ERICC ICF | published

Education research in conflict and protracted crisis

ERICC

interactive Conceptual framework

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Developed in 2022

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What is a conceptual framework?

Definitions of Drivers of Learning

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project information & Contributors

ERICC is led by the International Rescue Committee (IRC) with NYU’s Global TIES for Children research leadership and expert partners include Centre for Lebanese Studies, Common Heritage Foundation, Forcier Consulting, ODI, Osman Consulting, and Queen Rania Foundation; and is supported by UK Aid. Countries in focus include Bangladesh, Jordan, Lebanon, Myanmar, Nigeria, South Sudan and Syria. The findings, interpretations, and conclusions expressed here are entirely those of the author(s) and do not necessarily represent those of the ERICC Programme, our funders, or the authors’ respective organizations.

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project contributors & Partners

DESIGN: Karolina Lajch, NYU Global TIES for Children

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CONTENT: Celine Ammash, NYU Global TIES for Children

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BASED ON: Kim, H. Y., Tubbs Dolan, C., Aber, J. L. (October 2022). A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC). ERICC Working Paper No.1.

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DESIGN: Karolina Lajch, NYU Global TIES for Children

project contributors & Partners

CONTENT: Celine Ammash, NYU Global TIES for Children

Cont.

BASED ON: Kim, H. Y., Tubbs Dolan, C., Aber, J. L. (October 2022). A Conceptual Framework for Education Research in Conflict and Protracted Crisis (ERICC). ERICC Working Paper No.1.

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Project info

What is a conceptual framework?

Definitions of Drivers of Learning

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What is a conceptual framework?

A conceptual framework is an analytical tool to explain phenomena and processes, by organizing ideas into distinct concepts (foci) and identifying relationships (pathways) among those concepts.

Definitions of Drivers of Learning

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Building on existing evidence and theories relevant to education in conflict and protracted crises, the conceptual framework for Education Research in Conflict and Protracted Crisis (ERICC) is designed to identify different foci and pathways of how conflict and crisis affect children’s learning and wellbeing.

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What is a conceptual framework?

A conceptual framework is an analytical tool to explain phenomena and processes, by organizing ideas into distinct concepts (foci) and identifying relationships (pathways) among those concepts.

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Learn more

Building on existing evidence and theories relevant to education in conflict and protracted crises, the conceptual framework for Education Research in Conflict and Protracted Crisis (ERICC) is designed to identify different foci and pathways of how conflict and crisis affect children’s learning and wellbeing.

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

Provide an overarching organization/frame that allows us to locate areas of gaps in extant research from a variety of disciplinary traditions on education in crisis and conflict to date

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What is a conceptual framework?

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A conceptual framework is an analytical tool to explain phenomena and processes, by organizing ideas into distinct concepts (foci) and identifying relationships (pathways) among those concepts.

Building on existing evidence and theories relevant to education in conflict and protracted crises, the conceptual framework for Education Research in Conflict and Protracted Crisis (ERICC) is designed to identify different foci and pathways of how conflict and crisis affect children’s learning and wellbeing.

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

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to provide a unified vision that allows practitioners, policy makers, and stakeholders to make effective decisions for programming, policy, and investment to improve children's learning and development in crisis and conflict-affected contexts.

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Framework overview

This interactive graph is designed for researchers, policy makers, funders, practitioners, and local stakeholders who would like to make informed decisions for their work to support children’s learning, development, and wellbeing in conflict and protracted crisis context to explore the ERICC conceptual framework.

Learn more about the components (or concepts) and relationships (or pathways) between each component through definitions and examples that can help you identify targets of research and intervention as move through the different elements of the framework.

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To see which fields and buttons in the conceptual framework are interactive, simply hover your mouse over them. Areas that are interactive will either "shrink" when hovered, or shift from color to grey. To see all interactive elements on a given page, click the pointing finger icon located in the top right corner of each screen.

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Definitions of Drivers of Learning

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

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

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

Definitions of Drivers of Learning

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framework

COHERENCE for access, quality, and continuity: alignment and coherence in goals, processes, resource arrangements, and incentives for achieving access, quality, and continuity of education, within and across stakeholders and systems.

