Learning in the Face of Adversity: The UNRWA Education Program for Palestine Refugees

Abdul-Hamid, Husein; Reyes, Joel; Kelcey, Jo; Varela, Andrea Diaz

doi:10.1596/978-1-4648-0706-0

Cited by 30 publications

(3 citation statements)

References 5 publications

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“…A quasi-experimental study that examined the impact of a school program that sought to integrate drama, movement, music and art into primary schools in northern Uganda found statistically significant improvements in students' wellbeing (Ager et al, 2011). These findings are echoed in systematic reviews (see for example Tyrer & Fazel, 2014) and mixed methods research with Palestinian refugees (Abdul-Hamid et al, 2016). This evidence highlights the importance of child and youth-centered pedagogies and multi-faceted curricula.…”

Section: Enhancing the Protective Capacity Of Schools Through Interventions Focused On School Safety And Child And Youth Centered Instrucmentioning

confidence: 97%

Secondary Education for Youth Affected by Humanitarian Emergencies and Protracted Crises

Ndirangu¹,

King²,

Dunlop³

et al. 2019

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French: ethni* OR marginalis* OR minorité Portuguese: étnico OR marginalizado OR minoria 3.3.3 The refugee domain references education provisions specific to refugees and displaces persons. Keywords: refugee* OR displaced OR internally displaced person OR IDP OR migration French: refuge* OR migration OR déplac* Portuguese: refugiado OR deslocado OR pessoa deslocada internamente OR migração 3.3.4 The emergencies/conflict domain references specific provisions to address education in case of emergencies Keywords: emergenc* OR crisis OR fragile zone OR conflict French: urgence OR crise OR zones fragile OR conflit Portuguese: emergência OR crise OR zona frágil OR conflito 3.3.5 The climate domain references specific provisions for preparation/managing education in conditions of climate disasters Keywords: climate change OR natural disaster OR disaster OR drought OR epidemic French: catastrophe OR Préparation aux catastrophes OR catastrophe naturelle OR sécheresse OR dérèglement climatique OR changement du climat OR épidémie Portuguese: catástrofe OR das Alterações Climáticas OR desastres naturais OR desastre OR epidemia OR seca 5. Refugee Education in Kenya and Uganda Case Studies Kenya Case StudyData for overall secondary school enrollment rates in each of 2012, 2015, and 2018 was generously provided by Windle Trust, Kenya. Population statistics were obtained from UNHCR for both Kakuma and Dadaab (UNHCR 2012b, UNHCR 2012c, UNHCR 2015b, UNHCR 2015c; UNHCR 2018c, UNHCR 2018d). We calculated enrollment rate using the following:This value is estimated given that data was extracted from two separate sources, further Windle Trust did not provide the age range for student enrollment at secondary level for Kenya. Uganda Case StudyData for NER and GER for 2018 and 2017 was generously provided by Windle Trust, Uganda. Here, we obtained both the enrollment and population statistics for the Ugandan settlements for refugees. Of note, the data does not include refugees who live in non-settlement areas. This includes refugees that are potentially living in cities such as Kampala.

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Section: Enhancing the Protective Capacity Of Schools Through Interventions Focused On School Safety And Child And Youth Centered Instrucmentioning

confidence: 97%

Secondary Education for Youth Affected by Humanitarian Emergencies and Protracted Crises

Ndirangu¹,

King²,

Dunlop³

et al. 2019

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“…However, we also identified one study that found that refugees outperformed their non-refugee peers. Using data from the PISA and TIMSS tests conducted in 2007, classroom observations, and interviews with students, the World Bank examined how Palestinian refugees attending UNRWA schools performed compared to their peers in public schools in Jordan, Gaza, and the West Bank (Abdul-Hamid, Patrinos, Reyes, Kelcey, & Diaz Varela, 2016). Findings showed that refugee students outperformed non-refugees by the equivalent of one year of schooling.…”

Section: Learning Outcomes For Migrantsmentioning

confidence: 99%

11. India

Novak¹

2022

Learning, Marginalization, and Improving the Quality of Education in Low-Income Countries

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The education goal-Goal 4-of the 2030 UN Sustainable Development Goals places a strong emphasis on "ensuring inclusive and equitable quality education and promoting life-long learning opportunities for all." This goal recognizes that though great gains have been made in improving access to education in the two decades since the first set of UN goals in the year 2000-a major accomplishment-such success is not enough. Schooling must be of good quality and effective learning for all children, and in all locales. The achievement of quality education has been especially difficult for those who are poor and marginalized in low-income countries-those at the bottom of the pyramid.This volume-Learning, Marginalization, and Improving the Quality of Education in Low-income Countries-is based on papers presented at an international virtual conference, Learning at the Bottom of the Pyramid 2 (LBOP2), held online in November/December 2020, and co-hosted by the University of Pennsylvania and IIEP-UNESCO. About 150 experts and observers-including researchers, policymakers and practitioners-participated in the conference. Topics included both thematic issues (e.g., metrics and financing) and national case examples (India, Ivory Coast, Kenya and Mexico), which broadly focused on better understanding children's learning in low-resourced settings worldwide, along with ways that new policy approaches can improve learning.This volume is the second in a series on "learning at the bottom of the pyramid." The first conference, LBOP1, was held at the University of Pennsylvania in Philadelphia on March 2-3, 2017, and resulted in the 2018 book Learning at the bottom of the pyramid: Science, measurement and policy in low-income countries, published by IIEP-UNESCO.The LBOP initiative continues to raise substantial issues of concern to international agencies, foundations, policymakers, education vi Learning, Marginalization, and Improving the Quality of Education specialists, and the public at large. It is clear that in order to achieve quality education for all, a better understanding of learning in lowincome societies will remain a high priority.

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“…This paper grows out of the author's academic and professional work in the region, primarily with the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) (Abdul-Hamid et al 2015), explained later, with the British Council and universities in Jordan and West Bank. It is a preliminary work to scope out how research work might explore discrepancies between the digital environment,…”

Section: Introduction and Rationalementioning

confidence: 99%

Digital literacy: a Palestinian refugee perspective

Traxler

2018

Research in Learning Technology

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This paper is the first attempt to explore digital literacy in the specific context of the Palestinian refugee community in the Middle East by looking at the cultural specificity of digital literacy theorising and practice, by analysing current digital education policy in the countries hosting the Palestinian refugee community and by documenting the digital environment of the Palestinian refugee. It identifies the distance or deficit between the community's current access to digital literacy education, appropriately defined, and its digital environment, needs and opportunities. Finally, the paper provides a brief agenda for further empirical research.

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Learning in the Face of Adversity: The UNRWA Education Program for Palestine Refugees

Cited by 30 publications

References 5 publications

Secondary Education for Youth Affected by Humanitarian Emergencies and Protracted Crises

Secondary Education for Youth Affected by Humanitarian Emergencies and Protracted Crises

11. India

Digital literacy: a Palestinian refugee perspective

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