Education in Times of Crisis: Shaping the Future of Internally Displaced Children- A Case Study from Pakistan

10.29007/qq96 ◽  
2020 ◽  
Author(s):  
Waqas Idrees
Keyword(s):  
Hybrid Learning ◽  
Educational Strategy ◽  
Local School ◽  
Internally Displaced ◽  
Regular School ◽  
Learning Framework ◽  
Displaced Children ◽  
The Impact ◽  
Displaced Students

This study investigates the impact of education on twenty internally displaced out- of-school children over a period of nine months in a rural area of Pakistan. Two focus areas of the study were to observe (1) Change in participants’ perception towards education, and; (2) Skill development of participants. Internally displaced children were enrolled in a local school and their performance was measured against non- displaced students attending regular school. An educational strategy developed by UNICEF specifically for IDPs was used to structure the study along with a hybrid learning framework to measure children’s performance in three knowledge areas: foundational, meta and humanistic skills. The overall findings suggested that after eight months, the children had an increased interest towards learning; their parents were more supportive of their children’s education and the children learnt life skills to financially help their families while continuing school.

scholarly journals Feeling the Fear and Doing It Anyway:  A Case Study of CHRS-City, an Intervention for Adolescent Mental Health

2021 ◽  
Author(s):  
◽  
Lisa Thompson
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Adolescent Mental Health ◽  
Health Condition ◽  
Further Education ◽  
Mental Health Condition ◽  
Regular School ◽  
The Impact ◽  
Support Students

<p>Provision for adolescent mental health in New Zealand is in its infancy. CRHS-City is the first Ministry of Education funded initiative that addresses adolescent mental health and transition back to school in New Zealand. This thesis examines the experiences of students and their families attending CRHS-City and how they were supported to transition back to school or further education. This research is important as it focuses on a growing need and documents Central Regional Health School’s attempt to address it. The methodological approach was a multiple case study underpinned by a constructivist paradigm. A qualitative approach was appropriate for this study as the research wanted to capture the impact attending CRHS-City had on a specific group of students and their transition back to a regular school or further education. Three students and their families identified they would be willing to be interviewed as part of this study. Eight overarching themes emerged from the research. Participants described positive outcomes from their experience of attending CRHS-City. This study has found being at CRHS-City helped the participants explore different ways of managing their mental health condition and gain confidence in their abilities to do so, which in turn supported the overall goal of a return to school or further education. However this was not an easy process for either the students or their parents. The findings from this research identified recommendations specific to CRHS-City and for the education sector in general to support students who have a mental health condition continue with their education goals. Support for the student’s family and the regular school is an essential part of this process. Research into effective interventions within mainstream schools to support students who have mental health needs is seen as a logical next step.</p>

scholarly journals The Impact Of Constitution Court Decision About The Abolition Of RSBI/SBI Program Case Study on ex.SDBI No.26 Argamakmur North Bengkulu Regency

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Yuni Indah Supriyanti
Keyword(s):  
Research Policy ◽  
International School ◽  
Court Decision ◽  
Regional Government ◽  
International Standard ◽  
National Education ◽  
Regular School ◽  
Circular Letter ◽  
The Impact

The need of education which is properly accommodated in Constitution Number 20 of 2003 about national education System on article 50, verse 3 which mandate that Government and/or Local Government hold at least one educational unit on whole educational level to be developed as school at international level. After 8 year implementation, through Constitution Court session on Tuesday, January 8, 2013, issued a policy about abolition of international based school. Constitution Court has accepted the complaint which is submitted by Coalition against Commercialization of Education. In its consideration, Constitution Court considers that international school in governmental school is on the contrary to UUD 1945. The purpose of this research is to know about the impact of Constitution Court decision (The Abolition of RSBI/SBI Program) in schools and public institutions in this case about student guardian. This research is also expected to be able to give contribution for knowledge and science especially to research policy in education. The method of this research is qualitative research and case study. This research is held in SDN 26 Argamakmur which is one of Pioneering International School (RSBI). This research uses some informants; they are teachers and administration staffs of SDN 26 Argamakmur, student guardians, the officials of education and culture department of North Bengkulu regency and the officials of education and culture department of regional offices and also some policy experts in the field of education. This research finds out some facts that Constitution Court decision about the revocation of RSBI in SD BI 26 Argamakmur causes the result of psychology pressure for teachers as the spearhead of policy implementer. Before this decision published, the teachers who teach in this school have their own pride to teach in this school. Physically, RSBI School in Argamakmur has some facilities such as computer laboratory, Language laboratory, and ICT room. These facilities need high maintenance fund. Therefore, regional government still has responsibilities toward the impact of status alteration of this school. The alteration of status from RSBI school to regular school results on various impact for society especially students guardian. For the parents who have sent their children to RSBI School, there is a pride form the parents toward their children because they have basic skills that aren’t given in other schools. The skills are active English skill and computer skill. Many parents who have their children study in International Standard Primary School (SD BI) feel disappointed since there won’t be written international standard school in their children’s educational certificate. International predicate is considered as a pride for some parents. The steps taken by school have been based on circular letter of education and culture Minister of Indonesia dated January 30, 2013. That circular letter contents RSBI transition policy. Keywords: Impact, Constitution Court decision, RSBI program.

