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Okada, Alexandra; Ebubedike, Margaret; Hedges, Claire and Zwier, Janelle (2025). Catch Up Education in Chile: Addressing Foundational Literacy, Numeracy, and Social Emotional Learning Skills in Vulnerable Settings – Research Report. The Open University.
DOI: https://doi.org/10.21954/ou.ro.00102394
Abstract
The Catch Up Program (CUP) was launched in May 2023 as a pilot initiative aimed at addressing the emergency educational needs of migrant and other children in Chile, many of whom had fled from political instability, economic hardship, or violence in their home countries. The program operated in temporary learning spaces, funded by the Ministry of Social Development (MDS), and schools, supported by UNICEF. Its primary goal was to provide targeted interventions to children awaiting placement in schools or, if placed, to help them integrate into the formal education system at age-appropriate grade levels.
Implementation Overview
Children were enrolled in the program based on diagnostic assessments that determined their levels in reading or numeracy. The program provided small-group classes, with groups ranging from 2 to 20 children, facilitated by qualified teachers. Sessions lasted 45 minutes to an hour and occurred one to two times per week.
In addition to educational interventions, CUP integrated psychosocial support to address trauma and mental health challenges. Parental workshops assisted families in navigating the Chilean school system, while advocacy with local churches and community volunteers strengthened community support for migrant families.
Cultural sensitivity was a central feature of CUP, fostering inclusivity through activities that celebrated cultural diversity, such as Venezuelan dance. Gender-specific initiatives addressed challenges like menstrual hygiene and child labour, ensuring equitable opportunities for all participants. The literacy program was adapted to Spanish language.
Methodology
For context, the report includes average summary literacy and numeracy learning scores provided by WV Chile. Qualitative data was collected from the three schools engaged in CUP and two of the many informal locations by World Vision and a thematic analysis was undertaken by The Open University research team. Social Emotional Learning (SEL) data was collected on a pilot basis and then analysed by The Open University research team to explore the potential of the tool.
Quantitative Summary.
According to the reports provided at the end of the 2023 school year by the Chile program, the average DAPA scores for children in numeracy increased from a baseline of 2.25 to 3.45 at the end of the learning cycle. For literacy, average scores increased from 2.47 to 3.53.
Qualitative Findings
Observations and stakeholder feedback highlighted the following outcomes:
• Engagement: Children reported feeling safe, supported, and motivated to learn. Teachers observed children’s increased confidence and a greater willingness to participate.
• Community Support: School leaders and teachers regarded the program as valuable, particularly for its play-based and interactive approach to learning.
• Challenges: Parental engagement and attendance remained areas for improvement, hindered by limited communication and logistical challenges within schools.
Social Emotional Learning (SEL)
A pilot of 9 children aged 6 to 14 provided data about SEL using the Social Emotional Learning Instrument for Children (SELIC) instrument.
CUP integrated SEL into its sessions, fostering growth in confidence, relationship-building, and resilience:
• Positive Engagement: Children enjoyed interactive activities like games, numeracy, and storytelling.
• Learning Beyond CUP: Many participants applied skills at home or shared knowledge with family members.
• Trust and Safety: Teachers and school staff were seen as trusted sources of support.
• Challenges: Writing tasks and disruptive classroom dynamics were highlighted as areas needing improvement.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)
