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ERICC Conceptual Framework
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What drives learning?
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Kim, H. Y., Tubbs Dolan, C., Aber, J. L., Diazgranados, S., & Pherali, T. (2026). A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC): A Holistic Approach for Systematic Field Building. Educational Researcher, 0(0). https://doi.org/10.3102/0013189X251406243
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About the ericc conceptual framework
The Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium has developed a conceptual framework to serve three purposes:
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Evidence organizingTo create a genuinely multi-disciplinary frame that allows us to organize extant research that enables locating evidence gaps on education research in conflict and crisis-affected contexts
Evidence buildingTo identify new researchfoci and questions, as well as targets of interventions for policy and practice within the framework, based on limits and gaps in existing research
Evidence-based decision-makingTo provide a unified vision that allows researchers, practitioners, policymakers, and stakeholders to make effective decisions for research, programming, policy, and investment
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about the ericc conceptual framework
The ERICC framework provides systematic and holistic approaches to support education research, policy, and practice in conflict and crisis contexts. It does this through:
A focus on drivers of learning and development, beyond outcomes, objectives, and benchmarks. By focusing on concrete mechanisms of change around access, quality, continuity and coherence that impact education, the framework provides tangible intervention targets for policy and practice.
Attention to education systems across multiple levels. This consideration of actors, conditions, pathways, and desired outcomes across different levels provides a holistic picture of education systems’ operation and policy/programme implementation.
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Attention to conditions of contexts as a whole, exploring both enablers of and constraints to the drivers of learning. This provides a full picture of education systems’ operation and children’s learning experiences, which enables a context-sensitive systems’ approach to policy, programming and research.
An emphasis on the interconnected nature of the four drivers of learning. This encourages multifaceted, comprehensive approaches that address all four dimensions and catalyses synergistic and innovative education policy and programming.
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Introduction to the framework
Education Policy & Educational Experience Pathways
How to use this interactive digital tool for the ERICC Conceptual Framework:
- Click on individual elements within the framework to reveal additional explanations.
- For optimal viewing, click the button in the bottom right corner to enter full screen view.
System Levels
Political economy analysis (PEA)
Conceptual Framework
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conflict & protracted crises
Conditions
societal impact
interventions
drivers of learning
outcomes
inclusive, effective, accountable& adaptable
social cohesion peace with justice security prosperity environmental sustainability
Education Policy & Educational Experience Pathways
systemcoherence
Enablers & Constraints
policychange
&
access, quality & continuity
programmes & practices
Risk & protective factors
equity & achievementof holistic child outcomes
Political economy analysis (PEA)
Conceptual Framework
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conflict & protracted crises
DRIVERS OF LEARNING
ACCESS: the opportunity and capacity to participate in educational opportunities Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
What Drives Children’s Learning, Development, and Wellbeing?
Conditions
societal impact
interventions
drivers of learning
outcomes
inclusive, effective, accountable& adaptable
social cohesion peace with justice security prosperity environmental sustainability
Education Policy & Educational Experience Pathways
systemcoherence
Enablers & Constraints
policychange
The ERICC framework organizes the education research landscape around four key drivers of learning that cut across disciplinary and sectoral boundaries to enhance equity, holistic learning, development, and wellbeing in conflict and crisis (CAC) contexts. It further posits that education policies and interventions are most effective when they directly address these four drivers of learning.
&
access, quality & continuity
programmes & practices
Risk & protective factors
equity & achievementof holistic child outcomes
Political economy analysis (PEA)
Explore how drivers of learning interact in the Education Policy Pathways
and Educational Experience Pathways.
Conceptual Framework
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Conflict & Protracted Crisis
Dimensions of Crisis
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interventions
Interventions may include, and are not limited to:
Interventions targeting access:
- programmes that provide incentives for enrolment and attendance, e.g., conditional cash transfers
- removing barriers to access, e.g., providing school fees or transportation
- offering education programmes for out-of-school populations through informal/non-formal education programming provision and remote education devices and programmes
Interventions targeting quality:
- enhancing physical structures and resources, e.g., improving water, sanitation and hygiene (WASH) in schools
- providing quality pre- and in-service teacher training or hiring additional teachers
- direct provision of high-quality education programmes, such as structured pedagogy interventions, skill-based teacher training and on-going teacher mentoring
- mental health psychosocial support (MHPSS) social and emotional learning (SEL) to address children’s holistic learning and wellbeing in CAC contexts
Interventions targeting continuity:
- retention and remedial tutoring programming to increase transition rates and prevent school dropouts
- accelerated learning programmes (ALP) for out-of-school children to continue education and potentially re-join school systems
Interventions targeting coherence:
- building community trust and engagement for the education programme participation
- Improving coordination and alignment among stakeholders, e.g., between two government organisations responsible for pre-service and in-service teacher training or between development and humanitarian sectors at state and national levels
- broader policy reforms, like integrating refugee teachers into national systems for recruitment, certification, and compensation policies are also key to improving coherence in education systems
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DRIVERS OF LEARNING
What Drives Children’s Learning, Development, and Wellbeing?
The ERICC framework organizes the education research landscape around four key drivers of learning that cut across disciplinary and sectoral boundaries to enhance equity, holistic learning, development, and wellbeing in conflict and crisis (CAC) contexts. It further posits that education policies and interventions are most effective when they directly address these four drivers of learning.The next two slides explore education system coherence for the four drivers of learning at the policy system level and the educational experience level.
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Drivers of learning: Policy Levels
System Coherence
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depends on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
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Drivers of learning: child & Local Levels
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
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outcomes: Policy Levels
Education Systems
The ERICC Conceptual Framework defines inclusivity, effectiveness, accountability & adaptability of the education systems operation as target outcomes of education policy operations and goals of policy interventions. The following slide explores the target outcomes of educational experiences as the equitable achievement of holistic child outcomes - across physical and mental health, social-emotional learning and academic learning.
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outcomes: Child & Local Levels
Holistic Child Outcomes
The ERICC Conceptual Framework defines target outcomes of educational experiences as the equitable achievement of holistic child outcomes, across physical and mental health, social-emotional learning and academic learning. The goal of education systems’ operation – across local, national/regional and global levels – is to ensure access, quality and continuity of education at the local level, in their schools, homes and communities, and in turn, to support equitable achievement of holistic outcomes for all children. These child-level outcomes are not limited to foundational literacy and numeracy but also include social and emotional skills, citizenship competencies, vocational skills, as well as physical and mental health and wellbeing. Return to the previous slide to 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.
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SOCIETAL IMPACT
Social cohesion: Members of the society respect differences; have mutual trust; and feel a sense of belonging while working together to achieve common goals through social, economic and political processes. Peace with justice: A social condition where differences are resolved in a non-adversarial manner, and the underlying causes of injustice, inequality, and oppression are addressed, fostering and sustaining an inclusive society. Security: A social condition where individuals, communities and institutions are protected from harm both by addressing the immediate threats and addressing root causes of their vulnerabilities. Prosperity: A society that promotes economic well-being while addressing inequality, fostering social cohesion, and protecting the environment. Access to education, healthcare, and decent livelihood opportunities are guaranteed for all. Environmental sustainability: It refers to using natural resources in a way that preserves the planet for future generations.
