Biography
Jane Mann is an experienced publisher, author, editor and trainer, and is Director of Education Reform at Cambridge University Press. She has worked in educational publishing for over two decades, leading many international education reform projects in publishing and capacity development. Jane has implemented and managed publishing programmes to support international and national curricula, working with ministries of education, government agencies, NGOs, donor agencies and educational organisations to design effective materials and infrastructures. She contributed to the Cambridge Approach to Textbooks, and has worked with government clients on process redesign, stakeholder engagement and best practice in resources. Jane has also worked outside the education sector, advising and consulting on regulatory frameworks, trade publishing strategy, communications and process redesign, and is a member of the BESA Executive Council, chairing the Women’s Education Suppliers Working Group. Jane is a founder of the UNICEF-Cambridge ‘Learning Passport’ project, which sees a combined team from Cambridge University Press, Cambridge Assessment, and an advisory board from the academic departments of the University coming together to work with UNICEF on the challenge of providing quality education pathways to refugee and displaced children.
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Research
A collaboration between UNICEF and the University of Cambridge focuses on the causes of poor education and poor education recognition for uprooted children, seeking to remedy them in a global integrated way. The premise is that poor education in displacement settings is caused by the lack of a coherent ‘learning pathway' along which a child can steadily make progress, and which is seen as valid wherever the child may subsequently go. Such a pathway depends on many factors, but in terms of the learning environment the child encounters, central is the following: first, an appropriate high-quality curriculum; second, a rich set of learning and teaching resources tied to that curriculum; third, an assessment and accreditation approach which permits learning achievements (which may include certification) to be recognised wherever children might find themselves.
This stable triad of curriculum-resources-accreditation is what the project aims to build, and which we are calling the 'Learning Passport'. Recognising the pivotal importance of basic education in developing core skills, the focus is on primary numeracy, literacy, science, and social and emotional learning (SEL) appropriate to Education in Emergencies.
The research focus builds on the initial feasibility work which has already been undertaken by UNICEF and the University of Cambridge including a literature review, and involves a number of elements to develop implementation recommendations for a ‘blueprint’ learning pathway, which is envisaged as comprising a core curriculum framework, associated curated resources and an assessment/accreditation model (together, the Learning Passport).
From the start the project is conceived as collaborative (drawing on the EiE expertise that already exists) and grounded in the reality of uprooted children (drawing on field research, country missions and ongoing local and international input). The project fully acknowledges the principle of integrating/reintegrating uprooted children into national education systems wherever possible (host or country of origin). A major goal of the project is to help make such re/integration a smooth and effective process for both child and receiving education system – not only by ensuring quality education has continued in the interim, but by providing credible, transferable information about their learning achievements.
