Sorry, you need to enable JavaScript to visit this website.
United Nations Department of Economic and Social Affairs Sustainable Development

EAA Innovation Development

Education Above All (
Non-governmental organization (NGO)
)
#SDGAction48533
    Description
    Description

    "Education Above All has proposed an innovative model for out-of-school adolescents using innovative technology to open recognized pathways for progression, while re-thinking how to support learners who are disconnected from qualified learning facilitators, such as teachers. By offering a hybrid learning model, the DSP aims to accelerate learning by supporting learners to learn anytime, anywhere, for any duration, starting from any level and progressing at an accelerated pace towards recognized pathways of their choice while reducing the dependency on teachers and traditional learning spaces. 465 million children worldwide could not be reached through online learning during the pandemic and their education was severely disrupted. Lack of screen-free resources and limited parental supervision were added barriers. Existing learning options were often inaccessible and didactic. IFERB was created to ensure high-quality, relevant, engaging, and tech-free learning continuity amidst crisis. IFERB features over 130+ week-long project-based learning resources, 100+ Math games, 50+ activities for children with special needs, 200+ Arabic storybooks, and 15+ monthly learning packages. It also hosts 8 unique modules for refugee children, such as 'Survival English', 'Host Country', etc. The resources are interdisciplinary, available in multiple learning levels for 2 to 16-year-olds, and mapped to 5 international curricula. EAA's Innovations team is committed to helping children access uninterrupted learning that is relevant, holistic and can be deployed in the event of an emergency. It is a collection of cost-free, low-resource requiring learning materials for different levels of learners for 4 – 16 year olds that have been designed specifically for children to learn in emergency contexts. It covers important skills and themes such as: i) Learning Survival English, ii) Integrating into your Host Country, iii) Acquiring essential Life Skills, iv) Developing Socio-Emotional Skills and v) Reinforcing Numeracy Concepts, all acquired through engaging project and play-based learning."

    Expected Impact

    DSP aims to create models that allow for free secondary education that is accredited and recognized. IFERB has reached 500,000+ learners in 11+ countries with 30+ pilot partners, including marginalized learners in refugee settlements, remote rural communities, and underserved urban contexts who demonstrated 18% learning progress with minimal supervision and resources. support for nearly 7000 Ukrainian refugees in Poland, 1000 refugees in Greece, and 2000 refugees in Afghanistan for short-term education programming. Development of video content to support Ukrainian refugee integration

    Partners

    Pratham Education Foundation, British Council Pakistan, Mantra4Change, EkTara, Lebanese Alternative Learning, Zambia Open Community Schools, Barefoot Foundation, Dignitas, Action Foundation. Teach for Morocco, War Child Yemen, Bharti Foundation , Yalda Hakim Foundation, Think Equal, PEI

    Additional information

    https://resources.educationaboveall.org/ https://resources.educationaboveall.org/index.php/refugee-response

    Goal 4

    Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

    Goal 4

    4.1

    By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes

    4.1.1

    Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex

    4.1.2

    Completion rate (primary education, lower secondary education, upper secondary education)

    4.2

    By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education

    4.2.1

    Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex

    4.2.2

    Participation rate in organized learning (one year before the official primary entry age), by sex

    4.3

    By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university

    4.3.1

    Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex

    4.4

    By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship

    4.4.1

    Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill

    4.5

    By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
    4.5.1

    Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated

    4.6

    By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy

    4.6.1

    Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex

    4.7

    By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development

    4.7.1

    Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment

    4.a

    Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all

    4.a.1

    Proportion of schools offering basic services, by type of service

    4.b

    By 2020, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
    4.b.1

    Volume of official development assistance flows for scholarships by sector and type of study

    4.c

    By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States

    4.c.1

    Proportion of teachers with the minimum required qualifications, by education level

    Goal 17

    Strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development

    Goal 17

    17.1

    Strengthen domestic resource mobilization, including through international support to developing countries, to improve domestic capacity for tax and other revenue collection

    17.1.1
    Total government revenue as a proportion of GDP, by source
    17.1.2
    Proportion of domestic budget funded by domestic taxes

    17.2

    Developed countries to implement fully their official development assistance commitments, including the commitment by many developed countries to achieve the target of 0.7 per cent of ODA/GNI to developing countries and 0.15 to 0.20 per cent of ODA/GNI to least developed countries; ODA providers are encouraged to consider setting a target to provide at least 0.20 per cent of ODA/GNI to least developed countries

    17.2.1
    Net official development assistance, total and to least developed countries, as a proportion of the Organization for Economic Cooperation and Development (OECD) Development Assistance Committee donors’ gross national income (GNI)

    17.3

    Mobilize additional financial resources for developing countries from multiple sources

    17.3.1

    Additional financial resources mobilized for developing countries from multiple sources 

    17.3.2
    Volume of remittances (in United States dollars) as a proportion of total GDP

    17.4

    Assist developing countries in attaining long-term debt sustainability through coordinated policies aimed at fostering debt financing, debt relief and debt restructuring, as appropriate, and address the external debt of highly indebted poor countries to reduce debt distress