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Acknowledgements During ERICC’s inception period, NYU-TIES led the development of the original ERICC Conceptual Framework, and the authors thank Ariana Youn and Katrine Guzman for coordination and development of the interactive conceptual framework tool.
Citation Kim, H. Y., Tubbs Dolan, C., Aber, J. L., Diazgranados, S., Pherali, T., & the ERICC Consortium. (September 2024) A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC): Systematic, holistic approaches to Education Research, Policy and Practice.
Disclaimer This material has been funded with UK International Development from the UK government. The findings, interpretations, and conclusions expressed here are entirely those of the author(s) and do not necessarily reflect those of the ERICC Programme, the authors’ respective organisations, or the UK government’s official policies. Copyright lies with the author of a paper; however, as per ERICC contracts, the authors have granted permission for the non-commercial use of the intellectual property to ERICC Research Programme Consortium, and by extension to the funder.
Discover related publications that further explore this conceptual framework:
ERICC Conceptual Framework - journal article
ERICC Conceptual Framework - technical brief
Dimensions of crisis - technical brief
Political Economy Analysis and other ERICC research
DRIVERS OF LEARNING
Access
The opportunity and capacity to participate in educational opportunities. Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
conditions
Enablers & Constraints
Conditions at policy systems levels can enable or constrain effective policy decision-making & implementation. This may include:
- purpose and goals of education
- management structures
- curriculum financing
- data systems
- education policies
- socio-demographic, socio-economic, political, historicaland cultural factors
Education Policy and Educational Experience Pathways
The ERICC conceptual framework situates pathways of education within a nested system of actors and stakeholders where key processes involved in education in conflict and crisis contexts take place:
Education policy pathways - Education policy pathways operate through decisions on policy, financing, and accountability, and are shaped by the (in)coherence of the political economy of education. In conflict and crisis contexts, education systems comprise diverse actors with sometimes competing goals, including global, national, and regional authorities (e.g., multilateral banks, ministries of education, local authorities) as well as formal and informal education providers. Where national governments have limited authority or capacity, the influence and coordination of global actors—such as donors, multilateral organizations, and international NGOs—become critical in shaping system operations (Tubbs Dolan, 2017; Mazzilli, C., Homonchuk, O., Kelsall, T., and Fouad, L., (2025). The Political Economy of Education System (in)coherence in Lebanon. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.30732668). At the local level, education delivery relies on program implementers and stakeholders including schools, NGOs, civil society groups, communities, parents, teachers, and religious organizations. Educational experience pathways - At the child and local levels, children interact with and directly experience educational processes in households, schools and communities, characterised by their access to, quality of and continuity in education.
Education Policy and Educational Experience Pathways
The ERICC conceptual framework situates pathways of education within a nested system of actors and stakeholders where key processes involved in education in conflict and crisis contexts take place:
Education policy pathways - Education policy pathways operate through decisions on policy, financing, and accountability, and are shaped by the (in)coherence of the political economy of education. In conflict and crisis contexts, education systems comprise diverse actors with sometimes competing goals, including global, national, and regional authorities (e.g., multilateral banks, ministries of education, local authorities) as well as formal and informal education providers. Where national governments have limited authority or capacity, the influence and coordination of global actors—such as donors, multilateral organizations, and international NGOs—become critical in shaping system operations (Tubbs Dolan, 2017; Mazzilli, C., Homonchuk, O., Kelsall, T., and Fouad, L., (2025). The Political Economy of Education System (in)coherence in Lebanon. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.30732668). At the local level, education delivery relies on program implementers and stakeholders including schools, NGOs, civil society groups, communities, parents, teachers, and religious organizations. Educational experience pathways - At the child and local levels, children interact with and directly experience educational processes in households, schools and communities, characterised by their access to, quality of and continuity in education.
Education Policy and Educational Experience Pathways
The ERICC conceptual framework situates pathways of education within a nested system of actors and stakeholders where key processes involved in education in conflict and crisis contexts take place:
Education policy pathways - Education policy pathways operate through decisions on policy, financing, and accountability, and are shaped by the (in)coherence of the political economy of education. In conflict and crisis contexts, education systems comprise diverse actors with sometimes competing goals, including global, national, and regional authorities (e.g., multilateral banks, ministries of education, local authorities) as well as formal and informal education providers. Where national governments have limited authority or capacity, the influence and coordination of global actors—such as donors, multilateral organizations, and international NGOs—become critical in shaping system operations (Tubbs Dolan, 2017; Mazzilli, C., Homonchuk, O., Kelsall, T., and Fouad, L., (2025). The Political Economy of Education System (in)coherence in Lebanon. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.30732668). At the local level, education delivery relies on program implementers and stakeholders including schools, NGOs, civil society groups, communities, parents, teachers, and religious organizations. Educational experience pathways - At the child and local levels, children interact with and directly experience educational processes in households, schools and communities, characterised by their access to, quality of and continuity in education.
DRIVERS OF LEARNING
Coherence for access, quality & continuity
Alignment and coherence in goals, processes, resource arrangements, and incentives within and across stakeholders and learning contexts at and across the local and the policy systems levels A child’s access to education and the quality and continuity of their educational experience are determined by factors at local systems (school, community, and household factors) and policy systems (broader policy systems and stakeholders at local, state, national level). Education systems coherence—aligning policies, resources, and actions across these levels—is increasingly emphasized as a key mechanism of change in low- and middle-income countries (Kaffenberger & Spivack, 2022; Pritchett, 2015) and contexts affected by conflict and crises (Kim et al., 2024; Tubbs Dolan, 2017). This approach includes alignment of stakeholders and education systems across levels, including governing authorities (e.g., national/state/district ministries of education), formal and nonformal school systems, local implementers and stakeholders (e.g., schools, local NGOs and civil societies, communities, parents, teachers and service providers, religious organizations and authorities). Coherence, or lack thereof, in incentives, goals, procedures, norms, and resources/capacities within organizations/systems and across stakeholders can facilitate or hinder access, quality, and continuity. Ensuring coherence at policy and local levels, horizontally across stakeholder groups, and aligning education budgets with policy implementation are critical to ensuring access, quality and continuity. Vertical coherence, across local, state/regional, national tiers (Sarwar et al., 2024), is especially crucial in conflict and protracted crisis contexts, where actors’ priorities, goals, incentives, resources, and capacities may not align.