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framework

OUTCOMES

DRIVERS OF LEARNING & DEVELOPMENT

PRE-EXISTING CONDITIONS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

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

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING RISK AND PROTECTIVE FACTORS

LOCAL SYSTEMS LEVEL

WHERE DO INTERVENTIONS COME IN?

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DRIVERS OF LEARNING & DEVELOPMENT

OUTCOMES

PRE-EXISTING CONDITIONS

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

INTERVENTIONS

POLICY SYSTEMS LEVEL

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

ACHIEVEMENT, EQUITY of Child Outcomes

PRE-EXISTING RISK AND PROTECTIVE FACTORS

INTERVENTIONS

LOCAL SYSTEMS LEVEL

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

At policy systems level, pre-existing conditions in education systems–such as existing resource availability, political economy, and accountability of data systems–can enable and constrain coherence of political economy of education, as well as effective operation of education systems. These conditions may also affect how the policy systems respond to the impact of conflict and crisis.

Examples:

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

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

At local systems level, pre-existing conditions that community, schools, households, and children had prior to conflict and crisis can affect children’s learning and development can mitigate or exacerbate the impact of conflict and crisis.

Examples:

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

PRE-EXISTING RISK AND PROTECTIVE FACTORS

LOCAL SYSTEMS LEVEL

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

PRE-EXISTING CONDITIONS

OUTCOMES

DRIVERS OF LEARNING & DEVELOPMENT

COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

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

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

PRE-EXISTING CONDITIONS

DRIVERS OF LEARNING & DEVELOPMENT

OUTCOMES

LOCAL SYSTEMS LEVEL

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

PRE-EXISTING RISK AND PROTECTIVE FACTORS

ACHIEVEMENT, EQUITY of Child Outcomes

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

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

At policy systems level, coherence in the political economy of the education system is the primary driver affecting children’s learning and development. The education systems, authorities, and stakeholders involved in policy decisions on education may or may not align in goals, process, resource arrangement, and incentives for provision of system-wide policies, financing, and data-based accountability mechanisms to achieve access, quality, and continuity of education at the local level. These conditions may also affect how the policy systems respond to the impact of conflict and crisis.

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framework

These misalignments across stakeholders in policy systems can lead to parallel systems of education provision across formal and informal schooling with little coordination, the policy systems that do not ensure access, quality, and continuity of education. Education systems coherence is also related to, affected by, and interacts with other sectors and domains and the stakeholders within the domains and sectors.

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

Access, quality, and continuity of education available in local systems—community, household, and schools/classrooms—are the key drivers of learning and development of children at the local systems level. As children interact with these local systems, their own capacity and skills (e.g., cognitive, social and emotional, behavioral competence and challenges) also plays a role in determining their experience of access, quality, and continuity of education. The relationships and coherence across these local systems in providing education experiences and the child are also important factors and mechanisms contributing to access, quality, and continuity.

Explore examples of how conflict and crisis can affect access, quality, and continuity of education at local systems level, and how local systems may respond to the crisis by clicking on the circles on the diagram.

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Policy Systems Level Outcomes

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education SystemS OPERATION

This conceptual framework defines alignment, accountability, and adaptability of the education systems operations as target outcomes at the policy systems level and goals of policy systems level intervention. For an education system to successfully provide access, quality, and continuity of education for children in conflict and crisis-affected contexts:

Explore what it takes for an education system to successfully provide access, quality, and continuity of education for children in conflict and crisis-affected contexts by clicking on the circles in the diagram.

go to: local systems level Outcomes

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local Systems Level Outcomes

ACHIEVEMENT, EQUITY of Child Outcomes

Achievement of holistic learning and developmental outcomes, and providing equitable opportunities for the most vulnerable children–the opportunities that all children deserve–are the ultimate goals of education policy, programming, and research in conflict- and crises-affected contexts. Holistic learning and development outcomes of education include: academic learning, social-emotional competencies and mental health, and physical health and wellbeing. To achieve these goals of education, it is imperative to identify where and how to intervene.

