Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study
Recently, the World Bank (2023–2024) conducted a comprehensive feasibility study to assess the potential of implementing open school models for adolescents aged 12 to 16 from nomadic, refugee and internally displaced populations from countries on the Fragility, Conflict and Violence (FCV) list, wit...
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| Format: | Article |
| Language: | English |
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University of the Free State
2025-06-01
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| Series: | Perspectives in Education |
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| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/8299 |
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| author | Karen Ferreira-Meyers Frederico Carvalho Sarah Kleinmann Maria Barron Rodriguez |
| author_facet | Karen Ferreira-Meyers Frederico Carvalho Sarah Kleinmann Maria Barron Rodriguez |
| author_sort | Karen Ferreira-Meyers |
| collection | DOAJ |
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Recently, the World Bank (2023–2024) conducted a comprehensive feasibility study to assess the potential of implementing open school models for adolescents aged 12 to 16 from nomadic, refugee and internally displaced populations from countries on the Fragility, Conflict and Violence (FCV) list, with particular focus on the following five countries from the Sahel region: Burkina Faso, Mauritania, Chad, Mali and Niger. The study employed a mixedmethods approach combining desktop research and quantitative assessments to gather data from diverse contexts, including remote and conflict-affected areas while exploring appropriate technological solutions and Artificial Intelligence (AI) applications. The findings present a compelling case for adopting and scaling open-school models to provide inclusive educational opportunities for crisis-affected adolescents, highlighting that participatory, learner-centred approaches foster ownership and motivation among learners. At the same time, culturally relevant curricula contribute to increased retention and improved learning outcomes. The study identified key implementation factors, including community engagement, comprehensive teacher training, contextually relevant learning materials and strategies for overcoming logistical and infrastructural barriers in remote areas, demonstrating how these models could help FCV countries progress toward Sustainable Development Goal 4 (SDG 4) by addressing the significant barriers marginal groups face in accessing traditional education systems.
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| format | Article |
| id | doaj-art-dd9e2a8bd97f45aeb6a70cbdd18b7e22 |
| institution | DOAJ |
| issn | 0258-2236 2519-593X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj-art-dd9e2a8bd97f45aeb6a70cbdd18b7e222025-08-20T03:22:09ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2025-06-0143210.38140/pie.v43i2.8299Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility studyKaren Ferreira-Meyers0Frederico Carvalho1Sarah Kleinmann2Maria Barron Rodriguez3University of Eswatini, EswatiniWorld Bank Group, United StatesWorld Bank Group, United StatesWorld Bank Group, United States Recently, the World Bank (2023–2024) conducted a comprehensive feasibility study to assess the potential of implementing open school models for adolescents aged 12 to 16 from nomadic, refugee and internally displaced populations from countries on the Fragility, Conflict and Violence (FCV) list, with particular focus on the following five countries from the Sahel region: Burkina Faso, Mauritania, Chad, Mali and Niger. The study employed a mixedmethods approach combining desktop research and quantitative assessments to gather data from diverse contexts, including remote and conflict-affected areas while exploring appropriate technological solutions and Artificial Intelligence (AI) applications. The findings present a compelling case for adopting and scaling open-school models to provide inclusive educational opportunities for crisis-affected adolescents, highlighting that participatory, learner-centred approaches foster ownership and motivation among learners. At the same time, culturally relevant curricula contribute to increased retention and improved learning outcomes. The study identified key implementation factors, including community engagement, comprehensive teacher training, contextually relevant learning materials and strategies for overcoming logistical and infrastructural barriers in remote areas, demonstrating how these models could help FCV countries progress toward Sustainable Development Goal 4 (SDG 4) by addressing the significant barriers marginal groups face in accessing traditional education systems. https://journals.ufs.ac.za/index.php/pie/article/view/8299adaptive learningartificial intelligence (AI)crisisaffected adolescentsinclusive educationopen-school models Sahel region |
| spellingShingle | Karen Ferreira-Meyers Frederico Carvalho Sarah Kleinmann Maria Barron Rodriguez Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study Perspectives in Education adaptive learning artificial intelligence (AI) crisisaffected adolescents inclusive education open-school models Sahel region |
| title | Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study |
| title_full | Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study |
| title_fullStr | Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study |
| title_full_unstemmed | Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study |
| title_short | Open-school models for crisis-affected adolescents: Findings from a World Bank Feasibility study |
| title_sort | open school models for crisis affected adolescents findings from a world bank feasibility study |
| topic | adaptive learning artificial intelligence (AI) crisisaffected adolescents inclusive education open-school models Sahel region |
| url | https://journals.ufs.ac.za/index.php/pie/article/view/8299 |
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