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1.
Amid rising violence against civilian aid operations in insecure environments, attacks on the education sector pose a unique
set of challenges for international aid actors. In recent years incidents of violence targeting the education sector in Afghanistan
and the conflict-affected areas of Pakistan have increased. This article synthesizes recent research, quantitative analyses,
and observations of practitioners in order to explore the key issues facing aid workers in the education sector. The findings
suggest that in extremely violent and polarized environments such as Afghanistan and the conflict-affected areas of Pakistan,
the international community can provide education assistance more effectively and securely through a low-profile, community-based
approach that de-emphasizes the role of government, and avoids, as far as possible, any association with international political/military
actors. The authors conclude that education sector coordinators could play a larger role in providing practical guidance and
supporting an inter-agency dialogue to share lessons and good practice in delivering education services in these contexts. 相似文献
2.
A critical and more nuanced understanding of the multifaceted relationship between projects of peacebuilding and educational provision is starting to develop. Drawing on an epistemological and ontological anchor of critical realism, and a methodology informed by the application of cultural political economy analysis and the strategic relational approach to understanding educational discourses, processes and outcomes, we illustrate how the ‘many faces’ of education in conflict-affected situations can be better theorised and conceptually represented. In doing so, we link goals of peacebuilding to those of social justice, and reinvigorate the notion of education playing a transformative rather than a restorative role in conflict-affected contexts. Making such ideas concrete, we provide examples of how such an analytical framework can be employed to understand the multi-faceted relationship between education and projects of social transformation in conflict-affected environments across the globe. 相似文献
3.
Mario Novelli 《British Journal of Sociology of Education》2016,37(6):848-860
AbstractPiketty’s Capital in the Twenty-first Century has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty’s work speaks to these issues as a field of research and practice. The article provides a critique of Piketty’s approach, arguing for a broader, interdisciplinary and holistic approach to exploring and addressing inequality in education in conflict-affected contexts in their multiple economic, cultural and political dimensions. In doing so the article also lays out an analytical framework inspired by cultural political economy for researching education systems in conflict contexts which seeks to go beyond narrow human capital framings of education and address the multiple potential of education to promote sustainable peace and development in and through education. 相似文献
4.
In recent years, Save the Children, a non-governmental organization, prioritized education for children affected by conflict
through its Rewrite the Future Campaign. By significantly scaling up the resources allocated to programmes in conflict-affected
countries, the organization has grown its education programmes in these contexts. Thus it has enabled 1.3 million more children
to have access to education and improved the quality of education for more than 10 million. The campaign also had an international
impact by analysing and advocating for increases in aid flows to conflict-affected countries. This has made the international
community more aware of the need for access to education for children affected by conflict and more willing to ensure it.
The article highlights the achievements of Save the Children UK, and the challenges it faces, by looking at funding volumes
and sources of funding for country programme activities, along with its international influence on the global funding for
countries affected by conflict. 相似文献
5.
Nada Almasri Luay Tahat Sawsan Skaf Aman Al Masri 《Technology, Pedagogy and Education》2019,28(1):91-113
The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation. 相似文献
6.
This paper studies an under-researched area – teachers’ role in peacebuilding in conflict-affected contexts – through exploring teacher agency for social cohesion in Pakistan. Insights are sought into teachers’ perspectives on the major drivers of conflict in society and the role of education and teachers in social cohesion and mitigating inequities in education. A 4Rs framework of redistribution, recognition, representation and reconciliation was employed to analyse data gathered from: interviews with and classroom observations of teacher educators; focus-group discussions with and a questionnaire completed by pre- and in-service teachers; and analysis of teacher education and school curriculum texts. While teachers expressed a nuanced understanding of the conflict drivers in society and appreciated the significance of education in peacebuilding, they subscribed to assimilationist approaches to social cohesion, which were aligned with curriculum texts and promoted official nation-building agendas. Additionally, teachers saw issues of social cohesion as peripheral to the core academic curriculum. Teachers’ identity was integrally linked to their religious affiliations. 相似文献
7.