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To proceed directly to a specific definition, click on the label that corresponds to the arrow you would like to view. For example, to view the definition of arrow "C2", click on the "C2" label in the diagram below. You can navigate this way from the diagram at any point. Click on "Next Page" to view the path definitions page-by-page.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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• C1: Conflict and protracted crises can affect and change pre-existing constraints and enablers in terms of resources, accountability systems, and the political economy of the policy systems.

• C2: Different types and characteristics of conflict and crisis create different demands for policy systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.

• C3: Conflict and crisis can disrupt the coherence for access, quality, and continuity within the political economy of education, as well as affect how policy systems respond to the crisis.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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• C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.

• C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.

• C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.

• C1: Conflict and protracted crises can affect and change pre-existing constraints and enablers in terms of resources, accountability systems, and the political economy of the policy systems.

• C2: Different types and characteristics of conflict and crisis create different demands for policy systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.

• C3: Conflict and crisis can disrupt the coherence for access, quality, and continuity within the political economy of education, as well as affect how policy systems respond to the crisis.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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• C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.

• C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.

• C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.

• C1: Conflict and protracted crises can affect and change pre-existing constraints and enablers in terms of resources, accountability systems, and the political economy of the policy systems.

• C2: Different types and characteristics of conflict and crisis create different demands for policy systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.

• C3: Conflict and crisis can disrupt the coherence for access, quality, and continuity within the political economy of education, as well as affect how policy systems respond to the crisis.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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

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• C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.

• C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.

• C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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CONFLICT AND PROTRACTED CRISES 
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ACCESS, QUALITY, CONTINUITY and Coherence for A/Q/C

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• C4: The disruptions that occur in the political economy of education from the conflict and crisis then can have direct impacts on operation of policy, budget and financing, and data systems and its effectiveness to provide access, quality, and continuity of education systems.

• C5: Exposure to conflict, a pandemic, economic shocks, and additional crises can change (exacerbate or boost) or newly create pre-existing risk and protective factors in the community, school, and household, as well as child characteristics.

• C6: Different types and characteristics of conflict and crisis create different demands for local systems. Interventions need to reflect and meet these demands and needs of the conflict and protracted crises of the context, in goals, target mechanisms and systems, delivery format, and implementation.

• C7: Conflict and crisis hinders communities’, schools’, and households’ capacity to provide access, quality, and continuity of education, and coherence among them.

• C8: A child’s exposure to conflict, a pandemic, economic shocks, and additional crises can impact the achievement and equity of children’s academic learning, social-emotional and mental health, and physical health and wellbeing.

• 01: Alignment, accountability, and adaptability of the education systems operation directly affect the access, quality, and continuity of education in schools/classrooms, households, and communities in local systems.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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Exposure to conflict, pandemic, economic shocks, human caused climate change, migration

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

ACHIEVEMENT, EQUITY of Child Outcomes

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• C7: Conflict and crisis hinders communities’, schools’, and households’ capacity to provide access, quality, and continuity of education, and coherence among them.

• C8: A child’s exposure to conflict, a pandemic, economic shocks, and additional crises can impact the achievement and equity of children’s academic learning, social-emotional and mental health, and physical health and wellbeing.

• 01: Alignment, accountability, and adaptability of the education systems operation directly affect the access, quality, and continuity of education in schools/classrooms, households, and communities in local systems.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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

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

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• C7: Conflict and crisis hinders communities’, schools’, and households’ capacity to provide access, quality, and continuity of education, and coherence among them.

• C8: A child’s exposure to conflict, a pandemic, economic shocks, and additional crises can impact the achievement and equity of children’s academic learning, social-emotional and mental health, and physical health and wellbeing.

• 01: Alignment, accountability, and adaptability of the education systems operation directly affect the access, quality, and continuity of education in schools/classrooms, households, and communities in local systems.

• D1: Incoherent systems can decrease alignment, accountability, and adaptability of the policy, budget and financing, and data systems, resulting in reduced effectiveness of the education system operations to achieve access, quality, and continuity.

