CAS Digital Learning in Emergencies (2022-23)/module4-ibrahimkhatip88

Introduction

This page is part of CAS Digital Learning in Emergencies (module 4) and is prepared by Ibrahim and Abed.

Learning outcomes

Learners will be able to:

1. Identify protection activities in school
2. List protection activities in a safe school
3. Integrate protection activities in their school/projects
4. Generate plans for safe schools to react if a dangerous event occurs

Time necessary

16 Hours

Detailed description

The project is composed of 9 steps:

1. Describing the learning resources
2. Setting learning objectives
3. Targeting the audience
4. Designing learning activities.
5. Choosing a learning environment.
6. Identifying learning assessments.
7. Finding relevant OER for the project
8. Designing evaluation criteria to create an Open Badge.
9. Sharing the project on an Open platform.

Activities

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Activity	Duration	Date	Product/output
Define the project, i.e. describe the resources; set objectives; specify target audience; design learning activities; choose learning environment; specify assessment	3 h	20-21 Dec 2022	Project designed
Script 1 activity with OER	10 h	25-29 Dec 2022	Script activities prepared
Design evaluation criteria	5 h	30-31 Dec 2022	Evaluation criteria identified
Create an Open badge	5 h	2-4 Jan 2023	Open badge created
Publish and share the project on the chosen Open platform	4 h	5-6 Jan 2023	Project published

Project Open Educational Resources

All resources are open and have been selected to fit with the context - Syrian context- which is easy to reach and all participants are familiar with INEE and save the children resources. Another resource that is provided is Syrian Digital School which is considered an EOR for Syrian students during the crisis. For the project, the following Open Education Resources OER were chosen:

Project Description

The aim of Safe Schools learning program is to improve the safety and protection of children in and around the schools in which attendees are working through inquiry-based learning, which in turn will provide concrete inputs into existing School Improvement Plans. In addition, successful work at the school level will support advocacy efforts to replicate and scale up the approach through national policies and systems.

The project – Safe Schools learning program -targets humanitarian workers in the education sector in civil society organizations, local authorities, and school principals in northwest Syria. The project meets INEE 2nd domain “access learning environment” -standard 2 protection and well-being – which aims to present that learning environments are secure and safe and promote the protection and the psychosocial well-being of learners, teachers, and other education personnel. Also, the project will contribute to achieving SDG4 -Quality Education-, target 4. a “ Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all”.

The modules are:

• Mod 1: Build a Safe Schools Team
• Mod 2: Welcome Safe School Team
• Mod 3: What is Risk
• Mod 4: Reduce and Mitigate Risks
• Mod 5: Take Action

The whole training will be conducted digitally and materials in this training will be available online, open, and will benefit education practitioners who find themselves working in crisis-affected environments.

Target audience

Education practitioners in Northwest Syria including representatives of the Education Directorate, NGOs, and school principals. Participants' age group is between 25-60. All participants have experience in the education sector in Northwest Syria and they are decision-makers in their contexts. Participants are workers in Education Directorate and NGOs who implement/supervise projects.

Project's objective

Global objective

Global goal 1: Education facilities built and upgraded that were child, disability, and gender sensitive and provide safe, non-violent, inclusive, and effective learning environments for all”. (SDG4 / Target 4. a)

Global goal 2: Learning environments are secure and safe and promote the protection and psychosocial well-being of learners, teachers, and other education personnel. (INEE/domain 2 / standard 2)

Specific objective

By the end of the training, 20 education practitioners will be able to list key activities for safe schools, explain how to contextualize Safe Schools activities in Northwest Syria, and develop a plan for advancing Safe Schools in Northwest Syria.

