Jesuit Refugee Service in Lebanon provides educational support to refugees and host communities through various interventions. They address needs such as limited income, food insecurity, trauma, and tensions between communities. Their programs include early childhood education, remedial academic support, tutoring, life skills classes, and peace education. Lessons learned include the importance of teacher training, linking education and psychosocial support, school feeding, parent involvement, and helping children integrate into the public school system.
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
A presentation from 27 June 2019 at the IAFFE Conference in Glasgow, Scotland by Elena Camilletti and Sarah Cook
Related: https://www.unicef-irc.org/journal-articles/63
International Association for Feminist Economists #IAFFE2019
Subjects of Inclusive Education and its Possibilities in NepalLoonivaa Chitrakar
This slide describes about the Inclusive Education in Nepal with reference to community practice in Nepal and is presented by Loonibhah Chitrakar as a Director of Patan Community Based Rehabilitation (CBR) Organization in a workshop organized by MEXT (Ministry of Education Sports and Culture), Japan in coordination with UNESCO Nepal, UNESCO, Bangkok, Sophia University, Japan in 1st February 2015.
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...POSHAN
Presentation made at an IFPRI event on "What Lies Beneath: Women’s and Girls’ Wellbeing as a Critical Underpinning of India’s Nutritional Challenge" on December 10, 2018, in New Delhi
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
Subjects of Inclusive Education and its Possibilities in NepalLoonivaa Chitrakar
This slide describes about the Inclusive Education in Nepal with reference to community practice in Nepal and is presented by Loonibhah Chitrakar as a Director of Patan Community Based Rehabilitation (CBR) Organization in a workshop organized by MEXT (Ministry of Education Sports and Culture), Japan in coordination with UNESCO Nepal, UNESCO, Bangkok, Sophia University, Japan in 1st February 2015.
Shireen Jejeebhoy, AKSHA Center for Equity and Wellbeing - Evidence review on...POSHAN
Presentation made at an IFPRI event on "What Lies Beneath: Women’s and Girls’ Wellbeing as a Critical Underpinning of India’s Nutritional Challenge" on December 10, 2018, in New Delhi
Understanding Socio-Economic Disadvantage and its impact on student learning,...misshampson
Talking about a socio-economic disadvantage, equity, cultural competency, and programs that serve students in disadvantaged areas. Some tips and ideas for how to work with students effectively, and ways to adapt your practice.
Socioeconomic Status & Educational Outcomes with Dr. Timothy GadsonTimothy Gadson
Explore the complex dynamics of socioeconomic status and academic achievement in this enlightening presentation by Dr. Timothy Gadson. Examine the nuanced relationship between socioeconomic factors and educational outcomes, gaining valuable insights into the challenges faced by students from low-income backgrounds. Discover actionable strategies for promoting equity in education and creating inclusive learning environments. Dr. Gadson provides educators and school leaders with practical tools and resources to address educational disparities and support student success. Don't miss out on this engaging presentation packed with valuable knowledge and actionable insights
Parental, Provider, and Federal Policy Perspectives on Increasing Access to Early Childhood Care for Children in Homeless Situations . Credit:
- Chuck Kieffer, The Cloudburst Group
- Carie Bires, Ounce of Prevention Fund
- Marsha Basloe, Administration for Children and Families
Module 1: Learner as a Developing Individual (Credit 1, Hours 15, Marks 25)
Objectives : After learning this module the student teacher will be able to-
- explain concept and stages of growth and development
- bring out relationship between development and environmental factors
- elaborate developmentally appropriate learning opportunities based on brain research
- explain relationship of development with learning
- organize activities according to different roles of learner
Contents:
1. Concept of growth and development and principles of development(2 periods)
2. Growth and development across various stages from infancy to post adolescence
(Special emphasis on concerns of later childhood and adolescence) (2 periods)
3. Developmental Influences: Development as a resultant of interactions between individual
potential (innate, acquired) and external environment (physical, socio-cultural, ecological,
economic and technological). Nature and nurture, growth and maturation.(3 periods)
4. Growth and development of brain and its lifelong impact:
Brain development and language development
Functions of brain
Windows of opportunities
Left brain and right brain functions
Concept of 'developmentally appropriate' learning opportunities, getting education for
appropriate parenting. Guidelines provided by neuroscience with respect to designing
and developing appropriate learning environment. (4)
5. Relationship between development and learning, Viewing different roles of learners and
organization of classroom activities accordingly- Learner as Imitator, Knower, Thinker,
knowledge worker, Performer, Implications for teachers to develop holistic understanding of
the learner (4)
Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded – not only children with disabilities, but speakers of minority languages too. Current content deals with the Module 1 of Inclusive Education as per S.Y.B.Ed. SNDT University Syllabus.
3 Domains of Work for Schools with Students who are HomelessDoctoralNet Limited
This was the significant literature on which my dissertation was based. That work was later published as: James, E. A. (2009). Participatory action research as professional development: Creating new education practices for homeless or highly mobile students in the United States. Saarbrucken, Germany: VDM Verlag.
Improving School Environment to Boost Retention in UgandaWorldEd
Ugandan children in schools face several threats that adversely affect their chances of making it through primary school including lack of basic needs such as food and educational supplies, unsafe school environment with corporal punishment, bullying, and gender-based violence, lack of knowledge around sexual maturation, early sexual debut linked with the chance of contracting HIV and early pregnancy, and early marriage, among other factors. These risks lead to high rates of school dropout, and low education completion rates and learning achievement. The problem is particularly pronounced among girls, with 69 percent of girls aged 15 to 19 having never attended any secondary school (Adolescent Girls Vulnerability Index, 2013).
