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Showing posts from August, 2018

Why is Education in Crisis Settings so important?

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Access to education has been defined as “the ability to enroll in school and to continue one’s studies through to the end of a given level” (Dryden-Peterson, 2011, p.24) and is viewed by refugee communities as one of their highest priorities. Education, in the context of an emergency, especially that of conflict/crisis, can play a critical role in normalizing the situation for victims, especially children and youth, by minimizing the psychosocial stresses experienced when emergencies result in the sudden and violent destabilization fashion, disrupting the immediate family and social environment (Pigozzi, 1999). Education can be a support mechanism, supporting children and youth in their struggle to deal with their daily life challenges and with their future. When enrolled in an educational setting children and youth are able to deal with their worries, aspirations, and hopes more confidently and effectively.

When looked at from a pure economic perspective, researchers found out that f…

Closing the Gap between Syrian Refugees’ Demand & Supply of Higher Education : 2- Current Efforts

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ScholarshipsAccording to a UNHCR policy briefing (2015)numerous scholarship programmesat higher educational level have been made available to refugees in their countries of asylum, as well as in third countries, particularly in the European Union. However, the total of all available scholarships for Syrians promised since the start of the crisis, does not exceed several thousand; consequently leading to a huge gap between the opportunities provided and actual demand, remembering that the demand reaches hundreds of thousand eligible youth for HE. All-virtual learning modeAccording to Moser-Mercer (2014) from the University of Geneva, students’ engagement with all-virtual courses in fragile contexts cannot be described as regular, nor sufficient. In those contexts, set learning outcomes are usually not met and learners simply drop out. (Moser-Mercer, 2014) . A landscape review conducted to study HE potentials in low resource environments observed that most of those programmes do not hav…

Closing the Gap between Syrian Refugees’ Demand & Supply of Higher Education: 1-The Problem

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Low secondary level completion rates mean that prospects for HE are jeopardized.Those who have been out-of-school for over three years are considered in most MENA region countries not eligible for re-integration in the formal schooling system. This is a big challenge, especially in countries where informal education is scarce and of low-quality.
In most cases, the refuge decision was taken hastily without thinking of the necessary transcripts, diplomas, and other academic papers that will be required in the new host country for university enrollment.Not having those documentations, left the SRY with three options: 1) going back to Syria to get those documentations, risking their lives, which some did especially during 2014 (AlAhmed, 2016) 2)to repeat grades 11 and 12 to sit the Tawjihi exam, 3)to take the easier route and enter the ‘labor market’. In Lebanon for instance, grade 12 Syrian students are allowed to sit official exams but “ but cannot receive official certificates by MEHE …

Webinar about ICT Checklist in EiE.... very informative

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On 29 August 2018, the Education in Conflict and Crisis Network (ECCN) and the INEE Technology and Education in Crises Task Team (TECTT), with support from USAID, hosted a webcast to introduce a new tool called the Checklist for ICT Interventions to Support Education in Crisis and Conflict Settings (ICT in EiCC Checklist). This tool was developed as a collaboration between ECCN members and staff and INEE TECTT members to help ensure that ICT interventions supporting education activities in communities impacted by crisis and conflict are conflict sensitive. Watch the webcast recording (https://youtu.be/aC2YLszKAzc). Download the webcast presentation (PDF).Download the tool - Checklist for ICT Interventions to Support Education in Crisis and Conflict Settings (PDF). Do you have a project that could benefit from piloting the ICT in EiCC Checklist? Contact Simon Richmond at srichmond@edc.org.

Sustainable Blended Learning Summer Workshop

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It was by far one of the most successful and constructive events that I have attended. DUring the period between August 5th and 9th I attended the Workshop for Sustainable Blended Learning at Carey Insitute (the Refugees Educators Academy) in one of hte most beautiful outskirts of NY: Rennesevilla. 

The event was amazing, due to the unbelievable calm and tranquille surrounding but also due to the diverse participants, from whom there was a lot to be learnt. THe hostility of Diana and Julie and the well-planned session were admirable. Below is the briefing of the event that came out from Carey Institute. 

Fighting off jet-lag and the chronic exhaustion that is common among educators, a group of six dedicated, inspired teachers came together to explore Sustainable Blended Learning and build courses utilizing tools and templates developed by the Center for Learning in Practice on the learning.careyinstitute platform. Participants included an international consultant from the ICT and Educat…

Talking publicly about Checklist for ICT Interventions to Support Education in Crisis and Conflict Settings

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On August 29th I will be one of the presenters to this important webcast. Until writing those lines here there are around 200 who registered for the event. I did not finalize my PPT, however, I am very excited about it. THis is the final stage of a collaborative work between INEE & ECCN to develop this checklist, a checklist that would help practitioners who have an ICT componenet within their educatinal initiatives to use that componenet in a highly conflict sensitive manner. It was a process with a couple of iterations until it reached this final stage. 
WEBCAST ANNOUNCEMENT: ECCN and INEE’s Technology and Education in Crises Task Team (TECTT) are jointly hosting this webcast to introduce a new tool called the Checklist for ICT Interventions to Support Education in Crisis and Conflict Settings (or ICT in EiCC Checklist). This information communication technologoy (ICT) tool was developed as a collaboration between ECCN members and staff and INEE TECTT members to help ensure that …

Accelerated Education for Refugee Children with Limited and Interrupted Formal Education (Webinar Guest)

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ON August 25th I will be publicly speaking on "Accelerated Education for Refugee Children with Limited and Interrupted Formal Education "  a webinar hosted to Al Qazzaz Foundation in Canada. I was informed about this opportunity with a very short notive, but I prepared a pretty well-overview onto the topic, that whenever going deeper I recognize its width and depth. AE is my passion and I really would hope to contribute in that field

Here are the topics taht will be covered in the one hour webinar:




Accelerated Education…definedSLIFE: Students with limited or interrupted formal educationDifferent educational needs and different responsesAE key principlesAccelerated Learning Pedagogy… an overview




HOW TO PLAN, DESIGN AND MANAGE ACCELERATED EDUCATION IN A CRISIS CONTEXT

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HOW TO PLAN, DESIGN AND MANAGE ACCELERATED EDUCATION IN A CRISIS CONTEXT is the title of a course developed to be provided online for refugee educators, teachers and facilitators.

During the Summer Workshop on Sustainable Blended Learning, that I have attended (August 6th - 9th) in NY, I was asked to choose a topic for my course. I had to think throroughly, all the others came from the academia and were developing their curricula online. I decided to make it on AE, becasue this is a topic:
- I am so passionate about
- I have a good understanidng about, due to my work on a consultancy peieve with UNHCR related to AE in the MENA region.
- I know that there is material in Arabic, and the platform on which the course is being developed in also compabtible with the Arabic language.


Below is a snapshot about the 4 week modular course develped on EUREKOS, Carey INstitute's platform:


For whom is this course intended? This course is intended for educators, teachers, facilitators and practi…