ICT and the Education of Refugees (original) (raw)
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ICT and Education for Refugees in Transit
SALTeL Journal (Southeast Asia Language Teaching and Learning)
Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learn...
2018
This panel describes the refugees’ crisis and its impact on school age children. The focus is on the Syrian children refugees in Mount Lebanon, an area that is usually forgotten. The United Nations offers schooling to primary school children in this remote region, but lack of resources in Mount Lebanon schools is evident, access to technologies and applications integration is very limited, and teachers’ frustration is obvious. There are a quarter of a million Syrian refugees in the country who still do not have access to formal education in the Lebanese school system. The country is looking to integrate and develop better educational opportunities to provide better access to education via technologies. Quality education is the key to achieve sustainable development in all aspects, especially if this continues in emergency and crises, this was the topic of discussion at the UNESCO headquarter in Paris during the Mobile Learning Week 2017, and the presented case study is to deal with ...
The Problems Faced by Refugee Students in The Education Process
Education Quarterly Reviews, 2021
The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of education.
The target audience for this is policy brief are policymakers of European governments that dealt with the refugee crisis. The paper examines solutions to how to guarantee a completely free, equitable and quality primary education for refugee children in the Aegean Islands in Greece. Issues that prevent the achievement of this objective are the shortage of formal primary school, absence of teacher training, and insufficiency of non-formal programs for the social integration of migrant children. This brief considers edtech projects that can address this kind of obstacles.
Education in Emergencies Designing a mobile solution for the education of refugees
2017
An overwhelming number of people are currently displaced as a result of con icts and face numerous challenges in accessing education. In order to address this limited access, this project strived to determine the requirements of a mobile e-learning platform which could support the education of refugees in regions with limited internet access. The requirements were established as a result of data collection in the form of interviews with educators and students in the region. The data collection focused on Jordan as this represents both urban and camp environments. A nal design concept and software prototype were created with the speci cation in mind and tested on-site in Amman, Jordan, in order to validate the requirements. These need to consider nancial limitations, non-binary internet access and limited English literacy and are presented as a step towards a solution for supporting refugee education.
World population in 2015 will be 7.2 billion, up from the current 6.1 billion. Ninety-five percent of the increase will be in developing countries. People in most countries will live longer, which will add to the demand for access to education as well as for health care and other services (UNESCO, 1998). Bangladesh is one of the developing countries of the world. Whose per capita annual income is US$ 487, the total population is near about 143 million and expectancy of life is only 61 years (BBS, 2004). There are highly unsatisfactory situation to fulfill the basic needs of the population in the country. To enhance development and continuation of its development, there should be fulfilling the fundamental needs for every citizen of the country in time. The fundamental needs are basically Food, Shelter, Wear, Education and Health. When such demand is not fulfill properly for the citizen, the progress of development of the country will be hampered. Illiteracy is considered to be one o...
Rapid Evidence Review: Refugee education
2020
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of COVID-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
2023
Learning outcome of students is one of the areas to be evidently affected by fragile and conflict affected contexts. So far there is a research gap in conducting studies towards learning outcomes of primary school in fragile and conflict affected contexts. Particularly there is a gap in terms of doing comparative analysis of learning outcome of primary school students between of refugee and host community contexts of Gambella region. Considering the above gaps, the ultimate objective of this study is to do a quantitative comparative analysis towards the learning outcome of students who complete primary schools (grade-8 students) both in the host and refugee contexts of Gambella region. The research mainly intended to statistically determine the specific relationship exists between the learning outcome of sample students in both contexts through exposing them to similar cognitive and non-cognitive learning assessments as per the existing syllabuses of Ministry of Education. Various existing models were reviewed so as to conceptualize the measurement parameters of cognitive and non-cognitive learning outcomes which later transformed to specific questions to assess sample students’ status. A multi –stage cluster sampling technique employed to determine 6 sample grade-8 primary schools from both contexts and through random sampling technique 367 students selected from the refugee sample schools and 362 students selected from the host community sample schools. A questionnaire based on grade -8 syllabuses and document analysis were used as data collection tool. An independent samples t-test statistical analysis applied so as to allow the researcher to determine the specificity of relationship between the learning outcome of students in both contexts. The study has found out that a significant statistical difference in both non-cognitive and cognitive learning outcome of students in both refugee and host community sample schools. Moreover, it is found that students in both contexts struggle with complex mathematical computation and comprehension. Based on the findings acquired, the research provided an array of recommendations for upcoming research undertakings particularly in terms of indicating empirical clues to further investigate factors for the significant statistical difference identified between the learning outcomes of sampled grade-8 students in both host and refugee contexts. Finally, the study has provided also recommendations for future similar studies to consider teachers and policy makers as additional unit of analysis apart from students, which is the major limitation of this study, to have a comprehensive understanding of the subject matter. Elements to be considered within the extra-curricular education programs which helps in boosting the non-cognitive learning outcome of sample students is the other recommendation feature of this study.