scholarly journals In the Space between Employees and Clients: The Impact of Organizational Context on a Refugee Program in Sierra Leone

Refuge ◽  
2008 ◽  
pp. 35-43 ◽  
Author(s):  
Lakshmi Ramarajan
Keyword(s):  
Sierra Leone ◽  
Organizational Context ◽  
Humanitarian Aid ◽  
Organizational Factors ◽  
Organizational Characteristics ◽  
Program Outcomes ◽  
Internally Displaced ◽  
Study Approach ◽  
The Impact

This paper uses a case-study approach to describe how organizational characteristics may influence program outcomes in humanitarian aid situations. Organizational structure and human resource management are discussed as organizational factors that influence the vulnerabilities of clients and employees. Interview and archival data from a program on reintegrating refugee and internally displaced women and girl survivors of sexual violence in Sierra Leone and observations based on the author’s experience with the organization provides a relevant basis for isolating the firm as an important context within which refugee programs are embedded.

scholarly journals Impact of Conflict Induced Displacement on Primary and Secondary Schooling in Pakistan

2021 ◽  
Vol 2 (4) ◽  
pp. 147-156
Author(s):  
Anayat Ullah ◽  
Syed Hasnain Ali Abbas ◽  
Faryal Shah ◽  
Muneer Khan Orakzai
Keyword(s):  
Economic Status ◽  
Household Survey ◽  
Secondary Level ◽  
Internal Conflict ◽  
Secondary Schooling ◽  
Internally Displaced ◽  
Socio Economic Status ◽  
Displaced Children ◽  
Western Border ◽  
The Impact

Abstract The impact of armed conflict on primary and secondary schooling is very hazardous and apparent. Since, 2001 the conflict has made millions of people displaced in the form of Internally Displaced Persons (IDPs) mainly from Tribal Areas on western border with Afghanistan to the settled areas within Pakistan. This research addressed the impact of internal conflict on primary and secondary level school children during displacement at Jalozia camp, Khyber Pukhtoonkhwa. For that reason, the household survey was conducted at Jalozai IDPs camp. The survey results indicate that conflict induced displacement has negatively impacted the level of schooling both at primary and secondary level. However, the impact is more hazardous for secondary schooling. Due to some socio-economic and cultural constraints, mostly female students were dropout of schools at secondary kevel. In addition, conflict affected the socio-economic status of the marginalized displaced people which either way affected the schooling of displaced children.     Key words:    Conflict; Displacement; Schooling; Socio-Economic Status; Pakistan 

scholarly journals Feeling the Fear and Doing It Anyway:  A Case Study of CHRS-City, an Intervention for Adolescent Mental Health

2021 ◽  
Author(s):  
◽  
Lisa Thompson
Keyword(s):  
Mental Health ◽  
New Zealand ◽  
Adolescent Mental Health ◽  
Health Condition ◽  
Further Education ◽  
Mental Health Condition ◽  
Regular School ◽  
The Impact ◽  
Support Students

<p>Provision for adolescent mental health in New Zealand is in its infancy. CRHS-City is the first Ministry of Education funded initiative that addresses adolescent mental health and transition back to school in New Zealand. This thesis examines the experiences of students and their families attending CRHS-City and how they were supported to transition back to school or further education. This research is important as it focuses on a growing need and documents Central Regional Health School’s attempt to address it. The methodological approach was a multiple case study underpinned by a constructivist paradigm. A qualitative approach was appropriate for this study as the research wanted to capture the impact attending CRHS-City had on a specific group of students and their transition back to a regular school or further education. Three students and their families identified they would be willing to be interviewed as part of this study. Eight overarching themes emerged from the research. Participants described positive outcomes from their experience of attending CRHS-City. This study has found being at CRHS-City helped the participants explore different ways of managing their mental health condition and gain confidence in their abilities to do so, which in turn supported the overall goal of a return to school or further education. However this was not an easy process for either the students or their parents. The findings from this research identified recommendations specific to CRHS-City and for the education sector in general to support students who have a mental health condition continue with their education goals. Support for the student’s family and the regular school is an essential part of this process. Research into effective interventions within mainstream schools to support students who have mental health needs is seen as a logical next step.</p>

scholarly journals Analysis of functional program of the building designed for pupils on the autism spectrum disorder, case study of Acland Burghley Resources Centre, London

