Journal on education in emergencies最新文献_第5页

Editorial Note: JEiE Volume 8, Number 1 编者按:jeei第8卷第1期

Journal on education in emergencies Pub Date : 2022-01-01 DOI: 10.33682/gu5b-t1vn

Carine Allaf, Julia Dicum, R. Naylor

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Editorial Note: JEiE Volume 8, Number 1 编者按:jeei第8卷第1期

Journal on education in emergencies Pub Date : 2022-01-01 DOI: 10.33682/qhfg-y76h

D. Burde, Heddy Lahmann

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Implementing Free Primary Education in a Crisis Context: COVID-19 and Education Reform in South Kivu, Democratic Republic of the Congo 危机背景下实施免费初等教育:2019冠状病毒病与刚果民主共和国南基伍省教育改革

Journal on education in emergencies Pub Date : 2022-01-01 DOI: 10.33682/h6vr-fsnx

Jean-Benoît Falisse, C. Brandt, Jean Mukengere Basengezi, Sweta Gupta, Dieudonné Kanyerhera, Pierre Marion, Pacifique Nyabagaza, Ibrahim Safari Nyandinda, G. Marchais, Samuel Matabishi

{"title":"Implementing Free Primary Education in a Crisis Context: COVID-19 and Education Reform in South Kivu, Democratic Republic of the Congo","authors":"Jean-Benoît Falisse, C. Brandt, Jean Mukengere Basengezi, Sweta Gupta, Dieudonné Kanyerhera, Pierre Marion, Pacifique Nyabagaza, Ibrahim Safari Nyandinda, G. Marchais, Samuel Matabishi","doi":"10.33682/h6vr-fsnx","DOIUrl":"https://doi.org/10.33682/h6vr-fsnx","url":null,"abstract":"In September 2019, the Democratic Republic of the Congo implemented a new policy abolishing tuition fees in primary education. A few months later, schools closed for 4.5 months due to the COVID-19 pandemic. How did the lockdown affect the implementation of the free education policy? Did it reduce or enhance its effects? This article examines the experience of schools and teachers in two districts in South Kivu affected by armed conflict. Based on a survey of 752 teachers and 637 parents, as well as 157 qualitative interviews in 55 schools, we show that, supported by the free education policy, enrollment remained stable, and the relations between teachers and parents did not seem to deteriorate despite a near complete lack of teaching activity during the period of school closure. However, the hardships associated with the pandemic have made the financial circumstances of teachers on precarious contracts previously paid via tuition fees even more unsustainable. Their quitting the profession in increasing numbers threatens the stability of the school system. Thus, introducing free primary education is not a panacea in the context of a crisis. The sustainability of such reform requires an ambitious and comprehensive overhaul of human resources.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80514430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Note Éditoriale éditoriale说明

Journal on education in emergencies Pub Date : 2022-01-01 DOI: 10.33682/7rhg-vedz

Emily Dunlop, Mark Ginsburg

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Commentary: Fishing in the Desert: Empowering Sustainable Development through Higher Education in Kakuma Refugee Camp 评论:沙漠捕鱼:通过卡库马难民营的高等教育促进可持续发展

Journal on education in emergencies Pub Date : 2022-01-01 DOI: 10.33682/yww9-3uhq

Dieu Merci Luundo, O'Keeffe Paul

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Book Review: Borderless Higher Education for Refugees: Lessons from the Dadaab Refugee Camps edited by Wenona Giles and Lorrie Miller 书评:《难民的无国界高等教育:来自达达阿布难民营的教训》，韦诺娜·贾尔斯和洛丽·米勒主编

Journal on education in emergencies Pub Date : 2022-01-01 DOI: 10.33682/x6m4-862z

S. Akseer

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Embedding Social and Emotional Learning in Literacy and Teacher Training in Afghanistan 在阿富汗的扫盲和教师培训中融入社会和情感学习

Journal on education in emergencies Pub Date : 2022-01-01 DOI: 10.33682/hxdn-4vbe

Susan Ayari, Agatha J. van Ginkel, J. Shriberg, Benjamin Gauley, Sarah Maniates

{"title":"Embedding Social and Emotional Learning in Literacy and Teacher Training in Afghanistan","authors":"Susan Ayari, Agatha J. van Ginkel, J. Shriberg, Benjamin Gauley, Sarah Maniates","doi":"10.33682/hxdn-4vbe","DOIUrl":"https://doi.org/10.33682/hxdn-4vbe","url":null,"abstract":"This field note contributes to understanding of the challenges in and opportunities for supporting social and emotional learning (SEL) in the education in emergencies context, with a particular focus on embedding social and emotional skills into literacy learning in the early grades of primary school. In Afghanistan, the current reality is that many children and their teachers have been exposed repeatedly to adversity and highly stressful situations, such as attacks on their schools. Research shows that exposure to crises affects learning and the wellbeing of students and teachers alike. In this article, we describe how SEL was embedded in the early grade literacy curriculum and teacher training in Afghanistan, and in education support systems and practices. We further elaborate on the challenges faced and lessons learned throughout this process. The experience of integrating SEL into an early grade literacy curriculum has been positive, and initial feedback on the approach suggests that it promises to continue to be so. However, further research is needed in both Afghanistan and other contexts to more fully understand the impact of embedding different SEL practices in early grade reading materials and classrooms, and in preservice and in-service teacher training. Note: This field note was written prior to the change of government in Afghanistan in August 2021.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84109920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Developing a Culturally Relevant Measure of Resilience for War-Affected Adolescents in Eastern Ukraine. 为乌克兰东部受战争影响的青少年制定与文化相关的复原力措施。

Journal on education in emergencies Pub Date : 2021-12-01 DOI: 10.33682/wxrd-x8fq

