“We’re still focused on our core education mandate, but we felt we had to reach further to help during this crisis. We’re thrilled to receive this grant from the END Fund to provide essential relief to more communities.”
Nikita Khosla, Senior Director of Programs at the Luminos Fund
The END Fund works to end the five most common neglected tropical diseases (NTDs), which together affect 1.7 billion people worldwide. A group of parasitic and bacterial diseases, NTDs trap people in the cycle of poverty and, among children, infection leads to malnutrition, cognitive impairment, stunted growth, and the inability to attend school. In response to the COVID-19 pandemic, the END Fund is allocating grants from its COVID-19 Response Fund to assist communities affected by the virus in Africa. The Luminos Fund’s mission is to educate the world’s most vulnerable out-of-school children, but the organization has shifted during COVID-19 to provide relief, too. In this interview, Warren Lancaster, Senior Vice President of Programs at the END Fund, and Nikita Khosla, Senior Director of Programs at the Luminos Fund, discuss how the END Fund is supporting the Luminos Fund’s efforts in rural Liberia through its COVID-19 Response Fund — and what makes this collaboration unique.
Q. How did the grant to the Luminos Fund come about? How does the grant fit in with the END Fund’s COVID-19 Response Fund?
Warren Lancaster: Since I was familiar with the Luminos Fund’s Second Chance program being embedded in communities, I thought it was an ideal platform for community-level COVID-19 mitigation interventions especially hand washing and community information.
Rural villages are the communities most affected by intestinal worms (soil-transmitted helminths) and schistosomiasis. Breaking the fecal-oral route is a key strategy to break the transmission of intestinal worms. However, behavior change around sanitation practices can be very challenging due to constraints in poor, rural villages (e.g. no running water or electricity). Intervening to help directly with a perceived need where hand washing is suddenly seen as a positive community good contributed to an immediate need — COVID-19 — and a longer-term one as well — ending neglected tropical diseases (NTDs).
Q. The Luminos Fund’s mission is to help vulnerable and out-of-school children with education. How does this COVID-19 Response funding align with your work?
Nikita Khosla: It’s true: at Luminos, our mission is to ensure no child is ever denied an education, whether by poverty, crisis, or discrimination. It has come as a surprise to everyone at Luminos that we would face one of our busiest moments when all our classrooms are closed due to this pandemic. We’re now providing distance learning and relief.
My colleague Abba Karnga Jr., who manages our program in Liberia, might have explained our pivot best so I’ll quote him: “We’re reaching children who never went to school before and getting them to a level where they want to keep going. That’s humanitarian. So, when an emergency arises like COVID-19, it’s important that we step up and revise. Providing relief during COVID isn’t strange. It’s what we have to do.”
We’ve been staying in close contact with colleagues and partners in the countries where we work, and even surveying teachers and students’ families on the frontline to stay abreast of the crisis. It’s been both inspiring and heartbreaking to see how communities are coping. We’re still focused on our core education mandate, but we felt we had to reach further to help during this crisis. We’re thrilled to receive this grant from the END Fund to provide essential relief to more communities.
Q. What was the END Fund’s motivation to provide COVID Response funding in Liberia?
Warren: Liberia requires treatment for four of the five NTDs we work on, including schistosomiasis and intestinal worms. We used to be very involved in NTD programming in Liberia but that project came to an end. With hand washing having a dual benefit for NTDs and COVID-19, the funding fit in with our COVID-19 Response Fund in a country we were already familiar with.
Q. What does this funding from the END Fund mean for the Luminos Fund’s COVID-19 response in Liberia?
Nikita: Thanks to the END Fund’s grant, Luminos is providing 37 hand washing stations, buckets, soap, and bleach to remote villages, as well as mobilizing and training community teams to carry out monthly door-to-door awareness efforts regarding hand washing. The community teams will speak to families and hand out printed health flyers that have text and visuals. These are communities without running water or electricity and many adults who cannot read, so these efforts will have a material positive impact. In fact, we’ve already begun this work. The first supplies were distributed, and a second round of supplies was distributed the second week of June. We’re receiving very positive feedback from families and our team in Liberia.
Q. Given the END Fund and Luminos Fund’s roots with Legatum, what makes this grant unique? Why are you excited for your organizations to work together on this?
Warren: The motto of Legatum is to look for the great beyond the good. The Luminos Fund’s program is already great; this just makes it “greater!” We were excited to bring two members of the Legatum family together in a way that adds value to the missions of both organizations.
Nikita: I know I speak for the Luminos team when I say we’re thrilled to have this opportunity to partner with the END Fund, especially on something as important as COVID relief for vulnerable communities. I’ve been at Luminos over four years and, in the back of my mind, I feel I’ve been looking for ways to work with the other wonderful organizations — like the END Fund and Freedom Fund — that were initially funded by Legatum.
Legatum focuses on unlocking human potential and creating sustainable prosperity. Helping Liberian families sustain through this dire crisis so they can continue their education and livelihoods on the other side feels very aligned with Legatum’s mission — and our missions at Luminos and END. So, while the circumstances are somber, this is a pivotal moment to align our efforts.
