Give the gift of education in an emergency
Education provides one of the best routes out of poverty
Concern Worldwide believes that all children have the right to an education.
We aim to improve the lives of extremely poor and vulnerable children in a sustainable way by increasing access to quality primary education and supporting child wellbeing.
Logicalis’ parent company, Datatec Group, have been a partner of Concern Worldwide since 2022, supporting Concern to promote access to and uptake of STEM subjects in Junior Secondary Schools in marginalised communities across Marsabit County, Kenya. Datatec Group are committed to improving lives by supporting children in continuing their education in some of the world’s most vulnerable communities.
Logicalis employees are encouraged to contribute to Concern's emergency education projects in a personal capacity using this platform and to share the appeal with their family and friends. All personal donations made to this education appeal will be matched.
Your donation today can ensure that children can access a quality education.
Education in emergencies
Concern has been implementing education in emergency contexts for over 30 years in countries like Somalia, and we have continued to expand Education in Emergencies (EiE) and Non-Formal Education (NFE) programming.
In 2022, 42.3% of Education programme participants were in emergency contests. In the same year, we reached
- 125,000 programme participants directly by EiE interventions (53% female)
- 660,000 programme participants indirectly by EiE interventions (50.4% female)
Concern’s humanitarian identity mandates us to prioritise and maintain capacity to respond quickly and effectively to emergencies and we will respond to the right to protection and to education through contextually relevant interventions that address Access, Quality and Wellbeing.
Access
The Access component of Emergencies focuses on:
- Strengthened education systems that monitor and improve Time-on-Task, continuity of learning (during and following emergencies) and school disruptions.
- Increased community and caregiver engagement in supporting equitable access to education, including school readiness.
- Improved knowledge, practice and coverage of community-school management mechanisms to improve access to education for vulnerable and excluded children and adolescents.
Temporary Learning Spaces and Accelerated Learning
In Niger, bridging classrooms allowed 1,400 out of school students in 2022 to benefit from the Accelerated Learning Programme and to transition back into formal education.
And in Syria, non formal education Centres allow out of school children to catch up and access psychosocial support to reintegrate into formal school.
Distance audio learning
School rehabilitation
Community education committees
Quality
The Quality component of Emergencies focuses on:
- Strengthened education systems that monitor and improve learning outcomes (Literacy, Numeracy, Transition).
- Strengthened education systems that support teachers to teach foundational skills and support students.
- Increased caregiver engagement in the learning process of adolescents and children including family literacy.
Wellbeing
The Wellbeing component of Emergencies focuses on:
- Strengthened education systems that prevent and effectively respond to SRGBV and promote child protection.
- Strengthened education systems to address nonspecialised psychosocial needs of children, adolescents and teachers.
- Increased caregiver and/or community engagement in child wellbeing including positive parenting.
A gap in access to education due to emergencies will cost future generations the health, income, equality and wellbeing benefits associated with education, trapping them in a vicious poverty cycle. The longer children remain out of school, the less likely it is they will return. Concern therefore aim to minimise the negative impacts of disruption to education by supporting children to enrol or return to learning in the shortest possible time.
