FINAL REPORT - LEARN Pilot Project (1)

Dominique Freire & Lainie Reisman
Education Consultants
An Outreach Model
to Advance Non-Formal Education
for Refugees.
‫لم‬ ‫ع‬ ‫ت‬
“Bilgi projesi”
Learning and
Empowerment
for
Adolescent
Refugees
in
Neighborhoods
(LEARN)
Mercy Corps,
September 2015

TABLE OF CONTENTS
TABLE OF CONTENTS.........................................................................................................1
EXECUTIVE SUMMARY.......................................................................................................3
The problem this project addresses: ...............................................................................4
The solution to this problem:..........................................................................................4
Overall objective of Learn project ...................................................................................6
I. INTRODUCTION...........................................................................................................8
.. THE EDUCATIONPROBLEMAND NEED FORNON FORMAL EDUCATION(NFE) APPROACHES
.........................................................................................................................................9
II.......................................................................................................................................9
III. THE SOLUTION: INTRODUCING THE LEARN MODEL................................................12
IV. LEARN MODEL DEVELOPMENT...............................................................................21
Barriers Regarding Refugees’ Access to Education.........................................................23
How Does Our Model Address These Barriers?..............................................................25
V. IMPLEMENTING LEARN .............................................................................................26
A. LEARN's Curriculum & M-Learning ...........................................................................26
B. LEARN’s Mobile Learning Theory..............................................................................27
C. Potential Partners....................................................................................................32
D. LEARN Roles & Responsibilities ................................................................................33
E. Way Forward/ Next Steps .........................................................................................35
F. Gantt Chart/Workplan .............................................................................................37

Learning and Empowerment for Adolescent Refugees in Neighborhoods (LEARN
2
G. Impact of LEARN......................................................................................................37
H. Budget....................................................................................................................38
I. Infographics..............................................................................................................38
VI. Conclusion.............................................................................................................39
VII. Appendices............................................................................................................39

3
“Education breeds confidence. Confidence breeds hope. Hope breeds peace.”
Confucius, Chinesephilosopher (551-479 BC)
EXECUTIVE SUMMARY
Pilot project
Learning and Empowerment
for Adolescent Refugees in Neighborhoods (LEARN)
Mercy Corps has been responding to the needs of urban refugees and Turkish
host communities since May 2014, placing a special emphasis on adolescent
development. This has largely been accomplished through its state of the art
“Malumat” center based in Gaziantep, Turkey. To better assist the needs of
adolescents, Mercy Corps commissioned the design of an innovative program
model for non-formal education1 for out-of-school adolescents (12-18 years
old) outlined in this report.
The challenges facing refugees in obtaining education in Turkey are
significant and include overstretched school and teacher capacity, variable
quality of instruction, instruction in a foreign language, lack of clarity in the
certification and accreditation processes, challenges in communicating with
1
1. Formal education is highly standardized, hierarchical, and often state-sponsored and mandatory curriculum, which
culminates in nationally and internationally recognized qualifications (UNESCO 2006). NFE covers all forms of
organized and intentional learning (e.g. Life Skills) outside formal primary, secondary, tertiary, and sometimes
vocational schooling.

4
Turkish education officials, perceived hostility in Turkish schools, competing
demands for contributing to family income, and difficulties in school
registration.
Refugee adolescents need a flexible and demand-driven alternative, until such
time as quality formal schooling in Turkey is a viable alternative for all youth
regardless of their age, gender, language skills,and gaps in schooling.
The problem this project addresses:
In Turkey only an estimated 27%-30% of
Syrian refugee children are in school, and
non-formal education for the most part, is
not provided for the children out-of-school
(UNICEF July 2015, A Lost Generation),
who are estimated at over 400,000 school-
aged children. Thus, refugee adolescents
are not developing their talents and skills
to achieve their full potential.
The solution to this problem:
There is much international evidence that
adolescents who are disconnected from
mainstream institutions and
opportunities are likely suffer significant,
often long-term, negative effects as they
enter adulthood. Many of these
Vulnerable refugee
adolescents not
engaging in productive
learning, thus not
fulfilling their potential.
Alternative, self-directed,
self-paced, neighborhood-
based education may be a
source of reconnection to
achieving their potential as
well providing a sense of
stability, advancement and
hope.

5
adolescents may reconnect to education and/or identify ways they can be
productive and creative if given the opportunity to do so through alternative
education strategies and settings.

6
Overall objective of Learn project
To better assist the needs of adolescent refugees and measurably increase the
learning & skills of 12-18-year-old adolescents and engage Syrian teachers,
parents, and broader community members in two communities in Turkey.
This prototype model will help overcome the acknowledged challenges by
providing refugees a range of learning options through a blended online and
in-person approach, accessed in the safety and convenience of their own
homes and immediate communities.
The Model
As per the infographic(full size in
appendix), the model has four main
components to support adolescent
refugees: continuous learning
provided in homes and local centers,
facilitated by Mobile Syrian teachers,
supported by learningmobile
education vans and by trained parents.