To learn more about the END Fund’s work to end neglected tropical diseases (NTDs), visit https://end.org.
To learn more about the Luminos Fund’s work ensuring no child is ever denied the chance to learn, whether by poverty, crisis, or discrimination, visit https://luminosfund.org.
Over the last several weeks of the “Diaries from the Frontline” series, we have shown how COVID-19 and school closures have affected some of the world’s most vulnerable students. Education organizations have had to be adaptive and responsive to meet the most pressing needs of their students and their families while trying to plan for the long-term impacts of the pandemic. In this final blog post of the series, we take a look at the impacts of COVID on the most vulnerable students.
CGD colleagues have written about how school closures are exacerbating inequality, how learning loss will be greater for children with less connectivity and parents less able to help them, and how school closures will put some children at higher risk of violence and other forms of abuse. Girls are more likely to be negatively affected by COVID-19, as 69 percent of education organizations said in response to a CGD survey.
These impacts are likely to continue to be felt in the long term. As evidence from Argentina, the United States, and Indonesia has shown, less educated workers are more affected by economic crises, and students who drop out of school or experience significant declines in learning are likely to face lower lifetime productivity and earnings. That’s in addition to the potential psychological impacts of isolation and in some cases abuse during lockdowns.
This week, we examine how one particularly vulnerable population served by the Luminos Fund—refugee children in Lebanon—has been affected. The Citizens Foundation in Pakistan describes what school closures mean for girls and their education and life opportunities. And Educate Girls, an organization based in India new to the series, shares stories from the frontlines.
Luminos: Education for refugee children during COVID-19
Lebanon is navigating economic strife, inflation, unrest, painful cross-border tension, and a pandemic, all while hosting one of the largest refugee populations in the world per capita. There are 910,256 registered Syrian refugees in Lebanon, but theactual number is likely even higher. Despite the Lebanese government’s efforts to offer school placement to refugee children,over a third of Syrian refugee children in Lebanon at the age of compulsory schooling (6-14) are out of school. For those that are in school, this academic year has had major disruptions: schools closed for weeks in the autumn due to political protests and unrest, and again beginning in March due to COVID.
In Lebanon, the Luminos Fund offers back-to-school and homework support programs for Syrian refugees, including robust psychosocial support such as art and music therapy to help students process trauma. Many students have been out of school for years, and all are learning in English and French (the standard languages of instruction in Lebanon) for the first time. These programs are an opportunity for refugee children to catch up to grade level and prepare to assimilate into Lebanese classrooms. During COVID, Luminos has shifted these programs to online and message-based learning, for example through WhatsApp, whichmany families identify as their preferred communication format.
For the refugee families that Luminos serves, financial pressure is a greater concern than COVID, which has implications for education. Mahmoud, a father, describes the stress that he feels: “My daughter receives some lessons on WhatsApp, and I go to my neighbor’s home to use their internet connection to download the lessons because I do not have enough credits for 3G. Honestly, I am embarrassed because, first, I feel shy when I go to my neighbors’ for internet connection and, second, my financial status is very bad. I am borrowing money to buy food so I don’t know how to afford buying my children notebooks, pens, pencils, erasers, etc. I cannot find a job.”
Syrian refugee children,both boys and girls, are at particular risk of dropping out of school, especially now. Boys may be needed to earn income for the household. Girls are at risk of early marriage, perhaps to a man with a degree of financial stability, and may be at greater risk of sexual and gender-based violence during the pandemic. Even before COVID, Luminos needed to adjust school hours during harvest season because children go to work, and the crisis is accentuating these hardships.
Some children are studying online, says Assem, a teacher, but adds that he sees children working, like selling napkins at a nearby traffic stop, or playing outdoors during COVID. Families report seeing some children scavenging for food or potential toys.
When the Lebanese-Syrian border reopens, some refugee families may decide to return to Syria, depending on when schools reopen in Lebanon and the family’s assessment of the economic situation—a choice that illuminates the confluence of crises these families face.
Luminos has continued to evaluate new ways to support refugee families and students through the crisis, such as by providing cell data cards to families who will have trouble accessing lessons otherwise. It has considered distributing tablets, but there is concern families may sell these devices for short-term income.
“I hope schools will open and my children return to their schools,” says Azab, a father. “I hope life becomes normal again. I think life will not be normal as it was before because life is financially harder now. Honestly, I don’t know what will happen.”
TCF: COVID, gender, and class
“What are we supposed to do with a learning continuity plan when we don’t have anything to eat at home? Our girls are better off stitching footballs, at least that way we can put food on the table,” parents told Shakeela, a TCF principal running a government school for girls in a village in Narowal, Punjab.
TCF estimates that a significant proportion of its students are currently at risk of dropping out, primarily girls and students from the lowest-income families. Boys who come from the lowest socioeconomic backgrounds, especially those currently in secondary school, are also at risk of leaving school to serve as an extra set of hands in the fields or at local shops.
