Transforming young lives through education The 2014 Review

24 Pages·2015·5.59 MB·English

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Transforming young lives through education
The 2014 Review
www.savethechildren.net
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Front cover Albania: Save the Children
Contents Back cover Peru: Save the Children
About Save the Children
2 About Save the Children
3 The importance of education
4 Global portfolio
Save the Children is the world’s leading independent 6 A familiar grounding in a frightening world
organisation for children. It has existed for almost 100 years 7 Helping to rebuild young lives
and works in more than 120 countries. Education is one 8 HEART – healing through creativity
of our largest programme areas. 9 Boosting literacy, numeracy and learning around the world
10 Creating and monitoring Quality Learning Environments
12 Inclusive programmes for hard-to-reach communities
Our vision 13 Basic Education: transforming young lives
A world in which every child attains the right to survival, protection, 15 Basic Education – a platform for change
development and participation. 16 Early Childhood Care and Development: preparation for a better life
18 ECCD – a framework for success
Our mission 19 New opportunities for young people
To inspire breakthroughs in the way the world treats children and 20 Change through child sponsorship
to achieve immediate and lasting change in their lives. 21 The power of partnerships
22 Sharing our experience and expertise for wider success
23 Afterword on Nepal, Education Global Initiative Leadership and Endnotes
Our approach
Across all of our work we:
Innovate – to develop evidence-based, replicable solutions to the
problems children face.
Achieve results at scale – by expanding effective and sustainable
approaches.
Use our voice to give others a voice – to advocate and campaign
for better practices and policies to fulfil children’s rights and ensure their
voices are heard and taken seriously.
Work in partnership with others – children, communities,
governments, civil society and private sector organisations – to increase
our impact.
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Pakistan: Asad Zaidi/Save the Children
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The importance of education
Education is a human right, enshrined in law. It is
fundamental for human, social and economic development
and for achieving lasting peace and sustainable development.
It’s at the heart of Save the Children’s mission.
Education is the means by which we equip our children with
the skills and knowledge they need to thrive in the world. It’s a
powerful tool in developing the full potential of everyone and in
promoting individual and collective wellbeing.
One in ten children are out of school
But education is not only important in itself; it also
saves lives, protects and builds peace and stability. Despite the fact that education is a human right, 58 million children
For example, we know: – close to one in ten children globally – are denied an education.
A child born to a mother who can read is 50% On top of that, a further 250 million school children are prevented
more likely to survive past the age of 51 from learning effectively, for reasons like their teachers haven’t been
trained, or the textbooks are in a language they don’t speak, or there
One extra year of schooling increases are not braille books for blind children. Sometimes a child is simply
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an individual’s earnings by up to 10% too hungry to concentrate.
If all girls had primary education there would be We continue to focus our efforts on improving access to and quality
14% fewer child marriages3 of education for those children most in need, so that all children
Voters with a primary education are learn from a quality basic education.
1.5 times more likely to support democracy4 This report presents the exciting and significant results we achieved
for children in 2014.
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Albania: Save the Children
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Global portfolio
We invested Investment in
In 2014, Save the
Children implemented US$288 million education represents
education programmes in
in our education programmes globaly, 25%
84 countries up 15% from the start of our current of Save the Children’s
worldwide. strategic period in 2012. expenditure on programmes.
Information correct as of April 2015. The delineation of national boundaries on this map should not be considered definitive.
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A familiar grounding in
a frightening world
Every time an emergency unfolds, be it natural disaster,
political upheaval, conflict, famine or disease, children find
themselves in a bewildering world, with little or no control.