Drivers of learning: Policy Levels
System Coherence
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depends on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
Political economy of education sector coordination in protracted conflicts and crises
OPERATIONS
incentives
capacities
- Types of schools
- Curricula and pedagogy
- Teaching staff (paid & voluntary)
- Data and monitoring
- Normative: De jure commitments & plans; de facto cultures & biases
- Material: Availability of external funds; illicit rents; performance pay
- Political: Geo-political imperatives; conflict dynamics; nation-building; clientelist networks; electoral demands
- Regional access
- Financial capacity
- Contextual knowledge
- Technical skills
- Coordination capacity
Homonchuk, O., Wilson, N., Kelsall, T., and Fortacz, A. (November 2024). Political Economy of Education System (In)Coherence in South Sudan. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.28684181
outcomes
The ERICC framework specifies the goals of education at two levels:
Education policy outcomes
Educational experience outcomes
Achieving Inclusive, accountable, and adaptable education systems requires effective policy design and implementation, equitable financing, and robust data systems to ensure access, quality, continuity, and accountability.
Achievement and equity in holistic child development require systems across local, global, and national levels to shape learning experiences and promote equitable outcomes, including literacy, numeracy, social-emotional learning, and physical and mental wellbeing.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
(Diazgranados, forthcoming)
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
conditions
Risks & Protective Factors
Conditions at local system levels (i.e., family/household, school, community, and child themselves) can act as risks and protective factors that minimize or amplify the impact of conflict and crisis and enable or constrain access, quality, continuity, and coherence.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
Conditions
Conflict and protracted crises present policy systems operation and local provision of education with significant challenges and constraints. To minimize or amplify the impact of conflict and crisis, and to enable or constrain access, quality, continuity, & coherence in children’s educational experiences, it is important to identify, understand, and strategically leverage or counteract the contextual conditions affecting education systems operation and children’s learning experiences.
Local SYSTEM CONDITIONS
POLICY SYSTEMCONDITIONS
Political economy of education sector coordination in protracted conflicts and crises
OPERATIONS
incentives
capacities
- Types of schools
- Curricula and pedagogy
- Teaching staff (paid & voluntary)
- Data and monitoring
- Normative: De jure commitments & plans; de facto cultures & biases
- Material: Availability of external funds; illicit rents; performance pay
- Political: Geo-political imperatives; conflict dynamics; nation-building; clientelist networks; electoral demands
- Regional access
- Financial capacity
- Contextual knowledge
- Technical skills
- Coordination capacity
Homonchuk, O., Wilson, N., Kelsall, T., and Fortacz, A. (November 2024). Political Economy of Education System (In)Coherence in South Sudan. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.28684181
Drivers of learning for the Education Policy Pathways:
Systems Coherence for Access, Quality, and Continuity
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depend on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
(Diazgranados, forthcoming)
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
Political economy of education sector coordination in protracted conflicts and crises
OPERATIONS
- Types of schools
- Curricula and pedagogy
- Teaching staff (paid & voluntary)
- Data and monitoring
Read ERICC Political Economy Analysis on specific countries and contexts here
Homonchuk, O., Wilson, N., Kelsall, T., and Fortacz, A. (November 2024). Political Economy of Education System (In)Coherence in South Sudan. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.28684181
conditions
Risks & Protective Factors
Conditions at local system levels (i.e., family/household, school, community, and child themselves) can act as risks and protective factors that minimize or amplify the impact of conflict and crisis and enable or constrain access, quality, continuity, and coherence.
Drivers of learning for the Educational Experience Pathways:
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
Drivers of learning for the Education Policy Pathways:
Systems Coherence for Access, Quality, and Continuity
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depend on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
DRIVERS OF LEARNING
Quality
Quality of the resources, relationships, norms, practices, and interactions within classrooms/schools, households, communities While quality of education is often measured by and equated with “learning outcomes”— defined as meeting minimum academic competencies (e.g., World Bank, 2022), this framing does not specify the concrete educational mechanisms and processes to improve, making it difficult to determine what aspects of quality should be targeted to improve learning outcomes. We instead define quality of education as quality of the characteristics of resources and social processes involved in educational experiences (Tseng & Seidman, 2007). Resources include physical infrastructure and resources (e.g., school building quality, school budget, books, learning devices and materials), learning content (e.g., curricula) and human capacity (e.g., school head management capacity, teacher qualification, parent knowledge and investment on education). Social processes involve relationships, norms, school/classroom climate, practices, and social interactions (e.g., instructional quality, social and emotional support, parenting, community support) that are necessary to safeguard and improve children’s holistic learning, development, and wellbeing.
Conflict & Protracted Crisis
Dimensions of Crisis
Falk, D., Pherali, T., Diazgranados, S., Homonchuk, O. (2024). Understanding the Dimensions of Conflict & Crisis. ERICC Technical Brief. https://doi.org/10.6084/m9.figshare.27119604
outcomes
Holistic Child Outcomes
The ERICC Conceptual Framework defines educational outcomes as the equitable achievement of holistic child development—encompassing physical and mental health, social-emotional learning, and academic growth. Education systems at local, national, and global levels aim to ensure access, quality, and continuity of education in schools, homes, and communities, thereby supporting equitable learning opportunities for all children. These outcomes extend beyond foundational literacy and numeracy to include social and emotional skills, citizenship and vocational competencies, and overall wellbeing.
To 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, click here.
SOCIETAL IMPACT
Through achieving these policy and child level outcomes, the ERICC framework posits that inclusive, accountable, adaptable, and effective education systems operation and achievement and equity in holistic child outcomes in CAC contexts can promote social cohesion, justice, and prosperity to achieve a peaceful, sustainable, and resilient society. Societal impact refers to the cumulative positive change in society driven by education.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
outcomes
Holistic Child Outcomes
The ERICC Conceptual Framework defines educational outcomes as the equitable achievement of holistic child development—encompassing physical and mental health, social-emotional learning, and academic growth. Education systems at local, national, and global levels aim to ensure access, quality, and continuity of education in schools, homes, and communities, thereby supporting equitable learning opportunities for all children. These outcomes extend beyond foundational literacy and numeracy to include social and emotional skills, citizenship and vocational competencies, and overall wellbeing.
To 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, click here.
SOCIETAL IMPACT
Social cohesion: Members of the society respect differences; have mutual trust; and feel a sense of belonging while working together to achieve common goals through social, economic and political processes. Peace with justice: A social condition where differences are resolved in a non-adversarial manner, and the underlying causes of injustice, inequality, and oppression are addressed, fostering and sustaining an inclusive society. Security: A social condition where individuals, communities and institutions are protected from harm both by addressing the immediate threats and addressing root causes of their vulnerabilities. Prosperity: A society that promotes economic well-being while addressing inequality, fostering social cohesion, and protecting the environment. Access to education, healthcare, and decent livelihood opportunities are guaranteed for all. Environmental sustainability: It refers to using natural resources in a way that preserves the planet for future generations.
Drivers of learning: child & Local Levels
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
Conditions
Conflict and protracted crises present policy systems operation and local provision of education with significant challenges and constraints. To minimize or amplify the impact of conflict and crisis, and to enable or constrain access, quality, continuity, & coherence in children’s educational experiences, it is important to identify, understand, and strategically leverage or counteract the contextual conditions affecting education systems operation and children’s learning experiences.
