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It frames resilience as a contextual, multifaceted process rather than an innate trait, emphasizing scalable and sustainable positive education outcomes. The brief reviews literature to address system resilience concepts, resilience of children and youth, resilience during COVID-19, resilience to climate change, and critiques of resilience, drawing on multiple academic and “gray” sources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evidence-for-system-transformation-brief-education-resilience-april-2024/585223/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evidence-for-system-transformation-brief-education-resilience-april-2024/585223.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the brief define education resilience?","Question",{"text":112,"@type":113},"It defines resilience as a process through which individuals and institutions overcome and transform significant risks to achieve positive education outcomes that are scalable and sustainable. It also highlights resilience as dynamic, contextual, and multisystemic rather than an innate trait.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the brief cover in its evidence review?",{"text":117,"@type":113},"The review focuses on system resilience, resilience of children and youth, resilience during COVID-19, resilience to climate change, and critiques of resilience. It draws on both peer-reviewed academic studies and “gray” literature.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is system-level coordination important for education resilience?",{"text":121,"@type":113},"The brief emphasizes that resilience outcomes depend on resources and support across the education system and interactions among environments such as households, communities, and national economies. It argues that plans should encourage ministries to coordinate internally and align efforts across levels and sectors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585223,1792175817,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":26,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","EVIDENCE FOR SYSTEM TRANSFORMATION BRIEF  \nEDUCATION RESILIENCE  \nApril 2024  \nThe Global Partnership for Education (GPE) publishes background papers to disseminate the findings of work in progress and encourage the exchange of ideas about development issues. This is part of a larger effort by the GPE Secretariat to provide open access to its analytical work and contribute to discussions about evidence in education. The authors of the papers should be cited. The findings, interpretations, and conclusions expressed in this paper are entirely those of the authors and do not necessarily represent the views of GPE and its affiliated organizations, or those of the GPE Board of Directors or the governments they represent.  \nAcknowledgments  \nThis brief was drafted by Jo Kelcey, Bassel Akar and Meredith Bouvier under the guidance of Anna-Maria Tammi, Ramya Vivekanandan and Raphaelle Martinez. An earlier version was reviewed by Javier Luque and Nilse Ryman from the Global Partnership for Education Secretariat and external experts Chris Berry (Foreign, Commonwealth & Development Office, United Kingdom), Peter Darvas (World Bank), Dean Brooks ( Inter-agency Network for Education in Emergencies), Neven Knezevic (UNICEF), Leonora MacEwen (UNESCO International Institute for Educational Planning) and Marla Petal (Save the Children) .  \nIntroduction  \nGlobally, education policies and programs are embracing the concept of resilience to help education systems respond to and recover from crises (for example, UNESCO 2021; UNHCR 2017; UNICEF 2021; USAID 2020b). Resilience is a core objective of GPE 2025, the Global Partnership for Education (GPE) strategic plan for 2021–25 that seeks to“accelerate access, learning outcomes and gender equality through equitable, inclusive and resilient education systems fit for the 21st century”(GPE 2022). Given the multiple, overlapping crises and risk factors to education systems, including new conflicts and protracted crises, natural hazards, climate change and environmental degradation, recovery from COVID-19 losses and economic shocks such as inflation, building resilience against such shocks and long-term stressors is critical for all GPE partner countries. But what does that mean in practice? This note tries to answer that question by presenting evidence emerging from recent research on resilience in the context of education systems. It draws on research from developmental psychology, organizational theory, disaster management and ecological systems thinking.  \nThe evidence on education resilience conceptualizes resilience as a process through which individuals and institutions overcome and transform significant risks to achieve positive education outcomes that are scalable and sustainable. Resilience is seen as a dynamic response to risk that is contextual and multifaceted, with objectives and outcomes differing across contexts. This conceptualization stands in contrast to the belief that resilience is an innate trait of individuals or systems. It also underlines the importance of defining specific resilience objectives that are contextualized and consider the types of outcomes sought.  \nBox 1. The definition of resilience  \nResilience is most often defined as the ability of children, education communities and systems to prevent, prepare for, withstand and recover from shocks and stresses (for example, disasters, political crises, epidemics, pervasive violence, armed conflict) in ways that support economic and social development and do not deepen vulnerability.  \nEvidence on Education Resilience  \nTo succinctly summarize the evidence emerging from the literature review that is most relevant to GPE, the note focuses on (1) conceptualizing system resilience, (2) promoting resilience of children and youth, (3) resilience during COVID-19, (4) resilience to climate change and (5) critiques of resilience. The review considered two types of literature: (a)  \npeer-reviewed academic articles identified through a se","cbCaitobcMvXLeWu","https://ap.wps.com/l/cbCaitobcMvXLeWu","pdf",273388,24,"English","# Introduction\n## Education Resilience Definition\n# Evidence on Education Resilience\n## Conceptualizing System Resilience\n## Promoting Resilience of Children and Youth\n## Resilience during COVID-19\n## Resilience to Climate Change\n## Critiques of Resilience","[{\"question\":\"How does the brief define education resilience?\",\"answer\":\"It defines resilience as a process through which individuals and institutions overcome and transform significant risks to achieve positive education outcomes that are scalable and sustainable. It also highlights resilience as dynamic, contextual, and multisystemic rather than an innate trait.\"},{\"question\":\"What does the brief cover in its evidence review?\",\"answer\":\"The review focuses on system resilience, resilience of children and youth, resilience during COVID-19, resilience to climate change, and critiques of resilience. It draws on both peer-reviewed academic studies and “gray” literature.\"},{\"question\":\"Why is system-level coordination important for education resilience?\",\"answer\":\"The brief emphasizes that resilience outcomes depend on resources and support across the education system and interactions among environments such as households, communities, and national economies. It argues that plans should encourage ministries to coordinate internally and align efforts across levels and sectors.\"}]","EVIDENCE FOR SYSTEM TRANSFORMATION BRIEF - Education Resilience - April 2024 | PDF",1792054091]