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ERICC

Education research in conflict and protracted crisis

interactive Conceptual framework

Developed in 2022

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Definitions of Drivers of Learning

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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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DESIGN: Karolina Lajch, NYU Global TIES for Children

project contributors & Partners

CONTENT: Celine Ammash, 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.

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DESIGN: Karolina Lajch, NYU Global TIES for Children

project contributors & Partners

CONTENT: Celine Ammash, NYU Global TIES for Children

Cont.

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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What is a conceptual framework?

Definitions of Drivers of Learning

Project info

What is a conceptual framework?

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.

Definitions of Drivers of Learning

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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.

Learn more

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What is a conceptual framework?

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.

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.

Learn more

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What is a conceptual framework?

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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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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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Help locate target of research and intervention (for policy/programming) based on evidence, as well as evidence gaps, in existing research; and

With iterative revisions and further development, the ERICC conceptual framework aims to achieve the following goals:

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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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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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interact with the ERICC Conceptual framework

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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.

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.

Framework overview

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.

ACCESS: awareness of and the ability to participate in educational opportunities

Definitions of Drivers of Learning

QUALITY: quality of the resources, relationships, norms, practices, and interactions within classrooms/schools, households, communities

CONTINUITY: sustained exposure to education that allows progression in both learning and grade/school transition

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.

What is a conceptual framework?

Definitions of Drivers of Learning

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Programs and policies will improve children’s learning and development to the extent that they improve access to education—within schools and classrooms, as well as households and communities (especially in distance learning conditions or other home- or community-based learning). While often equated with school enrollment rate, access goes beyond that. We here define access as both awareness of and the ability to participate in educational opportunities.

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Improving the quality of education is critical for improving children’s learning and development. While quality of education is often measured and equated with “learning outcomes,”this framing does not help identify mechanisms and/or processes that can be examined and improved. Therefore, we instead define it as quality of the resources within classrooms/schools, households, communities (e.g., human resources such as teacher skills as well as economic and physical resources/constraints like school fees, classroom structure, remote learning device)–and of the relationships, norms, practices, and interactions (e.g., teacher-student relationships, caregiver expectation and involvement in child’s education) that have been shown to improve children’s academic and social and emotional learning.

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Brief, sporadic access to learning environments is insufficient for children to learn and develop. A glaring gap in research on education in crisis contexts is how to promote continuous learning over the years among displaced, highly mobile, and/or marginalized populations. We specify continuity of learning as one of the drivers, and not just a dimension of access; and define it as sustained exposure to education that allows progression in both learning and grade/school transition. Continuity is critical to overcome the challenges of disjointed programming, frequent disruption and school closures, attendance challenges, program and grade repetition, and dropouts prevalent in crisis contexts.

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A child’s access to education and the quality and continuity of their educational experience are determined by factors at the local systems level (school, community, and household factors), and also by factors at the policy systems level (broader policy systems and stakeholders). These systems and stakeholders involved in education may or may not align in goals, process, resource arrangement, and incentives to achieve access, quality, and continuity of education – at the policy systems level, coherence across and within stakeholders and institutions for provision of system-wide policies, financing, and data-based accountability mechanism to achieve access, quality and continuity at the local level; and at the local systems level, coherence for provision of educational experience within and across schools, communities, and households. Such (mis)alignment and (in)coherence in crisis contexts is inherently more complex and challenging given that multiple stakeholders with different goals and incentives are involved in tenuous and unpredictable crisis situations. However, without coherence and alignment across different systems and stakeholders in education systems towards a common goal of improving access, quality, and continuity, effective and equitable education in crisis settings may not be achievable. Improving research on education in crisis contexts will require understanding “education systems coherence” for access, quality, and continuity in crisis contexts at both policy and local systems level.

DRIVERS OF LEARNING & DEVELOPMENT

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

framework

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

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PRE-EXISTING CONDITIONS

OUTCOMES

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

WHERE DO INTERVENTIONS COME IN?

