Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
7391878 | World Development | 2018 | 12 Pages |
Abstract
In a context of conflict and protracted crisis such as Darfur, promoting education requires a lot of external effort to ensure access and positive learning outcomes for all children, including children with disabilities. Our study shows poor basic cognitive learning outcomes for all children and the limited effectiveness of the protection of children in schools. Improving learning outcomes and mental wellbeing of vulnerable children in conflict, crisis and protracted crisis contexts require multilevel and multipronged interventions within and outside schools.
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Authors
Parul Bakhshi, Ganesh M. Babulal, Jean-Francois Trani,