7
LEARN will provide self-paced, flexible learning opportunities for Refugee
refugee youth. By leveraging existing resources (e.g. Turkish municipal
centers) and available personnel (Syrian trained teachers), mobile
education vans staffed by Syrian teachers will support the adolescents in
their homes & virtually providing a range of content. This model is both
cost-effective and can be scaled up in other regions with limited additional
resources.
Outcomes for adolescent youth from the LEARN program will likely vary.
At a minimum, all youth will have re-engaged in active and structured
learning. In addition, some youth are likely to gain skills to improve future
livelihoods opportunities, access formal schooling opportunities, provide
support to family and community structures, and make more favorable life
choices moving forward.
Adolescent refugees’ continuouslearning will beprovided in homes and local
centers, facilitated by MobileSyrian teachers, supported by learning mobile
education vansand by trained parents.

8
I. INTRODUCTION
Building on learning and experience in Gaziantep and around the Middle East
region, and based on previous research conducted by Mercy Corps (“The
Most Vulnerable” Adolescents in Gaziantep Proactive Research to Ensure
Programming Responds to Their Needs, May 2015) that pinpointed the needs
of the most vulnerable adolescents, Mercy Corps has developed an innovative
education model to pilot in Turkey.
“LEARN” will provide self-paced, flexible learning opportunities cost-
effectively by leveraging existing resources, including Syrian teachers that will
support the adolescents to learn in their homes and neighborhoods and
existing Turkish municipal centers. The approach advocated here,
complements the Center-based services currently provided by Mercy Corps in
its Malumat Center (as well as centers sponsored by other NGOs) while
materiallyextending Mercy Corps’reach through mobile learning.

9
II. THE EDUCATION PROBLEM AND NEED
FOR NON FORMAL EDUCATION (NFE)
APPROACHES
Currently in Turkey, there are understandably huge efforts taking place to
support refugee children to return to formal schooling. But there is a gap in
provision for the group of particularly vulnerable, marginalized, adolescents
(est. 20%) who will never be able to return to formal school; given many
refugee adolescents work either outside or inside the home to support their
families.
For this ‘At Risk’ group, innovative and flexible learning methods are critical
to reconnect them back into society and prevent further marginalization.
While it is hoped many of these adolescents will transit back into education,
there is a proportion of these adolescents who are particularly vulnerable
(abused, traumatized, disabled, illiterate, stigmatized, marginalized, child
solders, child brides, child laborer, etc.) who struggle to achieve
developmental goals and are disconnected from institutions and systems-
including schools.
Many refugee youth, having been out of the educational system for years, are
unlikely to enroll in formal schools due to the age gap and/or need to provide
family income. Research shows these adolescents are vulnerable to further
failures and continued disconnection from society, often resulting in
lifelong economicand social hardship (Zweig 2003).

10
Thus, our project target population is extremely vulnerable adolescents (12-
18-year-old), marginalized, possibly working, out of a learning environment
for several years, potentially living with profound stress, disabled, unable to
engage openly in society – particularlyfor girls.
So this group is vulnerable, but why are they our focus? Refugee marginalized
adolescents ages 12-18 represent a critical cohort yet are among the most
underserved in the crisis response.
Yet, there is clear evidence of such ‘adolescents’ heightened susceptibility to:
neurological predisposition to fear, anxiety and depression, compounded by
ongoing violence, exploitation, discrimination, exclusion, isolation, alienation,
lack of access to education and daily survival challenges; and susceptibility to
risky behaviors and negative choices that can lead to long-term, irreparable or
grievous harm to self, family and community’ (MacPhail, Mercy Corps 2014).
We believe this model of learningcan help reduce adolescentsusceptibility.
Although the adolescents may never return to formal activities, they too
desperately need skills in order to survive and thrive in their new, unfamiliar
world.
The refugee adolescents need better access to alternative learning activities,
life skills training and skills-building delivered in a way that suits their
individualand differentneeds.
Furthermore, they need a much more flexible learning approach that is
compatible with their working schedules and accommodates the other
restrictions placed on their time and mobility.
They cannot always afford transport to centers, nor are many of them
confident enough or in the case of girls, allowed, to attend formal classes.
They need self-paced, neighborhood, flexible, interactive learning
opportunities.

