACCESS, QUALITY, CONTINUITY and Coherence at the Local Systems Level
Access, quality, and continuity of education available in local systems—community, household, and schools/classrooms—are the key drivers of learning and development of children at the local systems level. As children interact with these local systems, their own capacity and skills (e.g., cognitive, social and emotional, behavioral competence and challenges) also plays a role in determining their experience of access, quality, and continuity of education. The relationships and coherence across these local systems in providing education experiences and the child are also important factors and mechanisms contributing to access, quality, and continuity.
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go to: local systems level Outcomes
Policy Systems Level Outcomes
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Explore what it takes for an education system to successfully provide access, quality, and continuity of education for children in conflict and crisis-affected contexts by clicking on the circles in the diagram.
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education SystemS OPERATION
This conceptual framework defines alignment, accountability, and adaptability of the education systems operations as target outcomes at the policy systems level and goals of policy systems level intervention. For an education system to successfully provide access, quality, and continuity of education for children in conflict and crisis-affected contexts:
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ACHIEVEMENT, EQUITY of Child Outcomes
Achievement of holistic learning and developmental outcomes, and providing equitable opportunities for the most vulnerable children–the opportunities that all children deserve–are the ultimate goals of education policy, programming, and research in conflict- and crises-affected contexts. Holistic learning and development outcomes of education include: academic learning, social-emotional competencies and mental health, and physical health and wellbeing. To achieve these goals of education, it is imperative to identify where and how to intervene.
local Systems Level Outcomes
To proceed directly to a specific definition, click on the label that corresponds to the arrow you would like to view. For example, to view the definition of arrow "C2", click on the "C2" label in the diagram below. You can navigate this way from the diagram at any point. Click on "Next Page" to view the path definitions page-by-page.
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
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ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
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- C1: Conflict and protracted crises can affect and change pre-existing constraints and enablers in terms of resources, accountability systems, and the political economy of the policy systems.
- C2: Different types and characteristics of conflict and crisis create different demands for policy systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.
- C3: Conflict and crisis can disrupt the coherence for access, quality, and continuity within the political economy of education, as well as affect how policy systems respond to the crisis.
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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
PRE-EXISTING RISK AND PROTECTIVE FACTORS
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.
- C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.
- C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- C1: Conflict and protracted crises can affect and change pre-existing constraints and enablers in terms of resources, accountability systems, and the political economy of the policy systems.
- C2: Different types and characteristics of conflict and crisis create different demands for policy systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.
- C3: Conflict and crisis can disrupt the coherence for access, quality, and continuity within the political economy of education, as well as affect how policy systems respond to the crisis.
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PRE-EXISTING RISK AND PROTECTIVE FACTORS
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.
- C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.
- C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- C1: Conflict and protracted crises can affect and change pre-existing constraints and enablers in terms of resources, accountability systems, and the political economy of the policy systems.
- C2: Different types and characteristics of conflict and crisis create different demands for policy systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.
- C3: Conflict and crisis can disrupt the coherence for access, quality, and continuity within the political economy of education, as well as affect how policy systems respond to the crisis.
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
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PRE-EXISTING RISK AND PROTECTIVE FACTORS
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.
- C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.
- C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
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POLICY SYSTEMS LEVEL
PRE-EXISTING RISK AND PROTECTIVE FACTORS
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- C7: Conflict and crisis hinders communities’, schools’, and households’ capacity to provide access, quality, and continuity of education, and coherence among them.
- C8: A child’s exposure to conflict, a pandemic, economic shocks, and additional crises can impact the achievement and equity of children’s academic learning, social-emotional and mental health, and physical health and wellbeing.
- 01: Alignment, accountability, and adaptability of the education systems operation directly affect the access, quality, and continuity of education in schools/classrooms, households, and communities in local systems.
- C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.
- C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.
- C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
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PRE-EXISTING RISK AND PROTECTIVE FACTORS
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
- C7: Conflict and crisis hinders communities’, schools’, and households’ capacity to provide access, quality, and continuity of education, and coherence among them.
