Early Childhood Development and Early Learning for Children in Crisis and Conflict
AVAILABLE DOCUMENTS & LINKS
See the full paper: Kolleen Bouchane, Hirokazu Yoshikawa, Katie Maeve Murphy, and Joan Lombardi, 2018. “Early Childhood Development and Early Learning for Children in Crisis and Conflict.” Paper commissioned for the 2019 GEM Report, Migration, displacement and education: Building bridges, not walls, UNESCO, Paris. Available at bitly.com/2019gemreport.
Toward the end of January, iACT’s program associate Julia and I traveled to Chad to connect with our teammates living in the Darfuri refugee camps located in the eastern part of the country. We were there for a couple weeks, and the camps we stopped in were Am Nabak, Touloum, Iridimi, Djabal, and Goz Amer. We refer to this trip as “iACT33” because members of the iACT family, starting with our founder Gabriel Stauring, have now gone to Chad 33 times. Gabriel’s first trip was in 2005, and Katie-Jay later joined him for several visits.
By the afternoon, the consensus was encapsulated by what one humanitarian worker in Bangui told us, “This is CAR. It is always high risk.”
Teachers are the most important school-based factor in determining the quality of education.