11
This research and design complements Mercy Corps’ assessment on access to
information and services for refugees in Gaziantep. NFE is a relatively new
approach to addressing the needs of vulnerable refugee adolescents in Turkey.
The LEARN model will provide further information and data on successful
ways of reaching these underserved adolescents.
Our hope is that this model will be replicable and scalable within Turkey and
to similar contexts in Iraq, Lebanon and Jordan or wherever Syrian refugee
youth are based.
The ‘tailored’ nature of NFE is a unique and central quality that grants
educational access to those who require specific skills, knowledge, and/or
learning environments to overcome particular obstacles (UNESCO 2006). In
this regard, just like our vulnerable adolescent refugees, learners tend to be
different from those within the formal system and the specific activities and
format of NFE programs reflect this difference (UNESCO 2006). NFE is
important to any population without the ability or willingness to enroll in
formal schooling, for at its most basic level, education affords adolescents
hope, promotes psychosocial wellbeing and cognitive development, improves
self-reliance, and reduces the risk of recruitment into dangerous activities
(Sommers 2003; UNHCR 2009).

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III. THE SOLUTION: INTRODUCING THE
LEARN MODEL
Given how mobile refugee populations are technologically savvy adolescents
and the high penetration of technology within Syrian refugee homes in
Turkey (an estimated 90% own a connectable device) the integration of
technology-enabledinstruction is a logical and promising approach.
Furthermore, the use of self-study and group study facilitated by teachers
visiting homes takes into account both the learning needs, and the ‘profound
stress’ with which these Refugee adolescents are currently living in.
Moreover, our target population assessment indicated that refugee
adolescents are avid social media users (Skype, FB, WhatsApp, texting, etc.).
Social media provides adolescents both information and an essential form of
contact with friends and family displaced by the conflict.
The LEARN model has four key components: the mobile van, the Syrian
Teachers, the trained parents and the community centers, as evidenced in the
below image:
Mobile
Community
Activities Van
will visit
community to
provide teaching
& support
Syrian Teachers
facilitating learning in
the community
Adolescents will
also attend
Activities at existing
Community Centers

13
1. Mobile Education Van(s) with Teachers:
“Bringing services to those who aren’t coming to centers”.
These vans will provide mobilization, awareness,NFE
promotion, motivation, teaching, technology support
(tablets, large teaching screens, musical instruments, internetconnectivity,
etc.) in participants’neighborhoods.
By using the “community as a classroom,” advocates would argue, educators
can improve knowledge retention, skill acquisition, and preparation for adult
life because students can be given more opportunities and apply learning in
practical, real-life setting (Ref. Childhope Philippines – Street Education
Program 2005).
Furthermore, previous Mercy Corps Focus Groups (MC 2014) had found that
there are a limited number of public spaces where children and adolescents
can safely gather. The Van can help to facilitate safe public spaces and provide
security to such gatherings.
Our modelwill provide a student-centered,engaging experience.
The Refugee communities’ collaborative learning environment will enable the
proven best practices for student engagement, such as study groups, peer-to-
peer learning,and virtual and non-virtual class discussions.
LEARN Recruitment & Enrolment:

14
The Education Van will start by undertaking outreach/advocacy to enroll
pilot participants. Potentially 500 $60-devices will be provided to Group A,
the Intervention Group and Group B will use devices already existing in the
home.
2. Mobile Syrian Teachers/ Facilitators:
Syrians teachers lost their livelihoods in the conflict
and now many are working in menial laboring jobs.
LEARN would replicate the UNICEF model of using
Syrian “Volunteer” teachers and providing them the
nationallyagreedstipend (Ministry of National Education [MoNE]2014).
LEARN’s Mobile Syrian teachers will be trained in education management,
social media for activities, subject-teacher management and ‘at risk’,
‘Profound Stress’ motivation techniques. Particular attention will be paid to
helping teachers incorporate m-learning techniques intotheir pedagogy.
In terms of monitoring progress and academic achievement, course
management software can be loaded to tablets to aid teachers (e.g., in tracking
student progress and performance or even simple Microsoft Word files can be
stored on individual student’s: learning needs, family context, technology
available in the home, content choices, assessments, targets agreed as well as
any emerging problems).
All this data will be tracked to ensure individualized teacher support and a
means of tracking LEARN’s outputs.
All the evidence on m-learning highlights high attrition rates. Thus education
advocacy and sustained motivation will be a particular focal points for
LEARN.