- C8: A child’s exposure to conflict, a pandemic, economic shocks, and additional crises can impact the achievement and equity of children’s academic learning, social-emotional and mental health, and physical health and wellbeing.
- 01: Alignment, accountability, and adaptability of the education systems operation directly affect the access, quality, and continuity of education in schools/classrooms, households, and communities in local systems.
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
PRE-EXISTING RISK AND PROTECTIVE FACTORS
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- D1: Incoherent systems can decrease alignment, accountability, and adaptability of the policy, budget and financing, and data systems, resulting in reduced effectiveness of the education system operations to achieve access, quality, and continuity.
- D2: Access to, and quality and continuity of, education in local systems have direct impacts on children’s learning and development: including academic learning, social and emotional competencies and mental health, and physical health and well-being outcomes (yellow box).
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- C7: Conflict and crisis hinders communities’, schools’, and households’ capacity to provide access, quality, and continuity of education, and coherence among them.
- C8: A child’s exposure to conflict, a pandemic, economic shocks, and additional crises can impact the achievement and equity of children’s academic learning, social-emotional and mental health, and physical health and wellbeing.
- 01: Alignment, accountability, and adaptability of the education systems operation directly affect the access, quality, and continuity of education in schools/classrooms, households, and communities in local systems.
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
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CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- D1: Incoherent systems can decrease alignment, accountability, and adaptability of the policy, budget and financing, and data systems, resulting in reduced effectiveness of the education system operations to achieve access, quality, and continuity.
- D2: Access to, and quality and continuity of, education in local systems have direct impacts on children’s learning and development: including academic learning, social and emotional competencies and mental health, and physical health and well-being outcomes (yellow box).
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
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LOCAL SYSTEMS LEVEL
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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
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PRE-EXISTING RISK AND PROTECTIVE FACTORS
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
ACHIEVEMENT, EQUITY of Child Outcomes
- D3: When there is incoherence among the different actors at the policy systems level, the implementation of education systems will be disrupted at the local level.
- D4: Organized local systems (e.g., teachers unions, parents’ organizations) can have political power that can improve or compromise the coherence of policy systems via advocating for their needs and demands to policy systems stakeholders.
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- D1: Incoherent systems can decrease alignment, accountability, and adaptability of the policy, budget and financing, and data systems, resulting in reduced effectiveness of the education system operations to achieve access, quality, and continuity.
- D2: Access to, and quality and continuity of, education in local systems have direct impacts on children’s learning and development: including academic learning, social and emotional competencies and mental health, and physical health and well-being outcomes (yellow box).
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
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framework
POLICY SYSTEMS LEVEL
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
ACHIEVEMENT, EQUITY of Child Outcomes
- D3: When there is incoherence among the different actors at the policy systems level, the implementation of education systems will be disrupted at the local level.
- D4: Organized local systems (e.g., teachers unions, parents’ organizations) can have political power that can improve or compromise the coherence of policy systems via advocating for their needs and demands to policy systems stakeholders.
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
INTERVENTIONS
C3
INTERVENTIONS
D3
C4
I1
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
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LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
PRE-EXISTING RISK AND PROTECTIVE FACTORS
framework
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
- D3: When there is incoherence among the different actors at the policy systems level, the implementation of education systems will be disrupted at the local level.
- D4: Organized local systems (e.g., teachers unions, parents’ organizations) can have political power that can improve or compromise the coherence of policy systems via advocating for their needs and demands to policy systems stakeholders.
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
ACHIEVEMENT, EQUITY of Child Outcomes
- P1: Pre-existing policy system enablers and constraints can affect the needs and types of interventions.
- P2: Pre-existing policy and system enablers and constraints can facilitate or impede on the coherence between all actors within the political economy of education.
- P3: Pre-existing policy system enablers and constraints can affect the impact of interventions on achieving coherence for access, quality, and continuity in the political economy of education.
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
INTERVENTIONS
I1
INTERVENTIONS
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
PRE-EXISTING RISK AND PROTECTIVE FACTORS
framework
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- P1: Pre-existing policy system enablers and constraints can affect the needs and types of interventions.
