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E309 Block 1 Week 3 & 4 - Coggle Diagram
E309 Block 1 Week 3 & 4
KENYA
research by
Mary Mendenall and colleagues (2015)
about quality education for refugees in Kenya: ‘Quality education for refugees in Kenya: pedagogy in urban Nairobi and Kakuma refugee camp settings’.
based on global evidence that
active dialogic pedagogy
creates the best opportunities for learning.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1637570
multi-site comparative case study approach to examine the instructional techniques used by teachers of refugee children in six Kenyan primary schools: two in urban Nairobi, and four in Kakuma refugee camp in the northwestern part of the country. All of the schools had a significant percentage of refugee students (between 66 and 100 per cent).
At the time of the research, Kenya had one of the largest refugee populations in the world, mainly from Somalia, South Sudan Ethiopia, the Democratic Republic of the Congo, Eritrea, Burundi and Uganda.
Education is a priority for refugee families across the globe (Ferris and Winthrop 2010; Winthrop and Kirk 2011 cited in Mendenall et al 2015)
https://learn2.open.ac.uk/pluginfile.php/3028104/mod_resource/content/1/e309_blk1_wk3_sess4_reading.pdf
quality depends heavily on teachers and their pedagogical decisions, and yet at present the quality of education available to refugees is very poor (Dryden-Peterson 2011; OECD 2009; Robinson 2011; Smith 2009)cited in ...
difficult to engage with the topic without imposing external notions of quality that are not necessarily contextually relevant.
Alexander’s dialogic teaching is rooted in the principle that communication-based learning must be collective, reciprocal, supportive, cumulative, and purposeful. *
I think idealistic...not all kids are reciprocal. Massive classes not practical!!
young lives project
https://www.younglives.org.uk
international study of childhood poverty following the lives of 12,000 children. The report ‘Education Trajectories in Ethiopia, India, Peru and Vietnam: From Early Childhood to Early Adulthood. Young Lives Policy Brief’ (Cueto et al, 2016)
Ethiopia, India, Peru and Vietnam
15 years.
longitudinal study
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1637572§ion=3
module materials
millions more girls not accessing ed. but S Asia more girls than boys??
MM says "
works in 79 low-income and developing countries, helping to tackle the underlying causes of poverty so that people can become self-sufficient"
.
CARE International
https://www.careinternational.org.uk/who-we-are/about-care
Their website says
currently works in
100
countries, helping millions of the world’s poorest people find routes out of poverty.
US post war (1945) care packages first Europe then Asia...even UK had care packages until 1955
The Prime Minister’s decision to abolish the Department for International Development (DFID) and put the Foreign Office in charge of all UK aid is a disaster for taxpayers and for the world’s poorest people.
https://www.careinternational.org.uk/stories/uk-aid-wrong-time-bad-idea
Laurie Lee (17 June 2020)
Interview
maths interventions
do they teach in English??
some countries English solid 2nd language others it's not
1 big study Somalia
don't use comparative data to make money decisions- which country over another.
more about interventions- if something works implement in other similar places however he appreciates every country different needs/ challenges.
quality essential or kids won't learn enough. Also they'll drop out & earn money as see it's a waste of their time
male teachers...train up the women (Afghanistan)
Sub- Saharan Africa image
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1637573§ion=5