Learning outcomes

Learners will be able to:

• Identify protection activities in school
• List protection activities in a safe school
• Integrate protection activities in their school/projects
• Generate plans for safe schools to react if a dangerous event occurs

Project design

The main 5 modules identify their learning objectives. The training consists of module 5, based on 3 theoretical approaches and 2 practical approaches, 11 sessions with 16 hours of instructions that will be divided into 2 training days, 8 hours per day including breaks. The modules are:

• Mod 1: Build a Safe Schools Team (1 Session; 3 hrs)
• Mod 2: Welcome Safe School Team (2 sessions; 3 hrs)
• Mod 3: What is Risk (2 sessions; 3 hrs)
• Mod 4: Reduce and Mitigate Risks(3 sessions; 3 hrs)
• Mod 5: Take Action(2 sessions; 4 hrs)

Each module is made up of 2 sessions designed to introduce educational practitioners to key concepts and tools by modeling participatory, interactive, learner’s centered pedagogies that they can experience and then try in their schools/projects. The training modules will be delivered remotely synchronously on Zoom and asynchronous on Google Docs and Google Drive. Participants will be requested to complete homework assignments in between modules and all homework, materials and tasks will be uploaded on Google Drive.

Example of activities using OEP

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Title	URL	Type of openness/ Licensing
Build a Safe Schools Team	https://resourcecentre.savethechildren.net/document/safe-schools-common-approach-action-pack-5-monitoring-evaluation-and-research-guidance/	© Author/Publisher
What is Risk	https://resourcecentre.savethechildren.net/document/safe-schools-common-approach-action-pack-5-monitoring-evaluation-and-research-guidance/	© Author/Publisher
Comprehensive School Safety Framework 2022-2030	https://inee.org/resources/comprehensive-school-safety-framework-2022-2030	CC BY
Reduce and Mitigate Risks	https://resourcecentre.savethechildren.net/document/safe-schools-common-approach-action-pack-5-monitoring-evaluation-and-research-guidance/	© Author/Publisher
School safety	https://inee.org/resources/school-safety	CC BY
Measuring school-based security interventions to protect from external threats of conflict and violence: a mapping of measurement frameworks and tools	https://inee.org/sites/default/files/resources/Mapping%20Measuring%20School-Based%20Security%20Interventions%20v1.0%20EN.pdf	CC BY
INEE Minimum Standards: A Tool for Bridging the Risk Reduction, Relief and Development Gaps	https://inee.org/sites/default/files/resources/doc_1_DRR_Linkages.pdf	CC BY

Caption text

Sessions	Activity	Activity outcome	Steps and tasks	Work modalities	Duration	Actors and roles	Tools	Materiel / supports	Ressources / contenus	Productions/artefacts	Feedback / évaluation	Indicateurs de réussite
4.1.1 Child Protection in Safe schools	Activity 1: Why do we need an integrated response for Safe Schools in Northwest Syria? What does Child Protection bring to the table? What are Key actions taken to integrate Child Protection	Learners will be able to: - Identify protection activities in safe schools. - List protection activities in a safe school	• Learners will look at a clock on the pallet digital tool and try to answer 6 questions in groups: Do you / your NGO integrate Child Protection in schools/projects? Why do we need Child protection in our schools? What are the actions you conducted to integrate Child protection in schools /projects? These questions will be also presented in the padlet • Learners will discuss with each other in 10 minutes to find answers to these questions. • Learners share their answers on the padlet online.	Group, Remote Synchronous	25 minutes	Peer groups The trainers' role is to guide the activity, present the questions and divide learners in breakout rooms	Padlet	Computer with internet support for downloading or watching online	Learners will be provided with participants' manual. No handouts for this activity. The padlet will be presenting the 3 questions	Learners will share motivations for integrating child protection in their schools and projects	None	Constructive participation. Learners provide answers to 3 questions. Example answers: 1- yes we integrated CP into our schools 2- to provide a safe environment and increase enrolment in schools 3- Signing CoC, Building gender-sensitive WASH facilities in camps.

Evaluation criteria

• Learners will be assessed based on a criteria-based reference and summative assessment model

1. Each learner will be asked to submit assignments (individual work) by the end of each module that will summarise the skills and strategies attained by the end of each module. A holistic rubric with 4 criteria and weight scales will be used for grading. The assistant will be grading the learners' assignments.
2. Learners will be asked to submit group[ work assignments at the end of the module.
3. Learners will conduct summative pre and post-test to assess the gap that the learning program covered
4. Learners will be asked to submit a final project by the end of the training and will be assessed according to a grading system. An analytic rubric with 4 criteria and 4 levels will be used for grading. The trainer will grade the learners' assignments.

