Learning in Emergencies Contexts: From the Building of the Concept to Multifaced Actions in the Field

Autor/inn/en	Akkari, Abdeljalil; Radhouane, Myriam
Titel	Learning in Emergencies Contexts: From the Building of the Concept to Multifaced Actions in the Field
Quelle	In: Prospects, 53 (2023) 1-2, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-023-09639-8
Schlagwörter	Emergency Programs; Access to Education; International Organizations; Refugees; Language of Instruction; Decision Making; Program Development; Teaching Methods; Curriculum Development; Educational Innovation; Foreign Countries; Africa + Suchen Sie Ihr Suchwort? Hilfsprogramm; Education; Access; Bildung; Zugang; Bildungszugang; International organisation; International organisations; International organization; Internationale Organisation; Flüchtling; Teaching language; Unterrichtssprache; Decision-making; Entscheidungsfindung; Programmplanung; Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Instructional innovation; Bildungsinnovation; Ausland; Afrika
Abstract	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. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01