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Embracing ComplexitySave the Children’sQuality Learning Environment (QLE)framework

Save the Children Inclusive Education Learning EventBangkok, Dec 2016Sine D. Christensen

2016

How and in whatkind of learningenvironment dochildren learn best?

2016SC Inclusive Education WS, Bangkok

The 4 Guiding Principles of aQuality Learning Environment


1. Meet learners´ emotional andpsychological needs

2. Protect children´s physical wellbeing

3. Child-centered teaching andlearner engagement

4. Parent and communityengagement

GP 1: Emotional andPsychological Protection

1.1 Child Safeguarding Policy/Code ofconduct for learners and teachersiensuring wellbeing is n place

1.2 School has mechanism in place forreceiving and responding tocomplaints

1.3 Learning environments are free ofdiscrimination, violence, intimidation,bullying and harassment

1.4 The teacher interacts with alllearners in a positive and respectfulmanner regardless of theirbackground

1.5 Teachers are trained inpsychosocial support to detect casesof abuse or trauma among theirstudents and provide support

GP 2: Physical Protection

2.1 An area or space for learning existsthat is safe for all learners

2.2 Safe drinking water is available forlearners and staff

2.3 Adequate sanitation facilities areavailable for all learners

2.4 The play area is safe for all learners

2.5 Learning environments areaccessible to the populations theyserve in terms of hours, locations andfees

2.6 Learners participate in health-promotion programs

2.7 A minimum of health services isprovided to learners

2.8 A School Disaster ManagementPlan, addressing disasters with thestrongest likelihood, is in place

GP 3: Active learning process, improvedlearning outcomes

3.1 Teachers are present for their classes

3.2 Teachers have specialized training and nationalqualifications where they exist

3.3 Teachers are provided continuous support toimprove their practice in key areas specific to theirrole

3.4 Learning is supported through the use of relevantvisual aids and other teaching materials

3.5 Teachers develop, follow and adapt lesson plansto the needs and abilities of learners in their classes

3.6 Teachers use mother tongue of the majority oflearners to further explain key concepts and supportlearning

3.7 Teachers ask individual questions and interactwith the learners.

3.8 Teachers use some form of informal or formallearning assessment

3.9 Teachers are trained on child rights and childprotection

3.10 Learners’ participation is ensured duringdevelopment and implementation of teaching andlearning activities.

3.11 Learners participate actively in decision makingactivities in their schools.

3.12 The learning environment encouragesexpression of child rights and learners areknowledgeable about their rights

GP 4: Close collaboration betweenschool & parents/ community

4.1 SMC/PTA includes represenatives from across-section of the community

4.2 Teachers and parents collaborate on keyissues affecting the children’s learning process

4.3 Parents and communities are trained in howthey can support the children’s learning process

Condensed version of Guiding Principles and Indicators for QLE Basic Education


Sample Scoring Rubric for Basic Ed QLEIndicators Ratings Not

applicable(NA)

1 = Not at allachieved

2= Partiallyachieved

3 = Achieved 4 = ExceededProject/ProgramObjectives orExpectations(fulfills lowerrankings plus thefollowing criteria)

Guiding Principle 1: Save the Children-supported education programs meet the emotional andpsychological needs of learners1.1 A ChildSafeguarding Policyand/or Code ofConduct ensuringthe safety, healthand wellbeing oflearners andteachers are inplace.

Item Score:1 2 3 4

NA -Code ofconduct doesnot exist-OR code ofconduct doesnot ensurewellbeing oflearners nordoes itencouragerespectfulrelationshipsbetweenteachers andlearners.

-Code ofconduct existsbut is not usedat all or notusedconsistently-OR code ofconduct isbeingdeveloped butnot yetfinalized.-Code ofconduct focusesmore on whatteachers andlearners cannotdo (e.g. hit, yell

-Code of conductestablishespositive actionsteachers andlearners can taketo foster a safe,healthy andprotectiveenvironment-Teachers andlearners reportthat they areaware of and usethe code ofconduct.-Code of conductvisible to learnersand teachers (e.g.

-Teachers andlearners areprovided withregular training andguidance on thecode of conduct.-Code of Conduct orpolicy is in place,staff comply,mechanism forregular monitoringof compliance is inplace, policy isreviewed andadjusted as needed


Measuring QLE at a global level

.


Multiple purposes for the QLE framework

• QLE as aprogrammingframework

• QLE as a school self-assessment tool

• QLE as a programmemonitoring tool

• QLE as an impactmeasurement tool

How has countries been using the QLE framework?



Using the Quality LearningEnvironment framework for researchand as a programming tool for basiceducation

Cambodia, Zimbabwe, Uganda

QLE/ I’m Learning video

2016Inclusive Education WS, Bangkok 9


The QLE Programming Catalogue -Collecting best practices for improving the quality of learning environments

Improvinginclusiveness

QLE focused on childrenalready in schoolDid not focus on equalaccess and opportunitiesfor those not enrolled (themost excluded).

