Prospects最新文献

This research is based on an approach that looks at cross-cultural research design as a "lens" for a deeper understanding of what goes on in the classroom. The research question is how a cross-cultural study like this one can lead to identifying the cultural script of teaching and help educators reflect on their practice. In this context, Chinese lessons could be described as a case-based study of pedagogical reasoning that drives a shift from focusing on "content" to "competence". This article draws on qualitative data collected by the researchers and a cross-cultural analysis of a science lesson in an elementary school in Beijing, China. Using the Japanese educators' critiques and Chinese reviews, the article determines the cultural script of teaching science (the first research question) and the way Chinese teachers reflect on their practice through the Japanese lens (the second research question). This study exposes the importance of teachers' understanding and reflecting on their practice, technically, practically, and critically. The analysis results show how teachers learn to change their lenses, to reflect on their teaching and reconstruct their understanding about teacher professionalism through at least four basic elements: didactics, praxis, pedagogy, and theory.

The article is structured into five parts. The first part explains the concept of education in emergencies (EiE) and highlights the challenge of applying it in countries with a fragile education system, particularly in Africa. The second part emphasizes the humanitarian foundation of EiE and recognizes the efforts of international organizations and United Nations agencies in promoting and developing the sector. The third part discusses the quality aspects of EiE, while the fourth part explores curricular choices and potential innovations. Collaboration between national authorities and international organizations is essential for progress in the field, and the choice of language of instruction can be a contentious issue. Finally, the fifth part briefly summarizes the various contributions to the special issue and draws some concluding remarks.

In recent years, higher education in refugee contexts has begun to receive increasing attention within the humanitarian-development sector. Resource constraints, coupled with the technology and innovation zeitgeist in international development drives, have helped to create a higher education space where courses in refugee camps are typically delivered via online learning platforms directly from Western education providers. As the space develops, a shift in attention is beginning to occur, such that the legitimacy of online learning for refugees is now being questioned. At the heart of this question are the issue of contextualization and a call for greater emphasis to be placed on blended learning approaches that better reflect the realities of refugee learners. In this case study, the authors compare and evaluate a contextualized medical studies course that was delivered via blended learning in the Kakuma refugee camp in 2019 with a non-contextualized version of the same course that was delivered in the Dadaab refugee camp in 2018. The study explores the contextualization process and finds that the contextualized course achieved better learning outcomes than did the non-contextualized version of the course.

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that could be used as a resource for coordinating the actions of education specialists and practitioners in Education in Emergencies (EiE) situations. This article outlines the curriculum framework design approach they developed for the Maths and Science components of the LP framework. The article outlines a three-stage curriculum framework development model, which involves consideration of context, leading to descriptor generation, and attending to cohesion building elements.

This article provides an overview of the current landscape and needs for education in emergencies, as well as challenges and opportunities in today's critical juncture, in particular with the creation of a new ally for education in emergencies: the Geneva Global Hub for Education in Emergencies. It covers the disruption of education by the Covid-19 pandemic and the associated exacerbation of child-protection risks, as well as the pandemic's impact on the realization of the right to education of displaced children and youth and those living in humanitarian crises. While there is ample recognition at the international policy level of the importance of education in emergencies, major obstacles still prevail, such as continued underfunding and the underprioritization of education in humanitarian situations. As the world faces unparalleled needs, in particular during crises, and grapples to accelerate progress toward Sustainable Development Goal 4 and meet the commitments set out in the Global Compact for Refugees, new opportunities promise to tap opportune alliances, to inspire commitment, and to boost country-level impact.