Local SYSTEM CONDITIONS
POLICY SYSTEMCONDITIONS
Conflict & Protracted Crisis
Dimensions of Crisis
Falk, D., Pherali, T., Diazgranados, S., Homonchuk, O. (2024). Understanding the Dimensions of Conflict & Crisis. ERICC Technical Brief. https://doi.org/10.6084/m9.figshare.27119604
DRIVERS OF LEARNING
Access
The opportunity and capacity to participate in educational opportunities. Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
conditions
Enablers & Constraints
Conditions at policy systems levels can enable or constrain effective policy decision-making & implementation. This may include:
- purpose and goals of education
- management structures
- curriculum financing
- data systems
- education policies
- socio-demographic, socio-economic, political, historicaland cultural factors
DRIVERS OF LEARNING
Coherence for access, quality & continuity
Alignment and coherence in goals, processes, resource arrangements, and incentives within and across stakeholders and learning contexts at and across the local and the policy systems levels A child’s access to education and the quality and continuity of their educational experience are determined by factors at local systems (school, community, and household factors) and policy systems (broader policy systems and stakeholders at local, state, national level). Education systems coherence—aligning policies, resources, and actions across these levels—is increasingly emphasized as a key mechanism of change in low- and middle-income countries (Kaffenberger & Spivack, 2022; Pritchett, 2015) and contexts affected by conflict and crises (Kim et al., 2024; Tubbs Dolan, 2017). This approach includes alignment of stakeholders and education systems across levels, including governing authorities (e.g., national/state/district ministries of education), formal and nonformal school systems, local implementers and stakeholders (e.g., schools, local NGOs and civil societies, communities, parents, teachers and service providers, religious organizations and authorities). Coherence, or lack thereof, in incentives, goals, procedures, norms, and resources/capacities within organizations/systems and across stakeholders can facilitate or hinder access, quality, and continuity. Ensuring coherence at policy and local levels, horizontally across stakeholder groups, and aligning education budgets with policy implementation are critical to ensuring access, quality and continuity. Vertical coherence, across local, state/regional, national tiers (Sarwar et al., 2024), is especially crucial in conflict and protracted crisis contexts, where actors’ priorities, goals, incentives, resources, and capacities may not align.
outcomes
Education Systems
The ERICC Conceptual Framework defines inclusivity, effectiveness, accountability & adaptability of the education systems operation as target outcomes of education policy operations and goals of policy interventions.
Click here to explore the target outcomes of educational experiences as the equitable achievement of holistic child outcomes - across physical and mental health, social-emotional learning and academic learning.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
DRIVERS OF LEARNING
Continuity
Sustained exposure to education that allows progression in both learning and grade/school transition. Time and consistency are frequently overlooked dimensions in the educational literature; yet, inconsistency and disruptions are defining characteristics of educational experiences in conflict and crisis contexts. Brief, sporadic access to learning, even if high quality, is insufficient for children to learn and develop. A glaring gap in research is how to ensure continuous learning over the school-age years among displaced 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.
DRIVERS OF LEARNING
Continuity
Sustained exposure to education that allows progression in both learning and grade/school transition. Time and consistency are frequently overlooked dimensions in the educational literature; yet, inconsistency and disruptions are defining characteristics of educational experiences in conflict and crisis contexts. Brief, sporadic access to learning, even if high quality, is insufficient for children to learn and develop. A glaring gap in research is how to ensure continuous learning over the school-age years among displaced 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.
DRIVERS OF LEARNING
Quality
Quality of the resources, relationships, norms, practices, and interactions within classrooms/schools, households, communities While quality of education is often measured by and equated with “learning outcomes”— defined as meeting minimum academic competencies (e.g., World Bank, 2022), this framing does not specify the concrete educational mechanisms and processes to improve, making it difficult to determine what aspects of quality should be targeted to improve learning outcomes. We instead define quality of education as quality of the characteristics of resources and social processes involved in educational experiences (Tseng & Seidman, 2007). Resources include physical infrastructure and resources (e.g., school building quality, school budget, books, learning devices and materials), learning content (e.g., curricula) and human capacity (e.g., school head management capacity, teacher qualification, parent knowledge and investment on education). Social processes involve relationships, norms, school/classroom climate, practices, and social interactions (e.g., instructional quality, social and emotional support, parenting, community support) that are necessary to safeguard and improve children’s holistic learning, development, and wellbeing.
DRIVERS OF LEARNING
What Drives Children’s Learning, Development, and Wellbeing?
ACCESS: the opportunity and capacity to participate in educational opportunities Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
The ERICC framework organizes the education research landscape around four key drivers of learning that cut across disciplinary and sectoral boundaries to enhance equity, holistic learning, development, and wellbeing in conflict and crisis (CAC) contexts. It further posits that education policies and interventions are most effective when they directly address these four drivers of learning.
Explore how drivers of learning interact in the Education Policy Pathways
and Educational Experience Pathways.
SOCIETAL IMPACT
Through achieving these policy and child level outcomes, the ERICC framework posits that inclusive, accountable, adaptable, and effective education systems operation and achievement and equity in holistic child outcomes in CAC contexts can promote social cohesion, justice, and prosperity to achieve a peaceful, sustainable, and resilient society. Societal impact refers to the cumulative positive change in society driven by education.
Drivers of learning for the Educational Experience Pathways:
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
outcomes
Education Systems
The ERICC Conceptual Framework defines inclusivity, effectiveness, accountability & adaptability of the education systems operation as target outcomes of education policy operations and goals of policy interventions.
Click here to explore the target outcomes of educational experiences as the equitable achievement of holistic child outcomes - across physical and mental health, social-emotional learning and academic learning.
SOCIETAL IMPACT
Social cohesion: Members of the society respect differences; have mutual trust; and feel a sense of belonging while working together to achieve common goals through social, economic and political processes. Peace with justice: A social condition where differences are resolved in a non-adversarial manner, and the underlying causes of injustice, inequality, and oppression are addressed, fostering and sustaining an inclusive society. Security: A social condition where individuals, communities and institutions are protected from harm both by addressing the immediate threats and addressing root causes of their vulnerabilities. Prosperity: A society that promotes economic well-being while addressing inequality, fostering social cohesion, and protecting the environment. Access to education, healthcare, and decent livelihood opportunities are guaranteed for all. Environmental sustainability: It refers to using natural resources in a way that preserves the planet for future generations.
outcomes
The ERICC framework specifies the goals of education at two levels:
Education policy outcomes
Educational experience outcomes
Achieving Inclusive, accountable, and adaptable education systems requires effective policy design and implementation, equitable financing, and robust data systems to ensure access, quality, continuity, and accountability.
Achievement and equity in holistic child development require systems across local, global, and national levels to shape learning experiences and promote equitable outcomes, including literacy, numeracy, social-emotional learning, and physical and mental wellbeing.
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Transcript
Welcome to the interactive
ERICC Conceptual Framework
About
explore
What drives learning?
