Access to education has been the central tenet of the Millennium Development Goal 2, which focused strongly on increasing enrolment yet failed to promote education quality and equity and address contextual complexities that sustain exclusion. As a consequence, many children are not learning. There is growing recognition that effective, efficient and equitable education for all will not be achieved without better accountability. The present paper details innovative methods for strengthening the learning process through better social accountability. The paper defines and tests in rural schools of Afghanistan and Pakistan a community-based system dynamics protocol using participatory group model building (GMB) techniques. We tested the protocol with two groups of teachers and one group of children, with the three produced causal loop diagrams highlighting factors that influence learning in the classroom from the perspectives of the participants. The sessions showed interest, engagement, quick mastery of how GMB methods work and clear understanding of how the current classroom system hinders learning for many students. Researchers found that large autonomy and initiative could be left to the workshop participants, keeping the facilitator’s role to one of explaining the method and asking clarification about causal relations.

中文翻译：

---

加强巴基斯坦和阿富汗乡村学校的教室中的儿童包容性：通过测试社区参与的系统动力学协议，我们学到了什么？

受教育一直是千年发展目标2的中心宗旨，该目标着重于增加入学人数，但未能提高教育质量和公平性，也没有解决维持排斥的背景复杂性。结果，许多孩子没有学习。人们越来越认识到，如果没有更好的问责制，就不可能实现对所有人的有效，高效和公平的教育。本文详细介绍了通过更好的社会责任感来加强学习过程的创新方法。本文在阿富汗和巴基斯坦的乡村学校中定义并测试了一种基于社区的系统动力学协议，该协议使用了参与式群体模型构建（GMB）技术。我们在两组老师和一组孩子之间测试了该协议，并绘制了三幅因果关系图，从参与者的角度突出了影响课堂学习的因素。这些课程显示出兴趣，参与度，对GMB方法工作原理的快速掌握，以及对当前教室系统如何阻碍许多学生学习的清晰理解。研究人员发现，研讨会的参与者可以留有很大的自主权和主动性，使主持人的角色可以解释方法和要求对因果关系进行澄清。