Principals, teachers, and community members from across the TCF network are echoing the challenge of keeping female students in school if closures persist. There’s a particular concern about girls dropping out during the transition from primary to secondary schooling, a problem which predates the pandemic but is likely to be exacerbated in its aftermath. The reasons for this are familiar: the loss of livelihood has a disproportionate impact on girls, as they are expected to take on traditional caregiver roles around the home while their mothers earn a living; distance to school and the cost of transportation; early marriages; and familial and societal pressures.
With several low-cost private schools at risk of closing due to the economic impact of COVID-19, parents are increasingly worried about their daughters’ job prospects (teaching is seen as a safe and respectable job for women, as we noted here). They are calling into question the value of educating them instead of teaching them skills such as beautician work, embroidery, or stitching.
Ahsan, aged 10, used to help his father in the fields after school, but is now working from daybreak to sunset. He says, “Every day we used to play and do activities at school. I miss meeting my teachers and friends. Without school, it’s only work.” For many boys like Ahsan, the transition back to school may be challenging or even impossible, due to the economic pressure his family is facing.
In addition to economic pressures to work, the digital divide is also preventing the continuity of learning for some students who do not have access to technology. That puts kids at greater risk of dropping out, as they’re unable to catch up.
Accounts from the field of the impact of all these factors, however, have been mixed—some TCF principals are confident that they will be able to retain all of their students, while others are much more apprehensive. TCF’s TV program, self-study magazine, and community outreach have sought to keep families and students engaged with education. Continued parental support, where we find it, has been predicated on community members feeling that TCF did not leave them behind: the relief work that TCF has done, coupled with the regular community outreach by phone from principals and teachers has meant that some parents are happy to send their children, daughters and sons alike, back to school. How long this patience will last is yet to be determined.
Educate Girls: Losing girls due to lockdown?
The team at Educate Girls in India recognizes that learning loss due to COVID is important, but has been more troubled by the possibility of scores of girls losing out completely on continuing their education as a result of the pandemic.
They have seen cases of this play out firsthand: Gita, a girl in a remote village in Rajasthan, was on the verge of completing her education when the pandemic hit and her school closed. Gita is a child bride who had been allowed to finish her education before moving in with her husband. Her family deemed it inappropriate for her (as for many girls in the area) to have access to a mobile phone—preventing her from accessing distance learning. When she did briefly use the phone to text a girlfriend, her father and brother believed her to be dishonoring her family, talking to a boy and not her husband, and sent her off to her in-laws earlier than planned. News traveled fast and three other girls in similar situations in Gita’s village were also sent to live with their husbands—accelerating their child marriages and diminishing their futures. They are unlikely now to ever set foot in a classroom again.
Another girl, Pinky, and her three sisters live in fear of their alcoholic father, even without a lockdown and now, cooped up at home, the situation is precarious. The pandemic and lockdown have increased the risks of gender-based violence, with reports of calls to national helplines rapidly increasing. With Educate Girls’ field teams on lockdown, it is hard to translate these stories into quantitative data, but the reports from staff in communities Educate Girls serves have been deeply concerning.
Educate Girls, in partnership with the government of India and local communities, has enrolled more than half a million girls into school over the past 12 years, many for the first time. But the pandemic and lockdowns have created a real fear among staff that more than a decade of progress could disappear overnight. As livelihoods and health issues loom as the greatest risks, education is deprioritized. It is hard for a field worker to pick up the phone and have a conversation about school when their family has lost its income and its food.
Like many other education NGOs, Educate Girls’ staff and volunteers have pivoted to do relief work beyond their usual role, supporting over 100,000 of the worst-hit families across 1,500 villages with the highest concentration of out-of-school girls. Despite substantial fears about the impact of the crisis on girls’ education, the hope is that the crisis will be an opportunity to rethink the systems and policies that have been at the root of girls’ repression all these years—and that NGOs can help press the reset button on the systems that are holding the most vulnerable back.
Thanks very much to the teams at the Luminos Fund, TCF, and Educate Girls for sharing their stories. These stories have illuminated for us what new relief operations, distance learning and learning loss, the roles of educators, and COVID-19 impacts on girls and the most vulnerable populations have meant in reality. While the series is ending for now, CGD’s education team will be continuing to research these issues related to the pandemic’s longer-term effects on global education.
Maretta Silverman: What’s happening with you and your family/friends?
Abba Karnga Jr.: My family are like every family in Liberia: on lockdown, staying home, and not doing normal things. All of Liberia is in a state of emergency and there are lots of rules. We’re observing curfew, wearing masks when we go out in public, and handwashing constantly!
Right now, my kids are with my mom who lives in another county, doing the same thing. The major challenge my mom faces is trying to find activities for the kids to keep them occupied. It is the same for my friends and neighbors. Everyone’s kids are idle. My family has it better than most in Liberia, especially regarding food: we were able to prepare well for this crisis, have food, and can stay at home. But many families are having a lot of difficulty finding food. People aren’t eating regular meals. I feel like I have a responsibility, as someone who has a little, to share with those who are less fortunate. It’s a very weird and strange situation in Liberia. I think it’s much harder on children than adults.
MS: What’s happening with education/learning in your community?