- P2: Pre-existing policy and system enablers and constraints can facilitate or impede on the coherence between all actors within the political economy of education.
- P3: Pre-existing policy system enablers and constraints can affect the impact of interventions on achieving coherence for access, quality, and continuity in the political economy of education.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
I1
INTERVENTIONS
INTERVENTIONS
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
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P9
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LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
framework
PRE-EXISTING RISK AND PROTECTIVE FACTORS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- P4: Pre-existing conditions in policy systems facilitate or constrain the education system operations to achieve alignment, accountability, and adaptability.
- P5: Pre-existing risk and protective factors within a child’s community, school, or household can affect the needs and types of interventions.
- P6: Pre-existing risk and protective factors within a child, community, school, or household can impact the child’s access, quality, and continuity of education.
ACHIEVEMENT, EQUITY of Child Outcomes
- P1: Pre-existing policy system enablers and constraints can affect the needs and types of interventions.
- P2: Pre-existing policy and system enablers and constraints can facilitate or impede on the coherence between all actors within the political economy of education.
- P3: Pre-existing policy system enablers and constraints can affect the impact of interventions on achieving coherence for access, quality, and continuity in the political economy of education.
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
INTERVENTIONS
I1
INTERVENTIONS
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
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P9
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
LOCAL SYSTEMS LEVEL
PRE-EXISTING RISK AND PROTECTIVE FACTORS
framework
POLICY SYSTEMS LEVEL
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
ACHIEVEMENT, EQUITY of Child Outcomes
- P4: Pre-existing conditions in policy systems facilitate or constrain the education system operations to achieve alignment, accountability, and adaptability.
- P5: Pre-existing risk and protective factors within a child’s community, school, or household can affect the needs and types of interventions.
- P6: Pre-existing risk and protective factors within a child, community, school, or household can impact the child’s access, quality, and continuity of education.
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
INTERVENTIONS
INTERVENTIONS
I1
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
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next Page
P9
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
framework
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
PRE-EXISTING RISK AND PROTECTIVE FACTORS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- P7: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can affect the impact of the interventions at the local systems level.
- P8: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can facilitate or constrain the child’s academic learning, social-emotional and mental health, and physical health and wellbeing.
- P4: Pre-existing conditions in policy systems facilitate or constrain the education system operations to achieve alignment, accountability, and adaptability.
- P5: Pre-existing risk and protective factors within a child’s community, school, or household can affect the needs and types of interventions.
- P6: Pre-existing risk and protective factors within a child, community, school, or household can impact the child’s access, quality, and continuity of education.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
INTERVENTIONS
INTERVENTIONS
I1
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
LOCAL SYSTEMS LEVEL
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
framework
PRE-EXISTING RISK AND PROTECTIVE FACTORS
POLICY SYSTEMS LEVEL
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- P7: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can affect the impact of the interventions at the local systems level.
- P8: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can facilitate or constrain the child’s academic learning, social-emotional and mental health, and physical health and wellbeing.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
INTERVENTIONS
D3
INTERVENTIONS
C4
I1
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
Prev. Page
next Page
P9
Directory
LOCAL SYSTEMS LEVEL
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
POLICY SYSTEMS LEVEL
framework
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
PRE-EXISTING RISK AND PROTECTIVE FACTORS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
ACHIEVEMENT, EQUITY of Child Outcomes
- P9: Pre-existing policy systems constraints and enablers affect local systems’ pre-existing conditions that affect children’s access, quality, and continuity. For example, a limited education budget at the policy systems level results in a lack of school resources and families’ and communities’ lack of confidence in schooling and education at the local level.
- P10: Such conditions in local systems can further strain conditions of the policy systems. For example, lack of school resources and community confidence in local systems, in turn, can further increase the budgetary needs to maintain local school systems and monitoring of local schools more difficult.
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- P7: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can affect the impact of the interventions at the local systems level.
