Updated Jun 28, 2018

Crisis Classroom

Crisis Classroom aims to train volunteer educators to provide psychosocially protective, educational activities to people who want to learn but can't go to school. We work in local communities to create unique solutions to meet individual educational need.

http://www.crisisclassroom.com

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Snapshot

Stage 4: Transition to Scale

Focus Areas:

Refugees and Technology

Refugees and TechnologySEE LESS

Problem

Crisis Classrooms act as a catalyst for communities to respond to and meet their own needs; safe spaces that hatch sustainable, community driven and focussed projects to the benefit of all. Educators and students develop new techniques that enable positive human relationships to flourish & build life-skills that are transferable into further education, training and employment. Teachers identify needs within their communities and respond by developing psychosocially protective, skills and language based learning activities in partnership with other local actors.Our education model focuses on developing skills which enable the successful acquisition of knowledge. Rather than teaching these explicitly, we create inclusive activities which foster these skills; creating resilient, creative, problem-solvers who are capable of working together, building healthy human relationships and actively shaping their own futures. Our success is measured in educators trained and and projects initiated.

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Solution

The main reason that projects fall over is because people falter. Through our training and preparation, we are creating an agile and responsive network of volunteers who are able to work together to address the educational needs of people in crisis. During our year in Calais we witnessed volunteer burnout, secondary trauma and lack of preparedness; which meant that the quality of educational response was severely compromised and continuity of care was diminished. Our initiative is to create an entire infrastructure to support teachers and the development of small, independent educational projects. Crisis Classrooms are needs-led. When a crisis occurs, volunteers can self-organise, deploy a pop-up school and have a school up in days, not months. We train the local community and refugees themselves to become educators who can maintain, sustain and develop longer term projects, or to pack down without a trace if there is no longer a need, leaving behind only the learning and memories.

Target Beneficiaries

Crisis Classrooms act as a catalyst for communities to respond to and meet their own needs; safe spaces that hatch sustainable, community driven and focussed projects to the benefit of all. Educators and students develop new techniques that enable positive human relationships to flourish & build life-skills that are transferable into further education, training and employment. Teachers identify needs within their communities and respond by developing psychosocially protective, skills and language based learning activities in partnership with other local actors.Our education model focuses on developing skills which enable the successful acquisition of knowledge. Rather than teaching these explicitly, we create inclusive activities which foster these skills; creating resilient, creative, problem-solvers who are capable of working together, building healthy human relationships and actively shaping their own futures. Our success is measured in educators trained and and projects initiated.

Mission and Vision

Crisis Classroom takes education where it is needed most. To those who cannot go to school. We do this by unlocking the skills and expertise within communities & training individuals to become educators who can work anywhere, any time and with anyone.

Innovation Description

Our pop-up classroom can be deployed in 48 hours to the scene of a crisis. It inflates by battery powered pump in 10 minutes, packs down in 25 and can be linked to other structures to form a 'school'. It fits into the boot of a car or bicycle trailer and can therefore be taken into communities where girls and their families or refugees in crisis situations cannot freely access education. Once the first-responding team has trained locals and created a safe, sustainable 'classroom', it moves on. This project develops volunteer teaching capacities for refugees in the languages of the host-country, e.g. French and Italian, and develops life-hack skills for refugees there, e.g. construction, and closes loop by engaging the educated refugees to later train the new-comers.

Competitive Advantage

The dismantled infrastructure and increasing gender disparity in the education systems coupled with the insurgency in these areas are the reasons to bring about this program particularly focused on girl TDPs in KP. The program brings with itself the experience of organisation implementing the program in Punjab, extending it to Sindh and than Baluchistan. Now, the idea is to benefit those in emergency situations with experience these years has brought on and sending girls in these disadvantaged situation to Formal education system for better inclusion in society. Also, ITA has a long experience of working in education related initiatives including success stories like Annual Status of Education report and Children Literature Festivals across Pakistan. Empowerment through education enables individuals to reach their full potential, improve their social and political participation, and believe in their capabilities. Unless the goal of equal number of girls to boys in school is achieved in the country, it is not possible to fight terrorism before all and in turn eradicate poverty, combat diseases and ensure economic sustainability in the world.

Milestones

Mar 2018