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

framework

ACHIEVEMENT, EQUITY of Child Outcomes

PREV. PAGE

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

INTERVENTIONS

INTERVENTIONS

Directory

DRIVERS OF LEARNING & DEVELOPMENT

PRE-EXISTING CONDITIONS

OUTCOMES

explore the pathways

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

framework

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CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

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.

Examples:

• education budget
• existing monitoring systems
• existing relationships and interests of stakeholders

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:

• community infrastructure and values
• school resources
• teacher wellbeing
• household resources
• child characteristics (e.g., gender, disability, marginalized group membership)

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

POLICY SYSTEMS LEVEL

PRE-EXISTING CONDITIONS

DRIVERS OF LEARNING & DEVELOPMENT

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

Policy Systems Level is where decisions on educational policy, budgeting and financing, and data systems are made.

framework

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OUTCOMES

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

framework

PREV. PAGE

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

Directory

Local Systems Level is where children’s learning and development happens, including in households, schools, classrooms, and communities in which children live and interact.

LOCAL SYSTEMS LEVEL

ACHIEVEMENT, EQUITY of Child Outcomes

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

PRE-EXISTING RISK AND PROTECTIVE FACTORS

PRE-EXISTING CONDITIONS

DRIVERS OF LEARNING & DEVELOPMENT

OUTCOMES

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

framework

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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.

COHERENCE for incentives,procedures, responsibilites,and goals in Political Economy of Education

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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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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.

ACCESS, QUALITY, CONTINUITY and Coherence at the Local Systems Level

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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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The access, quality, and continuity of education at school and classrooms can be disrupted and deteriorated as a result of conflict and crisis, due to damage to school building or school closures, limited school resources and materials, reduced teacher workforce and limited training and support for teachers, and unsafe and unpredictable school environments.

Conflict and crisis often cause loss of income and livelihoods for many households, and they may not be able to afford school fees and/or devices/internet access necessary for children to participate in remote schooling. Parents and caregivers may increase their engagement with the child to make up for the loss of access to education as a response, but their capacity to provide quality educational interaction will greatly vary by their own capacity and availability.

Violent attacks and security conditions, as well as public health crises like the COVID-19 pandemic may isolate local communities from access to schools and educational programming. As a solution, local communities may be able to provide community space and community teachers to facilitate distance learning of local children in the community during the school closure.

Children experiencing conflict and crisis may have a difficult time attending schools and engaging in learning due to the experience of trauma, lack of instructional language skills, and/or lack of in-person learning and social interaction opportunities in remote learning environments.

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:

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education SystemS OPERATION

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.

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Policy Systems Level Outcomes

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Policies need to be well aligned with and adaptable to the needs and priorities of the education systems and children affected by conflict and crises in providing access, quality, and continuity of education, with accountability mechanism that holds policy systems actors accountable.

Well-capacitated and usable data systems allow monitoring and evaluation of policy implementation, finance and resource allocation, and overall education systems’ operation at both policy and local systems level. Capacity to collect and monitor necessary information and data, open and well-coordinated data sharing mechanism across different actors and institutions, and policy and financing decision making based on data and evidence can lead to effective education systems operation that are well-aligned, accountable, and adaptable for providing access, quality, and continuity of education.

Sufficient, equitable, and consistent budget and financing that are well aligned with policy priorities and operational needs of the education systems are critical to achieve access, quality, and continuity of education for children in conflict and crisis-affected contexts. Fiscal transparency and flexibility are necessary conditions for successful operation of education systems that are accountable and adaptable in the unpredictable conditions in conflict and crises-affected contexts.

local Systems Level 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.

ACHIEVEMENT, EQUITY of Child Outcomes

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PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

framework

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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.

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

POLICY SYSTEMS LEVEL

framework

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

LOCAL SYSTEMS LEVEL

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

• 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.

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

POLICY SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

LOCAL SYSTEMS LEVEL

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

• 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.

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

POLICY SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

LOCAL SYSTEMS LEVEL

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

framework

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

framework

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

POLICY SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

LOCAL SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

• 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.