See full ERICC Conceptual Framework:
Kim, H. Y., Tubbs Dolan, C., Aber, J. L., Diazgranados, S., & Pherali, T. (2026). A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC): A Holistic Approach for Systematic Field Building. Educational Researcher, 0(0). https://doi.org/10.3102/0013189X251406243
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About the ericc conceptual framework
The Education Research in Conflict and Protracted Crisis (ERICC) Research Programme Consortium has developed a conceptual framework to serve three purposes:
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Evidence organizingTo create a genuinely multi-disciplinary frame that allows us to organize extant research that enables locating evidence gaps on education research in conflict and crisis-affected contexts
Evidence buildingTo identify new researchfoci and questions, as well as targets of interventions for policy and practice within the framework, based on limits and gaps in existing research
Evidence-based decision-makingTo provide a unified vision that allows researchers, practitioners, policymakers, and stakeholders to make effective decisions for research, programming, policy, and investment
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about the ericc conceptual framework
The ERICC framework provides systematic and holistic approaches to support education research, policy, and practice in conflict and crisis contexts. It does this through:
A focus on drivers of learning and development, beyond outcomes, objectives, and benchmarks. By focusing on concrete mechanisms of change around access, quality, continuity and coherence that impact education, the framework provides tangible intervention targets for policy and practice.
Attention to education systems across multiple levels. This consideration of actors, conditions, pathways, and desired outcomes across different levels provides a holistic picture of education systems’ operation and policy/programme implementation.
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Attention to conditions of contexts as a whole, exploring both enablers of and constraints to the drivers of learning. This provides a full picture of education systems’ operation and children’s learning experiences, which enables a context-sensitive systems’ approach to policy, programming and research.
An emphasis on the interconnected nature of the four drivers of learning. This encourages multifaceted, comprehensive approaches that address all four dimensions and catalyses synergistic and innovative education policy and programming.
Read the Policy Brief
Conceptual Framework
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Introduction to the framework
Education Policy & Educational Experience Pathways
How to use this interactive digital tool for the ERICC Conceptual Framework:
System Levels
Political economy analysis (PEA)
Conceptual Framework
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About
Framework
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conflict & protracted crises
Conditions
societal impact
interventions
drivers of learning
outcomes
inclusive, effective, accountable& adaptable
social cohesion peace with justice security prosperity environmental sustainability
Education Policy & Educational Experience Pathways
systemcoherence
Enablers & Constraints
policychange
&
access, quality & continuity
programmes & practices
Risk & protective factors
equity & achievementof holistic child outcomes
Political economy analysis (PEA)
Conceptual Framework
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About
Framework
Resources
conflict & protracted crises
DRIVERS OF LEARNING
ACCESS: the opportunity and capacity to participate in educational opportunities Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
What Drives Children’s Learning, Development, and Wellbeing?
Conditions
societal impact
interventions
drivers of learning
outcomes
inclusive, effective, accountable& adaptable
social cohesion peace with justice security prosperity environmental sustainability
Education Policy & Educational Experience Pathways
systemcoherence
Enablers & Constraints
policychange
The ERICC framework organizes the education research landscape around four key drivers of learning that cut across disciplinary and sectoral boundaries to enhance equity, holistic learning, development, and wellbeing in conflict and crisis (CAC) contexts. It further posits that education policies and interventions are most effective when they directly address these four drivers of learning.
&
access, quality & continuity
programmes & practices
Risk & protective factors
equity & achievementof holistic child outcomes
Political economy analysis (PEA)
Explore how drivers of learning interact in the Education Policy Pathways
and Educational Experience Pathways.
Conceptual Framework
Home
About
Framework
Resources
Conflict & Protracted Crisis
Dimensions of Crisis
Conceptual Framework
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About
Framework
Resources
interventions
Interventions may include, and are not limited to:
Interventions targeting access:
- programmes that provide incentives for enrolment and attendance, e.g., conditional cash transfers
- removing barriers to access, e.g., providing school fees or transportation
- offering education programmes for out-of-school populations through informal/non-formal education programming provision and remote education devices and programmes
Interventions targeting quality:Interventions targeting continuity:
- retention and remedial tutoring programming to increase transition rates and prevent school dropouts
- accelerated learning programmes (ALP) for out-of-school children to continue education and potentially re-join school systems
Interventions targeting coherence:Home
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Framework
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DRIVERS OF LEARNING
What Drives Children’s Learning, Development, and Wellbeing?
The ERICC framework organizes the education research landscape around four key drivers of learning that cut across disciplinary and sectoral boundaries to enhance equity, holistic learning, development, and wellbeing in conflict and crisis (CAC) contexts. It further posits that education policies and interventions are most effective when they directly address these four drivers of learning.The next two slides explore education system coherence for the four drivers of learning at the policy system level and the educational experience level.
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Framework
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Drivers of learning: Policy Levels
System Coherence
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depends on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
Read more
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Drivers of learning: child & Local Levels
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
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Conceptual Framework
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Framework
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outcomes: Policy Levels
Education Systems
The ERICC Conceptual Framework defines inclusivity, effectiveness, accountability & adaptability of the education systems operation as target outcomes of education policy operations and goals of policy interventions. The following slide explores the target outcomes of educational experiences as the equitable achievement of holistic child outcomes - across physical and mental health, social-emotional learning and academic learning.
Conceptual Framework
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Framework
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outcomes: Child & Local Levels
Holistic Child Outcomes
The ERICC Conceptual Framework defines target outcomes of educational experiences as the equitable achievement of holistic child outcomes, across physical and mental health, social-emotional learning and academic learning. The goal of education systems’ operation – across local, national/regional and global levels – is to ensure access, quality and continuity of education at the local level, in their schools, homes and communities, and in turn, to support equitable achievement of holistic outcomes for all children. These child-level outcomes are not limited to foundational literacy and numeracy but also include social and emotional skills, citizenship competencies, vocational skills, as well as physical and mental health and wellbeing. Return to the previous slide to 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.
Conceptual Framework
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SOCIETAL IMPACT
Social cohesion: Members of the society respect differences; have mutual trust; and feel a sense of belonging while working together to achieve common goals through social, economic and political processes. Peace with justice: A social condition where differences are resolved in a non-adversarial manner, and the underlying causes of injustice, inequality, and oppression are addressed, fostering and sustaining an inclusive society. Security: A social condition where individuals, communities and institutions are protected from harm both by addressing the immediate threats and addressing root causes of their vulnerabilities. Prosperity: A society that promotes economic well-being while addressing inequality, fostering social cohesion, and protecting the environment. Access to education, healthcare, and decent livelihood opportunities are guaranteed for all. Environmental sustainability: It refers to using natural resources in a way that preserves the planet for future generations.
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Framework
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Acknowledgements During ERICC’s inception period, NYU-TIES led the development of the original ERICC Conceptual Framework, and the authors thank Ariana Youn and Katrine Guzman for coordination and development of the interactive conceptual framework tool.