- P8: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can facilitate or constrain the child’s academic learning, social-emotional and mental health, and physical health and wellbeing.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
I1
P1
P4
INTERVENTIONS
INTERVENTIONS
P7
P3
I3
P2
I4
P5
I2
P6
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next Page
P9
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
LOCAL SYSTEMS LEVEL
framework
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
POLICY SYSTEMS LEVEL
PRE-EXISTING RISK AND PROTECTIVE FACTORS
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- P9: Pre-existing policy systems constraints and enablers affect local systems’ pre-existing conditions that affect children’s access, quality, and continuity. For example, a limited education budget at the policy systems level results in a lack of school resources and families’ and communities’ lack of confidence in schooling and education at the local level.
- P10: Such conditions in local systems can further strain conditions of the policy systems. For example, lack of school resources and community confidence in local systems, in turn, can further increase the budgetary needs to maintain local school systems and monitoring of local schools more difficult.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
INTERVENTIONS
C4
INTERVENTIONS
I1
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
Prev. Page
next Page
P9
Directory
LOCAL SYSTEMS LEVEL
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
POLICY SYSTEMS LEVEL
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
framework
PRE-EXISTING RISK AND PROTECTIVE FACTORS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- I1: Interventions can improve the coherence among the different actors at the policy systems level.
- I2: Interventions implemented to create coherence among different actors at the policy systems level can then improve alignment, accountability, and adaptability of the Education System Operation.
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- P9: Pre-existing policy systems constraints and enablers affect local systems’ pre-existing conditions that affect children’s access, quality, and continuity. For example, a limited education budget at the policy systems level results in a lack of school resources and families’ and communities’ lack of confidence in schooling and education at the local level.
- P10: Such conditions in local systems can further strain conditions of the policy systems. For example, lack of school resources and community confidence in local systems, in turn, can further increase the budgetary needs to maintain local school systems and monitoring of local schools more difficult.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
I1
P1
P4
INTERVENTIONS
INTERVENTIONS
P7
P3
I3
P2
I4
P5
I2
P6
Prev. Page
next Page
P9
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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
LOCAL SYSTEMS LEVEL
framework
POLICY SYSTEMS LEVEL
PRE-EXISTING RISK AND PROTECTIVE FACTORS
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- I1: Interventions can improve the coherence among the different actors at the policy systems level.
- I2: Interventions implemented to create coherence among different actors at the policy systems level can then improve alignment, accountability, and adaptability of the Education System Operation.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
INTERVENTIONS
INTERVENTIONS
I1
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
Prev. Page
P9
Directory
LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
framework
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
PRE-EXISTING RISK AND PROTECTIVE FACTORS
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
- I3: Interventions can improve access, quality, and continuity of education, and the coherence among them at the local systems level.
- I4: Interventions implemented to improve access, quality and continuity of education, and coherence among, can increase achievement and equity of academic learning, social-emotional and mental health, and physical health and wellbeing.
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- I1: Interventions can improve the coherence among the different actors at the policy systems level.
- I2: Interventions implemented to create coherence among different actors at the policy systems level can then improve alignment, accountability, and adaptability of the Education System Operation.
C2
C1
P10
01
D1
D4
C8
C7
C6
D2
P8
C5
C3
D3
C4
INTERVENTIONS
I1
INTERVENTIONS
P1
P4
P7
P3
I3
P2
I4
P5
I2
P6
Prev. Page
P9
Directory
ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation
COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education
framework
LOCAL SYSTEMS LEVEL
POLICY SYSTEMS LEVEL
PRE-EXISTING RISK AND PROTECTIVE FACTORS
CONFLICT AND PROTRACTED CRISES Exposure to conflict, pandemic, economic shocks, human caused climate change, migration
ACHIEVEMENT, EQUITY of Child Outcomes
ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C
PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS
- I3: Interventions can improve access, quality, and continuity of education, and the coherence among them at the local systems level.
- I4: Interventions implemented to improve access, quality and continuity of education, and coherence among, can increase achievement and equity of academic learning, social-emotional and mental health, and physical health and wellbeing.