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

framework

POLICY SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

LOCAL SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

• 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).

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

POLICY SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

LOCAL SYSTEMS LEVEL

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

• 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).

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

framework

POLICY SYSTEMS LEVEL

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

LOCAL SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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).

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

• 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.

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

framework

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

• 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.

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

POLICY SYSTEMS LEVEL

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

LOCAL SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

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.

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

• 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.

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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

ACHIEVEMENT, EQUITY of Child Outcomes

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

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.

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.

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING RISK AND PROTECTIVE FACTORS

framework

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

• 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

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

framework

PRE-EXISTING RISK AND PROTECTIVE FACTORS

LOCAL SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

framework

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

PRE-EXISTING RISK AND PROTECTIVE FACTORS

framework

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

LOCAL SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

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.

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING RISK AND PROTECTIVE FACTORS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

framework

POLICY SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

LOCAL SYSTEMS LEVEL

Directory

P9

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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

ACHIEVEMENT, EQUITY of Child Outcomes

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

POLICY SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

framework

LOCAL SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

next Page

Prev. Page

P6

I2

P5

I4

P2

I3

P3

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INTERVENTIONS

P4

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D3

C3

C5

P8

D2

C6

C7

C8

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01

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This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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

ACHIEVEMENT, EQUITY of Child Outcomes

• 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.

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING RISK AND PROTECTIVE FACTORS

framework

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

POLICY SYSTEMS LEVEL

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

LOCAL SYSTEMS LEVEL

Directory

P9

next Page

Prev. Page

P6

I2

P5

I4

P2

I3

P3

P7

P4

P1

I1

INTERVENTIONS

C4

INTERVENTIONS

D3

C3

C5

P8

D2

C6

C7

C8

D4

D1

01

P10

C1

C2

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

PRE-EXISTING RISK AND PROTECTIVE FACTORS

POLICY SYSTEMS LEVEL

framework

LOCAL SYSTEMS LEVEL

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

next Page

Prev. Page

P6

I2

P5

I4

P2

I3

P3

P7

INTERVENTIONS

INTERVENTIONS

P4

P1

I1

C4

D3

C3

C5

P8

D2

C6

C7

C8

D4

D1

01

P10

C1

C2

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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.

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.

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING RISK AND PROTECTIVE FACTORS

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

framework

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

Directory

P9

Prev. Page

P6

I2

P5

I4

P2

I3

P3

P7

P4

P1

I1

INTERVENTIONS

INTERVENTIONS

C4

D3

C3

C5

P8

D2

C6

C7

C8

D4

D1

01

P10

C1

C2

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.

• 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

ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

ACHIEVEMENT, EQUITY of Child Outcomes

CONFLICT AND PROTRACTED CRISES 
Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

PRE-EXISTING RISK AND PROTECTIVE FACTORS

POLICY SYSTEMS LEVEL

LOCAL SYSTEMS LEVEL

framework

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

Directory

P9

Prev. Page

P6

I2

P5

I4

P2

I3

P3

P7

P4

P1

INTERVENTIONS

I1

INTERVENTIONS

C4

D3

C3

C5

P8

D2

C6

C7

C8

D4

D1

01

P10

C1

C2

This ERICC conceptual framework is focused on helping to explain and improve education systems and processes affecting children’s outcomes in contexts affected by conflict and protracted crises. In CCPCs, the state’s function is disrupted and has become unsustainable due to armed conflict, climate-related disaster, or other humanitarian emergencies. Terms such as “education in (humanitarian) crises” and “education in emergencies” are used interchangeably to refer to the rapidly emerging subfield that focuses on understanding better the issues and interventions related to supporting education in countries affected by conflict and disaster-related crises (Burde et al., 2015). Given that humanitarian crises often endure many years, and education provision in such contexts needs sustainable solutions, we specifically include the context of protracted crises as a key target context, instead of emphasizing the rapid response and temporary service provision that is implied in the traditional framing of “education in emergencies.