• Assessments will be used to provide diagnostic analysis of learning. It will also be used as verification for certification at the end of the whole training.
• Feedback and evaluation will be given to learners after each submission and all throughout the training during group activities.

Individual performance in group works Assessment Sample

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Criteria	seldom	sometimes	often
Contributed good ideas
Contributed meaningfully to group discussions.
Listened to and respected the ideas of others
Compromised and cooperated
Completed assigned tasks on time
Prepared work in a quality manner.
Took initiative where needed
Came to class prepared
contributed significantly to the success of the project.
Had a good knowledge of technical requirements and how to implement them
Found appropriate solutions to technical problems
Saw tasks through to completion

Individual Assessment Sample

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Criteria (example for module 4: Unit 4.1: Child Protection in Safe schools	Score scale
Importance of Child Protection in School well defined	0 - 4
Child Protection activities listed	0 - 4
Children rights identified	0 - 4
Main components of CoC are identified	0 - 4
Total	X / 16

Generic Technical Assessment

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No	Question	Options
1	Which of the following are considered hazards? (Correct: D)	A. A medical center on the school premises B. Earthquake C. Location of the school next to a busy road D. B&C
2	A code of conduct should only list unacceptable behaviors for the members of the school community (Correct: B)	A. True B. False C. Don’t Know/No Response
3	In which category will you place ‘Standard Operating Procedures for building evacuation in case of an emergency’? (Correct: C)	A. Hazard B. Risk C. Competency/Capacity D. Vulnerability
4	A school risk assessment should be conducted at least annually (Correct: A)	A. True B. False C. Don’t
5	Which of the following will contain information about the Alternative School locations in an emergency? (Correct: C)	A. School Improvement Plan B. Code of Conduct C. School Continuity Plan D. Risk and Capacity Assessment
6	A code of conduct is only meant to provide behavior guidelines for the following: (Correct: D)	A. Students B. Teachers C. Non-teaching staff in school D. All of the above
7	Members of the complaint committee related to the referral mechanism must not tell the accused of the individual who made the complaint against them. (Correct: A)	A. True B. False C. Don’t Know/No Response
8	The Safe Schools team will be more successful if there are more adults in the team than children (Correct: B)	A. True B. False C. Don’t Know/No Response
9	Which of the following makes a child more vulnerable? (Correct: D)	A. Separating children from their caregivers B. Abduction C. Houses in low-lying areas during heavy rains D. All of the above
10	A School Improvement Plan should only identify mitigation actions that involve construction or civil work. (Eg: construction of school fences, gender separated bathrooms) (Correct: B)	A. True B. False C. Don’t Know/No Response
11	A child who cannot see should not be a part of the Safe Schools team since their experiences do not apply to the wider school community (Correct: B)	A. True B. False C. Don’t Know
12	The School Improvement Plan should identify different risk mitigation actions for adults and children (Correct: A)	A. Agree B. Disagree C. Don’t Know/No Response
13	Which of the following can we plan for to reduce the harm caused? (Correct: E)	A. Natural hazards B. Technological hazards C. Health hazards D. Conflict & violence hazards E. All of the above
14	A hazard can only have natural causes. (correct: B	A. True B. False C. Don’t Know

Create an open badge

An open badge will be created based on the following:

Caption text

Image	Safe_School_E_badge_.jpg
Name	Safe School
Alignment	INEE and Save the Children
Criteria	Users are awarded this badge when they complete the final assessment of the safe school learning program
Badge outcomes	Learners can list key activities for safe schools, explain how to contextualize Safe Schools activities in NWS, and develop a plan for advancing Safe Schools in NWS.
Evidence	Completing the assessment
Description	The assessment will measure individual work in groups and individually as well as via project of integrating safe school activties in school or project
Issued to	(Name of the learner)
Assessment method	The used assessment method is a Holistic rubric with 4 criteria and weight scales. Full marks > 16 points
Date of issue	TBD