Education Programmes

Education is a fundamental element in the ability of children to meet their developmental potential. It promotes their mental, physical and psychosocial health, and offers a sense of normalcy, even in times of conflict. Schools are ideal for encouraging awareness of issues which place children at risk and increase the likelihood of child separation, such as HIV/AIDS prevention and child abuse.

Teachers themselves can help identify instances of abuse and neglect, and refer families to services that can help prevent family separation. Such awareness raising activities should also complement wider community work projects, in order to maximise their impact.

The type of curriculum and provision should be determined according to the cultural norms, needs of the children, and the available resources. These may vary considerably; for example children who support others and are required to work will need flexible hours for classes or vocational training, while those in a conflict affected area may require full-time education with an emphasis on psychosocial activities.

The literature in this section includes basic education and vocational programmes for children in low resource settings.

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Education Outcomes for Looked After Children, 2018-19

Scottish Government, 01 Sep 2020

The annual update on Education Outcomes for Looked After Children covering 2018-19 has been released by Scotland’s Chief Statistician.

Educational trajectories of children in care across the early education and primary school years: A national cohort study in England

Eran P Melkman - American Journal of Orthopsychiatry, 16 Jul 2020

The goals of this article were to (a) examine the changes in educational achievements of children in care from preschool through the end of primary school; (b) identify subgroups exhibiting distinct educational trajectories; and (c) explore key predictive individual, care, and school characteristics.

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Glean lessons learned from foster care support programs to help students succeed after pandemic‐related trauma

Warren Hilton, Susan Mangold, Nicole Generose, Joanna Suriel - Student Affairs Today, 15 Jul 2020

This brief article from Student Affairs Today highlights some of the lessons learned by student affairs professionals regarding foster care support programs at higher education institutions in the United States in light of the COVID-19 crisis.

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Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery

Save the Children International, 13 Jul 2020

New analysis in this global report shows how COVID-19 may impact the funding of education, as well as the countries most at risk of falling behind.

Zimbabwe Education Cluster: Humanitarian Response & COVID-19 Sitrep #6

Zimbabwe Education Cluster (Save the Children & UNICEF), 25 Jun 2020

This brief from the Zimbabwe Education Cluster presents details on the humanitarian needs and response in Zimbabwe due to the COVID-19 crisis, including the acute needs of orphans and vulnerable children, children with disabilities, and others.

Educational outcomes for homeless young adults with and without a history in foster care

Kalah M. Villagrana, Elizabeth H. Mody, Siobhan M. Lawler, Qi Wu, Kristin M. Ferguson - Children and Youth Services Review, 12 Jun 2020

This study explores the factors that are associated with positive educational outcomes for HYA with and without a foster care history.

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The institutional shaping of children’s educational experiences in secure custody: A case study of a secure children’s home in England

Caroline Andow - International Journal of Educational Development, 10 Jun 2020

Through the lens of institutional ethnography, this paper explores how experiences of education inside one Secure Children’s Home in England are shaped by the institution.

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Basic education assistance module as a material and psychosocial support intervention for orphans and vulnerable children in Gutu District, Zimbabwe. An evaluation

John Ringson - New Ideas in Psychology, 09 Jun 2020

This article is a qualitative phenomenological study seeking to examine the perceptions, views and feelings of the orphans and vulnerable children (OVC), care-givers and community leaders on their experiences with Basic Education Assistance Module (BEAM) as a material and psychosocial support intervention in Zimbabwe.

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Effective use of Pupil Premium Plus to improve educational outcomes for looked after children

Dr Stuart Read, Dr Mel Macer and Dr Anne Parfitt - School of Education, Bath Spa University, 01 Jun 2020

This research project aimed to study and inform the effective use of Pupil Premium Plus (PP+)-funded interventions to support educational outcomes for looked after children in the UK.

‘What is left…?’: The implications of losing Maintained Nursery Schools for vulnerable children and families in England

Carla Solvason, Rebecca Webb, Samantha Sutton‐Tsang - Children & Society, 24 May 2020

This TACTYC funded research highlights the role that Maintained Nursery Schools (MNS) play in supporting families within areas of extreme social deprivation in the UK.