Sansom Milton 《Globalisation, Societies & Education》2016,14(3):403-421
ABSTRACTThis article examines the role of higher education in the recovery of conflict-affected societies and argues that while the sector is typically a very low reconstruction priority, it has the potential, if addressed strategically, to act as a catalyst for effective and sustainable post-war recovery. The article begins by contextualising higher education within broader debates around post-war recovery and education. It then analyses the relationship between higher education and four core intervention agendas in conflict-affected societies: stabilisation and securitisation, reconstruction, statebuilding and peacebuilding. 相似文献
8.
D. Brent Edwards Jr. 《Globalisation, Societies & Education》2015,13(3):411-432
This paper explores the relationship between the emergence of global education policies and conflict-affected contexts by analysing the trajectory of community-level education decentralization within and beyond El Salvador from the 1980s, during the country's civil war, to the 2000s, by which point this approach to education governance was being widely promoted and adapted around the world. The findings – based on two years of data collection – demonstrate not only the way these contexts can be particularly susceptible to intervention by foreign governments and international organizations but also how, in certain historical-structural moments, those contexts can be transformed and leveraged to experiment with and to entrench certain policies. 相似文献
9.
Although most social work continuing education units operate within stable academic institutions, this stability does not extend to the operation of these units. The greatest impediment is the demand by university administrators that the units operate on a pay as you go basis and turn any surplus revenues to the university for its discretionary use. In trying to meet university conditions while maintaining high standards of service, the units face several difficulties including competition from private providers, high costs, fewer sponsors, and indifferent faculty.In funding and budgeting the units for continuing education, universities tend to ignore two key arguments. The first is that CEP provide public services with spill over effects that add indirect demand to the demand expressed through registration. The second is that building quality into professional programs requires long term investments that forego immediate profits.Because continuing education programs are an image of their profession, social work programs need to correspond to the profession they serve, a profession that produces public goods (and services) while seeking to assure quality within non-profit environments. Unless universities assume a lead role in supporting these efforts through new approaches, continuing education programs will only be partially successful in fulfilling their mission. 相似文献
10.
《Compare》2012,42(2):283-302
This article examines the role networking has played, at local and national levels, in facilitating communication between key actors involved in challenging the marginalisation of disabled people from education and from wider Bangladeshi society. Efforts to promote awareness of the importance of including disabled children in their local schools have gained ground at national level through a complex web of networking relationships, including government departments concerned with education and social welfare, disability-focused NGOs and mainstream development agencies and networks. The article explores the experience of blind people, (in their role as members of self-help groups linked to Community-Based Rehabilitation programmes in rural areas) in supporting disabled children to access their local school, and in ensuring their safety. Some evidence is provided for the role of networking in challenging marginalising policies, in accessing services (including financial benefits), and in resisting marginalisation. In considering this evidence, the authors debate the different forms and meanings of networking in societies which prioritise collectivity and interdependence, rather than individualism. 相似文献
11.
12.
This paper investigates the extent to which rights-based education is utilised in textbooks from conflict-affected countries. Drawing on a unique dataset of 528 secondary social science textbooks from 71 countries from 1966 to 2008, we analyse factors that predict a rights discourse in texts. We find that textbooks from conflict-affected nations are significantly less likely to emphasise a rights-based discourse, while more recently published textbooks from more democratic countries are more likely to emphasise a rights discourse. Our findings have ramifications for curricular reform and rights-based education in conflict-affected nations. 相似文献
13.
In post-war contexts, education is widely regarded as essential not only for civic reconciliation, but also as a key force for gender equity. In Sierra Leone, however, despite enhanced educational opportunities for girls, much of the emphasis on post-war educational reconstruction is unlikely to rectify gender inequities that remain entrenched within mainstream schooling and in the broader social context. Yet the capacity of education to contribute to gender-based change has not been entirely muted. Several women's associations are supporting girls’ education as integral to economic and political actions aimed at challenging the hegemony of patriarchy and gendered violence. What remains to be seen is whether these discrete efforts can foster a women's movement capable of altering the structures of patriarchal power in Sierra Leone. 相似文献
14.
15.
