• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology, Education and Development Conference >(121) TECHNOLOGY, TERRORISM AND TEACHER EDUCATION: LESSONS FROM THE DELIVERY OF HIGHER EDUCATION TO SOMALI REFUGEE TEACHERS IN DADAAB, KENYA
【24h】

(121) TECHNOLOGY, TERRORISM AND TEACHER EDUCATION: LESSONS FROM THE DELIVERY OF HIGHER EDUCATION TO SOMALI REFUGEE TEACHERS IN DADAAB, KENYA

机译：（121）技术，恐怖主义和教师教育：从肯尼亚达达布索马里难民教师提供高等教育的课程

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

According to the United Nations Refugee Agency [1], in 2015 there were more than 65 million persons globally who had been forcefully displaced from their homes. They live either as refugees or-in their own country-as internally displaced persons. The priority of aid programs in the past was to ensure children of refugees continued their education and acquired at least basic literacy skills. As much as that is important, it has become evident that it is insufficient to address the needs of the displaced. Increasingly, universities are collaborating with NGOs and other agencies to provide higher education programs to enhance the life chances and employment prospects of refugees. The purpose of this paper is to describe the experience of and lessons learned by the University of British Columbia (UBC) from its participation as a partner in the Borderless Higher Education for Refugees (BHER) project carried out in Dadaab Refugee Camp in Kenya beginning in 2013. Dadaab, the largest refugee camp complex in the world-established in 1991-has housed as many as half a million Somali, Ethiopian and Sudanese refugees and their children. Most are Muslims from Somalia. The BHER project, based at York University in Toronto, Canada, brought together two Canadian and two Kenyan universities with World University Service of Canada (WUSC) and Windle Trust Kenya, an NGO, to initially deliver two teacher education programs. Significant funding was provided by what is now Global Affairs Canada. One of these programs, focused on elementary education, was designed and delivered jointly by York and Kenyatta universities. Another, focusing on secondary education, was designed and collaboratively delivered by the University of British Columbia and Moi University. Because of the proximity of the camps to the border with Somalia, security is a continuing concern. From the beginning, we knew that a carefully planned delivery schedule could be disrupted by security incidents, some of which would prevent students from accessing a purpose-built learning centre with classrooms and two well-equipped computer labs with Internet connectivity. The Moi-UBC secondary teacher education diploma program was designed for a mixed-mode delivery with “fall back” plans for fully online delivery if security concerns made it impossible to conduct the face-to-face components. A few of the complications encountered that we had to find technology-based solutions for include: 1 Culture-based gender issues and the challenge of recruiting and retaining women in the program whose domestic responsibilities at home prevented them from having study time during daylight hours. 2 Frequent “security alerts” or events that prevented students from travelling from the camps to the learning centre to attend face-to-face sessions and access the computer labs. 3 Unreliable Internet access that made connecting to our online learning platforms a continuing problem for students. 4 Unexpected use by many students of WhatsApp on their mobile devices and how to adapt courses to make optimum use of that platform. The lessons we learned from having to adapt our program to these and other cultural, security, organizational and technological challenges can be very useful for those institutions considering engaging with highly mobile, culturally different populations to help keep the educational process alive and to avoid “lost generations” of learners.
机译：据联合国难民署[1]称，2015年，全球有超过6500万人的人，他们被强有力地从家里流离失所。他们作为难民或在他们自己的国家 - 作为国内流离失所者。过去的援助计划的优先事项是确保难民的儿童继续他们的教育并获得至少基本的扫盲技能。尽管重要的是，它变得明显，不足以解决流离失所的需求。大学越来越多地与非政府组织和其他机构合作，为提高难民的生命机会和就业前景提供高等教育计划。本文的目的是描述不列颠哥伦比亚省大学（UBC）从其参与中获得的经验和经验教训作为肯尼亚达达布难民营开展的难民（BHER）项目的无边界高等教育的合作伙伴2013年。达达布，世界上世界上最大的难民营综合体成立于1991年 - 已安置多达五百万索马里，埃塞俄比亚和苏丹难民及其子女。大多数是来自索马里的穆斯林。在加拿大多伦多约克大学的BHER项目汇集了两个加拿大和两个肯尼亚大学，加拿大（WUSC）和Windle Trust Kenya，Noge，最初提供两项教师教育计划。目前加拿大全球事务是大量资金。其中一个课程，专注于小学教育，由York和Kenyatta大学共同设计和交付。另一个，专注于中等教育，由不列颠哥伦比亚省大学和莫伊大学设计和协作地送达。由于难民营与索马里边境，安全是一个持续的关注。从一开始，我们知道安全事件的仔细交付时间表可能会破坏，其中一些人会阻止学生使用课堂和两个设备齐全的计算机实验室访问专门建造的学习中心，具有互联网连接。 Moi-UBC二级教师教育文凭计划专为混合模式交付而设计，如果安全问题使得不可能进行面对面的组件，则为完全在线交付。遇到的一些并发症，我们不得不找到基于技术的解决方案，包括：1个文化的性别问题以及招聘和留住妇女在该计划中的挑战，其在家里的家庭职责阻止他们在白天的学习时间。 2频繁的“安全警报”或导致学生从营地到学习中心的事件参加面对面的会话并访问计算机实验室。 3不可靠的Internet访问，使我们在线学习平台连接到学生的持续问题。 4在其移动设备上的WhatsApp的许多学生意外使用以及如何使课程适当地利用该平台。我们从不得不使我们的计划适应这些和其他文化，安全，组织和技术挑战的教训对于那些考虑高级移动，文化不同的人群的这些机构来说非常有用，以帮助保持教育过程的活力，并避免“失去”世代“学习者”。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号