An integrated pedagogical psycho-social learning program that aims to establish safe and motivation-based educational services to promote children’s ability to learn, and as a consequence, prepares children in emergency situations for a successful re-integration into school.
Our "Essence of Learning" approach can be adapted to the needs of different age groups, such as early childhood development, primary and secondary school level. Currently it is scaling in West Bank, Gaza, and Lebanon.
Many children in conflict or emergency settings articulate that they cannot learn and concentrate in the way they want. School classes in crisis areas are often overcrowded and work in shifts in order to perform the school program in short lessons.
Every child is following a concrete learning path. Children who suffered from traumata or live in permanent negative stress are falling out of this natural “learning flow”. They need the possibility to re-enter the learning path individually in order to reach the level of their age again.
Every child has to build up its resilience by itself, but its social surrounding must also ensure activities to stimulate the process of resilience-building.
Essence of Learning responds to both prerequesites equally, focuses on holistic development and uses health supporting methodology and didactics.
Our approach is currently scaling in West Bank, Gaza, and Lebanon.
How does your innovation work?
Essence of Learning is an integrated pedagogical psycho-social learning program that re-invigorates the children’s ability to learn and, as a consequence, prepares children in conflict and crisis situations for a successful re-integration into school. It aims at recovering the learning capacity and building the resilience of children affected by negative stress or trauma.
What is your strategy for expanding use of your innovation?
Essence of Learning can be adapted according to the needs of the professional group (teachers, psychologists, social workers) or for parents who assist their children at home.
The approach can further be adapted to the needs of different age groups such as early childhood development, primary and secondary school levels.
Target results and impact:
The feedback from educators of our partner organizations resumes that applying the approach reduced their workload and lessened their burden to “bring children to speed and level” of the national curricula. (Those evidences from partner educators are not yet assessed by an external evaluator yet, but only in internal reviews).
Likewise, the feedback from the children’s caregivers are convincing. Currently, parents are signing up on waiting lists to secure their children’s participation in the program.