AK: Liberia’s Ministry of Education has ideas and strategies to help schools reach children and to help programs like us at the Luminos Fund to reach our students. One major thing they are concentrating on is radio programs. This is a great effort but I do see challenges because, in some places like the rural communities where Luminos works, either radio stations don’t reach, or families don’t have radios, or people haven’t heard about the program schedule so don’t know to listen. I’m afraid many students aren’t paying attention. I think everyone realizes the limitations, but radio is perhaps the best tool in the national toolkit to reach children.
Education is very, very slow in most of our communities. Some school systems have created lessons to send home but, anecdotally in my friend group, most kids aren’t really doing them. In Liberia, we know most learning happens at school. Parents are busy and may not be educated, so it’s hard to expect them to guide learning at home.
At the Luminos Fund, we offer a 10-month program to help out-of-school children catch up on their learning: to learn to read, write, and do math. In March, all our classes closed because of COVID. We decided to focus on learning that students could continue at home, as well as to distribute materials directly to our students’ homes: readers, math workbooks, and worksheets. We believe this is good practice for students, helps them continue engaging in education, and it’s useful for them to know their teachers are thinking about them. There are challenges, of course. I’d estimate that about forty percent of our facilitators (teachers) live in the community they serve and can easily assign lessons and check on students regularly by walking past their homes, which is great. In communities where there aren’t facilitators, one of our supervisors goes to check in with students once a week.
“About forty percent of our facilitators live in the community they serve and can easily assign lessons and check on students regularly by walking past their homes.”
MS: What do you/your community need help with?
AK: Two things. First, food. There’s extremely high unemployment right now in Liberia. Most people depend on a daily hustle or contracts to survive, and much of that work has stopped due to the Coronavirus and lockdown. The Liberian government proposed a stimulus package some weeks ago, but it hasn’t moved forward. Families are really suffering.
Second, I wish children had more home recreation options during this period. Most homes in Liberia don’t have electricity, so TV isn’t realistic. Board games would be nice. It’s lockdown, but many kids still try to play outside and people have to chase them away. It’s risky. Parents are trying to make ends meet.
MS: What resources/links/supports have you found most useful?
AK: I’m excited about the support we’re witnessing from people in communities across Liberia, who have created local Coronavirus awareness teams. I’m on the team in my community. I think this community-level action comes, in part, from our experiences with Ebola a few years ago. Right now, we’ve set up handwashing sites. We ensure people coming into the community wash their hands and wear a mask. We go around with flyers (practicing social distancing) or loudspeakers on cars to raise awareness about COVID and share good information. It’s motivating and useful. I think it’s great when people mobilize themselves.
MS: What are you reading, watching, listening to that you would recommend to others?
AK: Our program! Luminos is an education organization but pivoted quickly to provide relief to students’ families during this crisis, including learning materials, soap, detergent, barrels for water, and food. Recently, we distributed food to over 1,600 of our students’ homes. For more than a week after, we received calls from parents. Some parents were literally crying in appreciation of what Luminos did. They said they never expected it and it was so timely. Some families were out of food and hadn’t known where they would find their next meal. We even heard from other community members and local leaders who heard what we did and called – not even parents. So, seeing the humanitarian aspect of this work is what’s most inspiring for me. I’m grateful we can do this for these families, and to be involved.
More than 20 countries have started to reopen schools in the last few weeks, with more expected to follow suit. Many countries that have reopened schools have not seen a spike in infections follow. However, others, like Israel, opened schools only to close some of them soon after due to a surge in infections among students and staff. When to open schools is primarily an epidemiological question, and the evidence on child infections and transmission is still far from conclusive.
Policymakers making difficult decisions about when to reopen schools are balancing the health concerns of the pandemic against the social and economic repercussions of school closures. Ultimately, schools cannot stay closed forever and governments need to start planning for an eventual reopening, whenever that may be. CGD colleagues and others have published evidence-based guidance on how policymakers should plan for school reopening. The recommendations include engaging communities in school reopening plans, targeting resources where most needed, incentivizing children to come back to school, making school environments safe, and instituting plans to recover learning loss. Ultimately, any guidance will have to be adapted to different contexts, as protocols that are being implemented in one setting may be hard to implement in others.
Last week we looked at how two frontline education organizations, The Citizens Foundation (TCF) in Pakistan and the Luminos Fund in Liberia, are supporting their teachers and principals through the crisis. In this fourth installment of our “Diaries from the Frontline” series, we highlight how TCF and Luminos are preparing their teachers, principals, and children for school reopenings.
TCF tackles reopening challenges, including ways to recover learning loss
After schools closed in March in Pakistan, TCF spoke with some of its teachers and principals to take their concerns into account while planning for an eventual reopening. Many TCF teachers and principals are proactively staying connected with kids and parents during school closures through regular calls and messages. Their primary concerns are student wellbeing, particularly students’ physical and mental health, and learning loss—all of which need to be kept in focus if schools are to work for all children once they reopen.
