JUNE 2023 - Crisis-Affected Children and Adolescents in Need of Education Support:

Goals and research questions The goal of this research is to update the 2022 ECW estimates of a) the number of out-of-school children in emergencies (OOSCiE) from age 3 to the end of the secondary cycle; and b) the number of school-aged, crisis-affected children and adolescents who, despite attending school, do not meet minimum proficiency levels and hence need educational support. [...] • Justify and advocate for targeted action on crisis-affected children and adolescents in need of educational support, especially in the case of forgotten and protracted crises; • Monitor trends in the number of OOSCiE over time and types of crises (i.e., conflicts); • Identify data gaps and promising practices in the generation of data and evidence specific to the “education in emergencies and pr. [...] In each crisis setting, the proportion of learning-deprived students is calculated as the maximum between the percentage of students not achieving MPL in reading and the percentage of students not achieving MPL in mathematics in each dimension 8. [...] Methodological Updates 13 Crisis-Affected Children and Adolescents in Need of Education Support: New Global Estimates and Thematic Deep Dives Following the logic described in 2022 estimates, in Malawi, Mexico, and Zambia we calculate a “learning-in- crises” premium by considering, for the calculations of A5 and A6, the value of SDG indicator 4.1.1 for children in the bottom quintile of the wealth. [...] Thematic deep dives on education in crises 4.1 Climate change and education outcomes: overlapping and compounding risks To assess the role of climate change as a driver behind changes in the numbers of crisis affected children and adolescents in need of education support, we analyze the evolution of the number of children via ISI and the UNICEF Climate Change Resilience Index (CCRI)21.