Last year, Save the Children reached over education in emergencies programming, including
4.8 million children affected by emergencies. In providing training to State education focal points.
a total of 103 humanitarian responses, education
When education was the only area not to be
featured in more than 50.
allocated funding through the Common
We continue to honour the promise we made to Humanitarian Fund, Save the Children not
children through our Rewrite the Future campaign only listened to the wishes of children and
and were able to ensure access to education for communities as they called for education, but we
200,000 children in 14 conflict-affected fragile took action. We were successful in raising close
states5. We have assisted 2.06 million children to US$4 million through the Education Cluster’s Ebola in West Africa – supporting Children supported school communities
in this way since 2005. campaign to demand education for the children children through education and delivered home education kits to
of South Sudan. Throughout 2014, Save the Children children in quarantined households. In
By reinstating education we can give children a
teams were on the ground in Sierra Sierra Leone we worked with the
familiar routine. We can make them visible once
Leone, Guinea and Liberia responding to Ministry of Education, Science and
more. We have a better chance of protecting
the Ebola outbreak that killed more than Technology (MEST) at district level to
them and helping them to recover. And we can
8,500 people. Our Crisis Response was strengthen the coordination of the
give them a renewed and welcome focus on the
wide-ranging and required careful Education in Emergency (EiE) response.
future. Most importantly, we can give children
integration of our Water, Sanitation &
what they ask for: a chance to learn. In Guinea, we began the process of
Hygiene (WASH), Health, Child
A global leader Protection and Education programming. supporting schools in preparation for
reopening. As the health crisis was
Since 2007 Save the Children and UNICEF have We were able to reach more than brought under control, we worked with
been jointly coordinating international agencies’ 155,762 people, of whom 49,469 were governments on plans for the safe
emergency education work through the children. reopening of schools and getting an
Education Cluster. With a rapid response team In Liberia, the team distributed low risk estimated 3.5 million children back to
deployed to emergencies around the globe, and Ebola prevention materials to Save the education.
crucial support provided to 19 countries, 2014
was no exception.
In Jonglei, Unity and Upper Nile States, the most
conflict-affected areas of South Sudan, we were
able to deploy trained experts to strengthen the
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Liberia: Aubrey Wade/Save the Children
Liberia: Aubrey Wade/Save the Children
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21,000
Helping to rebuild young lives 23,400
Together with our partners, we
provided 23,400 children with Our Education in Emergencies programme reached
education in northern Syria. 21,000 children affected by Typhoon Haiyan.
Amidst the conflict zones and post-disaster landscapes, we
are working with partners to bring education to children in
desperate need.
Syria: new futures in a desolate world Save the Children is supporting the ‘No Lost
Four years into the devastating Syrian civil war, Generation Initiative’ (NGLI) set up by a group
almost three million children are out of school. of governments, the UN, donors and NGOs to
In addition to the risks from the violence and tackle the desperate need of Syria’s children for
displacement, children are increasingly vulnerable education and physical and psychosocial support.
to child labour, early marriage and recruitment Philippines – after the typhoon
into armed groups. Many schools have been
bombed, looted or destroyed. Many schools On 8th November 2013 Typhoon Yolanda
are deserted as the population flees to safety. (Haiyan), the most powerful storm ever to make
A generation of children is being lost and denied landfall, hit the Philippines, affecting 14 million
education. people. Throughout 2014, Save the Children
helped to rebuild lives and infrastructure,
Save the Children and our partners supported reaching 800,000 people with life-saving aid and
53 schools in northern Syria in 2014, providing support.
23,400 children with Early Childhood Care and
Development (ECCD), Basic Education and Within three months, o ur Education in
youth activities. Emergencies programme was providing 13,000
children with Basic Education and 9,000 children
Psychosocial support and child protection is a with ECCD education. Within five months our
vital component in helping children cope with the infrastructure teams had assisted in the repair Child friendly spaces in Bosnia Disaster Risk Reduction in
trauma they face. Being flexible with schooling is and reconstruction of 200 classrooms and and Herzegovina Zambia
vital for everyone’s safety. 40 ECCD centres. In May 2014, Bosnia and Herzegovina In Zambia we have been helping schools
experienced severe flooding that displaced build capacity to respond to natural
“There are barrel bombs and shelling in the city every day. over three million people, affecting disasters and emergencies such as adverse
200,000 children. As part of the weather conditions. We worked with
The helicopter usually shells after 12 noon, so we have
emergency response, Save the Children school management, teachers and children
adapted the school hours to finish before then. We have established 16 Child Friendly Spaces to develop Disaster Risk Reduction (DRR)
prepared a safe basement in the schools in case of s udden where ch ildre n could play and access p lans in 1 8 schools, and taught 2,310
educ ati on, psychos ocial suppo rt and children and 129 teachers about disaster
attack, as well as a plan to safely evacuate the school.” other help. risk reduction and preparedness.