• D2: Access to, and quality and continuity of, education in local systems have direct impacts on children’s learning and development: including academic learning, social and emotional competencies and mental health, and physical health and well-being outcomes (yellow box).

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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

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

ACHIEVEMENT, EQUITY of Child Outcomes

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• D1: Incoherent systems can decrease alignment, accountability, and adaptability of the policy, budget and financing, and data systems, resulting in reduced effectiveness of the education system operations to achieve access, quality, and continuity.

• D2: Access to, and quality and continuity of, education in local systems have direct impacts on children’s learning and development: including academic learning, social and emotional competencies and mental health, and physical health and well-being outcomes (yellow box).

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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POLICY SYSTEMS LEVEL

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

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

ACHIEVEMENT, EQUITY of Child Outcomes

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PRE-EXISTING RISK AND PROTECTIVE FACTORS

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• D1: Incoherent systems can decrease alignment, accountability, and adaptability of the policy, budget and financing, and data systems, resulting in reduced effectiveness of the education system operations to achieve access, quality, and continuity.

• D2: Access to, and quality and continuity of, education in local systems have direct impacts on children’s learning and development: including academic learning, social and emotional competencies and mental health, and physical health and well-being outcomes (yellow box).

• D3: When there is incoherence among the different actors at the policy systems level, the implementation of education systems will be disrupted at the local level.

• D4: Organized local systems (e.g., teachers unions, parents’ organizations) can have political power that can improve or compromise the coherence of policy systems via advocating for their needs and demands to policy systems stakeholders.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

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

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

ACHIEVEMENT, EQUITY of Child Outcomes

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• D3: When there is incoherence among the different actors at the policy systems level, the implementation of education systems will be disrupted at the local level.

• D4: Organized local systems (e.g., teachers unions, parents’ organizations) can have political power that can improve or compromise the coherence of policy systems via advocating for their needs and demands to policy systems stakeholders.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P1: Pre-existing policy system enablers and constraints can affect the needs and types of interventions.

• P2: Pre-existing policy and system enablers and constraints can facilitate or impede on the coherence between all actors within the political economy of education.

• P3: Pre-existing policy system enablers and constraints can affect the impact of interventions on achieving coherence for access, quality, and continuity in the political economy of education.

• D3: When there is incoherence among the different actors at the policy systems level, the implementation of education systems will be disrupted at the local level.

• D4: Organized local systems (e.g., teachers unions, parents’ organizations) can have political power that can improve or compromise the coherence of policy systems via advocating for their needs and demands to policy systems stakeholders.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P1: Pre-existing policy system enablers and constraints can affect the needs and types of interventions.

• P2: Pre-existing policy and system enablers and constraints can facilitate or impede on the coherence between all actors within the political economy of education.

• P3: Pre-existing policy system enablers and constraints can affect the impact of interventions on achieving coherence for access, quality, and continuity in the political economy of education.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P4: Pre-existing conditions in policy systems facilitate or constrain the education system operations to achieve alignment, accountability, and adaptability.

• P5: Pre-existing risk and protective factors within a child’s community, school, or household can affect the needs and types of interventions.

• P6: Pre-existing risk and protective factors within a child, community, school, or household can impact the child’s access, quality, and continuity of education.

• P1: Pre-existing policy system enablers and constraints can affect the needs and types of interventions.

• P2: Pre-existing policy and system enablers and constraints can facilitate or impede on the coherence between all actors within the political economy of education.

• P3: Pre-existing policy system enablers and constraints can affect the impact of interventions on achieving coherence for access, quality, and continuity in the political economy of education.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P4: Pre-existing conditions in policy systems facilitate or constrain the education system operations to achieve alignment, accountability, and adaptability.

• P5: Pre-existing risk and protective factors within a child’s community, school, or household can affect the needs and types of interventions.

• P6: Pre-existing risk and protective factors within a child, community, school, or household can impact the child’s access, quality, and continuity of education.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P4: Pre-existing conditions in policy systems facilitate or constrain the education system operations to achieve alignment, accountability, and adaptability.

• P5: Pre-existing risk and protective factors within a child’s community, school, or household can affect the needs and types of interventions.