    17.4.1
    Debt service as a proportion of exports of goods and services

    17.5

    Adopt and implement investment promotion regimes for least developed countries

    17.5.1

    Number of countries that adopt and implement investment promotion regimes for developing countries, including the least developed countries

    17.6

    Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation and enhance knowledge sharing on mutually agreed terms, including through improved coordination among existing mechanisms, in particular at the United Nations level, and through a global technology facilitation mechanism

    17.6.1

     Fixed broadband subscriptions per 100 inhabitants, by speed

    17.7

    Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms, including on concessional and preferential terms, as mutually agreed

    17.7.1

    Total amount of funding for developing countries to promote the development, transfer, dissemination and diffusion of environmentally sound technologies

    17.8

    Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism for least developed countries by 2017 and enhance the use of enabling technology, in particular information and communications technology

    17.8.1
    Proportion of individuals using the Internet

    17.9

    Enhance international support for implementing effective and targeted capacity-building in developing countries to support national plans to implement all the Sustainable Development Goals, including through North-South, South-South and triangular cooperation

    17.9.1

    Dollar value of financial and technical assistance (including through North-South, South‑South and triangular cooperation) committed to developing countries

    17.10

    Promote a universal, rules-based, open, non-discriminatory and equitable multilateral trading system under the World Trade Organization, including through the conclusion of negotiations under its Doha Development Agenda

    17.10.1
    Worldwide weighted tariff-average

    17.11

    Significantly increase the exports of developing countries, in particular with a view to doubling the least developed countries’ share of global exports by 2020

    17.11.1

    Developing countries’ and least developed countries’ share of global exports

    17.12

    Realize timely implementation of duty-free and quota-free market access on a lasting basis for all least developed countries, consistent with World Trade Organization decisions, including by ensuring that preferential rules of origin applicable to imports from least developed countries are transparent and simple, and contribute to facilitating market access

    17.12.1

    Weighted average tariffs faced by developing countries, least developed countries and small island developing States

    17.13

    Enhance global macroeconomic stability, including through policy coordination and policy coherence

    17.13.1
    Macroeconomic Dashboard

    17.14

    Enhance policy coherence for sustainable development

    17.14.1
    Number of countries with mechanisms in place to enhance policy coherence of sustainable development

    17.15

    Respect each country’s policy space and leadership to establish and implement policies for poverty eradication and sustainable development 

    17.15.1
    Extent of use of country-owned results frameworks and planning tools by providers of development cooperation

    17.16

    Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries

    17.16.1

    Number of countries reporting progress in multi-stakeholder development effectiveness monitoring frameworks that support the achievement of the Sustainable Development Goals

    17.17

    Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships 

    17.17.1

    Amount in United States dollars committed to public-private partnerships for infrastructure

    17.18

    By 2020, enhance capacity-building support to developing countries, including for least developed countries and small island developing States, to increase significantly the availability of high-quality, timely and reliable data disaggregated by income, gender, age, race, ethnicity, migratory status, disability, geographic location and other characteristics relevant in national contexts

    17.18.1

    Statistical capacity indicators

    17.18.2
    Number of countries that have national statistical legislation that complies with the Fundamental Principles of Official Statistics
    17.18.3

    Number of countries with a national statistical plan that is fully funded and under implementation, by source of funding

    17.19

    By 2030, build on existing initiatives to develop measurements of progress on sustainable development that complement gross domestic product, and support statistical capacity-building in developing countries

    17.19.1
    Dollar value of all resources made available to strengthen statistical capacity in developing countries
    17.19.2

    Proportion of countries that (a) have conducted at least one population and housing census in the last 10 years; and (b) have achieved 100 per cent birth registration and 80 per cent death registration

    Name Description

    A hybrid learning model combining the use of technology, community and educators.

    130+ Project-Based Learning Resources, 15 Learning Packages, Activity Bank for the Differently Abled, Refugee Response Packages

    Emergency response packages for 3 months education programming

    N/A
    No progress reports have been submitted. Please sign in and click here to submit one.
    False
    Action Network
    SDG Acceleration Actions
    Share
    FacebookTwitterLinkedIn
    Timeline
    01 November 2019 (start date)
    31 December 2032 (date of completion)
    Entity
    Education Above All
    SDGs
    Region
    1. Global
    Other beneficiaries

    adolescents and secondary level learners, marginalized learners in refugee settlements, remote rural communities, and underserved urban contexts. Refugees and displaced populations from Afghanistan and Ukraine

    Countries
    Afghanistan
    Afghanistan
    Greece
    Greece
    India
    India
    Kenya
    Kenya
    Lebanon
    Lebanon
    Morocco
    Morocco
    Pakistan
    Pakistan
    Poland
    Poland
    Sri Lanka
    Sri Lanka
    Sudan
    Sudan
    United States of America
    United States of America
    Yemen
    Yemen
    Zambia
    Zambia
    Contact Information

    Salwa, Head of Policy and Research