Stage 3: Proof of Concept
The intellectual concept behind this innovation has been field-tested to gain an early 'real-world' assessment of it's potential.
The highest proportion of Rohingya refugee children not in school are adolescent girls. This derives from social and religious barriers that restrict mobility in public. There is no education program specifically targeting Rohingya adolescent girls. In refugee camp settings, 85% of the girls who attended Grade 6 class have dropped out by Grade 8. The limited provision leads to low levels of foundational literacy, social isolation, exclusion, psychological distress, exploitation and abuse.
AGNEE will reach 360 Rohingya girls and 15 refugee teachers from 3 refugee settlement types in Cox's Bazar. If successful it can be scaled to reach all out of school adolescent Rohingya girls in Cox's Bazar. We expect this number to be in the tens of thousands. In the refugee camp, makeshift settlements and host communities, adolescent girls who have dropped out of school and Unregistered Myanmar Nationals (UMNs) who are illiterate will be prioritised for the blended learning pilot. Success will be measured by assessing 1) achievements in foundational literacy and numeracy for illiterate girls who have not prior education experience, 2) improved learning outcomes based on national standard assessments for Grade 6 __?? 10, 2) improved literacy and numeracy skills based on national curriculum standards, 3) positive user experience of the Moodle platform and digitalised content, 4) social acceptance from parents and community, and 5) cost effectiveness and affordability.
Mission and Vision
IMPACT - By 2022, we aim to scale AGNEE in Cox's Bazaar District in Bangladesh and replicate the model in Rakhine State in Myanmar, reaching 500 Rohingya adolescent girls through blended e-Learning focused on foundational and functional literacy and numeracy skills and life skills education. QUESTION - How does the uncertainty of the Rohingya population living in Bangladesh affect the sustainability of the AGNEE project?
Rohingya girls will access digital national curriculum via the Moodle learning platform through their 3G internet connected tablet/smart phone in their home. This system is designed to provide educators and learners with a single robust, secure and integrated system to create personalised learning environments. Students will create a student profile, complete learning and assessment tasks and interact with other students on the discussion board available on Moodle. Moodle is trusted by institutions such as Microsoft and Open University and has an interactive simple interface and Multilanguage capability. It is free to use, easy to adapt, extend and modify. Digital content, aligned to the Bangladesh Grade 6 - 10 curriculum is already available from a previous collaboration with BRAC and Save the Children to support the government's education reform agenda. The student learning gains from the Bangla and English digital content has been assessed and shown to be significant for Bangladesh students involved in the program. Adolescent girls will have the option to learn Bangla, English, basic Burmese, Social Science and Maths. Girls will study at home and 1-3 times per week, they will meet with their teacher to engage in peer learning and plan independent learning tasks. The teacher will track progress via the Moodle assessment repository and be able to interact using chat functions online. If successful, it can be expanded to all adolescent Rohingya girls in Bangladesh.
This innovation is unique in the following ways: 1) It combines locally relevant digital content with a globally recognised open source learning platform and creates a pathway for Rohingya girls to be educated, 2) Moodle has yet to be used in Bangladesh, despite its prolific penetration in India, 3) It will be the first digital learning experience for refugees in Cox's Bazar, and 4) We are integrating Myanmar and Bangladesh curriculum on the same platform for the first time. No other NGO or organisation is specifically targeting adolescent Rohingya girls in Education in Emergency work in Myanmar and Bangladesh. It will be successful because it is culturally appropriate; it has been built locally and tested locally; it uses Moodle's multi-language modality, which enables local adapters to modify content and functions easily. We know the content and delivery mechanism has seen rapid improvement in learning in Bangladesh schools, so we expect a similar result for Rohingya girls.