Displaced Learning : Exploring the Provision of Quality Refugee Education in Tanzania

Jaap Rozema

ISBN 10: 3843386889 / ISBN 13: 9783843386883

Verlag: LAP LAMBERT Academic Publishing, 2010

Beschreibung

nach der Bestellung gedruckt Neuware - Printed after ordering - Whilst education is widely recognized and appraised as a basic human right, the provision of emergency education represents a relatively unknown and potentially problematic policy field. The prevalent lack of education in these conflict zones and refugee settlements runs the risk of endangering the effectiveness of global education initiatives and the 2015 Millennium Development Goals. Equal access to education has therefore become a decisive policy imperative for the humanitarian sector. Education however also needs to impact substantive learning outcomes. Quality indicators of education should increasingly stress equitable learning opportunities so pivotal for an improved provision during displacement. This publication uses fieldwork findings from the Lukole refugee camp in Tanzania to elaborate on the dynamics of refugee education provision. It aims to show that this type of education is contingent on the propositions and conceptions of a wider socio-political framework. Educational decision-makers must develop a more comprehensive outlook to better grasp the mechanisms inherent in the provision of quality refugee education.

Bestandsnummer des Verkäufers 9783843386883

Bibliografische Details

• Titel: Displaced Learning : Exploring the Provision of Quality Refugee Education in Tanzania
• Verlag: LAP LAMBERT Academic Publishing
• Erscheinungsjahr: 2010
• Sprache: Englisch
• ISBN-10: 3843386889
• ISBN-13: 9783843386883
• Einband: Taschenbuch
• Zustand: Neu

Über diesen Titel

Inhaltsangabe

Whilst education is widely recognized and appraised as a basic human right, the provision of emergency education represents a relatively unknown and potentially problematic policy field. The prevalent lack of education in these conflict zones and refugee settlements runs the risk of endangering the effectiveness of global education initiatives and the 2015 Millennium Development Goals. Equal access to education has therefore become a decisive policy imperative for the humanitarian sector. Education however also needs to impact substantive learning outcomes. Quality indicators of education should increasingly stress equitable learning opportunities so pivotal for an improved provision during displacement. This publication uses fieldwork findings from the Lukole refugee camp in Tanzania to elaborate on the dynamics of refugee education provision. It aims to show that this type of education is contingent on the propositions and conceptions of a wider socio-political framework. Educational decision-makers must develop a more comprehensive outlook to better grasp the mechanisms inherent in the provision of quality refugee education.

Über die Autorin bzw. den Autor

BSc graduate in Political Science (2006), MSc graduate in International Development Studies (2007) (both University of Amsterdam) and Environment & Resource Management (2009) (VU University Amsterdam). Current position: PhD researcher in Environmental Discourse Analysis at the University of East Anglia, Norwich, United Kingdom (2010-2014)