15
"I had one ten year-old Syrian student who kept skipping Turkish class. It
took a long time until he was convinced that he needed to learn the language."
Ra’ed, teacher in a refugee camp in Turkey. (UNICEF 2015)

16
Effective Pedagogy & Key Skills for Teachers:
Digital education with experiential learning will promote the development of
collaborative, creative, and critical thinking skills. Adolescents will gain skills
enhancement with teamwork and communication as they build portfolios of
meaningful work and course content: first either Arabic literature or Turkish
language and then other subjects will follow depending on what the
adolescents themselves choose to learn.
Essentially the focus on guided non-formal learning (guided by trained
facilitators or educators) with tablets as a means of delivering content.
Teachers will learn that LEARN seeks to scale Mercy Corps impact using
mobile learningto reach vulnerable communities.
On our platform, adolescents not only have access to Turkish curriculum,
audio, video, flashcards, quizzes, etc. but they are also able to form teams with
peer refugees in their communities and work on ‘virtual’ class projects
together.
3. Parents/Guardians:
Parents play a vital role in the education of their
children. In fact, parent educational involvement has
been demonstrated to be a predictor of learning success
for all students, including students with disabilities.
Their involvement and encouragement can help a child excel. Parents will be
trained in how to support their children’s LEARN experience. As Refugee
children grow and heal, their parents do the same, and as a result, whole
homes and families are transformed intolearninghubs.

17
Parents will be actively included in LEARN both at enrolment and through an
Orientation Training and ongoing support from their adolescents’ allocated
teachers.
LEARN will provide information and ideas to families about how to help
students at home with study targets and other curriculum-related activities,
decisions, and planning.
Epstein's 6 Types of Involvement Framework and Sample Practices2
are a
useful guide and also used by UNICEF. The teachers will help families
identify and integrate resources and services from the community to
strengthen home programs, family practices, and student learning and
development.
4. Community Centers:
The Turkish Temporary Protection Regulation (Oct
22, 2014) makes provision for a wide range of
education services available to Syrian refugees,
including NFE programs, which are delivered through
2
Epstein, J.L., Coates, L., Salinas, K.C., Sanders, M.G., & Simon, B.S. (1997). School, Family, and Community
Partnerships: Your Handbook for Action. Thousand Oaks, CA: Corwin Press. The framework of six types of involvement
helps educators develop more comprehensive programs of school-family-community partnerships.

18
MoNE’s Directorate of Lifetime Learning & the Public Education Centers
(Halk Eğitim).
Registered refugees may attend Turkish language courses and skills training,
“hobby” courses (arts & crafts) and vocational courses offered by Halk Eğitim
free of charge.
During our assessments, Halk Eğitim centers were visited and Mercy Corps
has a temporary protocol agreement waiting the Gaziantep Halk Eğitim
Director’s signature.
NGO and government-funded centers can thus be leveraged and developed
further to meet these pilot participants’ needs and help bring learning together
for synergy and peer support.
For example, these Turkish public centers will need their course descriptions
and enrollment procedures interpreted for Arabic speakers and initial
advocacy between refugees and the Halk Eğitim centers will be necessary.
However, not only will this partnership open the doors to centers in
Gaziantep but potentially to the range of 980 centers run by Halk Eğitim
throughout Turkey.
Having refugee and Turks attending the same centers with encourage
community integration, enable opportunities for relationship-building and
build peer-support for continued learningand skills building.
5. Packaged curricula / content
LEARN will provide multiple options for adolescents to further engage in
learning including but not limited to Turkish language, Arabic literacy, life
skills, and financialliteracy.

19
LEARN will promote a range of options for the individual learner’s choice
(apps, websites, audio, video, interactive educational gaming, books,
workbooks, etc.).
Mobile learning can be used to diversify the types of learning activities
students partake in. Facilitators trained on course management and student
motivation techniques. Course management software will be loaded to tablets
to aid facilitators in tracking studentprogress and performance.
LEARN will not re-invent the wheel: as much as possible, Non-Formal
Education content will be delivered through existing Arabic and Turkish
programs such as: http://Nafham.com, UNRWA comprehensive self-learning
program (already adopted for all Refugee children, with lessons broadcasted
on the Agency’s satellite and YouTube channel), Khan Academy Lite (Some
content in Arabic), Arabic electronic and audio books, Arabic learning
podcasts, Skype classes, Learning Apps- e.g. language, literacy, print
materials: books, workbooks, posters, colorful flip-cards, educational games
and music).
UNHCR’s 2013 report, “SyriaCrisis: Schooling Interrupted” recommended
the ‘scaling up proven models such as home-based learning’to support
Refugee youth, this is exactly whatLEARN aims to do. Please see Section V
below for more details on the curriculum content.
6. Devices:
Digital Curriculum willbe pre-loaded on devices
(tablets and existing family devices)to be available
off-line.

