Interest groups include Teachers, policymakers, actors in the education sector, and students
Products: Policy briefs, infographics, teaching Manuals, and curriculum.
Translation include: Policy briefs to target researchers and policy makers, curriculum development on counselling support and leadership, and training manuals for the teachers
Beneficiaries would include various stakeholders like teachers, learners, parents, community and so on while products would include curriculum, learning materials and so on
The beneficiaries include the research team,students, policy makers,and the donor.
the translated product may include conference presentation,videos, trainings and programs
The beneficiaries include the research team, fellow researchers, students, policy makers, and the donor.
the translated product may include conference demonstrations, workshops , presentations,videos,
The educators and early education curriculum developers, policy makers in eduction sector would be some of the target audience.
Early education curriculum and policy briefs would be some of the translation products
Schools, teachers, parents, students, government agencies/institutions will be interested this finding. It will be important to work with all these stakeholders to translate the finding in a product that can be implemented to help the students.
Developing a counselling manual and a school counselling program where counselling services are offered in addition to the teaching curriculum are some of the ways this finding can be translated into an end product that will be useful especially for the students.
The early education experts including care givers, parents and policy makers in the education sector are important beneficiaries.
Other translated products could include charts to be hanged on the wall and education materials that facilitate easy learning as identified by the researchers.
1. The program will benefit individuals and organizations involved in curriculum developments.
2. Parents and their wards.
3. Education Policy makers to guide future projects.
Beneficiaries: School Administrators, and parents, curriculum developers and policy makers in education.
Products: Curriculum, teachers’ training guides etc
The school administration and the parents would most benefit.
Presentation and live demonstration of results.
Shared responsibility: administration include in their policy this position and have parents share cost.
Primary Audience: School Administrators in Conflict Areas, they are vital stakeholders responsible for implementing educational interventions. They must know about effective counseling support programming and the curriculum to enhance learning outcomes in conflict areas.
Secondary Audience: Teachers play a crucial role in the learning process. They need information on adequate counseling support and the curriculum to implement it successfully in their classrooms.
Tertiary Audience: Parents and Caregivers of Students. Engaging them is essential for holistic support. They should understand the impact of counseling support on their children’s learning and how they can contribute to the process.
Quaternary Audience: Officials at the government level can influence educational policies. Informing them about the successful intervention and its outcomes can lead to potential policy changes or wider-scale implementation.
Quinary Audience: Donors and funding organizations are interested in supporting impactful projects. They need to know about the successful intervention to potentially invest in its expansion or replicate it in other conflict areas.
Senary Audience: Other NGOs and Research Institutions. Sharing findings with similar organizations fosters collaboration and knowledge exchange. Other NGOs and research institutions can benefit from the insights and contribute to the broader field of education in conflict zones.
By employing diverse dissemination strategies, the school counseling support program and curriculum can maximize their impact, ensuring that the knowledge and practices are effectively shared and implemented in various contexts. (1) workshops for school administrators and teachers: Hands-on training ensures that educators understand the implementation of the counseling support program and curriculum. (2) Develop webinars and online modules for remote accessibility. Reach a broader audience, including educators in geographically remote conflict zones. (3) Organize sessions for parents and caregivers in conflict-affected communities. Educate parents about the benefits of counseling support and how they can actively participate in their child’s learning journey. (4) Engage with government education officials through presentations and policy briefs. Influence educational policies to incorporate adequate counseling support in conflict-affected schools. (5) Submit research findings and success stories to academic journals. Contribute to the academic discourse and share insights with the broader educational community. (6) Partner with other NGOs working in similar contexts. Leverage existing networks and collaborate for broader dissemination and implementation. (7) Engage with local and national media outlets for coverage. Raise awareness about the successful intervention among the general public and potential donors. (8) Utilize social media platforms to share success stories and key findings. Reach a global audience and create a digital community interested in educational interventions in conflict areas.(9) Develop radio programs in local languages discussing the impact of counseling support. Reach communities with limited access to traditional forms of media, ensuring inclusivity.
Comments (36)
School counsellors who work with children and providing messaging to parents.
Some infographics that show particular situations that affect children’s learning.
-school teachers
-education policy makers
products could include
training manuals and policy briefs
School counsellors who work with children and providing messaging to partners
-Education policymakers,
-Teachers
-School children and their parents/guardians.
-Local changemakers/elders
Translation products can be
-Policy briefs for policymakers
-Training Manuals
-curriculum
Policymakers and councilors
Beneficiaries: School teachers and students; policy makers.
