EDUCATIONAL DILEMMAS UNCOVERED

Here are some of the ongoing discussions: 1- How might we help educators, parents and students adapt to remote learning while also using this moment to radically reimagine what we need out education systems to be?  to be? 2- Reimagining education during COVID-19 and beyond (Webinar) 3- Reimaging learning: Insights from the Challenge 4- Quality education for all during Covid-19  5- WISE: Education Disrupted, Education Reimagined - Part II 6-    Education Reimagined - Accelerating Innovation: Day 2 - Session 2 7-  هااااااام          COVID-19 EdTech Idea Call Pitch Days 8-   Important:    Education in 2030: Global Scenaorios

A MUST READ http://embed.widencdn.net/pdf/plus/cengage/1yhakzkaya/higher-education-reponse-to-covid19-infographic-1369680.pdf

How to create, sell, and profit from an online course in 2020 4 Steps to Designing an Effective Online Training Program How to Create Online Training Courses 10 Steps To Creating A Wildly Successful Online Course How to Develop a Highly Interactive Online Training Program How to create an online course in 60 minutes (Tutorial) 10 Steps To Creating A Wildly Successful Online Course H ow to Start an Online Training Program 7 Best Practices To Create The Perfect Online Training Conditions 8 online training examples you can draw inspiration from 6 Tips To Create Online Courses for Employees

A Living Resource List ·         Culture Shock: Teaching Online in a Pinch   ·         5 mistakes educators should avoid making while transitioning to remote learning ·         ADULT BASIC EDUCATION DISTANCE LEARNING RESOURCE SITE ·         The Difference Between Emergency Remote Teaching and Online Learning ·         eLearning Best Practices ·         Helping your child navigate the coronavirus ·         Rolling out remote learning ·         In response to the Covid-19 pandemic, MIT enters a new mode for teaching and learning. ·         Webinar | Transformation in a Time of Crisis: Changing Course Venues in Midstream ...

Blended learning Blended learning modes provide opportunities to understand and share the realities on the ground; which is crucial for instructors to be close to the experience of the refugees, whether they live in a camp or urban setting (Anderson, Brown, & Jean, 2012). It was observed that having an instructor in front of them and having peers to interact with helps the refugee students to stay on the course and successfully completing it. One of the main reasons for that is the importance of motivation, which is considered to be an integral part of the learning process, not only in the context of crisis and conflict but in all contexts. It is the face-to-face interaction that makes it possible to design and develop contextualized programmes. Gladwell et al. (2106) realized that in countries hosting refugees, blended programmes designed for refugees had the target population and their context in mind, and that the community was consulted during the design phase as ...

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...

Scholarships According to a UNHCR policy briefing (2015)   numerous scholarship programmes   at 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 mode According 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...

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 off...