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For participants with devices LEARN will provide content and Internet
financial support if needed, for participants without devices, LEARN will
provide a $60 tablet in order to participate in this pilot.3 In other words, to
make enrolment attractive, tablets will be lent to participants as a ‘hook’ to re-
engage disaffected adolescents
Mobile penetration in refugee homes in Turkey is high (est. 90% for basic
smart phone and/or device, UNHCR ‘14). Adolescents are active social media
users (Skype, FB, WhatsApp, texting).
Thus home-based learning with community support is ideal for this target
population. LEARN will provide options for mobile learning through a range
of devices. The pilot will test suitabilityof devices and determine bestfit.
3
The Dragon Touch Tablet M7 is a bestselling 2015 8GB + micro SD slot battery-life3.5 hours compact size, clear IPS
display, decent day-to-day performance, expandable storage, plenty of connectivity options including GPS and full
support for the latest Android 5 Lollipop which offers a range of new improvements for tablets.

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IV. LEARN MODEL DEVELOPMENT
The LEARN model was developed in partnership with local Turkish actors
(Ministry of National Education, Halk Egitme municipalities) and in
consultation with other actors (donors and implementers) in the education
sector (see Stakeholder Consultation Listin appendix).
The model integrates technology-enabled instruction, the use of self-study and
group-facilitated study while taking into account both the learning needs, and
profound stress with which Refugee adolescents live; and it is designed to be
replicable and scalable within Turkey and in similar contexts in Iraq, Lebanon
and Jordan.
In devising the Model, each of the four component parts (i.e. the use of
Turkish centers, Syrian Teachers, involvement of parents, mobile learning),
were assessed against a set of selection criteria previously devised by Mercy
Corps (Alfi & Tuchman, Mercy Corps 2015). i.e., criteria such as: Technical
and Organizational Feasibility, Political Acceptability and Gender Barriers.
These criteria and their assessment are defined in the table below:

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Learning and Empowerment for Adolescent Refugees in Neighborhoods
(LEARN) Component Assessment
Selection Criteria
For Our Chosen
Model
Description Analysis
Addresses Gaps To what extent does the
potential option address
programmatic gaps in the
field?
Gap for marginalized out-of-
school adolescents who won’t
be able to return to school
Organizational
Capacity
Does Mercy Corps have the
capacity required to initiate
and maintain the potential
option?
LEARN is builds on previous
MC research & technical youth
expertise in the region.
LEARN is particularly user-
friendly, self-paced and home-
based.
Mobile Learning has a high
attrition rate, interaction will
be vital to maintain interest.
Beneficiary
Acceptability
Would the potential option
be acceptable to
beneficiaries and their
families in terms of content
and format?
Risks What are the potential risks
the potential option may
expose adolescents and their
families to?
Political
Acceptability
Is the potential option
allowed in Turkey,
specifically under the
Ministry of National
Education? Is it politically
acceptable?
LEARN is in accordance with
the Temporary Protection
Regulation 2014, UN Country
Strategy & Turkish MoNE
policy.
Gender Equity Does the potential option
address the interests, needs,
and priorities of boys and
girls equally?
LEARN will seek to redress
the gender imbalance with
girls having less access to
learning given their need to
stay in the home. ‘E-learning is
accessible, equitable and
flexible for students
everywhere’ (UNESCO).
Overcomes Barriers To what degree would the
format and content of the
potential option be effective
There are many existing
barriers for Refugees to attend
school, as outlined in the list

23
in overcoming the barriers
to formal education
outlined above?
below with the strategy for
overcoming these barriers
outlined.
As we see, all components of the model are appropriate according to the
criteria outlined. But one area in particular warrants further analysis, as it
represents the most significant issue regarding education access for refugees:
overcoming the barriers.
Barriers Regarding Refugees’ Access to Education
According to Turkish law, the Temporary Protection Regulation (October 22,
2014), registered refugees have the right to schooling (grades 1-12). But
currently only about 30% of Syrian refugees are attending school, that means
nearly 400,000 children are out of school and at risk of exploitation and not
fulfilling their potential. So whatis keeping refugee youth out of school?
The most commonly reported barriers for Refugee refugees attending Turkish
schools according to our interviews and according to research undertaken by
NGO YUVA (Dorman 2014) are:
 Language: not knowing enough Turkish to participate or keep up with
peers in Turkish classrooms.
 Informal Child Labor: Refugee Adolescents have to work to earn
money for the household to survive.
 Additional Costs to schooling: Not having resources to pay for
scholasticmaterials;school transport, uniforms, etc.

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 Eligibility: lack of official registration, i.e. no UNHCR registration,
Turkish ID number 98/99 etc. Never having attended school (which
could render older children ineligible for formal schooling); Lack of
appropriate documentation, no school records, vaccination records, was
also raised as a barrier during focus group discussions with Refugees
(IMC 2014).
 Security Concerns: both concerns that children (especially girls) will be
harassed at school, or on their way to school fears of discrimination,
bullying, etc. and that a paper trail back to Assad regime is dangerous
for families.
 Societal/Families themselves: unclear of benefits of Turkish schooling
and beliefthat they will soon return to Syria.
 Adolescents’ loss of confidence: traumatic experiences have damaged
self-confidence which holds adolescents back from school.
 Poor Turkish school experience: some overcrowding, some Refugee
youth complaints of incident of bullying or mistreatment in Turkish
schools.
 Turkish Teachers: teachers lack specialist training in assisting
‘profoundly stressed’ children, teaching Turkish as a second language,
dealing with large numbers of refugee children unsure of their future,
thus their education feels indeterminate.

