LITERACY EDUCATION IN CONFLICT AND CRISIS-AFFECTED CONTEXTS

in 2014. The study aims to improve understanding of the unique challenges and opportunities involved in designing, implementing, monitoring, and evaluating literacy programs for children and youth in conflict and crisis-affected environments. The research purpose and rationale of the study are to address the commitments of USAID's Education Strategy Goals 1 and 3. Goal 1 aims to improve reading skills for 100 million children in the primary grades by 2015, whereas Goal 3 seeks to increase equitable access to education in conflict and crisis-affected environments for 15 million learners by 2015. The study builds on the current evidence base for literacy education in contexts of conflict or crisis by addressing three research questions: (1) what is unique about literacy programs in conflict and crisis-affected contexts? (2) How do practitioners describe the ways that literacy programs might be modified to incorporate a conflict-sensitive perspective? (3) What empirical evidence or best practices exist on a pilot or national scale that could improve literacy program design, implementation, monitoring, and evaluation in contexts of conflict or crisis? The study conceptualizes the overlap between literacy education and conflict sensitivity as a framework for programming. It identifies key terms, including literacy, conflict, and crisis, and examines the linkages between literacy and conflict and crisis. The study also discusses the design and implementation of literacy programs, including policy, governance, systems, and infrastructure, language policy in education, teachers, professional development, and support, curriculum and materials, communities and families, and youth and adults. The study highlights the importance of monitoring and evaluation in literacy programs, including assessment, monitoring, and evaluation. It also provides recommendations for program design, policies to support programs, and research. The study concludes that literacy education in conflict and crisis-affected contexts requires a conflict-sensitive approach that takes into account the unique challenges and opportunities of these environments. The study's findings and recommendations are based on a review of existing literature and research, as well as interviews and consultations with practitioners. The study's methodology includes a review of existing literature and research, as well as interviews and consultations with practitioners. The study's results are presented in a clear and concise manner, making it accessible to a wide range of stakeholders. The study's recommendations are aimed at improving literacy program design, implementation, monitoring, and evaluation in conflict and crisis-affected environments. The recommendations include modifying literacy programs to incorporate a conflict-sensitive perspective, providing training and support for teachers, and using assessment and monitoring tools to evaluate program effectiveness. The study's recommendations are based on the study's findings and are intended to support the development of effective literacy programs in conflict and crisis-affected contexts. The study's findings and recommendations have implications for policymakers, practitioners, and researchers working in the field of literacy education in conflict and crisis-affected contexts. The study's findings highlight the importance of a conflict-sensitive approach to literacy education and provide recommendations for improving program design, implementation, monitoring, and evaluation. The study's recommendations are aimed at supporting the development of effective literacy programs that meet the needs of children and youth in conflict and crisis-affected environments.