紧急情况教育日内瓦全球中心:紧急情况教育的新盟友。

Q1 Social Sciences Prospects Pub Date : 2023-01-01 DOI:10.1007/s11125-022-09609-6

Pilar Aguilar, Petra Heusser

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引用次数: 1

摘要

本文概述了紧急情况下教育的现状和需求，以及当今关键时刻的挑战和机遇，特别是随着紧急情况下教育的新盟友——日内瓦紧急情况教育全球中心的建立。报告涵盖了2019冠状病毒病大流行对教育的破坏以及与之相关的儿童保护风险的加剧，以及大流行对流离失所儿童和青年以及生活在人道主义危机中的儿童和青年实现受教育权的影响。虽然在国际政策一级充分认识到教育在紧急情况中的重要性，但仍然存在重大障碍，例如人道主义局势中的教育继续资金不足和优先次序不足。世界面临着前所未有的需求，特别是在危机期间，并努力加快实现可持续发展目标4的进程，履行《难民问题全球契约》中所作的承诺。在这种情况下，我们有望利用合适的联盟，激发承诺，增强国家层面的影响力。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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The Geneva Global Hub for Education in Emergencies: A new ally for education in emergencies.

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.

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来源期刊

Prospects Social Sciences-Education

CiteScore

13.10

自引率

0.00%

发文量

期刊介绍： Prospects provides comparative and international perspectives on key current issues in curriculum, learning, and assessment. The principal features of the journal are the innovative and critical insights it offers into the equitable provision of quality and relevant education for all; and the cross-disciplinary perspectives it engages, drawing on a range of domains that include culture, development, economics, ethics, gender, inclusion, politics, sociology, sustainability, and education. Prospects aims to influence a wide range of actors in the field of education and development, whether academics, policy-makers, curriculum-developers, assessors, teachers or students. Unlike other journals in the field, which deal only with theoretical or research-related aspects, Prospects also focuses on policy implementation and aims at improving the extent and effectiveness of communication between theorists and researchers, on one side, and policy makers and practitioners, on the other. The journal thus welcomes innovative empirical research, case studies of policy and practice, conceptual analyses and policy evaluations, as well as critical analyses of published research and existing policy. Founded in 1970 and published in English by Springer, Prospects is among the most well-established journals in the field. Editions in Arabic and Mandarin Chinese are available as well. The journal is edited by the International Bureau of Education (IBE), in Geneva. A leading UNESCO Institute and a global center of excellence in curriculum and related matters, the IBE is recognized and valued for the specialist knowledge and expertise that it brings to Member States, promoting new shared global understanding of curriculum, teaching, learning, and assessment.