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Editorial Note: JEiE Volume 8, Number 1 编者按:jeei第8卷第1期
Pub Date : 2022-01-01 DOI: 10.33682/gu5b-t1vn
Carine Allaf, Julia Dicum, R. Naylor
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引用次数: 0
Editorial Note: JEiE Volume 8, Number 1 编者按:jeei第8卷第1期
Pub Date : 2022-01-01 DOI: 10.33682/qhfg-y76h
D. Burde, Heddy Lahmann
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引用次数: 0
Implementing Free Primary Education in a Crisis Context: COVID-19 and Education Reform in South Kivu, Democratic Republic of the Congo 危机背景下实施免费初等教育:2019冠状病毒病与刚果民主共和国南基伍省教育改革
Pub Date : 2022-01-01 DOI: 10.33682/h6vr-fsnx
Jean-Benoît Falisse, C. Brandt, Jean Mukengere Basengezi, Sweta Gupta, Dieudonné Kanyerhera, Pierre Marion, Pacifique Nyabagaza, Ibrahim Safari Nyandinda, G. Marchais, Samuel Matabishi
In September 2019, the Democratic Republic of the Congo implemented a new policy abolishing tuition fees in primary education. A few months later, schools closed for 4.5 months due to the COVID-19 pandemic. How did the lockdown affect the implementation of the free education policy? Did it reduce or enhance its effects? This article examines the experience of schools and teachers in two districts in South Kivu affected by armed conflict. Based on a survey of 752 teachers and 637 parents, as well as 157 qualitative interviews in 55 schools, we show that, supported by the free education policy, enrollment remained stable, and the relations between teachers and parents did not seem to deteriorate despite a near complete lack of teaching activity during the period of school closure. However, the hardships associated with the pandemic have made the financial circumstances of teachers on precarious contracts previously paid via tuition fees even more unsustainable. Their quitting the profession in increasing numbers threatens the stability of the school system. Thus, introducing free primary education is not a panacea in the context of a crisis. The sustainability of such reform requires an ambitious and comprehensive overhaul of human resources.
2019年9月,刚果民主共和国实施了一项取消小学教育学费的新政策。几个月后,由于COVID-19大流行,学校关闭了4.5个月。封锁对免费教育政策的实施有何影响?它是减弱还是增强了它的作用?本文探讨南基伍省受武装冲突影响的两个地区的学校和教师的经验。基于对752名教师和637名家长的调查,以及55所学校的157次定性访谈,我们表明,在免费教育政策的支持下,入学率保持稳定,教师和家长之间的关系似乎没有恶化,尽管在学校关闭期间几乎完全没有教学活动。然而,与大流行病相关的困难使以前通过学费支付的不稳定合同的教师的财务状况更加不可持续。越来越多的学生辞职威胁着学校系统的稳定。因此,在危机的背景下,实行免费初等教育并不是万灵药。这种改革的可持续性要求对人力资源进行雄心勃勃的全面改革。
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引用次数: 0
Note Éditoriale éditoriale说明
Pub Date : 2022-01-01 DOI: 10.33682/7rhg-vedz
Emily Dunlop, Mark Ginsburg
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引用次数: 0
Commentary: Fishing in the Desert: Empowering Sustainable Development through Higher Education in Kakuma Refugee Camp 评论:沙漠捕鱼:通过卡库马难民营的高等教育促进可持续发展
Pub Date : 2022-01-01 DOI: 10.33682/yww9-3uhq
Dieu Merci Luundo, O'Keeffe Paul
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引用次数: 0
Book Review: Borderless Higher Education for Refugees: Lessons from the Dadaab Refugee Camps edited by Wenona Giles and Lorrie Miller 书评:《难民的无国界高等教育:来自达达阿布难民营的教训》,韦诺娜·贾尔斯和洛丽·米勒主编
Pub Date : 2022-01-01 DOI: 10.33682/x6m4-862z
S. Akseer
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引用次数: 0
Embedding Social and Emotional Learning in Literacy and Teacher Training in Afghanistan 在阿富汗的扫盲和教师培训中融入社会和情感学习
Pub Date : 2022-01-01 DOI: 10.33682/hxdn-4vbe
Susan Ayari, Agatha J. van Ginkel, J. Shriberg, Benjamin Gauley, Sarah Maniates
This field note contributes to understanding of the challenges in and opportunities for supporting social and emotional learning (SEL) in the education in emergencies context, with a particular focus on embedding social and emotional skills into literacy learning in the early grades of primary school. In Afghanistan, the current reality is that many children and their teachers have been exposed repeatedly to adversity and highly stressful situations, such as attacks on their schools. Research shows that exposure to crises affects learning and the wellbeing of students and teachers alike. In this article, we describe how SEL was embedded in the early grade literacy curriculum and teacher training in Afghanistan, and in education support systems and practices. We further elaborate on the challenges faced and lessons learned throughout this process. The experience of integrating SEL into an early grade literacy curriculum has been positive, and initial feedback on the approach suggests that it promises to continue to be so. However, further research is needed in both Afghanistan and other contexts to more fully understand the impact of embedding different SEL practices in early grade reading materials and classrooms, and in preservice and in-service teacher training. Note: This field note was written prior to the change of government in Afghanistan in August 2021.