Products: Teaching manuals, curriculum
Interest groups include Teachers, policymakers, actors in the education sector, and students
Products: Policy briefs, infographics, teaching Manuals, and curriculum.
interest groups include educators, students ,parents and government
The stakeholders here include the students, parents and guardians, schools, lecturers/teachers to mention
Translation include: Policy briefs to target researchers and policy makers, curriculum development on counselling support and leadership, and training manuals for the teachers
Beneficiaries would include various stakeholders like teachers, learners, parents, community and so on while products would include curriculum, learning materials and so on
the beneficiaries are those involved in teaching and learning
products can be manuals, fliers, policy briefs, trainings
The beneficiaries include the research team,students, policy makers,and the donor.
the translated product may include conference presentation,videos, trainings and programs
The beneficiaries include the research team, fellow researchers, students, policy makers, and the donor.
the translated product may include conference demonstrations, workshops , presentations,videos,
1. Students/Wards/teachers will benefit.
2. The products are training guides/manuals, workshops, and seminars/conference proceedings.
Both the researchers and the end users will be benefitted with the deep collaboration
Schools which are established in conflict areas
benefit: student
product : manual
The educators and early education curriculum developers, policy makers in eduction sector would be some of the target audience.
Early education curriculum and policy briefs would be some of the translation products
Schools, teachers, parents, students, government agencies/institutions will be interested this finding. It will be important to work with all these stakeholders to translate the finding in a product that can be implemented to help the students.
Developing a counselling manual and a school counselling program where counselling services are offered in addition to the teaching curriculum are some of the ways this finding can be translated into an end product that will be useful especially for the students.
Audience: School counsellors, teachers, and students
Activity: Creating platforms for counsellors to meet students
Those with interest in this finding: – Education policy makers
Those who will benefit: Early grade learners in conflict areas
Translation product: A counselling Support Curriculum for early graders in conflict areas
The early education experts including care givers, parents and policy makers in the education sector are important beneficiaries.
Other translated products could include charts to be hanged on the wall and education materials that facilitate easy learning as identified by the researchers.
Target Audience:
1. Unemployed youth
2. Returnee youth migrants
3. Vulnerable women youth
Who will benefit – School Counsellors, students/parents, teachers
Who will be interested – NGO, Researcher, Donors, Policy maker
Translational products – Manuals, Videos, Blogs, Policy briefs, presentations and peer-reviewed publications, flyers
1. The program will benefit individuals and organizations involved in curriculum developments.
2. Parents and their wards.
3. Education Policy makers to guide future projects.
Research organization will benefit and community awareness camps and counselling desks will be effective.
Interested parties
1. school managers
2. education policy makers
products
1. policy brief/ recommendations
2. guidebook/ manual on the effective counselling method
Interest in = NGO; Benefit = Research institution; Translation product = Video
Policymakers, curriculum developers, individuals, and organized institutions will benefit.
Beneficiaries: School Administrators, and parents, curriculum developers and policy makers in education.
Products: Curriculum, teachers’ training guides etc
thanks
Interested parties could be:
Curriculum developers, School Counseling Units, Policy makers and Implementors
Proposed Translation Products may include:
Policy Recommendations
Conference Presentations
Training
The school administration and the parents would most benefit.
Presentation and live demonstration of results.
Shared responsibility: administration include in their policy this position and have parents share cost.
Primary Audience: School Administrators in Conflict Areas, they are vital stakeholders responsible for implementing educational interventions. They must know about effective counseling support programming and the curriculum to enhance learning outcomes in conflict areas.
Secondary Audience: Teachers play a crucial role in the learning process. They need information on adequate counseling support and the curriculum to implement it successfully in their classrooms.
Tertiary Audience: Parents and Caregivers of Students. Engaging them is essential for holistic support. They should understand the impact of counseling support on their children’s learning and how they can contribute to the process.
Quaternary Audience: Officials at the government level can influence educational policies. Informing them about the successful intervention and its outcomes can lead to potential policy changes or wider-scale implementation.
Quinary Audience: Donors and funding organizations are interested in supporting impactful projects. They need to know about the successful intervention to potentially invest in its expansion or replicate it in other conflict areas.
Senary Audience: Other NGOs and Research Institutions. Sharing findings with similar organizations fosters collaboration and knowledge exchange. Other NGOs and research institutions can benefit from the insights and contribute to the broader field of education in conflict zones.
By employing diverse dissemination strategies, the school counseling support program and curriculum can maximize their impact, ensuring that the knowledge and practices are effectively shared and implemented in various contexts. (1) workshops for school administrators and teachers: Hands-on training ensures that educators understand the implementation of the counseling support program and curriculum. (2) Develop webinars and online modules for remote accessibility. Reach a broader audience, including educators in geographically remote conflict zones. (3) Organize sessions for parents and caregivers in conflict-affected communities. Educate parents about the benefits of counseling support and how they can actively participate in their child’s learning journey. (4) Engage with government education officials through presentations and policy briefs. Influence educational policies to incorporate adequate counseling support in conflict-affected schools. (5) Submit research findings and success stories to academic journals. Contribute to the academic discourse and share insights with the broader educational community. (6) Partner with other NGOs working in similar contexts. Leverage existing networks and collaborate for broader dissemination and implementation. (7) Engage with local and national media outlets for coverage. Raise awareness about the successful intervention among the general public and potential donors. (8) Utilize social media platforms to share success stories and key findings. Reach a global audience and create a digital community interested in educational interventions in conflict areas.(9) Develop radio programs in local languages discussing the impact of counseling support. Reach communities with limited access to traditional forms of media, ensuring inclusivity.