Think Creative - Issue 5

Learning in conflict

402k+ students reached by Afghan Children Read

In 2017, the USAID-funded Nigeria Education Crisis Response project trained thousands of primary school teachers to help their students —and themselves—return to class after conflict by violent extremists upended their communities. Using the “Healing Classrooms” approach, the training instructed teachers on key SEL com- ponents: How to strengthen students’ sense of control, sense of belonging and safety; feelings of self-worth, relationships with peers and adults; and learning engagement to improve overall well-being. It also focused on how to infuse Social and Emotional Learning in classroom lessons— guiding students on how to manage emotions, set goals, show empathy for others and make responsible decisions.

More recently, the Afghan Children Read project was asked by the Ministry of Education to partner with them in developing a Social and Emotional Learning course to be implemented in teacher training colleges. The course is cur- rently being piloted to better prepare teachers for the unique challenges presented in conflict areas. Its initial orientation with the Ministry

of Education was well-received. Professional development in challenging environments

Creative’s Director of the Middle East and Asia Education portfolio Susan Hirsch-Ayari has 30 years of classroom experience, much of which was spent as a teacher and principal in Tunisia. She knows the value of professional develop- ment for educators. Teachers in conflict regions need to be equipped with both pedagogy and special knowledge to address the unique issues that arise in their classrooms, but basic opportu- nities for them to hone their craft are limited. And it’s important to remember they are also surviving the same conflict as the students in their care. “Every layer in which a child sits impacts and influences their experience in school,” says Hirsch-Ayari, adding that teachers in conflict need support systems to create a strong learn- ing environment. The Afghan Children Read project Hirsch-

Girls in Afghanistan head to school, where they learn and grow despite the limitations of living in conflict.

Girls crowd around their teacher in a Pakistan Reading Project-supported classroom.

Ayari directs is developing and implementing support systems for educators working in challenging environments. This includes a coaching and mentoring program and teacher learning circles. These programs provide an opportunity for teachers to build their pedagogical skills, talk through challenges around using newmethods to teach early grade reading and receive emo- tional support. Similar challenges are found in neighboring Pa- kistan, one of the few countries where literacy rates have seen dips in recent years, according to UNESCO. Under the International Rescue Committee’s purview, along with 10 local and international partners, Creative is delivering high-quality pre-service teacher education, training and professional development through

the USAID-funded Pakistan Reading Project. Uroosa Baloch embarked on her first year of teaching at a dilapidated girls’ primary school in Sindh province that had been closed for four years. She spent months getting repairs done, cleaning the floors, arranging access to drink- ing water and working with her mother—who is also a teacher—to encourage families to send their children to school. Initially, 25 to 30 students came to class, then enrollment swelled to more than 150 girls after the USAID-supported Pakistan Reading Project got involved. The project augmented her educational drive with training and professional development. Today, she provides an enriched learning experience for her students by applying what she has learned.

“Everything that I teach is based on methods, techniques and ideas that I learned through Pakistan Reading Project,” says Baloch. “My students have become advocates of my teaching style and they are actively engaging the community, motivating mothers, visiting parents and going door-to-door to convince parents to send their girls to school because the teaching is of high quality now.” R. DrakeWarrick, Senior Project Director of the Pakistan Reading Project, says Baloch’s case is an example of the program’s success. “The project has increased teacher motivation, student engagement and community support for reading at the early grades, which in turn is building a reading culture in Pakistan,” says Warrick. “Increased enrollments in all schools supported by Pakistan Reading Project reflects

the positive impact its approach and methodol- ogy are having to increase demand for access to quality education.” These kinds of results are what has kept War- rick energized about international develop- ment for 30 years. He says he feels fortunate to contribute to improving the environment in which people live, work and study, particularly in regions touched by conflict. “It is very difficult to study in these conditions,” says Baloch’s grade 4 student Sana. “But when we see our teacher’s commitment and hard work, we just forget everything and concen- trate on our studies.” n With reporting by Yasar Ahmadzai, Boco Edet Abdul, Saboor Chaudhry, Chima Onwe and Michael J. Zamba.

Classrooms in regions impacted by conflict may be simple, but they can create a sense of safety inside for students.

Photo by JimHuylebroek (top) Photos by Pakistan Reading Project (left)

18 | Think Creative | Spring 2019

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