Catch up Learning program for all

  The protracted crisis in North East Nigeria has caused waves of displacements of men, women, boys and girls to safer places in search of assistance. the crisis has led to  significant drops out of schools. the insurgency has compounded the gender gaps in access to education between girls and boys especially adolescent girls of rural areas, girls represent 62% of out of schools (HRP 2023) in the BAY states ( borno, Adamawa and yobe). Furthermore, the anglophone crisis in the NOSO ( south west and North west) in Cameroon led thousands of refugees (6,000 HRP 2024)  to Mubi local government area of Nigeria.  The influx of refugees in Mubi and Madagali  have  overstretched the limited number of schools capacities. The  consultation with all relevant education stakeholders including parents/caretakers,  community members and education officials reported that 6,000 Cameroonian refugees girls and boys of 6-15 years old are out of schools in Mubi.  60% of assessed children lack learning materials as   parents and caretakers lack livelihood opportunities to enroll their children into schools. children trek long distances to schools.  60% of schools have limited functional sex-segregated  sanitation, drinkable water and sanitary materials for learners, especially for adolescent girls of reproductive ages for refreshing up and strengthening access and retention.  Classrooms  capacities are limited as per standard ratio of 1:50.  45% of assessed schools' infrastructures including classroom and  latrines are not disabled friendly ( they have stairs at the entrance, no ram etc). However, school officials reported limited education budget  ( below 26% benchmark required by UNESCO, 2024 to Nigeria government to meet education needs). However, flooding ( june 2022)  resulting  from climate change substantially destroyed  limited existing  schools infrastructure thus compounding rural poor refugees, host communities and IDPs of rural areas inclusive access to education. In conclusion, the triangulation of information from primary data ,  literature review (HRP,HNO) and cadre harmonisé reported that issue of  access of rural, poor and marginalized Refugees, IDP and Host communities are linked to poor education financing sustained by pre-existing gender stereotypes and norms, climate change, weak education management information system (EMIS) to supply education ministry departments  with reliable and timely data for decision making to prepare contingency plans  such as pre-positioning of learning and teaching materials for continuity of  learning during emergency or pandemic  as well as integration of education in emergency (EIE) needs along side formal education  into data platform for a timely intervention and inclusive education planning.

The solution to catch up and  fill the learning gaps   of rural, poor,  marginalized and undeserved refugees, IDPs and host communities with limited access to light, internet connectivity and devices is the " Nigeria learning passport". It is a joint initiative of Unicef and Federal ministry of education platform that functions offline and online with about 15,000 curricula in various languages, English and local languages.  the technology aims at strengthening inclusive access, thus  filling the learning gaps of  poor rural  , marginalized refugees, IDPs and host communities.  The technology was  piloted in the North east ( Adamawa, yobe and Borno and lagos ) but limited funding and education stakeholders capacities remained the challenges  to scale up implementation.   Teachers' and learners can access the learning and teaching materials anywhere ( from temporally learning spaces and homes)  from " Nigeria learning passport"  via tablet or smart phone by downloading offline  learning and teaching materials.  community volunteers teachers (CVTs) cluster leaners as per 10 for the ratio of 1:50 per class in constructed temporal learning spaces to facilitate foundational literacy and numeracy and social emotional learning (SEL) using teaching at the right level pedagogy (TARL);  while caretakers/parents are provided with capacity building and facilitators guides to monitor and guide learners learning at home. That catch up learning program enables marginalized and poor rural refugees  learners ( boys and girls)  to  access, continue education and fill the gaps and acquire skills  to transition to formal education and build resilience  during emergency or flooding. 

The direct users of Nigeria learning passport innovation are 6,000 rural poor, marginalized and undeserved Cameroonian refugees ( 3000 girls, 2985 boys, 15 children with disabilities), 120 community volunteers teachers(CVts) 60 males and 60 females   located in Mubi whose parents /caregivers lack means of livelihoods to enroll their children to schools. in addition, the targeted beneficiaries have limited access to learning materials, enrollment materials. adolescent girls of reproductive ages don't have sanitary pads including inclusive access to sex-segregated latrines, refreshing spaces etc.