25
How Does Our Model Address These Barriers?
The barriers to refugee education in Turkey are not new. For example,
discussions at the ‘Education for All conference in Dakar’ presented “the
primary problem of education in emergencies as one of educational access”
e.g., access includes the scheduling of an educational program, location,
tuition and maintenance fees, and classroom space, to name a few
(Eschenbacher 2009: 2). But the advancement of technology and mobile
learning is new and can now be successfully harnessed to create flexible, safe,
cost-efficient and empowering education.
Furthermore, having adolescents enroll in LEARN’s alternative setting creates
a genuine opportunity to reach out to the vulnerable adolescents and address
needs whether they are related to their refugee status family environments,
educational problems, or health issues.
Provision of m-learning/digital learning at home or in the community and at
centers and having learning supported by Mobile Syrian teachers, parents,
mobile education vans and local centers should greatly enhance accessibility
for this hard-to-reach group.
The flexibility and adaptability of this neighborhood education project enables
youth to overcome the access barriers (financial, physical and psychosocial)
they face. The details of this innovative methodology are detailed below.

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V. IMPLEMENTING LEARN
A. LEARN's Curriculum & M-Learning
Promotion of a range of options for the individual learner’s choice (apps,
online syllabus, video, interactive educationalgaming, etc.
For Turkish language, sources include: Apps: Duolingo, Busuu, Quizlet, Speak
& Translate. Online Turkish learning for foreigners from Turkish Universities;
mobile technologies and approaches, i.e. Mobile Assisted Language
Learning (MALL), are also used to assist in language learning. For instance
handheld computers, cell phones, and podcasting (Horkoff Kayes 2008) have
been used to help people acquire and developlanguage skills.
Software: Rosetta Stone; UNHCR posters, books & resources; Turkish music
and soap operas. Next focus topic option could be reading: easy to do on own,
digital or hard copy, book group discussions.
Use of offline USB drives or some disks. Internet streaming can be costly and
slow in Turkey. Mobile books are typically easier to distribute, easier to
update, and, in some instances, more convenient than paper-and-ink
alternatives (UNESCO).
Turkish language learning will be included in LEARN. The International
Institute for Education Planning (2006: 12-13) explains, “learning or improving
competency in an international language increases self-esteem and
employability”. Similarly, UNHCR (2009) explains that learning the language

27
of a host state is a basic requirement – “for achieving independence and self
sufficiency as well as becoming partof the local community”
Therefore, Turkish language will be offered as a core course for all refugees,
later subject and theme-specific learning involves activities that foster civic
and peace education, psychological healing, human rights education,
environmental awareness, poverty reduction, financial literacy, health and
hygiene, nutrition, and social empowerment (Hoppers 2006; INEE 2006;) have
been found to be beneficial for refugee communities.
Furthermore, mobile learning can be used to diversify the types of learning
activities Adolescents partake in. Mobile learning can be used as a ‘hook’ to
re-engage disaffected adolescents. Other methods of delivery for NFE
activities in (ref. NFE Kampala 1999) include education through classrooms,
clubs, apprenticeships, and peer-to-peer learning.
B. LEARN’s Mobile Learning Theory
There are several documented benefits of m-learning for vulnerable
communities (Crescente, Mary Louise; Lee, Doris - March 2011, Saylor,
Michael 2012).
 Relativelyinexpensiveopportunities, as the cost of mobile devices are
significantlyless than PCs and laptops
 Multimedia contentdelivery and creation options
 Continuous and situated learning support
 Decreasein training costs
 Potentially a more rewarding learningexperience

28
However, these benefits are not without their accompanying challenges:
Technical challenges include:
 Connectivity and battery life (the Education Van will provide internet
and charging facilities)
 Screen size and key size[17] (i.e., adolescentmay tire of learningfrom a
small screen thus our plan to provide them with a range of learning
materials).
 Meeting required bandwidth for nonstop/fast streaming (off line
content, such as Khan Academy Lite will be used to ensure inclusion of
those without internetin the homes).
 Number of file/assetformats supported by a specific device (for
LEARN, tabletformatted contentwill be used or developed if needed)
Social and educational challenges include:
 How to support learning across many contexts[21]
 Existing Arabiclanguage technology to support a lifetime of
learning[22][23]
 Tracking ofresults and proper use of this information
 Personal and private information and content
 Disruption to adolescents working or undertakingfamilychores
 Risk of distractionwithin the home: overcrowded houses, some negative
coping behaviors.
Initiatives in educational software are appearing and are becoming more
comprehensive and sophisticated. The Foundation for LearningEquality has
developed an offline version of Khan Academy specificallydesignedfor
children. This allows low cost devices (such as the raspberrypi)to run the free

