The University of Bristol developed a framework that promotes decentralised and locally relevant adaptive solutions to education design and delivery in low and middle-income countries affected by crisis. Three case studies illustrate this:
1. Jordan experiencing an influx of Syrian refugees into their national education system.
2. Burkina-Faso experiencing armed conflict and climate-related issues
3. Kenya with regards to the COVID pandemic
The framework includes 5 key elements of educational leadership and governance:
1. Systems thinking: This involves developing shared commitment and vision including policy and action between national governments and donors.
2. Democratising education governance: This involves engaging stakeholders at all levels (local, district and national) in order to mobilise capacities which are widely distributed across the different levels of government. This also includes stakeholders that do not have authority conferred by positions, for example, marginalised groups.
3. Strengthening system capacities at all levels: This involves the development of new, untested practices and improvised solutions which cannot be centrally mandated. This requires an enabling environment for flexibility and innovation, particularly at the local and district levels. It also involves information-sharing across these levels.
4. Strengthening learning systems: This involves adaptive problem-solving whereby solutions should be developed in the local context and learning from what is going on with the potential to scale up what's working. This requires context-relevant information systems which are oriented toward the experiences and outcomes of marginalised groups, and adaptive approaches to problem-solving.
5. Resourcing education for times of crisis requires bridging the funding gap, ensuring coherence between national and international priorities, and matching resources to needs at the district and local level.
Presented by: Dr. Raphael Mitchell, Lecturer in Comparative and International Education, University of Bristol, UK
Jordan Case Study
Burkina Faso Case Study
Crisis sensitive educational planning
Kenya case study
University of Bristol paper