The inclusive needs of boys and girls refugees shall be addressed through consultation with beneficiaries, Anticipatory actions of supplies of enrollment materials ( school bags, text books etc)  at schools before rainy seasons (june-august) for continuity of learning during flooding or emergency; provision of tablets to the  most vulnerable learners and teachers to access offline teaching and learning materials  ; construction of sex-segregated latrines as per WASH standard 1:20 along with  provision of sanitary materials and menstrual hygiene management (MHM) education to adolescent girls of reproductive ages to increase access and retention. Awareness campaigns on safe go back to schools. Implementation of safe school declaration including integration of school protection in military doctrine; strengthening partnerships with women associations, girls groups to engage duty  bearers in advocacy for change of norms and laws to improve girls access to education; private sector partnership (media) to raise awareness on social norms and gender equality stereotypes; construction of 10 temporally learning spaces (TLS). However, 200  community volunteers teachers(CVts) shall be trained on Psycho-social support, advocacy for integration of gender equality  into teachers in-service training  to improve inclusive access to education plus a monthly incentive of $25 as per North East EIE working group standard.  

The catch up learning program will  enable poor rural and marginalized boys and girls refugees to access learning during and post emergency or climate change (flooding) to  fill the learning gaps , acquire foundational literacy and numeracy and social emotional learning ready to  transition to formal education, acquire a job in the future to nurture healthy  and prosperous families and contribute in nation building.    In addition, the catch up innovation strengthens  equitable access to education and protection  of girls including adolescent  girls from negative livelihoods, unwanted pregnancies'   and domestic chores when  drop out from school during emergency or flooding. 

care ways initiative for youth and women support development (careways) has on ground a community based gender balanced team of education manager, education officer, gender equality officers very conversant with the context of North East  (Adamawa). They have the expert knowledge on beneficiaries' needs and catch up on learning programs including Nigeria learning passport, radio programs, community blended learning programs etc. 

The innovation is at the scale stage. in fact,  UNICEF, UNHCR and government partners piloted the Nigeria learning passport across the North East state. In addition, careways with sub-grant from African Humanitarian Aid international, also delivered the catch up  non-formal education using the Nigeria learning passport which significantly improved inclusive access of refugees and IDPs into education with proven foundational skills of literacy , numeracy and social-emotional  ready to transition to formal education.  The technology is  cheap, texted, works and context specific and evidence based and effective in filling the gaps  in improving inclusive access to education. learners don't need internet devices or connections, light  as required for online TV or radio broadcasting  learning programs; they can access 15,000 curricular offline via smart phone or  tablet at home.  however limited funding and effective coordination of innovations alignment with minimum standards in education in emergency (EIE)  as well as public-private partnerships  to increase investment into EIE are the challenges to scale up the innovation to 10,000 undersexed and marginalized refugees including children with disabilities.

we are applying to receive financial assistance to procure learning materials including tablets , delivery of assistance  plus technical support of our team in capacity development and scaling of the innovation.

The "nigeria learning passeport" is an innovative approach in filling the gaps of inclusive education for all in the context of  school disruption and drop out from schools in the  rural and urban areas resulting from climate change such as flooding or  emergency outbreak ( covid-19, crisis). The Nigeria learning passport is effective in addressing inclusive access to education for marginalized, poor and rural learners who have limited access to light, internet connectivity and devices. the technology can function online and offline with  15,000 curricular available for teachers and learners.  Contrary to online TV and radios broadcasting education programs during covid-19 in North East Nigeria that widened the learning gaps between urban and rural poor and marginalized refugees, IDPs and host communities children. the program required light to switch on to the program, internet connection and devices  as well as radio signal. However, the Nigeria learning passport only requires a device (smart phone or tablet)  to download the offline  teaching and learning materials at https:nigeria.learningpassport.org.

However, monitoring the  learners' learning as well as assessing learners' levels were  challenging with online TV and radio broadcasting programs during covd-19 or flooding in 2022 in North East Nigeria. But the Nigeria learning passport program provides caretakers/parents with facilitators guides  to guide and monitor learners at home. in addition, community volunteers teachers (CVTs) cluster  learners in temporal learning spaces (TLS) as per 10 for the ratio of 1:50 per class to facilitate literacy and numeracy as well as assessing learners levels through teaching at the right level (TARL) pedagogy.   