Sergiy Bogdanov, Andriy Girnyk, Vira Chernobrovkina, Volodymir Chernobrovkin, Olexander Vinogradov, Kateryna Garbar, Yuliya Kovalevskaya, Oksana Basenko, Irina Ivanyuk, Kimberly Hook, Mike Wessells

{"title":"Developing a Culturally Relevant Measure of Resilience for War-Affected Adolescents in Eastern Ukraine.","authors":"Sergiy Bogdanov, Andriy Girnyk, Vira Chernobrovkina, Volodymir Chernobrovkin, Olexander Vinogradov, Kateryna Garbar, Yuliya Kovalevskaya, Oksana Basenko, Irina Ivanyuk, Kimberly Hook, Mike Wessells","doi":"10.33682/wxrd-x8fq","DOIUrl":"https://doi.org/10.33682/wxrd-x8fq","url":null,"abstract":"<p><p>Psychosocial support in education that is provided during emergencies frequently aims to support children's resilience, but strong, contextual measures of resilience are in short supply in Eastern Europe. In this article, our aim is to describe the development and psychometric properties of the first measure of resilience for war-affected adolescents in Eastern Ukraine. We used qualitative methods to identify the main cultural characteristics of resiliency and then used these constructs to develop the measure. We used exploratory structural equation modeling to extract five factors that showed high internal consistency: family support (ω=0.89), optimism (ω=0.87), persistence (ω=0.87), health (ω=0.86), and social networking (ω=0.87). Confirmatory factor analysis suggested that a concise model of resiliency fit the data almost as well as the exploratory structural equation modeling model. The measure demonstrated good test-retest reliability. In this article, we also discuss the importance of development, validation, and the use of culturally relevant measures of resilience for strengthening psychosocial support programs in schools, particularly in Ukraine.</p>","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"7 2","pages":"311-334"},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9269487/pdf/nihms-1765078.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40604291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

How Do We Know If Teachers Are Well? The Wellbeing Holistic Assessment for Teachers Tool 我们如何知道老师是否健康?教师福祉整体评估工具

Journal on education in emergencies Pub Date : 2021-01-01 DOI: 10.33682/f059-7nxk

Fernanda Soares, Nina Menezes Cunha, Paul Frisoli

{"title":"How Do We Know If Teachers Are Well? The Wellbeing Holistic Assessment for Teachers Tool","authors":"Fernanda Soares, Nina Menezes Cunha, Paul Frisoli","doi":"10.33682/f059-7nxk","DOIUrl":"https://doi.org/10.33682/f059-7nxk","url":null,"abstract":"This article reports on the development, adaptation, and validation of the Wellbeing Holistic Assessment for Teachers (WHAT) tool with a sample of 1,659 Salvadoran teachers. El Salvador is a conflict-affected country marked by high levels of gang-related violence, which interacts with education and directly affects the wellbeing of teachers. Having a contextually grounded and validated tool is imperative to further our understanding of educator wellbeing in El Salvador and other conflict-affected settings, as it enables us to generate evidence that informs policies and interventions. In this article, we describe how we reviewed and selected the measures that comprise the WHAT tool, followed by an initial conceptualization of teacher wellbeing and a description of the experiences and challenges teachers in El Salvador are facing. We describe our process for translating and adapting the selected measures to the Salvadoran context, which included conducting cognitive interviews. The results from our exploratory factor analysis provide construct validity evidence for the internal structure of the individual measures used. The exploratory factor analysis that included all the items for all the measures confirmed that each scale is indeed measuring a different construct. The results from a confirmatory factor analysis confirmed a good model fit. The process of adapting the tool and the results of our psychometric analysis provide evidence of the tool's validity, based on the content of the items in the tool, the internal structure, and its relationship to other variables.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75325821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Creating a Tool to Measure Children's Wellbeing: A PSS Intervention in South Sudan 创建衡量儿童福祉的工具:南苏丹的PSS干预

Journal on education in emergencies Pub Date : 2021-01-01 DOI: 10.33682/rhqb-fy8u

Moses Olayemi, M. Tucker, M. Choul, Tom Purekal, Arlene Benitez, W. Wheaton, Jennifer DeBoer

{"title":"Creating a Tool to Measure Children's Wellbeing: A PSS Intervention in South Sudan","authors":"Moses Olayemi, M. Tucker, M. Choul, Tom Purekal, Arlene Benitez, W. Wheaton, Jennifer DeBoer","doi":"10.33682/rhqb-fy8u","DOIUrl":"https://doi.org/10.33682/rhqb-fy8u","url":null,"abstract":"Since 2015, more than 560,000 South Sudanese primary school children have received psychosocial support (PSS) through the USAID-funded Integrated Essential Emergency Education Services program implemented by UNICEF. Several South Sudan-based nongovernmental organizations partnered with UNICEF to train local teachers to implement the PSS activities in child-friendly spaces. To evaluate the impact this intervention had on students' wellbeing and academic performance, a multi-institutional consortium of multidisciplinary partners purposively sampled 2,982 students and 580 teachers in 64 schools from five states in the Republic of South Sudan. Critical to the evaluation's aims was the design of a contextually relevant, rigorously validated instrument to measure students' wellbeing in a region where research on PSS outcomes in education in emergencies is needed. In this article, we first present the process by which these survey instruments were designed through the collaborative efforts of experts on measuring psychosocial support outcomes in conflict settings and experts on the local context. We then describe how we tested for the construct validity of the resulting instrument and present the results of our confirmatory factor analysis of its three-factor model of social wellbeing, emotional wellbeing, and resilience/coping. Finally, based on our process and the resulting instrument, we make recommendations for future research on PSS outcomes in emergency settings.","PeriodicalId":93794,"journal":{"name":"Journal on education in emergencies","volume":"67 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72598925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0