Building community engagement and teacher support in education: qualitative findings from process evaluations in two exceptional settings

Abstract

ABSTRACT This paper presents findings from a qualitative evaluation of Caritas’ Essence of Learning programme, which provides educational and psychosocial support to children in exceptional living situations. We analyse approaches to community and teacher engagement for: (1) a pilot programme in Rohingya refugee camps in Bangladesh and (2) an established, government-partnered programme serving Roma children in Satu Mare, Romania. The results indicate that ongoing community engagement is a necessary condition. Moreover, local ownership and continuous staff mentorship are key to programme quality. The paper discusses practical approaches to community engagement and how findings can be applied to emergency education.