29
learning software through computer monitors, television screens and even
tabletcomputers where available.
Learning and Empowerment for Adolescent Refugees in Neighborhoods
(LEARN)
Khan Academy Lite (KA Lite) features and example deployment.
Credit: The Foundation for Learning Equality (FLE), source:
http://kalite.learningequality.org/content/kalite/
Along side traditional vocabulary lists and grammar rules, books, tapes and
CDs digital learning materials such as e-mail, video chats and social
networking for language learning (Livemocha/RosettaStone/ Busuu, etc.).
In addition, family friendly flashcard system of showing you an image of the
item or scene, and playing the sound of the word or sentence at the same time.
In sum curricula will include the items listed below.

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List of LEARN Curriculum Content to be tested in the Pilot
1. http://Nafham.com
2. Rachel
3. Inveno
4. UNRWA comprehensive self-learning program,alreadyadopted for all
Refugee children, with lessons broadcasted on the Agency’s satellite and
YouTube channel UNRWA TV, and a web-based Interactive Learning
Program (ILP). Khan Academy Lite (Some content in Arabic)
5. Arabicelectronicand Audiobook libraries-many free-Kindle library/
Amazon Prime unlimited: Can form refugee book groups (e.g. ‘I love to
Read’on Open Ideo Project in Jordan.
6. YouTube videos: documentaries, music, drama, life skillsstories, etc.
7. Arabiclearning podcasts
8. Skype classes
9. Apps- e.g. language (Duolingo, Busuu, LiveMocha, etc. literacy Apps)
10. Print materials: books, workbooks, posters, colorful flip-cards
11. Educational/Learning games
12. On-line music

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C. Potential Partners
Within the local non-formal education landscape in Turkey potential local
partners were identified through interviews and research and with whom
ideas and assessmentfindings were coordinated. These potential partners
were:
 ASAM: The Association for Solidarity with Asylum Seekers and
Migrants (ASAM) was established in Ankara on December 22, 1995 as
a non-governmental and non-profitorganization.
The main objective of ASAM is to develop solutions to the challenges
that refugees and asylum seekers encounter in Turkey and to support
them in meeting their basicand social needs.
 Mavi Kalem: Mavi Kalem has implemented local projects as well as
nationwide ones and has been a collaborator in some major national
projects. We have international collaborations and become one of the
members of international networks.
Primarily, it is among the components of women’s studies. Mavi
Kalem has studied especially with young people on projects of
voluntariness and it is among the accredited institutions of European
Commission’s program of EVS (European Volunteer Services).
It has interns within Turkey and from universities abroad and
organizes volunteer programs.

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 Destekhayata Support to Life (STL) bases its projects on an
assessment of the needs related to natural and man-made
disasters. The aim of relief operations is to transport goods of basic
need to the most vulnerable in the shortest time possible.
The major goal of relief projects is to save people’s lives and to
protect their rights for a dignified life.
More than delivering emergency relief items, STL meets medium and
long-term needs once the relief phase of the disaster is over. Detailed
needs assessment studies are conducted for the design and
implementation of comprehensive recovery projects.
STL works in the field of pyscho-social care, education, livelihood
support and capacity building duringthe recovery phase.
 The Mother & Child Education Foundation (AÇEV) was founded in
1993 and has been carrying out all of its educational activities aimed
at needy children and their families, including:
o Journey to Literacy Project
o FinancialLiteracyfor Women Project
o Literacy Project
o Child Reading Groups Project
o Empowering Young Women in Rural Areas
o Community Capacity Building in Preventing Violence Against
Women Project
o Don’t be Silent for Domestic Violence Project
D. LEARN Roles & Responsibilities