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Jordan: Hannah Maule-Ffinch/Save the Children
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HEART – healing through creativity
HEART (Healing and Education through the Arts) is a unique
programme that uses expressive arts to provide psychosocial
support to children affected by trauma and poverty. Using drawing,
painting, sculpture, music, dance, storytelling, drama and other forms
of artistic expression, HEART empowers children to process and
communicate feelings related to traumatic events, so they can heal
as well as learn in creative ways. It has provided comfort and
support to children in many of our impact areas such as Jordan, the
occupied Palestinian territories, Malawi, China, Nepal and Bosnia.
HEART – beginning the healing for coming to HEART, and I see a girl with a dark
refugee children in Jordan heart, but today I am the complete opposite.”
HEART currently supports children aged 3-15 in Save the Children is running HEART programmes
eight countries in emergency settings and where in four Syrian refugee camps in Jordan. We have
children face other forms of stress and adversity. set up three kindergartens, 14 Child and Family
HEART can be integrated into pre-schools, Centres and three Multi-activity Centres for
primary schools, after-school programmes and teenagers, reaching a total of almost 17,000
community centres. HEART also features in our children.
Child Friendly Spaces, which provide a safe place
where children can play, socialise, and begin to
recover after a natural disaster or emergency.
HEART is expected to expand to another six
counties by the end of 2016.
Nada (17) and her family escaped the violence in
Syria to the Za’atari refugee camp in Jordan.
Nada tells us that taking part in HEART (Healing
and Education through the Arts) has changed
everything:
“After two HEART sessions, I made the decision
to look forward, start fresh and put everything
negative behind me. I look back at myself before
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Jordan: Rosie Thompson
Nepal: Susan Warner/Save the Children
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Boosting literacy, numeracy
1.3m
and learning around the world
We reached 1.3 million children across Literacy Boost in Bangladesh, Ethiopia and
25 countries with literacy activities. Indonesia tripled the average percentage of children
who understand what they're reading to 60%.
Our global vision is to ensure that all children can read by the time
they leave primary school. 2014 saw our Literacy Breakthrough
efforts around the world move us nearer to that goal. Percentage of children who understand
what they are reading before and after
one year of Literacy Boost
Currently, 250 million children struggle to learn significant progress in core reading skills across 80%
basic reading and writing skills by grade four, both languages. The average ability to
70%
feeding the cycle of poverty for them and for understand an Urdu passage increased from
their families. If al student s in low-income 18% comprehension to 54% after Literacy Boost 60% 64% 67%
countries left school with basic reading skills, and from 10% to 30% in Pashto. This will give 50%
we could cut world poverty by12%.6 children a real benefit at both school and home. 40% 49%
To meet this global challenge, Save the Children Reading Together and Learning 30%
32%
creates inclusive, child-centred programmes to Together in Peru and Guatemala 20%
help children and young adults to boost their 19%
literacy and numeracy. By training teachers, “Their reading is more fluent and 10% 10%
providing materials and taking reading and maths 0%
into homes and the wider community, our their ability to retain what they Bangladesh Ehiopia Indonesia
programmes give children the skills, confidence have read has also improved.”
and ability to seize better opportunities for before Literacy Boost after a year of Literacy Boost
themselves and their families as they grow-up. With support from USAID, our ‘Reading
Toge ther, Learni ng T ogether’ pro gram me
In 2014 Save the Children reach ed 1.3 million reached 5,69 8 child ren in t he Apurim ac regio n
children across 25 countries with activities that of Peru, and 10,197 children in the Quiché
directly contribute to improving their literacy department of Guatemala. In both countries, Literacy Boost across the world Indonesian students recorded a three-fold
skills.
ctheil dprreong’sr armeamdein igs shkeillpsi ning stoch sotorel nagntdh ethne 934,000 children from 227 countries ianncdr ecahsield frreonm in 1 E9t%h itoop i6a7 r%e ccoormdepdr eahension
Literacy Boost continues to deliver community through reading camps, reading benefitted from our ‘Literacy Boost’ doubling of comprehension from a higher
improvements in Pakistan banks, storytelling and workshops with parents. programmes in 2014. Results from baseline of 32% to 64%.
