Think Creative - Issue 1

students in formal schools will also be reached through Social Emotional Learning in the classroom. 438,000

Salamatu Ibrahim’s students in a non-formal learning center look to her for guidance during a Social Emotional Learning activity in the classroom.

memory games with her vulnerable students helps them cope with the unsettling experienc- es that they have endured. She explains, “What you have to do is you have to be part of them, and show them that what they went through is not the end of life.” Along with creating a safe environment for learning, Social Emotional Learning focuses on helping all students peacefully resolve conflicts and challenges, adhere to classroom rules, be socially aware of fellow classmates and be more resilient. Wakail Mala Buka, Master Trainer for the Nigeria Education Crisis Response project and lecturer at Kashim IbrahimCollege of Education, trains the local learning facilitators like Ibrahim. In addition to training the learning facilitators, Buka has also led the charge in providing qual- ity teaching materials in both English and the local language of Kanuri. With the help of other Nigerian education experts from the govern- ment, civil society, academia and elsewhere, he has integrated the core Social Emotional Learning competencies into the curriculum. “The five competencies of Social Emotional Learning are geared toward the restoration of hope to traumatized children,” says Buka. “Apart from giving them the basic education— basic literacy and numeracy—you are now trying to build them, build their life skills.” In preparation for the unique challenges facing the students, the learning facilitators go through a five-day training course to learn how to create a friendly and welcoming learning environment for the displaced children. The project applies a “Do No Harm” principle in the learning centers that requires learning facilitators to not use a stick, whip or harsh words on the students, says Buka. “Social Emotional Learning skills are used to build the mental capabilities, emotional re- sponse and interpersonal relations of children, so that they can be better in life,” he adds. Government charts the path forward Sustainability has been woven into the Educa- tion Crisis Response project implementation since its start, through regular engagement with state officials, civil society and commu- nities so they can take a clear lead when the project ends. Ali Mustapha Gori, Executive Secretary for the Agency forMass Literacy in Borno, is one of the

than threemonths, more than 300 learning centers were up and running in Borno, says Gori. An important aspect of the project is teacher training and partnershipwith government offi- cials. In addition to the non-formal learning cen- ters, the project is workingwith state government to trainmore than 7,000 public school teachers on Social Emotional Learning approaches. Whether in non-formal learning centers or public schools, Gori says projects that integrate capacity building and invest in human develop- ment of local community members are bound to have positive impact. “We feel both the learners and teachers have benefited immensely,” he says. “It enhances their [teachers] education, level of understand- ing, and most importantly, they enjoyed the level of training that the project offered.” The teacher training from the project and eventual complete government ownership, Gori highlights, is critical to the long-term, ongoing success of the project. Despite difficulties and hurdles along the way, life will move on in Nigeria–with the govern- ment taking the lead on several education initiatives, says Gori. “The collaboration between the State Agency for Mass Education and the Education Crisis project came at the right time in Borno,” says Gori. “Now we join hands and move forward.” n With reporting by Michael J. Zamba and Chima Onwe fromMaiduguri, Nigeria.

key players working to ensure long-termsuccess. “The project cannot actually succeed without joining hands with those who aremandated to lead the literacy programof the State,” says Gori. The Education Crisis Response project, which has been working in Borno state since 2016, counts on the active support of more than 40 staff from the Agency for Mass Literacy. The close collaboration among all key stake- holders has served the project well. In fewer

The five major components of Social Emotional Learning

1.

Self-awareness: recognizing one’s emotions and how they influence behavior Self-management: ability to regulate one’s emotions, thoughts and behaviors Social Awareness: ability to empathize and understand others’ perspectives establish healthy relationships with diverse individuals/groups Responsible Decision Making: ability to make constructive choices about personal behavior and social interaction.

2.

3.

4. Relationship Skills: ability to

5.

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