88833 ED U C AT I ON RE SILIE N CE A PPROAC H ES Field Notes Issue No. 6 April 2014 Education Resilience Research Training in South Asia: What is RES-Research? RES-Research is a 9 to 12 month training module Building on local higher targeting higher education professors, graduate research students and the professional Development education capacities Evaluation community working with humanitarian and development agencies in conflict and violence- affected contexts. The training is structured around The RES-Research training module, designed by the ERA Program, face-to-face workshops and a practical component designed to ground research knowledge and skills. builds on the capacities of academics and education practitioners in During the practice phase, RES-Research provides fragile, conflict and violence affected contexts to undertake locally local researchers with ongoing technical guidance relevant and rigorous education resilience research. Following a pilot and ‘seed’ financial resources to undertake a pilot education resilience study. In addition to enriching in Central America, another 9 month-long training was delivered the learning experience, these studies then become in South Asia. The first workshop took place in November 2013, in part of a growing base of international education Delhi, India, and the second workshop took place in April 2014, in resilience evidence. Kathmandu, Nepal. Photos: Jo Kelcey / World Bank Education Resilience Approaches Despite important overall progress, as 2015 approaches critical challenges remain to achieving global education objectives, especially in countries affected by violence and conflict. Currently 77 percent of the gap in primary education completion (an MDG goal) is in conflict-affected countries (UNESCO 2011) and 50 percent of the 56 million children out of school live in situations of fragility and adversity, including chronic violence (GPE 2012). The imperative to address this is even more pressing The World Bank when we consider that 90 percent of conflicts this century have occurred in countries The ERA Program is a World Bank program with other conflict episodes in the last 15 years (WDR 2011). In other words, in spite that offers a systematic process to collect of humanitarian and development support, the end of conflict has not transformed evidence that can support local efforts to improve education services in violence violence into long-lasting peace. and conflict affected contexts. Yet the picture is not entirely negative. These countries also show important Field Notes Series examples of resilience—individual and group strengths, community opportunities The Field Notes series is produced to and support, and institutional services that protect children and youth from risks share lessons around this process in an effort to disseminate ERA’s support for the and that help them achieve educational outcomes in the face of great adversities. collection of global evidence on resilience One such resilience ‘asset’ is Higher Education (HE). Even in contexts of seemingly in contexts of adversity. April 2014 - The ERA Program Field Notes 1 overwhelming adversity, HE institutions RES-Research Sessions continue to train the professionals, Phase 1 Phase 2 intellectuals, and researchers who seek to understand the path towards Resilience Theory and Learning To-Date Qualitative Data Analysis and peaceful development and poverty Quantitative Data Analysis and Transformative Mixed-Methods Research eradication. Interpretation Research Questions for Education Policy Translating Research to Policy and Practice With this in mind, HDNED’s Education Community Participation and Ethics Writing an Education Resilience Report Resilience Approaches Program Sampling and Data Collection in Fragile, Current Debates Regarding Resilience (ERA) offers a RES-Research training Conflict and Violence-Affected Contexts module (“Resilience in Education Field-Based Resilience Research Feasibility Engaging with External Organizations Settings Research”) that builds on the In-Country Education Evidence for Policy Social Justice and Giving Back to the capacity of local researchers to collect Capacity and South-South Knowledge Community relevant evidence to inform policy and contribute to and sustain the complex communities and institutions to recover programming for education systems in needs of countries experiencing great and perform positively in adversity, but situations of violence and conflict. adversities. it also points to responsibly supporting this process with relevant services and In contexts where violence and other To date, RES-Research has been resources (Ungar 2008, 2011, 2012). adversities have become chronic, implemented in the Central America Local researchers and evaluators higher education research is a key (2012-13) and South Asia (2013-14) are called, therefore, to undertake transformative asset—through its role Regions. This Field Note includes systematic, rigorous and locally relevant in evidence collection, policy advice, the rationale for the RES-Research research for public policy and practice program design, and on-going learning approach, as well as the feedback in their own countries, with a lens and advocacy. RES-Research supports and insights on the value added of towards the transformation of conflict these higher education assets, whether the program from the South Asia and violence. it’s a PhD cohort at the University of Juba participants and facilitators. or Kathmandu University, or committed With this in mind, a particular strength local evaluation professionals in Nepal, of RES-Research is that it combines Evidence for education Bhutan or Afghanistan. theory and evidence on resilience with a policies… and positive social systematic and rigorous mixed methods transformation in contexts of Ultimately, RES-Research brings approach premised on a Transformative adversity. together the domains of research and Paradigm (Mertens, 2009). This is a policy influence within countries that Supporting locally-led research methodological approach focused on are in fragile, conflict and violence- aligns to a foundational principle in research and evaluation with vulnerable affected situations. This is because applying Resilience theory: namely populations. resilience not only relates to the ability the importance of identifying local strengths and capacities that can of vulnerable and at-risk individuals, Lessons learned from the South Asia RES-Research. RES-Research participants from Afghanistan take After the first RES-Research application part in a Resilience navigation and negotiation exercise led by facilitator Michael Ungar in Central America