Education in emergencies: challenges of providing education for Rohingya children living in refugee camps in Bangladesh

Shohel, M. Mahruf C.

doi:10.1080/20004508.2020.1823121

Cited by 56 publications

(59 citation statements)

References 14 publications

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“…Given a variety of logistical and political challenges [14] and a persistent humanitarian-development divide [17,18], major refugee hosting countries rarely comment on SDG outcomes for refugees or describe refugees as meriting specific attention [15], and sub-national information on refugee housing, energy, education, transportation, water, and medical care, for example, are rarely provided [14]. There has also been little academic scholarship on monitoring SDG progress in refugee settlements (with exceptions, [19,20]) and most attention has gone toward SDG 7 (Clean and Affordable Energy), e.g., References [21][22][23]. Compounding the lack of visibility of refugee data for SDG assessments, the only mention of refugees in the long list of SDG indicators comes with SDG 10.7.4, as "Proportion of the population who are refugees, by country of origin", which refers to the refugee country of origin rather than asylum and gives no insight into the development conditions experienced by refugees.…”

Section: Introductionmentioning

confidence: 99%

Development after Displacement: Evaluating the Utility of OpenStreetMap Data for Monitoring Sustainable Development Goal Progress in Refugee Settlements

Hoek

Friedrich

Ballasiotes

et al. 2021

IJGI

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In 2015, 193 countries declared their commitment to “leave no one behind” in pursuit of 17 Sustainable Development Goals (SDGs). However, the world’s refugees have been routinely excluded from national censuses and representative surveys, and, as a result, have broadly been overlooked in SDG evaluations. In this study, we examine the potential of OpenStreetMap (OSM) data for monitoring SDG progress in refugee settlements. We collected all available OSM data in 28 refugee and 26 nearby non-refugee settlements in the major refugee-hosting country of Uganda. We created a novel SDG-OSM data model, measured the spatial and temporal coverages of SDG-relevant OSM data across refugee settlements, and compared these results to non-refugee settlements. We found 11 different SDGs represented across 92% (21,950) of OSM data in refugee settlements, compared to 78% (1919 nodes) in non-refugee settlements. However, most data were created three years after refugee arrival, and 81% of OSM data in refugee settlements were never edited, both of which limit the potential for long-term monitoring of SDG progress. In light of our findings, we offer suggestions for improving OSM-driven SDG monitoring in refugee settlements that have relevance for development and humanitarian practitioners and research communities alike.

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Section: Introductionmentioning

confidence: 99%

Development after Displacement: Evaluating the Utility of OpenStreetMap Data for Monitoring Sustainable Development Goal Progress in Refugee Settlements

Hoek

Friedrich

Ballasiotes

et al. 2021

IJGI

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“…Education, in general, is 'life-saving, life-sustaining and life-transforming lifelong process' ( [10], p. 2) and in emergencies, it creates the learning opportunities for individuals and can equip them to face on-going crises as well as crises to come [11].…”

Section: Education In Emergencies (Eie): Challenges and Opportunities...mentioning

confidence: 99%

“…Education in emergencies (EiE) has been defined in such a way that educational needs are met along with humanitarian assistance provided, to protect individuals in a crisis [10]. Education in emergencies is based on the concept of "education as a humanitarian response" [12][13][14].…”

Section: Education In Emergencies (Eie): Challenges and Opportunities...mentioning

confidence: 99%

“…17. There is a need for more empirical research in the field of education in emergencies (EiE) to support advanced understandings of learner engagement, mental health and wellbeing issues, interactive activities in remote teaching and learning, and building effective collegiate communities[10]. Moreover, real and perceived social learning activities towards supporting the individuals' cognitive engagement and learning outcomes, career development and personal performance behaviours are equally important to improve the quality of e-learning for individuals in emergencies.…”

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confidence: 99%

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Education in Emergencies, Mental Wellbeing and E-Learning

Shohel¹,

Mahmud²,

Urmee³

et al. 2022

E-Learning and Digital Education in the Twenty-First Century

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The world has been going through an unprecedented situation due to the world-wide health crisis created by the COVID-19 pandemic. It affected all sectors across the globe, including education. This chapter highlights the importance of education in emergencies and how a situation like the COVID-19 pandemic creates challenges alongside opportunities to learn for personal and professional development as well as to ensure mental wellbeing of individuals through e-learning. The chapter explores literature to draw on different perspectives regarding the issues related to effectiveness in handling education and learning in an emergency in addition to preparedness for post and future emergencies. However, it focuses mainly on the role of the education sector in supporting individuals, especially learners and educators during and after emergencies. It also reflects on educational professionals’ work with students during this pandemic i.e. how educational professionals report on their adaptation journey and how the pandemic impacted the ability to serve and engage learners. From the professionals’ best practices to assist students in being successful through online education or hybrid teaching and learning formats, many opportunities arose to shape and reform education for a better future and transform the process of lifelong learning. This chapter outlines strategies, in general, for the education sector, and in particular, institutions and individuals to be better prepared for future emergencies through the opportunities e-learning offers.

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“…Although a relatively recent field of study, a robust scholarship on EiE focuses on a range of areas such as education during and after armed conflict (Burde et al, 2017;Novelli & Cardozo, 2008;Smith, 2005;Zakharia, 2017), crisis impacts on marginalized groups (Burde, 2014;Zakharia, 2013), education for refugees (Bellino, 2018;Dryden-Peterson, 2016, 2022Kirk & Winthrop, 2007;Mendenhall et al, 2015;Shohel, 2020;, and post-disaster schooling (Brundiers, 2018;Shah & Lopes Cardozo, 2014). A strong body of scholarship offers country-level analyses of crisis and schooling (Akar & van Ommering, 2018;Hamadeh, 2019;Taskin & Erdemli, 2018;Pherali, 2011;Zakharia, 2013).…”

Section: Contextualizing Partnerships In Eiementioning

confidence: 99%

Reconsidering partnerships in education in emergencies

Menashy

Zakharia

2022

EPAA

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International actors increasingly advocate for partnerships in education in emergencies (EiE) to address the dire educational opportunities of school-aged children in sites of disaster, armed conflict, forced migration, and other humanitarian crises. This study explores the nature of partnerships in EiE. We examine the impetus behind an expansion of partnerships among diverse global actors and key characteristics, relationships, and dynamics within these partnerships. Using data collected from key informant interviews and documents from organizations involved in the Syria refugee education response (2018-2021), we detail two emerging characteristics of partnerships in EiE: (1) market-based principles in rhetoric and practice; and (2) a rise in private sector participation. While partnerships aim to improve coordination between agencies, our study uncovers the counterintuitive finding that competition characterizes the EiE partnership space more often than coordination. Furthermore, despite the education and humanitarian community’s promotion of a “localization agenda”—prioritizing full participation of affected local communities as partners in education policy and implementation—our research points to a maintained hierarchy where international actors hold most influence in EiE. We discuss the practical implications of this power asymmetry within the broader context of marketized humanitarianism, and raise concerns regarding equity within unchecked partnerships.

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Education in emergencies: challenges of providing education for Rohingya children living in refugee camps in Bangladesh

Cited by 56 publications

References 14 publications

Development after Displacement: Evaluating the Utility of OpenStreetMap Data for Monitoring Sustainable Development Goal Progress in Refugee Settlements

Development after Displacement: Evaluating the Utility of OpenStreetMap Data for Monitoring Sustainable Development Goal Progress in Refugee Settlements

Education in Emergencies, Mental Wellbeing and E-Learning

Reconsidering partnerships in education in emergencies

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