QLE framework wasinternally reviewed using anon-discrimination &inclusion lens resulting inadaptation of indicators.



2.2 Safe drinking water isavailable for learners andstaff (e.g. a hand pump).

Item Score:1 2 3 4

NA -Safe drinking water isnot available forlearners

-Safe drinking wateris available but noteasily accessible (e.g.learners or schoolstaff must walk somedistance)-OR water is availablewithin the schoolgrounds but notpotable/drinkable.-OR water is availablebut not sufficient inquantity to meet theneeds of learners andteachers-Water sources mayneed repair

-Safe drinking water isregularly available andeasily accessible tolearners and staff (eitheron school grounds orwithin walking distanceacceptable to parentsand teachers)-Water sources areprotected (e.g. wallaround wells)- Sufficient drinkingwater is available forlearners and staff- Water is stored safelyfor learners’ emergencyneeds

-School staff reportconsistent upkeep/maintenance of potablewater source-Teachers continuallyeducate learners and theirparents on the importance ofclean drinking water-Tap lines are available atseveral points in the school-Water is stored safely, tomeet expected need forsheltering-in-place or use ofschool as temporary shelter

2.2 bis - Safe drinking wateris available and accessiblefor all learners and staff,including those withdisabilities.

Item Score:1 2 3 4

NA -Safe drinking water isnot available forlearners OR- Safe drinking wateris not accessible tochildren withdisabilities

- Children withdisabilities can accesssafe drinking wateronly with somesupport (from anadult or peers)

- Safe drinking water canbe autonomouslyaccessed by children withdisabilities at any time

- Safe drinking wateraccessible autonomously atseveral places in the schoolwithin or close to theclassroom

13

Responds to the challengeof measuring results andimpact in humanitariancrises

INEE MS focus on nationallevel. QLE complements-school level

Adapted version of QLE forEiE to be tested in 3 humcontexts – for programmeplanning, implementationand monitoring

QLE in emergencies


QLE as School Self-Assessment tool to inform and monitorschool improvement

1. Intended purpose(s) of the QLE have not been clear. Is it aglobal indicator, a monitoring tool, a programmingapproach, a research instrument using one and the sametool?

2. One framework cannot be used for so many differentpurposes

3. QLE is a complex and resource intensive data collectionprocess.

4. Country office staff bring their own expertise andunderstanding of QLE (& possibly subjective interpretation)

5. Adaptations – pros and cons

CHALLENGES


QLE a jack of all trades –master of none?



1. QLE was meant as a qualitative framework & became aglobal measurement tool with a quantitative rating scale.

2. QLE is a difficult mix of qualitative & quantitativemethods, resulting in complicated data which is not fullyutilized.

3. QLE is found useful as programming framework.

What have we learned? (1)


4. QLE data has helped SC to make better informeddecisions about program interventions and priorities.

5. Data collection tools must be adapted to context.

6. QLE created common language (concepts/standards)for quality dialogues with gov’t and other partners.

7. QLE can be adapted for use in planning and monitoringof education in emergency situations

What have we learned? (2)

What’s next?1.Discontinue global collation and aggregation of QLE data. QLE no longermandatory in CAR

2.Situate QLE within our global strategic priorities, clarify purpose(s) andreframe QLE as a conceptual programming framework for a holisticperspective on quality education

3. Update/ revise the Guiding Principles and indicators. Simplified, lighter andmore balanced

4.Strengthen the inclusive lens of QLE, stronger focus on equity

5. Further develop QLE as a programming and monitoring tool for education inemergencies interventions

6. Develop the evidence base and rationale for the QLE guiding principles andindicators linked to children’s right to learn

7. Continue to develop, test and document programme approaches andmonitoring tools linked to the revised QLE FW


21

Draft Revised QLE standards – GroupDiscussion

Review the draft revised QLE FW (one printed copy foreach group)

Through an inclusive lens, please discuss these questionsand note your comments on the paper:

• Do you think this is the right set of indicators for thenew, lighter and improved QLE FW?

• Are there any of these elements that should be adaptedin any way to strengthen the inclusiveness?

• How would you like to use the revised QLE FW in yourprogramming?

• Summarize two main points from your group discussionthat you would like to share in plenary

1. Emotional and Psychosocial Wellbeing

1.1. Code of Conduct

1.2 Positive and Respectful Interactions

1.3 Psychosocial Support

2. Physical Wellbeing

2.1 Safe, Secure, and Accessible Learning Facilities

2.2 Water and Sanitation

2.3 Health and Nutrition

2.4 School Risk Management

3. Teaching and Learning

3.1 Teacher Wellbeing and Support

3.2 Teaching and Learning Materials

3.3 Language

3.4 Pedagogical Practices

3.5 Planning, Assessment, and Differentiation

4. Parents and Community

4.1 Student, Parent and Community Participation

4.2 Community Coordination

4.3 Home and Community Learning Environments

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