2021 ◽  
Vol 1203 (2) ◽  
pp. 022116
Author(s):  
Klaudyna Mentel ◽  
Zbyszko Bujniewicz
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Abilities ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Functional Program ◽  
American University ◽  
Regular School ◽  
Tactile Stimuli ◽  
The Impact

Abstract The article is a case study for Acland Burghley Resources Centre designed by Christopher Beaver and GA Architects for up to 20 pupils on the autism spectrum disorder. This is the inclusive regular school for 1265 students in London, built in 2011. The small part of the building was designed according to the theory developed by Beaver for students on ASD. The school was classified in third place according to Autism ASPECTSS Scores (Mostafa, 2015, p. 67) developed by Magda Mostafa, professor at the American University of Cairo. The case study is based on the diagrams presented in the article which were prepared on the basis of project documentation and photos of the building provided by the architectural office. These materials were prepared to survey opinions of autism therapists on the impact of individual building elements on people on ASD. Pupils on the autism spectrum have problems with the perception of many stimuli such as light, acoustic, aromatic, and tactile stimuli. It is important that autistic students who cannot cope with the mainstream school have an independent part of the building with the outdoor decking, social area, learning spaces, 1 to 1 activity rooms, seating spots, and escape personal spaces. The architect designed a calm space in which students feel sensory comfort and can improve their cognitive abilities. These were achieved with indirect light, neutral colours, matte textures, and curved walls. The interdisciplinary research proves that the functional and spatial solutions which are provided in Burghley Resources Centre are appropriate for the therapeutic purpose and support the therapy.

scholarly journals The Impact of Integrating a MOOC Platform on the Teaching of Computer Science Course: A Case Study

2019 ◽  
Vol 5 (1) ◽  
pp. 44 ◽  
Author(s):  
Mohssen Hakami
Keyword(s):  
Learning Environment ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Learning System ◽  
Traditional Learning ◽  
Face To Face ◽  
The Impact ◽  
Hybrid Learning Environment ◽  
Quantitative And Qualitative Methods

The present study reports an attempt to identify and evaluate the effectiveness of integrating teaching MOOC platform into traditional learning system to teach a face-to-face course. It investigated students’ opinions of Sharurah College of Science and Arts about the benefits and challenges based on their learning experiences in a hybrid learning environment. The researcher used both quantitative and qualitative methods to address the research questions. The study shows the following findings: a MOOC platform, as a new source for learning, supports teaching and learning in a hybrid learning environment; it can be used to support traditional learning; students like and are interested in a hybrid MOOC learning environment; and, finally, the most challenges affecting the hybrid MOOC environment are Internet drop/low speed connections and limited time for discussion in the MOOC.

scholarly journals The Arc of Migration and the Impact on Children’s Health and Well-Being Forward to the Special Issue-Children on the Move

Children ◽  
2019 ◽  
Vol 6 (9) ◽  
pp. 100 ◽  
Author(s):  
Oberg
Keyword(s):  
Home Country ◽  
Well Being ◽  
Special Issue ◽  
Vulnerable Children ◽  
Internally Displaced ◽  
Detention Centers ◽  
Displaced Children ◽  
Families With Children ◽  
The Impact ◽  
Health And Well Being

Since the start of this millennium the diaspora of families with children has continued unabated. UNICEF estimates that nearly 31 million children have been forcibly displaced from their homes by the end of 2017. This includes 13 million child refugees, an estimated 17 million children internally displaced within their own countries and over 900 thousand children seeking asylum in a different country. Even more staggering is the 75 percent increase in the number of child refugees between 2010 and 2015. This Special Issue, Children on the Move: The Health of Refugee, Immigrant and Displaced Children, examines in detail the health and well-being of our most vulnerable children today. It follows the arc of migration from home country, through transit and finally the challenges experienced in a child’s new country. The papers explore a variety of acute and chronic health conditions as well as the mental health of these children and youth. The articles examine the trauma experienced in their home country, the fleeing of war, violence and/or poverty, the travails during their journey, the stress throughout their stay in detention centers and refugee camps, and finally the transition to a new home country.

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