Recognizing that relationships between teachers, students and parents lie at the heart of identifying and addressing issues leading to dropout, World Education Inc. (WEI) employs the School Family Initiative (SFI) as an optimal mechanism to positively alter intra-school dynamics and reach large numbers of young people in primary and secondary schools. Providing safe learning spaces for children where teachers and children share healthy relationships, paves the way for teachers and children to improve their knowledge around and adopt health-seeking behaviors. The theory of change is that building a protective environment with robust school and community-based systems where children receive quality support and services improves health-seeking behaviors, retention, and academic performance in school.
The content discussed includes safe sexual behavior and measures of preventing school-related gender based violence. Along with the topics discussed, the methodology adopted goes a long way in improving the relationship between teachers and students. World Education has employed the SFI approach for more than five years in Uganda and produced positive results, captured through qualitative and quantitative performance evaluations.
This presented by Amogh Basavaraj at the CIES conference on March 27, 2018.
Similar to S2 approaches to education for refugees as well as host communities jrs (20)
Have you ever wondered how search works while visiting an e-commerce site, internal website, or searching through other types of online resources? Look no further than this informative session on the ways that taxonomies help end-users navigate the internet! Hear from taxonomists and other information professionals who have first-hand experience creating and working with taxonomies that aid in navigation, search, and discovery across a range of disciplines.
Acorn Recovery: Restore IT infra within minutesIP ServerOne
Introducing Acorn Recovery as a Service, a simple, fast, and secure managed disaster recovery (DRaaS) by IP ServerOne. A DR solution that helps restore your IT infra within minutes.
0x01 - Newton's Third Law: Static vs. Dynamic AbusersOWASP Beja
f you offer a service on the web, odds are that someone will abuse it. Be it an API, a SaaS, a PaaS, or even a static website, someone somewhere will try to figure out a way to use it to their own needs. In this talk we'll compare measures that are effective against static attackers and how to battle a dynamic attacker who adapts to your counter-measures.
About the Speaker
===============
Diogo Sousa, Engineering Manager @ Canonical
An opinionated individual with an interest in cryptography and its intersection with secure software development.
Sharpen existing tools or get a new toolbox? Contemporary cluster initiatives...Orkestra
UIIN Conference, Madrid, 27-29 May 2024
James Wilson, Orkestra and Deusto Business School
Emily Wise, Lund University
Madeline Smith, The Glasgow School of Art
This presentation by Morris Kleiner (University of Minnesota), was made during the discussion “Competition and Regulation in Professions and Occupations” held at the Working Party No. 2 on Competition and Regulation on 10 June 2024. More papers and presentations on the topic can be found out at oe.cd/crps.
This presentation was uploaded with the author’s consent.
3. Needs for Intervention
Need / issue Intervention
Limited income and livelihoods opportunities
makes costs associated with education a
challenge (#1 reason children are not enrolled in
formal education)
Decrease costs associated with education,
including providing transportation support and
back-to-school supplies for students who need
them
High food insecurity among refugee families
(89% of families food insecure)
School feeding
High levels of trauma and PTSD among children Strong psychosocial support programs to
supplement education
Public system unable to serve all the children in
need due to sheer scale of need and limited
geographic coverage
Nonformal early childhood education for ages 3-
5 years
Support MEHE in identifying locations for
additional ALPs and second shifts.
Difficulty of integrating children lacking basic
literacy and numeracy skills, or those having
specific needs, into public system
Remedial support, tutoring, and homework
assistance for children in public system
Life skills programs for young adults
Discrimination and harassment, tensions
between refugees and local communities
Peace education and reconciliation programs
5. • ECE in Jbeil and Bourj Hammoud.
• Remedial programs in Jbeil and Bourj Hammoud.
• Homework tutoring in Jbeil and Bourj Hammoud.
• Life Skills and Basic Literacy and Numeracy in
Jbeil and Bourj Hammoud.
JRS Education Programs in Lebanon
6. • Need for continuous training and assessment of teachers
• PSS reduces disruptions caused by behavioral issues
• Some children have PSS needs which can not be met by a social worker
alone and require specialized support
• School feeding helps improve children’s attention and performance
• Hygiene support for issues such as lice and scabies helps improve
student attendance
• Many children lack the essential clothing and supplies needed to
attend school
• Parent involvement is important for students’ retention in education
programs and for psychosocial counselling
• Parents often need encouragement and additional information to
enroll their children in the public system
• Homework assistance, tutoring and remedial language classes improve
children’s retention and performance in the public system
• Discrimination and mistreatment are serious deterrents for school
attendance
Lessons learned
7. • Teacher Training: International Office, JRS psychologist and social
workers.
• Continuous assessment of the performance of teachers/facilitators
through formal procedures.
• Strong link between Education and PSS: presence of social worker,
PSS activities for students.
• Mental Health program: specialized support from psychologist and
psychiatrists when needed.
• School feeding program, back-to-school kits, and hygiene support.
• Involvement of parents: regular parent-teacher meetings,
awareness sessions, and individual meetings between social
worker and parents.
• Outreach and awareness sessions on the importance of formal
education in public system.
• Focus on integrating children into public system and ensuring their
retention through remedial, homework and psychosocial support.
Characteristics of JRS Education Programs
8. • Faces/Stories.
• Results in ALP placement tests.
• Performance in public schools.
• Reputation: Parents trust JRS and ask for
additional support for their children in public
school.
Evidence on Impact
