Contemporary Challenges for Education in Conflict Affected Countries

Smith, Alan

doi:10.14425/00.62.86

Cited by 14 publications

(7 citation statements)

References 16 publications

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“…This offers legal protection to minority groups in a contested state and contributes to sustaining peace. Whilst this argument is rarely rehearsed it is recognised as a critical feature of educational and political leadership in Northern Ireland and has been instrumental in addressing (in part) the grievances of minority communities (Smith, 2014).…”

Section: Discussionmentioning

confidence: 99%

Managerialism and human rights in a post-conflict society: challenges for educational leaders in Northern Ireland

Donnelly

McAuley

Lundy

2020

School Leadership & Management

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International human rights instruments provide a legal basis for an agreed set of human values globally. These 'values' are expected to underpin the purposes and content of education. This paper aims to explore how compliance with human rights instruments and values is balanced by educational leaders in Northern Ireland where diverse interpretations of human rights are held by the main communities and managerialist principles guide education policy making. The paper argues that whilst there is a political and policy commitment to protecting human rights in education as a means of addressing the causes of conflict, this commitment is constantly threatened by interpretations of rights in the local context and a polity underpinned by managerialist principles. It is argued that managerialist concerns around budgetary constraint and academic performance frame the work of educational leaders, yet it is in retrieving the human values which underpin rights, that the potential for educational leaders to transform society through education might be best realised.

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Section: Discussionmentioning

confidence: 99%

Managerialism and human rights in a post-conflict society: challenges for educational leaders in Northern Ireland

Donnelly

McAuley

Lundy

2020

School Leadership & Management

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“…On the basis of their performance in relation to the set standards as well as their commitment to change and improvement, teachers are recognised and rewarded which result in further innovative behaviours and practices (Darling-Hammond, 2000;Fullan, 2007;Hargreaves, 2003). Such transparent accountability mechanism also helps to address any inequalities in the system which, if unresolved, may lead to conflicts among staff (Smith, 2014).…”

Section: Monitoring and Accountability In Professional Developmentmentioning

confidence: 99%

Untitled

2020

JICE

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This research aims to explore the nature of organizational culture in the context of the higher education sector in Vietnam. This study hopes to enrich literature on organizational culture, the organizational culture of higher education institutions, and relevant themes in the context of Vietnam. In this research, qualitative methods and a single-case holistic type are chosen to help fulfill the purposes of this study. The findings show that in higher education institutions in Vietnam, morality, professional knowledge, and the teaching methodologies of faculty are the most important values. Additionally, hierarchical order and university rules and decisions should be respected, and faculty members are believed to be role models for students. There is also the emergence of the elements of relationships, salary, and promotion as important components of culture.

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“…Teachers, student and schools today are on the front line in armed conflict, with teachers and students seen by armed groups as legitimate targets 133 . According to United Nations reports, children fear going to school, teachers fear teaching and parents fear sending children to school.…”

Section: Teacher Shortages In Armed Conflict Situationsmentioning

confidence: 99%

The Role of International Law in Protection against Attacks on Children’s Education Rights in Armed Conflict

Akbariavaz¹,

Tehrani²

2020

JPL

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This study was aimed to investigate issues associated with the education rights of children in international and non-international armed conflict and the influence of armed conflict on educational staff and facilities in war-torn countries. Relevant international conventions are reviewed to evaluate their effectiveness in curbing the influence of armed conflict on children's education. The study highlights the importance of international humanitarian law (IHL) in inhibiting attacks against students, educational staff, and educational facilities during armed conflict. It also reviews conventional and non-conventional methods of protection and suggests ways in which IHL may be clarified and developed to enhance the supervision of the provision of education during armed struggles. The article concludes that it is necessary to have specific international conventions, oversight bodies and relevant educational obligations in order to guarantee law enforcement and require countries or member states to implement articles or provisions properly so as to improve and reinforce the education rights of children whose lives are impacted by armed conflict. In emergency situations, legal provisions constitute a vital protective measure.

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Contemporary Challenges for Education in Conflict Affected Countries

Cited by 14 publications

References 16 publications

Managerialism and human rights in a post-conflict society: challenges for educational leaders in Northern Ireland

Managerialism and human rights in a post-conflict society: challenges for educational leaders in Northern Ireland

Untitled

The Role of International Law in Protection against Attacks on Children’s Education Rights in Armed Conflict

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