Building the capacity of change makers
About our Programs
Our programs aim to generate actionable evidence, communicate and disseminate this evidence, and build the capacity of community actors, non-governmental organization practitioners, and policy makers to create pathways out of adversity for children and adolescents.
Strong Beginnings, in Haiti, serves as the GC-DWC’s flagship project and is at the forefront of cutting-edge, early childhood development interventions, as well as education policy, practice, and applied research in early grade literacy.
SHARE: Supporting Holistic and Actionable Research in Education
While progress has been made in recent years to conduct research that strengthens education systems in low-middle income countries (LMIC), there continue to be significant barriers to the utilization of education research to inform policy and practice. SHARE brings together education policy-makers, practitioners, researchers, and knowledge disseminators to ensure education research meets the needs of and is accessible to key stakeholders in education systems.
Be Well, Teach Well
Despite the global emphasis on improving student social and emotional learning outcomes, there is little attention paid to teachers’ well-being. Moreover, there are few validated, rigorous assessments of teachers’ well-being that can be adapted for low-resource and displacement contexts. If the global education community is truly committed to providing equitable, quality learning opportunities for students then more attention must be paid to teacher well-being, including how to assess and better support teachers’ well-being in low-resource and displacement contexts, like Uganda.
Developing a holistic education system that meets the complex needs of learners requires careful assessment of how both existing and potential activities align within a whole child development (WCD) approach. Project Sampoorna aims to build, operate, and replicate a WCD model of education in India through holistic systems engagement. The project envisions outstanding residential government education institutions that provide high-quality, holistic, and value-based education to marginalized children that is on par with the education of advantaged children and will enable social mobility and empowerment through a variety of curricular and extracurricular activities.
Haiti Salt Project
Lymphatic filariasis (LF) and Iodine Deficiency Disorders (IDD) are two serious health threats in Haiti. Transmitted by mosquitoes, LF is one of the most common disfiguring diseases in the world and can cause extreme swelling in the extremities. Left untreated it can also increase the risk of bacterial infections. IDD is the world’s leading cause of developmental brain damage. However, while LF and IDD are life-altering, they can be prevented with salt fortified with diethylcarbamazine-citrate (DEC) and potassium-iodate (KIO3). The Global Center for the Development of the Whole Child’s (GG-DWC) Haiti Salt Project (HSP) seeks to eliminate LF and prevent IDD in Haiti through the production and distribution of fortified salt.
Coping with Changes: Social-Emotional Learning Through Play
In response to COVID-19, the LEGO Foundation developed a capacity-building course for educators and caregivers to respond to uncertain situations and to support their own and their children’s social and emotional learning (SEL) through play. The course explores how educators and caregivers can leverage child and adolescent development knowledge and play-based learning to foster children and adolescents’ crucial social and emotional skills in times of crisis. The GC-DWC’s Dr. Nikhit D’Sa joins the LEGO Foundation as an expert instructor for the adolescent module of the course.
Imagine a setting in the Democratic Republic of the Congo (DRC) where 7 million children aged 6 - 17 are not in school (UNICEF) or in Tanzania where hundreds of refugees from Burundi flee each month to escape political violence and food insecurity (UNHCR). How can we best reach and support marginalized learners, and how can we integrate them into formal or vocational education?
As part of the Fostering Resilience Initiative, the GC-DWC wrapped up research projects in three countries—Kenya, Peru, and Colombia—in 2020. Additionally, we hosted our final Measuring What Matters Learning Partnership (MWM-LP) webinar in November, 2020. Read more about each of these projects by following the links below.