For many students, schools offer a temporary escape from harsh conditions at home—half of Pakistanis believe that parents beat their children more during lockdown. Some areas, disconnected from traditional information channels, still lack guidance about the disease risk; in some communities kids continue to play cricket on the streets like it’s a normal day. TCF principals and teachers, who continue to receive their salaries, have been providing information to children about how to stay safe from the virus, as well as providing emotional support so that kids are able to return to school once they reopen.
“Most children I talk to ask me when they will have their old routine back. They miss their school and class fellows,” says Naila Liaqat, a principal at a government school managed by TCF in Punjab. Another principal, Saba Parveen Kayani, at a different school in Punjab says, “When some members of our community were diagnosed with COVID-19, the student body was gripped by fear. I told my students to be strong, to wash their hands regularly, and to keep a physical distance from others to not only protect themselves but also those around them.”
When TCF spoke with its faculty, the teachers and principals raised difficult questions about how to plan for reopening: If schools open in July, as currently scheduled, how will children walk three kilometers or more to school in the summer heat with temperatures soaring to 90 degrees Fahrenheit (32 degrees Celsius)? If schools open in August, how will teachers cover the entire syllabus by December when the government conducts the exams? It can take four weeks after the school year begins for textbooks to become available—how will learning happen without books?
“Since schools suddenly closed in March, I have been very worried about the future of my students. How will they finish the syllabus? How will teachers manage it?” says Sana Adil, a principal at a government girls’ primary school managed by TCF in Sindh.
Other teachers and principals raised concerns about whether government schools that TCF manages under public-private partnership arrangements (roughly one fifth of its total schools) will continue to receive a sufficient government subsidy, which is conditional on enrollment numbers and test scores, if students migrate back to their native villages or test scores are low. How will schools cope with the financial blow, and will teachers be laid off? While TCF’s diversified philanthropic base has meant that the organization has never needed to consider closing schools due to lack of financial support, the current economic recession comes around Ramadan, when TCF raises more than half of its total budget. In a recent CGD survey of frontline education organizations, close to three quarters of the respondents report a drop in private or philanthropic funding during the crisis.
TCF management has also been thinking about how to maximize learning once schools reopen despite the shortened academic year, which many teachers are understandably worried about. To that end, TCF has decided to cut down the curriculum in proportion to the reduction in academic hours while trying to maintain learning goals. This is possible because the government’s curriculum contains a lot of repetition and redundancy, as well as content that is disconnected from the development of literacy and numeracy skills. For example, students might learn about Abdul Sattar Edhi, a revered Pakistani humanitarian, in social studies, English, and Urdu books; or Sindhi and Urdu books will contain the same story verbatim. TCF is planning to streamline overlapping or repetitive content to ensure learning is maximized despite the shortened school year.
TCF is aware that despite these efforts, student scores will probably take a hit—TCF will not penalize teachers or principals for that. The organization’s primary goals remain prioritizing the physical and socio-emotional health of students and staff, and promoting meaningful learning as much as possible under these complex circumstances.
Luminos prioritizes re-enrollment, remediation, and resilience
In the coming autumn, the Luminos Fund plans to enroll a new cohort of students across its three programs in Ethiopia, Lebanon, and Liberia, pending safety assessment and local government guidance. Once schools reopen in Liberia, Luminos is preparing to deliver a specialized catch-up program for the cohort of students whose program was disrupted by COVID closures.
Given the uncertainty about how the COVID-19 crisis will evolve, when schools will reopen, or how long they will stay open, Luminos’s strategy is to stay responsive, flexible, and connected to developments on the ground. Three key priorities guide the organization’s reopening strategy:
Re-enrollment. Conduct outreach to the most vulnerable students to encourage re-enrollment.
Remediation. Assess students’ learning gaps and deliver targeted remediation to help children catch up.
Resilience. Strengthen school systems to weather future closures and disruptions.
Luminos’s Second Chance program enrolls some of the most economically vulnerable children who have missed out on schooling due to poverty or other barriers. These children are also at high risk of not returning to school once COVID subsides. Luminos tries to incentivize enrollment, for example, by offering school lunch in Liberia. However, there is a real worry that meals alone may not be enough to encourage families to send kids back to school—these children might now be needed to help at home or to contribute economically to the household, given the income shocks brought on by the crisis. Furthermore, those students who do make it back might have a hard time catching up on lost learning.
“Each one of my students will come back to school. Their parents are already asking about it,” says Blama, a teacher with the Second Chance program. “But I think when school reopens, some children will find it difficult to catch up.”
Luminos facilitators have continued to stay in touch with students and their families, which is essential to ensure that children return to school once they reopen. Facilitators, wearing personal protective equipment, visit students to review worksheets, check on their health and the health of family members, share educational radio program schedules, and more. In addition, Luminos teachers are planning for enrollment outreach and delivering catch up lessons to prepare for reopening.
As a part of these reopening efforts, Luminos is discussing how to manage distancing (for example, smaller class sizes and/or multiple shifts), school feeding, and more. In addition, socio-emotional support for returning students is a major concern. While Luminos already provides child protection and sensitivity training for its teachers and supervisors, it plans to train teachers to identify, support, and communicate with children who are struggling psychologically due to disruptions brought on by the pandemic.