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The LEARN model’s main proposed roles and responsibilities of key partners
(Parents, Teachers, Adolescents, Centers, Project Coordinators)are as follows:
Roles & Responsibilities within the Pilot Learning and Empowerment for Adolescent
Refugees in Neighborhoods (LEARN)
TITLE MAIN RESPONSIBILITIES DELIVERABLES
Pilot
Manager
Overall responsibility for pilot
implementation. Adheres to Pilot
Implementation Plan. Ensures timeliness
Pilot report
Pilot M&E data
Training guidance & handouts for all
trainings
Technical
Assistance:
Youth,
Program,
Tech, M&E &
Curricula
Youth Lead: Ensures consistency of
approach, MC global resources used.
Programmatic- ensures Pilot supports
Country Strategy, M&E advices on
feasibility of indicators, collection
methods & M&E reporting. Tech:
Curriculum.
Weekly liaison & reporting to ensure
collaboration & success.
Train facilitators on content and
delivery, emphasizing course
management and student motivation
techniques;
Youth input rigorous and in line with
good practice evidence.
Strong programmatic management.
M&E rigorous & SMART
TECH, sustainable & appropriate to
the problem & curriculum evidence-
based
Local Pilot
Coordinator
Liaison with Turkish counterparts,
general coordination of pilot at local
levels. Contracting & Oversight of
Interpreters
Day-to-day coordination of LEARN
Mobile
Syrian
teachers
Maintain a virtual classroom of 15-20
students
Recruit adolescents and pilot test content
relevance and receptivity to delivery
mechanism.
Advocate for home schooling, support
parents & adolescents, teach the
curriculum, monitor progress
systematically using project M&E
framework

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Refugee
Adolescents
Work through curricula, care for device,
report to teachers
Report difficulties
Refugee
Parents
Support adolescents in achieving
learning targets
Engage with learners, allow time for
study
Community
Centers
Facilitate use by Refugees, provide
classrooms, certification.
E. Way Forward/ Next Steps
 Devise a comprehensive inventory of alternative approaches for
vulnerable adolescents, including alternative schools, NFE programs are
there in the country, including both public and private schools, and
nonprofit community-based organizations.
 Creation of a monitoring tool to review the extent of need relative to the
number of options available to adolescents.
 Use LEARN’s pilot to test the viability and evaluation the effectiveness
of the range of curriculum content listed above.
 Pilot Turkish adolescents from the neighborhoods as peer-tutors/
“language buddies” to assess the on-going value. As Mercy Corps
research indicates (The Most Vulnerable 2015), Young women—Syrian
and Turkish—could serve as mentors for girl-centered programming.
There are 86 Syrian and Turkish young women between the ages of 18
and 24 (54 Syrian, 32 Turkish) who could serve as mentors, volunteers,
or staff, and several women who live near the center that have
completed secondary school. Additionally, some already-married
women could also support programs and outreach efforts.

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 The pilot should focus on capturing lessons learned and iterating them
for the scale-up program within Turkey and the region.

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F. Gantt Chart/Workplan
The Gantt Workplan of prioritized activities for implementing the proposed
program including estimated timelines is included in the annex, as is the
Detailed Implementation Plan.
G. Impact of LEARN
The Pilot will impact100 adolescents directly, 5 teachers, 300 family members
indirectly 500communities – thus overall about1000 Syrian members. The
subsequent one-year program is expected to directly impact approximately
150 12-18-year-old youth and the investmentin technology, teacher training,
and community involvementalsofavorablyimpactan additional2,000
community members.
 The NFE Outreach is expected to directly impact 1500 12-18-year-old
adolescents
 50-80 Syrianand Turkish Teachers
 2000 parents
 2000 additionalcommunity members
Thus overall about 5550 members ofthe Refugee community.

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H. Budget
The budget for a full project of Learning and Empowerment for Adolescent
Refugees in Neighborhoods (LEARN) is estimated at $600, 000 (assumes 1500
student directly affected and 80 teachers trained).
However, we recommend a pilot for $95,000 of 80-100 Adolescents and 5
teachers to ensure all issues are ironed out before the roll-out.
For both detailed budgets please see Appendices.
I. Infographics
Two Infographics for LEARN have been developed to provide graphic visual
representations of the LEARN delivery mechanism and refugee pathway.
These are intended to present LEARN information quickly and clearly. Both
Infographics are in the appendices.

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VI. Conclusion
By creating and broadening the opportunities for learning, NFE bolsters the
central human capabilities of refugees and increases both what refugees are in
a position to do and to be – this is the very definition of living and functioning
in a “truly human” way (Nussbaum 2000:78).
Through education, a generation of children can access protective
environments, acquire knowledge and skills for the future, and contribute to
peace-building. When peace comes, children will be the ones to lead their
communities towards a brighter future – a task they can only shoulder if they
have been able to continue their education.
VII. Appendices
 Infographics
 Scope of work
 Stakeholder Consultation List
 Field Work research
 Technology platform
 GanttChart workplan
 Pilot Detailed Implementation Plan (DIP)
 Detailed Budget for LEARN’s Pilot (StartUp and Testing, USAID)and
Project (Transitioningto Scale)
 Bibliography

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For further details pleasecontact: Matt Streng or Jihane Naim xxx

FINAL REPORT - LEARN Pilot Project (1)

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