Citation Kim, H. Y., Tubbs Dolan, C., Aber, J. L., Diazgranados, S., Pherali, T., & the ERICC Consortium. (September 2024) A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC): Systematic, holistic approaches to Education Research, Policy and Practice.
Disclaimer This material has been funded with UK International Development from the UK government. The findings, interpretations, and conclusions expressed here are entirely those of the author(s) and do not necessarily reflect those of the ERICC Programme, the authors’ respective organisations, or the UK government’s official policies. Copyright lies with the author of a paper; however, as per ERICC contracts, the authors have granted permission for the non-commercial use of the intellectual property to ERICC Research Programme Consortium, and by extension to the funder.
Discover related publications that further explore this conceptual framework:
ERICC Conceptual Framework - journal article
ERICC Conceptual Framework - technical brief
Dimensions of crisis - technical brief
Political Economy Analysis and other ERICC research
DRIVERS OF LEARNING
Access
The opportunity and capacity to participate in educational opportunities. Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
conditions
Enablers & Constraints
Conditions at policy systems levels can enable or constrain effective policy decision-making & implementation. This may include:
Education Policy and Educational Experience Pathways
The ERICC conceptual framework situates pathways of education within a nested system of actors and stakeholders where key processes involved in education in conflict and crisis contexts take place:
Education policy pathways - Education policy pathways operate through decisions on policy, financing, and accountability, and are shaped by the (in)coherence of the political economy of education. In conflict and crisis contexts, education systems comprise diverse actors with sometimes competing goals, including global, national, and regional authorities (e.g., multilateral banks, ministries of education, local authorities) as well as formal and informal education providers. Where national governments have limited authority or capacity, the influence and coordination of global actors—such as donors, multilateral organizations, and international NGOs—become critical in shaping system operations (Tubbs Dolan, 2017; Mazzilli, C., Homonchuk, O., Kelsall, T., and Fouad, L., (2025). The Political Economy of Education System (in)coherence in Lebanon. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.30732668). At the local level, education delivery relies on program implementers and stakeholders including schools, NGOs, civil society groups, communities, parents, teachers, and religious organizations. Educational experience pathways - At the child and local levels, children interact with and directly experience educational processes in households, schools and communities, characterised by their access to, quality of and continuity in education.
Education Policy and Educational Experience Pathways
The ERICC conceptual framework situates pathways of education within a nested system of actors and stakeholders where key processes involved in education in conflict and crisis contexts take place:
Education policy pathways - Education policy pathways operate through decisions on policy, financing, and accountability, and are shaped by the (in)coherence of the political economy of education. In conflict and crisis contexts, education systems comprise diverse actors with sometimes competing goals, including global, national, and regional authorities (e.g., multilateral banks, ministries of education, local authorities) as well as formal and informal education providers. Where national governments have limited authority or capacity, the influence and coordination of global actors—such as donors, multilateral organizations, and international NGOs—become critical in shaping system operations (Tubbs Dolan, 2017; Mazzilli, C., Homonchuk, O., Kelsall, T., and Fouad, L., (2025). The Political Economy of Education System (in)coherence in Lebanon. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.30732668). At the local level, education delivery relies on program implementers and stakeholders including schools, NGOs, civil society groups, communities, parents, teachers, and religious organizations. Educational experience pathways - At the child and local levels, children interact with and directly experience educational processes in households, schools and communities, characterised by their access to, quality of and continuity in education.
Education Policy and Educational Experience Pathways
The ERICC conceptual framework situates pathways of education within a nested system of actors and stakeholders where key processes involved in education in conflict and crisis contexts take place:
Education policy pathways - Education policy pathways operate through decisions on policy, financing, and accountability, and are shaped by the (in)coherence of the political economy of education. In conflict and crisis contexts, education systems comprise diverse actors with sometimes competing goals, including global, national, and regional authorities (e.g., multilateral banks, ministries of education, local authorities) as well as formal and informal education providers. Where national governments have limited authority or capacity, the influence and coordination of global actors—such as donors, multilateral organizations, and international NGOs—become critical in shaping system operations (Tubbs Dolan, 2017; Mazzilli, C., Homonchuk, O., Kelsall, T., and Fouad, L., (2025). The Political Economy of Education System (in)coherence in Lebanon. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.30732668). At the local level, education delivery relies on program implementers and stakeholders including schools, NGOs, civil society groups, communities, parents, teachers, and religious organizations. Educational experience pathways - At the child and local levels, children interact with and directly experience educational processes in households, schools and communities, characterised by their access to, quality of and continuity in education.
DRIVERS OF LEARNING
Coherence for access, quality & continuity
Alignment and coherence in goals, processes, resource arrangements, and incentives within and across stakeholders and learning contexts at and across the local and the policy systems levels A child’s access to education and the quality and continuity of their educational experience are determined by factors at local systems (school, community, and household factors) and policy systems (broader policy systems and stakeholders at local, state, national level). Education systems coherence—aligning policies, resources, and actions across these levels—is increasingly emphasized as a key mechanism of change in low- and middle-income countries (Kaffenberger & Spivack, 2022; Pritchett, 2015) and contexts affected by conflict and crises (Kim et al., 2024; Tubbs Dolan, 2017). This approach includes alignment of stakeholders and education systems across levels, including governing authorities (e.g., national/state/district ministries of education), formal and nonformal school systems, local implementers and stakeholders (e.g., schools, local NGOs and civil societies, communities, parents, teachers and service providers, religious organizations and authorities). Coherence, or lack thereof, in incentives, goals, procedures, norms, and resources/capacities within organizations/systems and across stakeholders can facilitate or hinder access, quality, and continuity. Ensuring coherence at policy and local levels, horizontally across stakeholder groups, and aligning education budgets with policy implementation are critical to ensuring access, quality and continuity. Vertical coherence, across local, state/regional, national tiers (Sarwar et al., 2024), is especially crucial in conflict and protracted crisis contexts, where actors’ priorities, goals, incentives, resources, and capacities may not align.
Drivers of learning: Policy Levels
System Coherence
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depends on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
Political economy of education sector coordination in protracted conflicts and crises
OPERATIONS
incentives
capacities
Homonchuk, O., Wilson, N., Kelsall, T., and Fortacz, A. (November 2024). Political Economy of Education System (In)Coherence in South Sudan. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.28684181
outcomes
The ERICC framework specifies the goals of education at two levels:
Education policy outcomes
Educational experience outcomes
Achieving Inclusive, accountable, and adaptable education systems requires effective policy design and implementation, equitable financing, and robust data systems to ensure access, quality, continuity, and accountability.