It helps that Luminos teachers are still getting paid; some teachers haven’t been so lucky. However, there is no guarantee that Luminos will be able to keep paying teachers as COVID evolves. Donor flexibility has helped Luminos adapt its operations to the crisis so far, and the organization will likely continue to need flexibility through the next 6–18 months.
“Coming out of a crisis like COVID or Ebola, there’s a high risk that many children won’t return to school,” says Gbovadeh Gbilia, head of the Education Delivery Unit at Liberia’s Ministry of Education, adding that programs that engage communities and catch up children on learning gaps play a key role in the aftermath of a crisis.
Finally, Luminos realizes that building resilience within its school systems is hard but essential. In Liberia, COVID-19 is the second public health crisis in six years to cause prolonged school closures. In Lebanon, where Luminos also works, the current academic year has already been disrupted more than once: schools had already closed for weeks in the autumn due to political protests and civil unrest. Moving forward, school systems will need to develop the agility to close and reopen flexibly, and to pivot quickly to supporting learning at home when needed.
Next week we will look at how these organizations are addressing risks faced by some of the most marginalized groups of students.
Schools in most of the world have been closed for the last couple of months and most developing country governments have not yet announced plans for reopening.
Teachers are facing a great deal of uncertainty during this time about school reopenings, the impacts of closures on children and their ability to catch them up, and, fundamentally, about their own livelihoods and the economic effects of the crisis.
Following the 2008 economic crisis, there was a dip in education spending in lower-middle income countries which did not recover for years. Case studies indicate that many places did not cut teacher salaries, but may have responded by increasing workloads or pupil-teacher ratios, or freezing teacher hiring and salary increases. The economic downturn from coronavirus is expected to be worse than the 2008 financial crisis, but even if countries choose to protect teacher salaries within public budgets, private school teachers will remain vulnerable. Low-cost private schools in particular have been unable to continue paying teacher salaries with schools closed and parents unable to pay fees.
Last week we looked at how two education nonprofits are trying to sustain learning from a distance during COVID-19. This week, we are looking at how these organizations are supporting their own teachers and principals. The Citizens Foundation (TCF) and the Luminos Fund are operating in different contexts but both have been able to sustain operations and continue to support teaching staff and other personnel. Their experiences show that teachers, not buildings, are the backbone of any school system. And even while schools are closed, there is evidence that teachers are continuing to keep students engaged with learning.
The Luminos Fund: Teaching during emergencies
Teachers in Luminos’s Second Chance programs are young men and women hired from the counties and communities that Luminos serves. Similar to students, many teachers’ families in Liberia face fragile economic situations during COVID. When the COVID crisis struck, Luminos recognized the importance of keeping staff and teachers on salary even if schools closed.
First, from an educational standpoint, if Luminos laid off teachers in Liberia, it would be challenging to be ready to reopen schools or proactively re-enroll students when the crisis ends, particularly if teachers relocate to live with family members. Second, from a humanitarian standpoint, putting a hold on salaries adds enormous financial strain to an already vulnerable population. Holding salaries would actively harm poor families.
Thanks to increased flexibility from its core funders, Luminos has been able to continue paying teachers their full salaries. This support has also enabled Luminos to pivot quickly and shift staff from core classroom programming to providing learning materials, rice, soap, and detergent to students’ homes in Liberia.
Teachers have gone above and beyond to help students continue learning during lockdown.
Varney is a Second Chance teacher who lives and teaches in a rural village in Liberia. When the government issued guidance to limit gatherings to ten people at the start of coronavirus, he continued teaching his class of 30 children, broken into smaller groups of ten or less. Since the full lockdown began and Luminos began distributing learning materials (which were designed with input from some of Luminos’s teachers), Varney walks by students’ houses, keeping a distance, to give them lessons and make sure they have completed them. He says his students are eager to return to school. Varney and his family, like many teachers, have also been personally affected by COVID: they’ve faced economic hardship and are eating less.
Another teacher, James, also goes door-to-door to check on his Second Chance students—from a distance—to ensure they are making use of the books that Luminos provided. He says his students’ families are most concerned about food security, and notes that his own family is also eating less during COVID. He is confident his students will return to school when it reopens but says it will be challenging for them to catch up. He says he hopes this academic year can be extended to ensure these children “come out victoriously.”
Other Second Chance teachers do not live in the communities where they teach and, due to the lockdown and curfews, have few options to ensure their students are making progress on the reading and math materials that Luminos provided, or help students on a day-to-day basis. In these cases, Luminos supervisors check in with the students weekly.
Luminos’s experiences could provide lessons for Liberia more broadly and other countries. George Werner, former Minister of Education in Liberia and a member of the Luminos Fund’s advisory board, recently observed that the organization’s model for recruiting and training teachers could be scaled to build a cadre of “emergency teachers” to work alongside mainstream systems and provide rapid response capacity to get children back to school after crises like COVID.
“The Luminos Fund hires high potential young people who are often only Grade 10 graduates and provides them with three weeks of intensive training followed by weekly in-classroom coaching,” Werner says. “For countries with massively stretched school systems and average class sizes already in the 50+ range, this is an effective, practical auxiliary option to educate children.
