Shelter in a storm: A case study exploring the use of psycho-social protection Strategies in non-formal refugee education in Lebanon

Greaves, Morten; Nabhani, Mona; Bahous, Rima

doi:10.1016/j.ijedudev.2019.02.005

Cited by 11 publications

(24 citation statements)

References 17 publications

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“…Pendidikan nonformal adalah pendidikan yang dilaksanakan sesuai dengan individu dari peserta didiknya (Anisaturrahmi, 2021;Kurashita & Takami, 2019;Widodo, 2018). Pendidikan nonformal didefinisikan sebagai setiap kegiatan pendidikan terorganisasi di luar sistem pendidikan formal yang secara khusus menangani kebutuhan pendidikan warga belajar (Greaves et al, 2019). Jadi, pendidikan nonformal adalah pendidikan yang sesuai dengan pelaku UMKM yang akan mengembangkan kompetensinya.…”

Section: Pendahuluanunclassified

Proses Perencanaan Pendidikan Nonformal untuk Peningkatan Kapasitas Teknologi Pelaku UMKM

Mustangin

Iqbal

Buhari

2021

JPPP

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Perkembangan teknologi menjadi tuntutan bagi pelaku UMKM. Oleh karena itu, perlu peningkatan kapasitasnya melalui pendidikan nonformal. Pada pelaksanaan pendidikan nonformal terdapat proses perencanaan pendidikan nonformal. Penelitian ini bertujuan untuk menganalisis proses perencanaan pendidikan nonformal. Penelitian ini tergolong ke dalam penelitian deskriptif kualitatif dengan subjek penelitian, yakni pengelola Rumah BUMN, tutor atau fasilitator rumah BUMN, dan pelaku UMKM. Pengumpulan data dalam penelitian dilakukan dengan menggunakan metode observasi, wawancara, serta studi dokumentasi. Instrumen penelitian yang digunakan yakni pedomanan wawancara yang berkaitan dengan proses perencanaan pendidikan nonformal. Data hasil penelitian kemudian dianalisis dengan menggunakan analisis deskriptif kualitatif yang terdiri dari tahapan reduksi data, penyajian data, dan penarikan kesimpulan (verifikasi). Temuan penelitian terkait dengan proses perencanaan pendidikan nonformal yaitu adanya identifikasi kebutuhan agar program yang dilakasanakan sesuai dengan kebutuhan dan penyeleksian calon warga belajar karena pelaku UMKM memiliki beragam karakteristik sesuai kebutuhan program. Selanjutnya, penentuan program sesuai dengan kebutuhan dan penyiapan tutor untuk menjadi pendidik, penyiapan materi, dan pelatihan bagi para tutor untuk beberapa materi tertentu.

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Section: Pendahuluanunclassified

Proses Perencanaan Pendidikan Nonformal untuk Peningkatan Kapasitas Teknologi Pelaku UMKM

Mustangin

Iqbal

Buhari

2021

JPPP

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“…Studies show that learning resident's needs are better fulfilled through non-formal education that enables them to get to know themselves and the better world. In general, non-formal education is open and flexible for the needs and interests of them and is responsive towards changes in individual and community needs [31]. Non-formal education should be given in the interests of learning residents and that organization and curriculum planning should be carried out by involving students themselves.…”

Section: Productmentioning

confidence: 99%

Evaluation of non-formal education management in Maluku Province, Indonesia

Rahabav

Souisa

2021

IJERE

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The study was aimed at evaluating the management of non-formal education institution in Maluku Province. Mixed methods were applied to conduct the study with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Central Maluku Regency 2 Learning Centre Community Activities (PKBM), Southeast Maluku Regency 2 Course and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and 1 PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City 3 LKP, 6 PKBM and 1 Learning Activity Center. The sample of this study was 24 non-formal education institutions (population sample) with census techniques, and two educators and two learning residents were also involved be interviewed. In collecting the data, several instruments were implemented such as non-test techniques in the form of assessment rubrics, observation, interviews, and documentation studies. In analyzing the data, the context, input, process and product (CIPP) was used as the bases theory and it was analyzed through quantitative and qualitative descriptive analysis ways. The results of this study reported that non-formal education institutions in Maluku Province did not optimally in applying the principles of good governance in the institution management and it was categorized in low level based on the CIPP model of evaluation.

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“…Therefore, Syrian refugee teachers, most of whom do not have papers, teach in non-formal education settings. Some of the Non-Government Organizations (NGOs) in Lebanon provide professional development for Syrian adult refugees to teach Syrian children in informal settings (Greaves, Nabhani, and Bahous 2019). West and Ring (2015) reiterate that 'refugee teachers' credentials are frequently not recognized by the host country' (156).…”

Section: Structural and Linguistic Challengesmentioning

confidence: 99%

“…To remedy this, frequently NGOs provide such professional development. Greaves, Nabhani, and Bahous (2019), for instance, state that in some NGOs in Lebanon, it is usually the coordinators who provide practical advice and professional development workshops for Syrian teachers. Most refugee teachers have to undergo an education relief training before being allowed to teach young Syrian refugees in public Lebanese schools in afternoon shifts (Khansa and Bahous forthcoming), catering for all children through double-shift schooling (Visconti and Gal 2018).…”

Section: Professional Developmentmentioning

confidence: 99%

Professional development of Syrian refugee women: proceeding with a career within education

Bradley

Bahous

Albasha

2020

Studies in Continuing Education

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Shelter in a storm: A case study exploring the use of psycho-social protection Strategies in non-formal refugee education in Lebanon

Cited by 11 publications

References 17 publications

Proses Perencanaan Pendidikan Nonformal untuk Peningkatan Kapasitas Teknologi Pelaku UMKM

Proses Perencanaan Pendidikan Nonformal untuk Peningkatan Kapasitas Teknologi Pelaku UMKM

Evaluation of non-formal education management in Maluku Province, Indonesia

Professional development of Syrian refugee women: proceeding with a career within education

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