Bangladesh, Ethiopia and Indonesia are
During 2014, our signature ‘Literacy Boost’ Yara, one of our 190 trained reading volunteers showing significant improvements in In Zimbabwe the percentage of children
programme in Pakistan reached 197,806 children. in Peru, told us: “Children have the opportunity comprehension just one year after the who couldn’t read a passage identified
Many children here face the challenge of having to read many books. We did not have that programme was introduced. In Bangladesh, as appropriate for their school grade fell
to learn at school in a different language (Urdu, before in this community. Their reading is more students with a low baseline of 10% by half for children participating in our
Persian or Brahvi for example) to the one they fluent and their ability to retain what they have comprehension showed an almost 5-fold Literacy Boost programme, from 56%
speak at home. Our Literacy Boost results show read has also improved." increase in comprehension to 49%. to 28%.
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Quality Learning Environments
Creating and monitoring Child-centered
teaching and
learner engagement
Quality Learning Environments
Today, there are more children in school, not learning, than there are children
out of school. Save the Children is at the frontline, offering a child-centred and
holistic new approach to this global crisis. Meet learners’ Learning Parent and
emotional and and community
psychological needs Development engagement
2014 saw the embedding of our In 2014 we continued to make crucial affecting the comparison with earlier
innovative Quality Learning steps towards our goal of quality scores. Over time, and as more
Environments (QLE) approach. All of education for all children. In total, people become familiar with QLE, we
our programmes will eventually be 35 countries measured the quality expect to see this anomaly reduced
created, monitored and assessed of their education programmes and QLE to become an essential and
against the QLE framework. using QLE. reliable measure of success. Protect children’s
physical wellbeing
Designing programmes using QLE We found that 83% of all Basic Critically, we are using these findings
helps support inclusive and Education environments and 88% of to inform our 2016–2018 global and
participatory learning, enabling the early learning spaces assessed country strategies and focus our
development of life skills, such as achieved at least one of our stringent efforts so that all our schools, Quality Basic Education Environments
critical thinking, communication and QLE guiding principles. Moreover, informal and early learning spaces Of the 1,715 Basic Education environments assessed in 2014,
civic awareness, in addition to literacy 34% of Basic Education environments achieve all four guiding principles. We we found that:
and numeracy skills. It also integrates and 37% of early learning spaces will work with health, nutrition and
across sectors like education, health assessed achieved all four. This child protection colleagues to ensure • 66% encouraged and supported active engagement for learners,
and child protection. represents a year-on-year increase of we are meeting children’s emotional child-centered teaching and improved learning for all learners
3% in terms of Basic Education and psychological needs, keeping • 54% were protective of children’s physical wellbeing
The four guiding principles of QLE environments and a decrease of 6% in them physically safe, improving their • 55% met children’s emotional and psychological needs
are: relation to early learning spaces. learning outcomes and encouraging • 61% involved parents and communities in meaningful and
• learning environments that children’s active engagement in class appropriate ways
pensyscuhreo -cshoicldiarle pnr’so teemctoiotinonal and Wenvhirleo ntmhee nptesr caecnhtieavgien go fe laecahr ngiunigding iamndp rtohveinrg p eadreuncatst’i oinv. olvement in Quality Early Learning Environments
principle has remained fairly constant Of the 1,129 early learning environments assessed in 2014, we
• learning environments that are since QLE was first launched in 2012, found that:
physically safe we believe that the underlying
• 76% encouraged and supported active engagement for
• teachers that encourage an position is one of progress. As our learners, child-centered teaching and improved learning for
active, child-centred learning staff, partners and beneficiaries all learners
process become more familiar with how to • 71% were protective of children’s physical wellbeing
use the tool, the marking standard is • 64% met children’s emotional and psychological needs
• parents and communities that becoming more stringent. This is • 53% involved parents and communities in meaningful and
actively support the children’s great news, giving us more detailed appropriate ways
learning process. data, but at the same time may be
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