“Education is in an emergency now worldwide, but for many countries in Africa, education has been in an emergency for decades. Normalcy does not apply in an emergency. All emergencies need radical thinking.”
TCF: Supporting female teachers
Imagine writing your employer a thank you letter for paying your salary. That’s what happened at TCF last month. When salaries were disbursed in the days before May 1, principals and teachers responded with letters of appreciation, including messages like, “When our world is in lockdown, jobs and salaries are not safe, our organization did not abandon us… Even in this lockdown, we were given our salaries at our doorsteps in a respectful manner. It is rare to find such examples among other organizations.”
TCF employs only women on its faculty and is the largest private employer of women in Pakistan. Often, these are young women who got permission from their families to work as teachers because it was seen as a safe and respectable way to engage in employment, even in a small village or katchi abadi (informal settlement or slum). Now with COVID-19, they may be the only ones in their households who are still receiving paychecks on time (or at all) when their husbands, brothers, or fathers may not be. This impacts their role and the way their employment is perceived by their families.
Continuing to pay and support teachers and principals has enabled TCF to concentrate on ensuring that children in their schools are cared for and have access to learning materials. Like a group of Teach for Pakistan fellows who evolved theidea of a WhatsApp-based school, TCF school leaders have, on their own initiative, been collecting the phone numbers of their students and forming WhatsApp classrooms using videos, voice notes, and text messages. “Our WhatsApp group has a timetable. Teachers assign tasks based on the timetable, and students share their work on the group, which teachers give them feedback on,” said Sumaira Aslam, a principal in inner-city Karachi. “There are many students who don’t use WhatsApp. For them, we send them the same tasks over SMS. For students we haven’t reached, we have put a sign on the gate and asked teachers to convey the message throughout the community.”
Sajida Ambreen, a principal at another school in Karachi, has made students responsible for collecting the phone numbers of their friends. She monitors the participation of students and teachers. “Girls have the strongest participation,” she said, “The boys are busy. But they can listen to the voice note lectures when they get off from work.” She said despite the lockdown boys were working as shopkeepers, drivers, tailors, or doing overnight shifts at the nearby textile mills. “In our community, kids support the parents to run the house. Some parents have just let go and the kids pay their own fees. Others have fathers who are ill.”
These programs are led by TCF’s principals. To reach the many students who do not have mobile phones or internet, another principal posted notices on the school gates and enlisted the chowkidhar (gatekeeper) to deliver the message to families. Alongside these faculty-led initiatives, TCF is designing learning materials that can be exchanged with teachers via drop-off points in the community.
Although families pay a small fee for children to attend schools, TCF operates mostly through philanthropic donations. The current economic recession, combined with the cancellation of fundraising events, could be a threat to TCF’s ongoing ability to cover costs. However, TCF’s philanthropic base is diversified, with a mix of local, diaspora, corporate, foundation, high net worth individuals, and crowd-funded philanthropy. Also, a large proportion of giving to TCF is motivated by zakat, a religious requirement that Muslims must donate 2.5 percent of their wealth. Zakat is calculated as a proportion of wealth, rather than income, so it is less affected by economic cycles of growth and recession. In these uncertain times, these aspects of TCF’s funding model can help protect their large school network.
Next week, we will take a deeper look at how these organizations are planning to prepare teachers, school leaders, and children for school reopenings.
With schools out, countries around the world are grappling with distance learning initiatives to keep kids learning and engaged. Distance learning is a big challenge in low-tech environments where children have minimal access to digital media, though many digitally advanced countries are struggling as well. According to CGD’s COVID education policy tracker, only 29 percent of low-income countries are providing some kind of distance learning program for their students. But even in low-income countries that do have distance learning programs, many students might be left out due to poor access to the TV, radio, or internet. For example, a new survey from Kenya suggests that only one in five children are accessing online learning during school closures. In addition, language of content, access to books at home, and parental literacy and involvement can further exacerbate inequalities.
In the second post in our “Diaries from the Frontline” series, we continue to examine how frontline education organizations are adjusting to the crisis. Last week we took a look at how The Citizens Foundation (TCF), which operates more than 1,600 primary and secondary schools in urban slums and rural communities in Pakistan, and the Luminos Fund, which provides accelerated learning for children who have missed out on school due to poverty, crisis, or discrimination in countries including Liberia, shifted to providing food and relief to families. In this post, we examine how TCF and Luminos are supporting distance learning efforts for the students they serve.
TCF’s Ilm Ka Aangan TV Show in Pakistan
Less than a month after Pakistan closed schools, the prime minister announced a new state television channel dedicated to lessons aligned with the national curriculum, PTV TeleSchool. It was the first time in decades that Pakistan had a local language children’s TV channel. Television was a natural choice. Roughly two-thirds of households in Pakistan own a television set. In contrast, the percent of households that have a radio and internet connection are 6.4 percent and 11.8 percent respectively. While TCF has found its teachers taking the initiative to use a variety of media, including WhatsApp, SMS, and word-of-mouth to ensure the continuity of learning in communities it serves, television stands out as a medium to reach and engage a large number of children from schools throughout the country.
