Publication of the Third Infographic Series on “Education in Emergencies,” Focusing on Quality of Education

As part of the ongoing publication of the “Education in Emergencies” infographic series, the third instalment, focusing on “Quality Education,” has been released.

Designed around five key objectives, the series previously introduced the five objectives of education in emergencies, with a focus on the first objective, “Continuity of Education.” This instalment explores various dimensions of “Quality Education” in crisis situations.

The infographics define quality education as a multidimensional responsibility and address the roles of key stakeholders in the learning process, including educational administrators, teachers, families, and students, separately.

The content of the infographic entitled “Ensuring Quality Education in Emergencies” is as follows:

Ensuring Quality Education in Emergencies

1. Responsibilities of the Educational Leader

Flexibility in Educational Content (Condensed Curriculum): Prioritizing educational content in collaboration with teachers, removing non-essential sections of textbooks, and focusing on foundational skills (literacy and numeracy) and life skills for crisis situations.

Supporting Teacher Capacity-Building: Providing rapid training opportunities for educational staff in “teaching methods in crisis situations” and the management of multigrade or flexible classrooms.

Supportive Supervision: Shifting the approach to supervision from a focus on grades to supporting the learning process, and ensuring that teachers have the necessary tools for creative teaching, such as learning through games or podcasts.

2. Teacher (Learning Facilitator)

Adapting Teaching Methods: Using active, game-based learning and storytelling to simplify complex concepts and reduce students’ cognitive burden.

Ongoing and Encouraging Assessment: Replacing stressful examinations with descriptive assessments and positive feedback that build students’ confidence and encourage them to continue learning.

Adapting Content to Real-Life Circumstances: Connecting lessons to everyday issues in students’ surroundings—for example, teaching scientific concepts through current health or environmental issues affecting students.

3. Family (Learning Supporter)

Creating a Study Space at Home: Setting aside a quiet corner and a specific time for children to learn, even under the most constrained conditions, such as in a tent or shelter, to maintain continuity of learning.

Focusing on Quality, Not Just Quantity: Talking with children about what they have learned rather than focusing solely on grades, and encouraging their curiosity and efforts in difficult circumstances.

Communicating with Teachers About Learning Barriers: Informing the school when a student experiences learning difficulties due to crisis conditions.

4. Student (Active and Inquisitive Learner)

Participating in Peer Learning: Helping classmates who have difficulty understanding lessons through peer teaching, which is itself one of the highest levels of quality learning.

Focusing on Self-Directed Learning: Making use of available resources, such as books, radio, or educational packages, to keep up with learning even when schools are officially closed.

Expressing Learning Needs: Having the confidence to ask questions and identify parts of lessons that remain unclear or difficult to understand because of emergency conditions.