 The general objective of this program is  to strengthen the capacities of the education stakeholders to supply education management information system (EMIS) with quality reliable data aiming at improving inclusive  access to education for the rural, marginalized and undeserved  cameroonian refugees. 

the expected outcome is : the refugees acquired foundational skills of literacy , numeracy and social emotional ready to transition from non-formal to formal education  so as to be good citizen  and acquire a job capable to nurture health and prosperous  families.

the specific objectives and activities that will be undertaken to achieve the  outcome are: 

(a) providing devices including tablets/ smart phone to 2,000 most marginalized refugees to access offline learning materials. that would  fill the learning gaps

(b) providing caretakers /parents 1,000)  with facilitators guides plus training to support learners and monitor in-doors learning 

(c) supporting  head teachers and school based management committees (SBMCs) with capacity building on quality data on non-formal education to supply the education management information system (EMIS) with reliable data within every four months  for decision making, inclusive schools planning and integration of non-formal education needs into state development plan. 

(d) advocating for increase of primary education budget to 26% benchmark required by UNESCO to Nigeria Federal Government 2024 to improve inclusive access to education. 

(e) supporting community volunteers teachers (CVts) capacity building to facilitate inclusive learning including gender responsive

(f) advocacy for inclusive disabled friendly  infrastructural  designs including classrooms without stairs and  latrines  for inclusive access  to education for children with disabilities. 

(g) advocacy to education stakeholders  for implementation of safe school declaration to strengthen protection  of schools from attacks ( not to be used as military bases or health facilities during emergency or pandemic outbreak

( h) strengthening capacities of school based management committees (SBMCs) and teachers on protection from sexual exploitation and abuse (PSEA) to protect adolescent girls from gender based violence at schools. 

(i) capacity building of CVts on psycho-social support.

(j) partnership with media to raise awareness on social norms and gender inequality stereotypes

(k) partnership with women associations or girls' groups to engage duties bearers in advocacy, community engagement actions  to change laws and norms 

The implementation of all these activities and service delivery will fill the learning gaps, improve inclusive access and retention and strengthen protection of learners  to acquire foundational skills of literacy, numeracy and social emotional learning aiming at transitioning to formal education. 

The  short term impact is that the education stakeholders capacities have improved to collect quality non-formal education data to supply EMIS. 

The long term impact is  the education system capacities strengthened to plan, finance  and coordinate Education in emergency (EIE) non-formal innovations in crisis-affected Adamawa state.

they key indicators are:

2,000 rural and marginalized refugees accessed  tablets to access the Nigeria learning passport program. 

1,000 caretakers/parents accessed facilitators guides to support learners at home 

the Nigeria education budget has increased to 26%  to finance inclusive education

the safe school declaration implemented 

the violence against persons prohibition act (law) implemented 

social norms and gender inequality stereotypes changed 

200 community volunteers teachers trained on PSS, TARL facilitation

The technology used to fill the gaps in access to education is  called "Nigeria learning passport. an offline and online platform lodged at the federal government platform  that makes  available 1,5000 curricula translated in various languages including english and mother tongue. 

 the learning platfoem at: https:nigeria.learningpassport.org. bridges the gaps in access to education between rural and urban learners.

the innovation works with: 

Direct staff: 1 education officer, 1 education  manager, 1 gender equality officer, one finance officer, 200 community volunteers teachers (CVTs) a per the ratio of 1:50 . Support staff: procurement officer, HR officer.

indirect beneficiaries: 1,000 parents/caretakers; 500 school based management committees (SBMCs), 1 contractor ( vendor) for supply of learning passport technology.

7 months -

The project team has a  gender balanced number of staff including females and males across diversity. 

All the staff go through the organization code of conduct to deliver quality assistance respecting the humanitarian principles of neutrality, impartiality, confidentiality and professionalism. 

in addition, the staff including vendors go through training on protection form sexual exploitation and abuse (PSEA).

all organization staff, teachers and vendors are trained on child safeguarding policy 

the business model that this innovation delivers to the targeted refugees is humanitarian assistance. The refugees need education assistance because  they are poor, marginalized and undeserved.

The solution shall be delivered through a system level approach through advocacy for education financing so as to provide marginalized rural poor refugees access to learning passports.

The sustainability of the program is at the system level. 

the innovation shall build the capacities of the education stakeholders including head teachers, teachers and school based management committee to carry reliable  timely data on enrollment needs as per community and schools through a developed annual school census. then the data  on non-formal education shall be supplied every four months to the education management information system( EMIS) for  integration of non-formal education  needs into state development plan for decision making and  timely response during emergency outbreak including crisis, climate change.