• P6: Pre-existing risk and protective factors within a child, community, school, or household can impact the child’s access, quality, and continuity of education.

• P7: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can affect the impact of the interventions at the local systems level.

• P8: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can facilitate or constrain the child’s academic learning, social-emotional and mental health, and physical health and wellbeing.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P7: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can affect the impact of the interventions at the local systems level.

• P8: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can facilitate or constrain the child’s academic learning, social-emotional and mental health, and physical health and wellbeing.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P9: Pre-existing policy systems constraints and enablers affect local systems’ pre-existing conditions that affect children’s access, quality, and continuity. For example, a limited education budget at the policy systems level results in a lack of school resources and families’ and communities’ lack of confidence in schooling and education at the local level.

• P10: Such conditions in local systems can further strain conditions of the policy systems. For example, lack of school resources and community confidence in local systems, in turn, can further increase the budgetary needs to maintain local school systems and monitoring of local schools more difficult.

• P7: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can affect the impact of the interventions at the local systems level.

• P8: Pre-existing risk and protective factors within a child’s community, household, and school & classroom can facilitate or constrain the child’s academic learning, social-emotional and mental health, and physical health and wellbeing.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P9: Pre-existing policy systems constraints and enablers affect local systems’ pre-existing conditions that affect children’s access, quality, and continuity. For example, a limited education budget at the policy systems level results in a lack of school resources and families’ and communities’ lack of confidence in schooling and education at the local level.

• P10: Such conditions in local systems can further strain conditions of the policy systems. For example, lack of school resources and community confidence in local systems, in turn, can further increase the budgetary needs to maintain local school systems and monitoring of local schools more difficult.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• P9: Pre-existing policy systems constraints and enablers affect local systems’ pre-existing conditions that affect children’s access, quality, and continuity. For example, a limited education budget at the policy systems level results in a lack of school resources and families’ and communities’ lack of confidence in schooling and education at the local level.

• P10: Such conditions in local systems can further strain conditions of the policy systems. For example, lack of school resources and community confidence in local systems, in turn, can further increase the budgetary needs to maintain local school systems and monitoring of local schools more difficult.

• I1: Interventions can improve the coherence among the different actors at the policy systems level.

• I2: Interventions implemented to create coherence among different actors at the policy systems level can then improve alignment, accountability, and adaptability of the Education System Operation.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• I1: Interventions can improve the coherence among the different actors at the policy systems level.

• I2: Interventions implemented to create coherence among different actors at the policy systems level can then improve alignment, accountability, and adaptability of the Education System Operation.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• I3: Interventions can improve access, quality, and continuity of education, and the coherence among them at the local systems level.

• I4: Interventions implemented to improve access, quality and continuity of education, and coherence among, can increase achievement and equity of academic learning, social-emotional and mental health, and physical health and wellbeing.

• I1: Interventions can improve the coherence among the different actors at the policy systems level.

• I2: Interventions implemented to create coherence among different actors at the policy systems level can then improve alignment, accountability, and adaptability of the Education System Operation.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework

• I3: Interventions can improve access, quality, and continuity of education, and the coherence among them at the local systems level.

• I4: Interventions implemented to improve access, quality and continuity of education, and coherence among, can increase achievement and equity of academic learning, social-emotional and mental health, and physical health and wellbeing.

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COHERENCE for ACCESS, QUALITY, CONTINUTITYin Political Economy of Education

C3

C4

ALIGNMENT, ACCOUNTABILITY, ADAPTABILITY of the Education System Operation

C2

I2

I1

PRE-EXISTING POLICY SYSTEMS ENABLERS/CONSTRAINTS

POLICY SYSTEMS LEVEL

C1

D1

INTERVENTIONS

P3

P1

P4

P2

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

01

P10

P9

D4

D3

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

ACHIEVEMENT, EQUITY of Child Outcomes

I3

I4

C6

PRE-EXISTING RISK AND PROTECTIVE FACTORS

D2

INTERVENTIONS

LOCAL SYSTEMS LEVEL

P7

P8

P5

C5

P6

C7

C8

Directory

framework