Theory-Driven Learning Agendas for Education in Emergencies—How to Best Test and Design for Impact (Roundtable)

The bulk of evidence available about what works to improve education outcomes in development settings hasn’t yet translated into improved outcomes for students affected by conflict and crisis. Key aspects of the causal pathways in development settings vary in conflict and crisis settings, and we may need to use adapted theories of change to drive impact in education in emergencies programs. Three donors will each share one theory of change in a specific outcome area with nascent or little research in conflict or crisis settings, and invite discussion and feedback about how to best build theory-driven learning agendas.