“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan

Baeyer, Sarah LeBaron von

doi:10.1111/1559-8918.2017.01163

Cited by 5 publications

(2 citation statements)

References 5 publications

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“…Most refugees own at least one mobile device [21][22][23]. It is considered vital for survival and used during refugees' escape trips and upon arrival in their host country [24,25].…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning Applications for Refugees: A Systematic Literature Review

et al. 2022

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The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with learning difficulties and disabilities. Due to the unprecedented number (over one hundred million) of refugees during the second decade of the 21st century worldwide, many NGOs (Non-Governmental Organizations) and UN (United Nations) initiatives have proposed leveraging mobile learning for refugee educational needs. This research article focuses on mobile learning for refugee education. Namely, the present systematic literature review results from 2015 to 2020 will give a concrete picture of the recently existing mobile learning apps for refugees and their characteristics. According to the research findings, 15 characteristics were collected out of 14 applications. According to prior literature, areas of agreement or discrepancies in the field were found. Two new -to previous literature- characteristics were revealed: interwoven psychological and educational features and refugees’ cultural features in the apps. The summarization and categorization of the app’s characteristics aim to contribute to mobile learning research and impact game developers, educators, and NGOs according to refugee needs. The limitations of this study and issues for further exploration will also be discussed in the last sections.

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“…Most refugees own at least one mobile device [21][22][23]. It is considered vital for survival and used during refugees' escape trips and upon arrival in their host country [24,25].…”

Section: Introductionmentioning

confidence: 99%

Mobile Learning Applications for Refugees: A Systematic Literature Review

et al. 2022

View full text Add to dashboard Cite

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“…The Syrian refugee crisis is considered one of the most severe and complex humanitarian emergencies after violence erupted in Syria in 2011, leading to an unrelenting civil war. After a decade into the Syrian crisis that resulted in the death of hundreds of thousands of people and made more than 12 million Syrians homeless (Baeyer, 2017), education for these children has been in a crisis. According to Alshoubaki (2017), four million Syrians became refugees in Arab countries and Turkey.…”

Section: Introductionmentioning

confidence: 99%

Investigating Syrian refugees’ education in Jordan: From policies to pedagogy

2022

JALT

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Curricula and textbooks for refugees; Jordan; National response plans; Syrian refugee students; training teachers of refugees.This study critically examines the gap between policies and practices in the context of refugee education in Jordan. To understand the extent of the gap, this paper analyzes the official policies that outline the priorities of refugee education and compares these results with the perceptions of teachers of refugees with a focus on the types of curricula refugees study and the professional development programs these teachers receive. This study casts more light on this area by employing a mixed methods approach, namely, content analysis and conducting an online survey with the teachers of refugee students. This study found that the education of refugees should be reformulated in terms of appointing qualified teachers who could adapt the curriculum according to the refugee students' levels and needs. This study revealed that there is a gap between what policymakers think and teachers' perceptions of education. The latter highlights the importance of advancing education when strategizing future policies on refugees' education.

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Reaching SDG4 By 2030: characteristics of interventions that can accelerate progress in the lowest-income countries

Haßler¹

2022

Decision

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The COVID-19 pandemic has exacerbated the global learning crisis, with many learners losing access to their classrooms. Recovery from the pandemic and transition back to regular schooling is slow, and there is a need to catch up. Despite some EdTech having been introduced as a mitigating measure, it is clear that the poorest children, especially, have missed significant learning. The present overview paper seeks to offer inspiration, overarching considerations, and research evidence to highlight opportunities for collaboration to build back better after the COVID-19 crises — globally and particularly among low- and middle-income countries — knowing the urgency under which education policymakers are asked to act.

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“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan

Cited by 5 publications

References 5 publications

Mobile Learning Applications for Refugees: A Systematic Literature Review

Mobile Learning Applications for Refugees: A Systematic Literature Review

Investigating Syrian refugees’ education in Jordan: From policies to pedagogy

Reaching SDG4 By 2030: characteristics of interventions that can accelerate progress in the lowest-income countries

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