Citation

Boothby N, Mills AL, Sharon Y, Salvatory S
In: Psychological Perspectives on Understanding and Addressing Violence Against Children: Towards Building Cultures of Peace. Hecker T, Masath FB, Ssenyonga J, Nkuba M, Hermenau K, Moeschberger SL, Miller-Graff L; eds. (2022). New York, NY, USA: Oxford University Press,

DOI

10.1093/med-psych/9780197649510.003.0012

URL

https://doi.org/10.1093/med-psych/9780197649510.003.0012

ISBN

978-0-19-764951-0

Abstract

This chapter provides preliminary findings on a group of war-affected children and youth who attempted to restart their schooling by enrolling in accelerated education programs (AEPs) in insecure, rural communities in the Democratic Republic of the Congo and in an internationally subsidized refugee camp in Tanzania. Two cohorts of learners in AEPs (cohort 1, N = 841; cohort 2, N = 633), aged 10 to 17 years, were randomly selected from a list of eligible children. Over the course of 4 years, the educational outcomes and academic progress of students enrolled in the AEPs were examined. The present study found significant progress in reading, comprehension, and math skills among students who were able to complete one or more years of the AEPs. The overall reach and impact of the AEPs were diminished due to high attrition rates from the AEPs. Recommendations for future research are discussed.

Language: en