World + 4 more
Breaking the Cycle of Crisis: Learning from Save the Children’s delivery of education in conflict-affected fragile states
Attachments
Download document Summary
Breaking the Cycle of Crisis presents expert synthesis of and reflections on four research-based evaluations of Save the Children’s Rewrite the Future work to improve the quality of children’s education in Afghanistan, Angola, Nepal and South Sudan. It is intended as a policy resource for agencies interested in public service delivery in conflict-affected fragile states (CAFS) – governments, donors and NGOs.
‘REWRITE THE FUTURE’
From 2005 Save the Children began to dramatically scale up its education delivery in more than 20 CAFS. This was accompanied by a global campaign, Rewrite the Future, which ran until 2010. Rewrite the Future aimed to make the case for increased education financing for CAFS, demonstrating that large-scale education interventions could be delivered in these complex settings.
Rewrite the Future succeeded in getting 1.6 million children into school from 2005 to 2010, and improved the quality of education for 10.6 million children. Breaking the Cycle of Crisis focuses on the second part of that achievement – what can be learned in terms of delivering good-quality education in CAFS.
Evaluating Rewrite the Future
Save the Children’s global evaluation of its Rewrite the Future education programming was delivered by an independent team led by Dr Ruth naylor. It was intended to capture successes and learning from different settings in four CAFS, and to identify effective ways of delivering quality education. It asked two questions:
How have Save the Children’s project-level interventions contributed to the quality of primary education for children affected by conflict?
Which project-level interventions have had what impact on the education quality of children affected by conflict?
This policy report presents synthesis and reflections by Professor Lynn Davies of the original evaluations. Save the Children commissioned Professor Davies to find out what learning could be drawn by an ‘expert outsider’ from its evaluation findings. Further details on how the synthesis was produced are available in section 4.