这份实地报告有助于理解在紧急情况下的教育中支持社会和情感学习(SEL)的挑战和机遇,特别侧重于将社会和情感技能融入小学早期的识字学习中。在阿富汗,目前的现实是,许多儿童和他们的教师一再面临逆境和高度紧张的情况,例如他们的学校遭到袭击。研究表明,面对危机会影响学生和教师的学习和健康。在本文中,我们描述了如何将SEL嵌入阿富汗的早期识字课程和教师培训以及教育支持系统和实践中。我们进一步阐述在整个进程中所面临的挑战和吸取的教训。将SEL融入早期识字课程的经验是积极的,对该方法的初步反馈表明,它有望继续如此。然而,需要在阿富汗和其他国家进行进一步的研究,以更充分地了解将不同的SEL实践纳入早期阅读材料和课堂以及职前和在职教师培训的影响。注:本外地说明是在2021年8月阿富汗政府换届之前编写的。
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引用次数: 0
Developing a Culturally Relevant Measure of Resilience for War-Affected Adolescents in Eastern Ukraine. 为乌克兰东部受战争影响的青少年制定与文化相关的复原力措施。
Pub Date : 2021-12-01 DOI: 10.33682/wxrd-x8fq
Sergiy Bogdanov, Andriy Girnyk, Vira Chernobrovkina, Volodymir Chernobrovkin, Olexander Vinogradov, Kateryna Garbar, Yuliya Kovalevskaya, Oksana Basenko, Irina Ivanyuk, Kimberly Hook, Mike Wessells

Psychosocial support in education that is provided during emergencies frequently aims to support children's resilience, but strong, contextual measures of resilience are in short supply in Eastern Europe. In this article, our aim is to describe the development and psychometric properties of the first measure of resilience for war-affected adolescents in Eastern Ukraine. We used qualitative methods to identify the main cultural characteristics of resiliency and then used these constructs to develop the measure. We used exploratory structural equation modeling to extract five factors that showed high internal consistency: family support (ω=0.89), optimism (ω=0.87), persistence (ω=0.87), health (ω=0.86), and social networking (ω=0.87). Confirmatory factor analysis suggested that a concise model of resiliency fit the data almost as well as the exploratory structural equation modeling model. The measure demonstrated good test-retest reliability. In this article, we also discuss the importance of development, validation, and the use of culturally relevant measures of resilience for strengthening psychosocial support programs in schools, particularly in Ukraine.

在紧急情况下提供的教育中的社会心理支持往往旨在支持儿童的复原力,但东欧缺乏强有力的背景复原力措施。在这篇文章中,我们的目的是描述在乌克兰东部受战争影响的青少年弹性的第一个措施的发展和心理测量特性。我们使用定性方法来确定弹性的主要文化特征,然后使用这些结构来开发测量。我们使用探索性结构方程模型提取出具有高内部一致性的五个因素:家庭支持(ω=0.89)、乐观(ω=0.87)、坚持(ω=0.87)、健康(ω=0.86)和社交网络(ω=0.87)。验证性因子分析表明,一个简明的弹性模型几乎与探索性结构方程模型一样适合数据。该方法具有良好的重测信度。在本文中,我们还讨论了发展、验证和使用与文化相关的弹性措施对加强学校(特别是乌克兰)社会心理支持项目的重要性。
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引用次数: 1
How Do We Know If Teachers Are Well? The Wellbeing Holistic Assessment for Teachers Tool 我们如何知道老师是否健康?教师福祉整体评估工具
Pub Date : 2021-01-01 DOI: 10.33682/f059-7nxk
Fernanda Soares, Nina Menezes Cunha, Paul Frisoli
This article reports on the development, adaptation, and validation of the Wellbeing Holistic Assessment for Teachers (WHAT) tool with a sample of 1,659 Salvadoran teachers. El Salvador is a conflict-affected country marked by high levels of gang-related violence, which interacts with education and directly affects the wellbeing of teachers. Having a contextually grounded and validated tool is imperative to further our understanding of educator wellbeing in El Salvador and other conflict-affected settings, as it enables us to generate evidence that informs policies and interventions. In this article, we describe how we reviewed and selected the measures that comprise the WHAT tool, followed by an initial conceptualization of teacher wellbeing and a description of the experiences and challenges teachers in El Salvador are facing. We describe our process for translating and adapting the selected measures to the Salvadoran context, which included conducting cognitive interviews. The results from our exploratory factor analysis provide construct validity evidence for the internal structure of the individual measures used. The exploratory factor analysis that included all the items for all the measures confirmed that each scale is indeed measuring a different construct. The results from a confirmatory factor analysis confirmed a good model fit. The process of adapting the tool and the results of our psychometric analysis provide evidence of the tool's validity, based on the content of the items in the tool, the internal structure, and its relationship to other variables.