Achievement and equity in holistic child development require systems across local, global, and national levels to shape learning experiences and promote equitable outcomes, including literacy, numeracy, social-emotional learning, and physical and mental wellbeing.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
(Diazgranados, forthcoming)
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
conditions
Risks & Protective Factors
Conditions at local system levels (i.e., family/household, school, community, and child themselves) can act as risks and protective factors that minimize or amplify the impact of conflict and crisis and enable or constrain access, quality, continuity, and coherence.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
Conditions
Conflict and protracted crises present policy systems operation and local provision of education with significant challenges and constraints. To minimize or amplify the impact of conflict and crisis, and to enable or constrain access, quality, continuity, & coherence in children’s educational experiences, it is important to identify, understand, and strategically leverage or counteract the contextual conditions affecting education systems operation and children’s learning experiences.
Local SYSTEM CONDITIONS
POLICY SYSTEMCONDITIONS
Political economy of education sector coordination in protracted conflicts and crises
OPERATIONS
incentives
capacities
Homonchuk, O., Wilson, N., Kelsall, T., and Fortacz, A. (November 2024). Political Economy of Education System (In)Coherence in South Sudan. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.28684181
Drivers of learning for the Education Policy Pathways:
Systems Coherence for Access, Quality, and Continuity
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depend on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
(Diazgranados, forthcoming)
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
Political economy of education sector coordination in protracted conflicts and crises
OPERATIONS
Read ERICC Political Economy Analysis on specific countries and contexts here
Homonchuk, O., Wilson, N., Kelsall, T., and Fortacz, A. (November 2024). Political Economy of Education System (In)Coherence in South Sudan. ERICC Working Paper. https://doi.org/10.6084/m9.figshare.28684181
conditions
Risks & Protective Factors
Conditions at local system levels (i.e., family/household, school, community, and child themselves) can act as risks and protective factors that minimize or amplify the impact of conflict and crisis and enable or constrain access, quality, continuity, and coherence.
Drivers of learning for the Educational Experience Pathways:
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
Drivers of learning for the Education Policy Pathways:
Systems Coherence for Access, Quality, and Continuity
Coherence for access, quality and continuity: the alignment of procedures, capacities, resources, incentives, and goals within and across learning contexts and stakeholders at both local and system levels. A child’s access to education—and the quality and continuity of their learning—depend on how coherently education systems function across local, national, and global levels. (In)coherence within institutions and among stakeholders can enable or constrain access, quality, and continuity of education (Pritchett, 2015). Ensuring horizontal coherence (across educational settings and stakeholder groups) and vertical coherence (across local, regional, and national tiers of education systems’ operation), is essential for building inclusive, effective, and adaptable education systems in conflict and protracted crisis contexts (Homonchuk et al., 2024; Sarwar et al., 2024).
DRIVERS OF LEARNING
Quality
Quality of the resources, relationships, norms, practices, and interactions within classrooms/schools, households, communities While quality of education is often measured by and equated with “learning outcomes”— defined as meeting minimum academic competencies (e.g., World Bank, 2022), this framing does not specify the concrete educational mechanisms and processes to improve, making it difficult to determine what aspects of quality should be targeted to improve learning outcomes. We instead define quality of education as quality of the characteristics of resources and social processes involved in educational experiences (Tseng & Seidman, 2007). Resources include physical infrastructure and resources (e.g., school building quality, school budget, books, learning devices and materials), learning content (e.g., curricula) and human capacity (e.g., school head management capacity, teacher qualification, parent knowledge and investment on education). Social processes involve relationships, norms, school/classroom climate, practices, and social interactions (e.g., instructional quality, social and emotional support, parenting, community support) that are necessary to safeguard and improve children’s holistic learning, development, and wellbeing.
Conflict & Protracted Crisis
Dimensions of Crisis
Falk, D., Pherali, T., Diazgranados, S., Homonchuk, O. (2024). Understanding the Dimensions of Conflict & Crisis. ERICC Technical Brief. https://doi.org/10.6084/m9.figshare.27119604
outcomes
Holistic Child Outcomes
The ERICC Conceptual Framework defines educational outcomes as the equitable achievement of holistic child development—encompassing physical and mental health, social-emotional learning, and academic growth. Education systems at local, national, and global levels aim to ensure access, quality, and continuity of education in schools, homes, and communities, thereby supporting equitable learning opportunities for all children. These outcomes extend beyond foundational literacy and numeracy to include social and emotional skills, citizenship and vocational competencies, and overall wellbeing.
To 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, click here.
SOCIETAL IMPACT
Through achieving these policy and child level outcomes, the ERICC framework posits that inclusive, accountable, adaptable, and effective education systems operation and achievement and equity in holistic child outcomes in CAC contexts can promote social cohesion, justice, and prosperity to achieve a peaceful, sustainable, and resilient society. Societal impact refers to the cumulative positive change in society driven by education.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
outcomes
Holistic Child Outcomes
The ERICC Conceptual Framework defines educational outcomes as the equitable achievement of holistic child development—encompassing physical and mental health, social-emotional learning, and academic growth. Education systems at local, national, and global levels aim to ensure access, quality, and continuity of education in schools, homes, and communities, thereby supporting equitable learning opportunities for all children. These outcomes extend beyond foundational literacy and numeracy to include social and emotional skills, citizenship and vocational competencies, and overall wellbeing.
To 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, click here.
SOCIETAL IMPACT
Social cohesion: Members of the society respect differences; have mutual trust; and feel a sense of belonging while working together to achieve common goals through social, economic and political processes. Peace with justice: A social condition where differences are resolved in a non-adversarial manner, and the underlying causes of injustice, inequality, and oppression are addressed, fostering and sustaining an inclusive society. Security: A social condition where individuals, communities and institutions are protected from harm both by addressing the immediate threats and addressing root causes of their vulnerabilities. Prosperity: A society that promotes economic well-being while addressing inequality, fostering social cohesion, and protecting the environment. Access to education, healthcare, and decent livelihood opportunities are guaranteed for all. Environmental sustainability: It refers to using natural resources in a way that preserves the planet for future generations.
Drivers of learning: child & Local Levels
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
Conditions
Conflict and protracted crises present policy systems operation and local provision of education with significant challenges and constraints. To minimize or amplify the impact of conflict and crisis, and to enable or constrain access, quality, continuity, & coherence in children’s educational experiences, it is important to identify, understand, and strategically leverage or counteract the contextual conditions affecting education systems operation and children’s learning experiences.
