1 / 21

exploring the research process behind The UNICEF Learning Plus Initiative

This presentation provides an overview of the research project conducted by UNICEF to inform policy and practice in making schools centers of care and support, particularly for vulnerable children. It discusses the development of an index, the research process, research instruments, and child-friendly research methods.

lbeaver
Download Presentation

exploring the research process behind The UNICEF Learning Plus Initiative

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. exploring the research process behindThe UNICEF Learning Plus Initiative Stephanie Ebba Louise Bengtsson Presentation given at the INEE Global Consultation Tuesday, March 31st, 2009 Istanbul, Turkey

  2. Overview of Presentation • Overview of research project • Developing an index • The research process • List of research instruments • Child-friendly research instruments • Q & A

  3. Overview of Research Project • UNICEF initiative, started in Sept 2007 • 5 country study on essential service provision through schools • Aims to inform policy and practice to make schools the centres of care and support, particularly for vulnerable children • Mixed methods research

  4. Overview of Research Project • 5 country study, involving collaboration between 6 universities and UNICEF: • Teachers College, Columbia University (lead) • Lesotho: Institute of Education, University of Lesotho • Nigeria: College of Health, Obafemi Awolowo University • Rwanda: Kigali Institute of Education • Swaziland: University of Swaziland • Tanzania: University of Dar Es Salaam

  5. Developing an Index • UNICEF specifications • Dual-natured study, bringing out the voices of a wide range of stakeholders, including children: • Baseline study • Study to inform programming

  6. Developing an Index • Need for a list of indicators • To measure current state/quality • To measure future progress • To influence programming

  7. Developing an Index • The Learning Plus Index is intended to be a conceptual framework that provides a comprehensive picture of an ideal Learning Plus school, one that delivers essential services, in close coordination with other sectors. • Examples: • The Index for Inclusion (Booth & Ainscow, 2002) • INEE Minimum Standards • The Sphere Project

  8. Index: Categories, Dimensions, Principles • Dimensions • Policy • Practice • Principles • Inclusiveness (Physical & Social) • Participation • Gender Equity • Categories • Education • Psychosocial Support • Physical Health • Water & Sanitation • Nutrition • Safety & Security

  9. Relationship between Categories, Dimensions, and Principles

  10. The Research Process Sept-Dec 07 Literature Review Oct-Dec 07 Initial Index Jan 08 Research Instruments Feb 08 Rwanda Workshop Future: LP Plans Implemented Mar-May 08 Data Collection Future: Learning Plus Development Plans Jun-Oct 08 Data Analysis OUTPUT Final Report & Operational Guidelines for The Learning Plus Initiative Nov 08 – present Writing of Country Reports Index Revised

  11. List of Instruments Developed • Questionnaires • Administrator/Principal • Teachers • Older Students • Focus Groups • School Management Team • Older Students • Child-Friendly Methods • Interviews • Administrator/Principal • Teachers • Parents • Local Political Officials • Community Leaders • National Political Officials

  12. Child-Friendly Research Methods • From the outset of the study, UNICEF (NY) insisted upon the importance of bringing out the voices of children in this study. • Therefore, a range of child-friendly research methods was designed by the New York based team.

  13. Child-Friendly Research Methods • Problems with ‘Non-Child-Friendly’ Methods: • Thinking you know what children think • Superimposing your own ideas onto children • Importance of Child-Friendly Methods: • More holistic picture when listening to children • As programming is for children, their perspective is essential

  14. Child-Friendly Research Methods • Tour/Camera Activity • Sending a Message/Message in a Bottle Activity • A New Student (Doll) Activity • Drawing Activity • “How Do You Feel?” Paper Plate Activity • Teddy Bear/Hare Activity • (Older Student Focus Group)

  15. Child-Friendly Methods Workshop

  16. Tour/Camera Activity

  17. Tour/Camera Activity

  18. Older Student Focus Group

  19. Thank you! Acknowledgements: Lesley Bartlett (Principal Investigator) & the Teachers College Research Team Moira Wilkinson & Changu Mannathoko (UNICEF) 5 Country Research Teams

  20. Q & A

  21. Reference Slide: Research Questions • What risks and threats to educational quality, care and protection exist in the schools and their surrounding communities? • What strategies are used to overcome these risks and threats? • Specifically, what policies, practices and intersectoral partnerships exist to facilitate schools as centres of quality education, care and protection?

More Related