本文以1659名萨尔瓦多教师为样本,报告了教师福祉整体评估(WHAT)工具的开发、适应和验证。萨尔瓦多是一个受冲突影响的国家,与帮派有关的暴力事件发生率很高,这与教育相互作用,直接影响到教师的福祉。拥有一个基于背景并经过验证的工具对于进一步了解萨尔瓦多和其他受冲突影响的环境中的教育工作者的福祉至关重要,因为它使我们能够生成为政策和干预提供信息的证据。在本文中,我们描述了我们如何审查和选择构成WHAT工具的措施,随后是教师福利的初步概念化,并描述了萨尔瓦多教师面临的经验和挑战。我们描述了翻译和调整选定措施以适应萨尔瓦多环境的过程,其中包括进行认知访谈。我们的探索性因子分析的结果为所使用的个别措施的内部结构提供了结构效度证据。探索性因子分析包括所有测量的所有项目,证实每个量表确实是测量不同的结构。验证性因子分析的结果证实了良好的模型拟合。根据工具中项目的内容、内部结构及其与其他变量的关系,调整工具的过程和我们的心理测量分析结果为工具的有效性提供了证据。
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引用次数: 2
Creating a Tool to Measure Children's Wellbeing: A PSS Intervention in South Sudan 创建衡量儿童福祉的工具:南苏丹的PSS干预
Pub Date : 2021-01-01 DOI: 10.33682/rhqb-fy8u
Moses Olayemi, M. Tucker, M. Choul, Tom Purekal, Arlene Benitez, W. Wheaton, Jennifer DeBoer
Since 2015, more than 560,000 South Sudanese primary school children have received psychosocial support (PSS) through the USAID-funded Integrated Essential Emergency Education Services program implemented by UNICEF. Several South Sudan-based nongovernmental organizations partnered with UNICEF to train local teachers to implement the PSS activities in child-friendly spaces. To evaluate the impact this intervention had on students' wellbeing and academic performance, a multi-institutional consortium of multidisciplinary partners purposively sampled 2,982 students and 580 teachers in 64 schools from five states in the Republic of South Sudan. Critical to the evaluation's aims was the design of a contextually relevant, rigorously validated instrument to measure students' wellbeing in a region where research on PSS outcomes in education in emergencies is needed. In this article, we first present the process by which these survey instruments were designed through the collaborative efforts of experts on measuring psychosocial support outcomes in conflict settings and experts on the local context. We then describe how we tested for the construct validity of the resulting instrument and present the results of our confirmatory factor analysis of its three-factor model of social wellbeing, emotional wellbeing, and resilience/coping. Finally, based on our process and the resulting instrument, we make recommendations for future research on PSS outcomes in emergency settings.
自2015年以来,超过56万名南苏丹小学生通过联合国儿童基金会实施的由美国国际开发署资助的综合基本紧急教育服务项目获得了心理社会支持。几个南苏丹非政府组织与联合国儿童基金会合作,培训当地教师在儿童友好空间实施PSS活动。为了评估这一干预措施对学生福祉和学业表现的影响,一个由多学科合作伙伴组成的多机构联盟有目的地对来自南苏丹共和国五个州64所学校的2982名学生和580名教师进行了抽样调查。评估目标的关键是设计一个与背景相关的、经过严格验证的工具,以衡量一个需要研究紧急情况下PSS教育成果的地区的学生福祉。在本文中,我们首先介绍了这些调查工具的设计过程,这些工具是通过在冲突环境中测量社会心理支持结果的专家和在当地环境中测量社会心理支持结果的专家的合作努力设计的。然后,我们描述了我们如何测试所得到的工具的结构效度,并展示了我们对社会福祉、情感福祉和弹性/应对三因素模型的验证性因素分析结果。最后,根据我们的过程和由此产生的工具,我们对未来在紧急情况下PSS结果的研究提出建议。
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Journal on education in emergencies
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