This article examines the impacts of a partial year of implementation of Learning to Read in a Healing Classroom (LRHC), a curricular and social-emotional teacher professional development intervention in southeastern Democratic Republic of the Congo, on teacher professional well-being. Using a cluster-randomized control trial, this study assesses LRHC impacts on a sample of 346 teachers from 64 primary schools. We find statistically significant increases in job dissatisfaction for female teachers and increases in motivation for the least experienced teachers. Implications are discussed for the role of teacher professional development and well-being in improving education in low resource and conflict-affected contexts. 相似文献
16.
全纳教育的理念要求我们对特殊儿童提供预防、教育、康复、职业训练等领域的综合服务,社会工作成为其重要的专业支持。基于英美国家以及港台地区的经验分析,我们发现社会工作在特殊儿童的筛选评估、专业服务、团队沟通以及政策倡导等方面都发挥着重要作用。我国特教体系中社会工作支持服务的拓展需要进一步完善特教政策,促进专业融合,拓展实务模式以及加强社会宣传。 相似文献
17.
18.
Belmiro Gil Cabrito 《Tertiary Education and Management》2013,19(1):23-39
Abstract The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999). The discussion focuses on the funding of higher education in a quasi‐market situation (Le Grand et al. 1993), as Portugal hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990; Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997; UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies to students to cover the costs of education. Firstly, the economic and social condition of university students is presented. Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition of university students is compared with ‐ that of the Portuguese population in the 90s. Secondly, the expectations of the students of higher education are presented, in order to understand the value attached by them to a university degree, which explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated. From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student and his/her family and to discuss the need for a more interventionist State in higher education financing. 相似文献
19.
The paper reports on one outcome of a European Union-funded research project into some transnational aspects of youth marginalization. It discusses different discourses of inclusion and notes that poverty, deprivation and other social factors increase barriers to inclusive practices. The structure, provision and functioning of the education systems in the city of Lille, France, and the District of Thanet, England, are then compared and contrasted, and some barriers that prevent a proportion of the pupil populations from fully accessing school provision are identified. Both countries espouse inclusion but provide very different cultural contexts for its enactment. In Thanet, the market context inhibits equity of access to education and deepens social and educational disadvantages, while in Lille, despite French egalitarian ideals, the benign market between the private, largely denominational, secondary school sector and the public state provision, together with the informal systems of entry into the more prestigious lycées, are biased against the disadvantaged. Poverty and deprivation in both areas add to the difficulties of educational access and contribute to the formation of a group of disaffected young people who are marginalized as a consequence of an inability to participate fully and effectively in the education services provided. Some structural solutions to these problems are suggested and the paper concludes by advocating transnational policy considerations that could help to mitigate these difficulties. 相似文献
20.
The main topic of this article is to consider the role of the State in providing higher education in Portugal, paying attention
to the fact that the privatisation of higher education has been in place since the eighties (Amaral 1999) and also that it
is difficult for students and their families to find the monetary resources needed for attendance at university (Cabrito 1999).
The discussion focuses on the funding of higher education in a quasi-market situation (Le Grand et al. 1993), as Portugal
hasn't escaped the universal trend towards privatisation of education (Whitty et al. 1998). In the last decade, the relationship
between State, universities and students has been changing rapidly (Acherman et al. 1989; Barr et al. 1993; Williams 1990;
Henkel et al. 1999), and some arguments are presented that equity in access to higher education must be guaranteed (Mora 1997;
UNESCO 1998; Williams 1992). In this connection, the need is argued for free attendance on higher education and State subsidies
to students to cover the costs of education. Firstly, the economic and social condition of university students is presented.
Using data from two periods, one academic year from the 60s and one from the 90s, the increase in the degree of equity that
the university system had known in recent decades can be verified. According to the analysis, the Portuguese population in
general is better represented in the university student body nowadays, than in the 60s. Therefore, it is possible to discuss
the maintenance of a low degree of equity in the Portuguese university system. For this, the economic and social condition
of university students is compared with – that of the Portuguese population in the 90s. Secondly, the expectations of the
students of higher education are presented, in order to understand the value attached by them to a university degree, which
explains the social demand for education. Finally, the costs of higher education, both private and public, are evaluated.
From this evaluation, it is possible to conclude that the principal source of funding of higher education costs is the student
and his/her family and to discuss the need for a more interventionist State in higher education financing.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献