and Colombia, the second application took place in the South Asia region. It brought together participants from Nepal, India, Bhutan and Afghanistan with an additional participant from Lebanon / Syria (included in light of the ongoing crisis in that region). The South Asia RES-Research workshops targeted 25 participants including University professors, PhD research students and evaluators from WHO (Afghanistan), UNICEF (Bhutan), UNDP (Nepal) and Amaltas Consulting (India). The first workshop was conducted in 2 April 2014 - The ERA Program Field Notes ground (either a university or an NGO), In addition to discussing mixed coordinated by one team member. methods approaches that bring together qualitative and quantitative As part of the practical component data collection, analysis and of the training, each country team interpretation, participants considered selected a topic for their pilot education the implications of translating research resilience study. These are listed below: findings to policy and practice, The learning process of vulnerable accounting for the political economy displaced children living in urban and ethical considerations in their slum areas (Nepal) country contexts. Especially important during the second Improving access to school in workshop was the discussion of how vulnerable remote rural communities resilience research can contribute to (Bhutan) social transformation, to bring about Improving access young women long-lasting positive changes for into higher education (Afghanistan) vulnerable communities. Improving access for female doctors In general, conducting research in in post-graduate medical degrees contexts of adversity presents a host (Afghanistan) of challenges—operational, political and ethical in nature. RES-Research The influence of supportive peer recognizes these challenges and interactions for Syrian refugee youth addresses them through its training living in host communities (Lebanon) content and process. New Delhi, India (see Field Notes Issue No. 5, November 2013) and the second Exploring education related resilience in Kathmandu, Nepal. This Field Note processes of gender minorities (India) focuses on the latter. The Department of Education employees… are [many of] the regular The two workshops covered the topics students of Kathmandu University, School of Education. If we bring listed in the box on the previous these [Transformative Resilience] issues into the classroom as formal page, and were complemented with and informal discourses they will… think about the relevance of this a pilot education resilience study kind of research in their plans and policy work…. If [the students] can running throughout. This practical at least think about these issues from the beginning it may gradually approach supported the sharing of bring change. lessons learned within and across Suresh Gautam. PhD student at Kathmandu University School of Education. country teams. Each research team Member of the Nepal Country team. (Picture on last page, left.) worked through an institution on the RES-Research evaluation and feedback from participants Feedback from participants was elicited throughout the training as well as through a post workshop evaluation form that gathered both quantitative (what worked well and to what extent) and qualitative (why things worked and what could be improved) feedback. April 2014 - The ERA Program Field Notes 3 • All participants agreed (41%) or strongly agreed (59%) that the training met its objectives. • Over 50 percent of participants strongly agreed that they would pass on their newly acquired knowledge and skills (theoretical and methodological) through their professional networks. • The most appreciated sessions were those on “qualitative data • Participants demonstrated a high • Over ninety percent of participants analysis” and “writing an education level of readiness to apply new reported they would recommend resilience report”. skills and knowledge to their work. the training to others. Written feedback. In general, participants welcomed the conduct and report research in difficult • By more explicitly raising voices education resilience framework that situations is an important demand from in hidden corners. So many youth integrated theory, research, policy local researchers in fragile, conflict and deal with risks and this approach and practice, especially through a violence-affected contexts (see detailed can give them opportunities to mixed-methods approach and with qualitative feedback below). change their communities and a transformative aim. The challenge society for the better The following quotations come from will continue to be on providing a participant feedback forms. • [By] applying this approach to my meaningful training to participants from diverse backgrounds. This can range Agency evaluation work How participants plan to change from experienced researchers in either their work as a result of the • By advocating for the resilience qualitative or quantitative methods, to training: framework and the importance more junior evaluators and students. of the transformative research The practical methods of how to design, • By networking more with policy paradigm and practice What was the most What would you What would you have useful content? change? liked more of? Having everything together in one Participants came from diverse Data coding and interpreting data education resilience ‘framework’ backgrounds and different levels with an education resilience lens that combines theory, evidence of knowledge therefore it would How to mix qualitative and and methodology have been better to include some quantitative in analysis basics instruction on research and The relationship of risks and assets statistics Resilience in theory and practice in resilience theory Researching in these contexts is Using this approach for evaluation The mixing of data collection unpredictable and the workshop methods and analysis: specifically Quantitative analysis could have been longer or could the transformation of qualitative to have been organized through three Writing the education resilience quantitative data face-to-face meetings. This would report Getting the right messages to the help to stagger the content as it is The “theories” associated with MMR right audience difficult to think about final report research writing while in the middle of data Translating research to policy and collection practice advice and influence More practical sessions as these Blending qualitative and worked very well quantitative analysis Data analysis and interpretation within a mixed methods paradigm 4 April 2014 - The ERA Program Field Notes • By exploring assets among risks methods. I’ll use this approach in • I will build the capacities of others (not just risks) further research. • [I will do this] through engaging in How the training has changed • I hope my work will be robust more research participant’s approach to and credible through the mixed • I’ll use resilience perspectives in research: methodology. I also hope it my PhD research exploring the will have more potential to be • I’ve shifted my worldview on how opportunity and challenges of transformative research should be done to mixed urban youth of Kathmandu • I am willing to look at different • I’ll look into partnerships with Why resilience research aspects of a situation now the university, (I)NGOs and other led by local HE actors is funding agencies that could use • I want to do much more research a sustainable approach this approach for evidence-informed • I hope to do more research because policies in contexts of • [I think] the tools provided were lecturers should be producers of really helpful to apply in any kind conflict and violence new knowledge of transformative research Higher education institutions • I’m interested in applying more train teachers, engineers, health Facilitator’s conclusions. theories to my work and the care professionals and future analysis of data When the first RES-Research application leaders. They also places where took place, the ERA team had few of its intellectual leaders are trained How participants plan to build own studies to draw upon. As Education and hosted to collect evidence on the skills and knowledge Resilience becomes increasingly used in to inform key public policy gained over the two workshops: both development and humanitarian discussions and debates. Along arenas, the ERA team will utilize actual • I will definitely be reading more with development organizations education resilience findings to inform about resilience theory and its and civil society they offer content. Real examples generated critics spaces and opportunities for by the research undertaken in South dialogue to occur, and they often • I’ll definitely be engaging more Asia will be instrumental in refining implement and offer services with MMR and resilience literature; education resilience theory through and opportunities for vulnerable I also hope to apply these skills in concrete examples. communities. other contexts The post-2015 MDGs agenda is calling for renewed support to • I will continue to do more studying higher education, as well as to and networking with relevant fragile, conflict and/or violence- experts and institutions affected contexts. These two goals can be integrated. Universities, for example, can support both the national and international development agenda, especially in the education sector. The issues to be addressed are complex and require on-going learning, best sustained by local actors: researchers, evaluators, policy makers, program designers and implementers. Thus, increasing the production of knowledge within universities in the global South is an imperative for any post-2015 development education agenda. April 2014 - The ERA Program Field Notes 5 In their words: Comments from the South Asia workshop participants Participants also spoke about the impact that they hope their resilience research will have. For Indra Mani Rai, a PhD student at Kathmandu University School of Education and member of the Nepal Country team, this requires recognizing the role of individual academics and HE institutions and actively supporting them to meet their potential: I’m planning that at one of the levels I am conducting my PhD research, resilience will be the main aspect. Then I would like to build up my expertise in this field because it’s new for us in South Asian countries and we don’t talk much about resilience. Also we can guide our students to conduct research on these aspects, because it’s a new and interesting area and can help us to explore the risks and how people are coping and how they can solve problems themselves. Also it goes beyond this to policy makers and making community members aware. That’s why it’s interesting for us …The University needs to be seen as one level of stakeholder…We can try to publish our study in local journals and through the university and, well, as many journals as we can! If we can achieve a certain standard of work then we can advocate through additional medias and at the international level as well. Indra Mani Rai, PhD Candidate at Kathmandu University School of Education (Pictured right, below) This potential was underscored when the University of Kathmandu School of Education hosted an additional half-day conference on Resilience theory and Transformative mixed methods following the main RES-Research workshop. The sessions, faciliated by the ERA team and the Nepal country team, reached a much wider audience of Masters and Doctoral students, most of who also work in the education sector while completing their studies. Ramesh Neubane, MPhil student in Curriculum Management and Instruction, and Ushakiran Wagle, MPhil student in English Language Education, participated in this conference and had the following to say about the utility of the topic and approach for their professional development: I’m writing my research proposal right now so learning about ontology, epistemology and all those things, as well as how to apply that in my research was really helpful for me. Especially on the question of how to ‘know’ my participants: I learned a lot from this. I think the idea of resilience will work [for my research] because I’m planning to conduct my research on teacher training and how knowledge and the discourse that is being generated in training halls will affect learning after they are teachers. So the theory of resilience is very useful. Ushakiran Wagle, MPhil Candidate at Kathmandu University Whenever we try to include ‘context’ in our research we see the value of this. It works much better than ‘one-size fits all’ coming from the centre ... Even here in Nepal, if we are sitting in Kathmandu planning for Jumla Humla [an area in Nepal] that RES-Research participants Indra Mani Rai (right) won’t work! So the most important and Suresh Gautam (left), PhD Candidates at Kathmandu University School of Education. thing for me is that if I want to plan for Jumla Humla I have to go there and be with the local people, hear their voices and afterwards bring together all those ideas they have before implementing the plan I have made. That theoretical lens— the histories of the area—is most important. Ramesh Neubane, MPhil Candidate at Kathmandu University 6 April 2014 - The ERA Program Field Notes