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Pop-Up Learning is about bringing education to the hardest to reach children 

By bringing together refugee communities and innovative technology developers we believe we can create more opportunities for children to excel.

OUR PROGRAMS

The International Rescue Committee (IRC) works across 20 countries to provide children, youth and adults with safe, quality educational opportunities that help them learn the skills they need to survive and thrive. In 2018, the IRC committed to finding new ways to improve education access for the hardest to reach children in times of crisis and displacement. Out of this effort, Pop-Up Learning was born. 

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Pop-Up pairs personalized game-based learning software with thoughtful facilitation and low cost mobile technology so that learning can happen anywhere, at any time.

 

We call this Autonomous Learning - when students engage independently in learning activities where a skilled teacher is not available.

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During Pop-Up, caregivers and community members provide basic facilitation support, maintain technology and keep children accountable and engaged.

 

Homes, community centers and schools provide a safe and quiet place for children to gather and learn. Solar charging allows learning to continue even when basic infrastructure is not available.

 

Further, intermittent connectivity using basic SIM cards or wifi, while not required for learning, allows remote tracking of children's progress and  us understand how much progress they are making.

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WHAT PEOPLE SAY

We tell our friends. '"Yes, our children are learning games, but they are learning through games. Our children don’t ever want to leave"

— Caregiver

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Building flexible solutions

Reaching children at scale requires solutions that can easily adapt to the variety of contexts in which we operate. We identify and test program components that support personalized game-based learning in a variety of contexts.

Pop-Up Learning Bangladesh

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Home-based learning for out-of-school children fleeing violence

Building on our pilot completed in April 2020, we will improve the delivery model, reduce costs and test the impact and cost-effectiveness of a supplemental education program for children transitioning to formal school.

Pop-Up Learning Tanzania

Home-based learning for last-mile learners affected by COVID-19

In January 2021 we launched the Pop-up Learning Tanzania pilot with  children in Tanzania host communities. We will learn how to support children and caregivers learning at home during COVID-19 school closures when face-to-face contact is not possible. We will also learn about the cost-efficiency of this model.

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Pop-Up Class Tanzania

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Supplemental after-school learning for

under-performing children 

In September 2020 we launched the Pop-Up Class Tanzania pilot with Congolese refugee children in the and chidlren in Tanzania host communities. We will learn if the impacts achieved by similar programs in stable contexts can be achieved in crisis contexts when program components such as language of instruction, facilitation, and learning time and location are changed. We will also learn about the cost-efficiency and cost-effectiveness of this model.

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Displaced children have disproportionately low access to education opportunities

 

33 million children are displaced from their homes because of humanitarian crises. Almost 40% of those children do not have access to formal education. Even when formal schooling is available, many leave school without the skills needed to calculate the correct change from a transaction, read a doctor’s instructions, or interpret a political campaign promise—let alone build a fulfilling career or educate future generations.

What happens at the onset of a crisis can affect children’s learning outcomes for years to come

Time Out of School

Emergencies leave displaced children out of school for months or even years, severely impacting their ability to gain basic literacy and numeracy skills and succeed later in life

Teacher Availability

There is a lack of professional teachers in crisis contexts that greatly affects education quality and training takes time and resources. 

Classroom Availability

Space and funds for permanent classrooms are limited, especially at the onset of a crisis when other needs are being provided for. Even when formal schools are established, quality remains a challenge. 

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Testing Pop-Up

 

In April 2019, the Airbel Impact Lab launched the Pop-Up Learning pilot program with Rohingya refugees in Bangladesh to evaluate whether and how tablet-based autonomous learning programs could help address access and quality issues in contexts where large numbers of children have been displaced and traditional schooling options are not available.  

 

Findings from the Pop-Up pilot study provided evidence that localized, tablet-based, learning software is a feasible and potentially cost-effective solution to help displaced out-of-school Rohingya children acquire foundational literacy and numeracy skills.

 

The findings from the pilot were encouraging, and further research needs to be done to assess long-term impact, as well as find more cost-efficient models for scaling.

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Growing evidence in crisis contexts

The Pop-Up portfolio of projects builds on the great work done by our peers in stable contexts. 

 

A strong body of evidence now exists to support the effectiveness of personalized game-based learning applications in improving mathematics outcomes for in-school children in high income settings such as the US and the UK, while evidence is growing in middle and low income countries such as Tanzania, Sudan and Malawi. New research conducted by Imagine Worldwide also demonstrates statistically significant gains in literacy over a longer time period in Malawi and a new study in Brazil shows positive literacy impacts at bi-lingual immersion schools. 


The Global Learning XPrize in Tanzania was the first to demonstrate positive literacy and numeracy impacts of personalized game-based learning programs for out-of-school children.

 

We aim to add to this body of work by providing rigorous impact evidence for personalized game-based learning programs in crisis contexts specifically targeting out-of-school and underperforming children. We will fill key evidence gaps to understand if learning impacts of personalized game-based learning programs found in more stable contexts persist when key program components are altered. Specifically, we want to know if learning outcomes persist in crisis contexts when the language of instruction is not the child’s first language, if caregivers and other adults facilitate learning sessions instead of trained teachers, and when learning sessions take place outside of the regular school schedule and in homes or in centers rather than the classroom. 

 

We also aim to provide much needed cost-effectiveness research that determines whether  the Pop-Up model is worth the cost. 

   

 

1 See Outhwaite et. al., Outhwaite et. al., Education Endowment Foundation

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Looking forward

In the next 2 years, we will continue to build out Pop-Up Learning for children who are out-of-school or seeking stop-gap or supplemental learning support at home and also invest in Pop-Up Class, a new program delivering supplemental after-school learning. We will further optimize the Pop-Up model and provide the needed learning outcomes and cost-effectiveness data to reach scale through local distribution channels. 

 

At the same time, we will continue to identify emerging technology, content, learning methods, and distribution models for scale. We will run local design sprints in 2-3 contexts to design and test emerging models that support personalized game-based software for last-mile learning.

Ruma's Story

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The Myanmar Curriculum is Ruma’s only education option and without the help of a program that bridges her current skills to the curriculum, she is more likely to drop out. Three years after arriving in Bangladesh , children still need Pop-Up to help them catch up from COVID-19 school closures and succeed in the Myanmar Curriculum.  Pop-Up helps meet Ruma’s needs at the onset of a crisis and throughout her learning journey. 

Our partners build innovative learning technologies and help us drive towards scale

We are proud to work closely with our partners including: 

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Imagine Worldwide serves as a key partner providing design, research, technical support, and ongoing thought partnership.

Enuma, creators of Kitkit School 

War Child Holland, creators of Can’t Wait to Learn

Onebillion, creators of onecourse