Now came the harder question: how do you get school from a TV? For TCF, the answer was simple: You don’t.Lessons from education response efforts in West Africa after the Ebola crisis emphasize that education’s primary role during a crisis should be that of positive engagement, mitigating psychosocial impacts of the disaster, and establishing routine—not just ensuring the continuity of academic learning.
In response to the government’s call for academic content for the TV channel, TCF adapted its play-based curriculum for a new filmed-at-home-but-made-for-television show, Ilm Ka Aangan (The Courtyard of Knowledge). The content focuses on building functional literacy and numeracy through engaging activities, with a key focus on socio-emotional learning.
Figure 1. TCF’s Ilm Ka Aangan uses play-based learning and storytelling to keep children engaged
Source: The Citizens Foundation
The show uses storytelling, which can be an effective way to not only cultivate literacy and social skills, but also explain concepts from science and social studies while keeping kids engaged. For example, the story “Emaan the Scientist” is about a little girl who wants to fly, and illustrates the scientific method. After several failed attempts, her mother reassures her that if she keeps experimenting, as scientists do, then someday she will fly. Eventually, she does, with a hot air balloon. The protagonist, along with the show’s host, also offer positive role models for little girls watching. Despite the effectiveness of storytelling, only 3.5 percent of kids in Punjab have 3 or more books to read at home.
Recognizing that children of many ages are watching at once, the show’s content is multi-grade with a focus on basic concepts targeted at ages 5-10. This is in contrast to other distance learning content being aired in Pakistan right now that is structured in a grade-wise manner—despite the fact that many students are already behind their grade level. Data from the Annual Status of Education Report suggest 75 percent of grade 3 children in urban Pakistan cannot read a simple story in their local language at the grade 2 level.
The learning doesn’t stop once the show ends. The host assigns “homework,” for example playing a game to learn a concept or solving a math problem. However, the most popular homework is the host asking children to submit a drawing based on the episode.
The day after the launch, the show received 20,000 text messages from a wide range of urban and rural areas, a response that has fed into how the program is evolving. Since the most marginalized children will not have access to TV, mobile phones, or electricity, including most of the communities that TCF serves, the organization is also piloting a purely offline version of Ilm ka Aangan: an edutainment magazine focused on building early grade skills through do-it-yourself activities, stories, and comics, which can be exchanged with teachers via drop-off points, such as grocery stores. Anticipating that school closures may be extended, TCF is designing similar magazines for secondary school students. For now, Ilm Ka Aangan, through television and the offline magazine, seems to be providing much needed engagement, learning, and a sense of routine for millions of children stuck at home.
The Luminos Fund’s Efforts to Support Learning at Home
After schools closed in Liberia, the government launched a radio schooling initiative. Unlike Pakistan, Liberia has a relatively higher rate of radio penetration and lower rate of TV access. Roughly half of households possess a radio, whereas roughly one-fifth possess a television and approximately one-tenth of the population has access to electricity. However, that means that while radio schooling is more scalable, half of Liberian households still may not have access. And even among those households with access to a radio, children might not have access to learning materials such as books and stationery.
Luminos has sought to provide access to some of those learning materials. In late March and early May, Luminos distributed learning materials to hundreds of Liberian students for home-based learning, including readers, math workbooks, pencils, and pencil sharpeners, as a part of relief packages that also included soap and detergent for students’ families. Through this process, Luminos facilitators found that in most cases, the materials they provided are the only books the family has.
“Radio or texting might work elsewhere,” says Abba Karnga, Jr., Luminos program manager for Liberia, “but not where we work. Most of our parents don’t have radios, and kids shouldn’t gather around one anyway due to distancing. If we sent a text, many of our parents couldn’t read it. The best thing Luminos can do is distribute the readers, worksheets – learning materials – for students to work on at home, speak to the families, and then for our facilitators or supervisors do their best to monitor.”
Apart from providing textbooks, Luminos Fund facilitators have tried to stay engaged with students and ensure that they are using the learning materials. Varney, a facilitator who lives and teaches in a rural village in Bomi, walks by students’ houses—at a distance—to tell them the lesson for that day and to ensure that children are using the books. Then, that afternoon or the next day, he checks to make sure they have completed it.
One father, who is literate, says of the Luminos reading materials, “My daughter can read the whole book now. Even last night she was working on it.”
The initiative has had challenges. First, not all facilitators are able to check in with their students, especially those who live in faraway villages. Second, distributing materials in remote communities is time-consuming and can be stressful when local community members are suspicious of visitors wearing medical masks and personal protective equipment, especially due to heightened distrust of others from experience with Ebola.
Despite these efforts to promote distance learning, facilitators and parents have expressed concerns that students will fall behind, especially students who were struggling already. For now, everyone is worried about what will happen to this particular cohort of students, and eager for the virus to pass so schools can reopen and life can return to normal.
Next week we’ll take a look at what TCF and Luminos teachers are doing and how operations are being sustained during the crisis.