Local SYSTEM CONDITIONS
POLICY SYSTEMCONDITIONS
Conflict & Protracted Crisis
Dimensions of Crisis
Falk, D., Pherali, T., Diazgranados, S., Homonchuk, O. (2024). Understanding the Dimensions of Conflict & Crisis. ERICC Technical Brief. https://doi.org/10.6084/m9.figshare.27119604
DRIVERS OF LEARNING
Access
The opportunity and capacity to participate in educational opportunities. Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
conditions
Enablers & Constraints
Conditions at policy systems levels can enable or constrain effective policy decision-making & implementation. This may include:
DRIVERS OF LEARNING
Coherence for access, quality & continuity
Alignment and coherence in goals, processes, resource arrangements, and incentives within and across stakeholders and learning contexts at and across the local and the policy systems levels A child’s access to education and the quality and continuity of their educational experience are determined by factors at local systems (school, community, and household factors) and policy systems (broader policy systems and stakeholders at local, state, national level). Education systems coherence—aligning policies, resources, and actions across these levels—is increasingly emphasized as a key mechanism of change in low- and middle-income countries (Kaffenberger & Spivack, 2022; Pritchett, 2015) and contexts affected by conflict and crises (Kim et al., 2024; Tubbs Dolan, 2017). This approach includes alignment of stakeholders and education systems across levels, including governing authorities (e.g., national/state/district ministries of education), formal and nonformal school systems, local implementers and stakeholders (e.g., schools, local NGOs and civil societies, communities, parents, teachers and service providers, religious organizations and authorities). Coherence, or lack thereof, in incentives, goals, procedures, norms, and resources/capacities within organizations/systems and across stakeholders can facilitate or hinder access, quality, and continuity. Ensuring coherence at policy and local levels, horizontally across stakeholder groups, and aligning education budgets with policy implementation are critical to ensuring access, quality and continuity. Vertical coherence, across local, state/regional, national tiers (Sarwar et al., 2024), is especially crucial in conflict and protracted crisis contexts, where actors’ priorities, goals, incentives, resources, and capacities may not align.
outcomes
Education Systems
The ERICC Conceptual Framework defines inclusivity, effectiveness, accountability & adaptability of the education systems operation as target outcomes of education policy operations and goals of policy interventions.
Click here to explore the target outcomes of educational experiences as the equitable achievement of holistic child outcomes - across physical and mental health, social-emotional learning and academic learning.
interventions
How Do We Improve Drivers of Learning and Development?
Education interventions refer to intentional actions in the form of structured programs, policies, or practices that are designed and implemented with the aim of changing educational processes or outcomes for students.
The ERICC framework posits that educational interventions are most effective when they directly address the four drivers of learning: access, quality, continuity, and coherence.
Learn more
DRIVERS OF LEARNING
Continuity
Sustained exposure to education that allows progression in both learning and grade/school transition. Time and consistency are frequently overlooked dimensions in the educational literature; yet, inconsistency and disruptions are defining characteristics of educational experiences in conflict and crisis contexts. Brief, sporadic access to learning, even if high quality, is insufficient for children to learn and develop. A glaring gap in research is how to ensure continuous learning over the school-age years among displaced 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.
DRIVERS OF LEARNING
Continuity
Sustained exposure to education that allows progression in both learning and grade/school transition. Time and consistency are frequently overlooked dimensions in the educational literature; yet, inconsistency and disruptions are defining characteristics of educational experiences in conflict and crisis contexts. Brief, sporadic access to learning, even if high quality, is insufficient for children to learn and develop. A glaring gap in research is how to ensure continuous learning over the school-age years among displaced 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.
DRIVERS OF LEARNING
Quality
Quality of the resources, relationships, norms, practices, and interactions within classrooms/schools, households, communities While quality of education is often measured by and equated with “learning outcomes”— defined as meeting minimum academic competencies (e.g., World Bank, 2022), this framing does not specify the concrete educational mechanisms and processes to improve, making it difficult to determine what aspects of quality should be targeted to improve learning outcomes. We instead define quality of education as quality of the characteristics of resources and social processes involved in educational experiences (Tseng & Seidman, 2007). Resources include physical infrastructure and resources (e.g., school building quality, school budget, books, learning devices and materials), learning content (e.g., curricula) and human capacity (e.g., school head management capacity, teacher qualification, parent knowledge and investment on education). Social processes involve relationships, norms, school/classroom climate, practices, and social interactions (e.g., instructional quality, social and emotional support, parenting, community support) that are necessary to safeguard and improve children’s holistic learning, development, and wellbeing.
DRIVERS OF LEARNING
What Drives Children’s Learning, Development, and Wellbeing?
ACCESS: the opportunity and capacity to participate in educational opportunities Access to education involves more than school enrollment; it includes addressing barriers to attendance and engagement in learning opportunities, such as gender inequality, disability, religious and ethnic marginalization, geographic isolation, and climate disasters that prevent children from attending school regularly and participating fully in educational activities (World Bank, 2018). Community and parental attitudes towards and awareness of educational access are also crucial in low-resource, crisis-affected contexts (Kabay, 2021; Kabay et al., under advanced review). In the context of distance learning—often the only available education option in crisis conditions—access also means the availability of functional technology and internet (Tadesse & Muluye, 2020).
The ERICC framework organizes the education research landscape around four key drivers of learning that cut across disciplinary and sectoral boundaries to enhance equity, holistic learning, development, and wellbeing in conflict and crisis (CAC) contexts. It further posits that education policies and interventions are most effective when they directly address these four drivers of learning.
Explore how drivers of learning interact in the Education Policy Pathways
and Educational Experience Pathways.
SOCIETAL IMPACT
Through achieving these policy and child level outcomes, the ERICC framework posits that inclusive, accountable, adaptable, and effective education systems operation and achievement and equity in holistic child outcomes in CAC contexts can promote social cohesion, justice, and prosperity to achieve a peaceful, sustainable, and resilient society. Societal impact refers to the cumulative positive change in society driven by education.
Drivers of learning for the Educational Experience Pathways:
Access, Quality & Continuity
Access: the opportunity and capacity to participate in educational opportunities Quality: quality of the resources, relationships, norms, practices and interactions within classrooms/schools, households and communities Continuity: sustained exposure to education that allows progression in both learning and grade/school transition
outcomes
Education Systems
The ERICC Conceptual Framework defines inclusivity, effectiveness, accountability & adaptability of the education systems operation as target outcomes of education policy operations and goals of policy interventions.
Click here to explore the target outcomes of educational experiences as the equitable achievement of holistic child outcomes - across physical and mental health, social-emotional learning and academic learning.
SOCIETAL IMPACT
Social cohesion: Members of the society respect differences; have mutual trust; and feel a sense of belonging while working together to achieve common goals through social, economic and political processes. Peace with justice: A social condition where differences are resolved in a non-adversarial manner, and the underlying causes of injustice, inequality, and oppression are addressed, fostering and sustaining an inclusive society. Security: A social condition where individuals, communities and institutions are protected from harm both by addressing the immediate threats and addressing root causes of their vulnerabilities. Prosperity: A society that promotes economic well-being while addressing inequality, fostering social cohesion, and protecting the environment. Access to education, healthcare, and decent livelihood opportunities are guaranteed for all. Environmental sustainability: It refers to using natural resources in a way that preserves the planet for future generations.
outcomes
The ERICC framework specifies the goals of education at two levels:
Education policy outcomes
Educational experience outcomes
Achieving Inclusive, accountable, and adaptable education systems requires effective policy design and implementation, equitable financing, and robust data systems to ensure access, quality, continuity, and accountability.
Achievement and equity in holistic child development require systems across local, global, and national levels to shape learning experiences and promote equitable outcomes, including literacy, numeracy, social-emotional learning, and physical and mental wellbeing.