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Climate change presents significant educational challenges: it is necessary to know about its causes, to recognise the roots of the problem and to be aware of its consequences. This is necessary to build a more realistic perception of climate risks and better understand our vulnerabilities. But it is especially important to know about the solutions; urgent training is needed to build a «low-carbon» culture to prevent dangerous interference with the global climate. Educational institutions –...
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Poverty and climate change vulnerability is increasing in Sub-Saharan Africa (SSA) because the region lacks education and skills development facilities, and sustainable governance systems. Arguably, mainstreaming climate literacy in secondary schools through Information and Communications Technology (ICT) modalities can promote sustainable development and climate change resilience by providing early opportunities for the youth to gain knowledge and awareness of the behavioral and cultural...
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This chapter describes how distance learning can help climate refugees protect themselves against the social risk that results from restrictions on their right to education. This documentary analysis is predominantly theoretical, and its general aim it to present a documentary corpus to facilitate classification of climate refugees in terms of their ICT competence. The specific aim is to provide keys for the design of educational programs that can closely match the competences of the...
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Located in Central Africa, Cameroon is considered the driving force of the sub-region due to its strategic location in the center of the African continent. During the last five years, the country has been under the constant threat of a large range of disasters like floods, droughts, landslides, epidemics, etc. In such a context, the government is implementing several strategies for Disaster Risk Reduction in the country. Under the lead of the Ministry of Territorial Administration and...
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Citizens’ aspirations are increasingly recognized as an important dimension of their well-being. Those with high aspirations set ambitious goals for themselves, and those with low aspirations may fall prey to a poverty trap. Do natural disasters negatively impact aspirations? If so, can governments blunt these effects? We consider Pakistan’s devastating 2010 floods—and the government’s uneven relief efforts—to analyze these questions. We first show that the extreme rainfall generating this...
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The South African education system is deeply unjust because a child’s place of birth, skin colour and family’s income largely determines their educational attainment. Understanding future trends and developments can assist stakeholders in planning and decision making. Better decisions could ultimately improve the education system. Therefore, this research aims to answer three questions: What trends could impact the South African education system? What opportunities and threats arise due to...
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Background: Schools can play a vital role in the resettlement of refugee children and their families. Yet, the body of research examining school environmental factors that support the mental health and acculturation of refugee children is methodologically heterogeneous, investigates numerous and disparate school factors, and is often "hidden" in broader qualitative studies. This limits the capacity to apply the findings in a practical manner. Methods: Based on PRISMA statement principles, we...
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I’m Dr Björn Haßler, one of the three Directors of Research for the programme. Research, and particularly at-scale research, is a core focus for the #EdTechHub and that’s why we have three Directors of Research, who will also introduce themselves. I am — we all are — extremely happy that we have been awarded the programme. We, like all our competitors, worked hard for around 1.5 years until the final submission. However, this work paid off! It means we can get going on the important mission.
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Despite repeated calls for education systems to respond flexibly to enable all children to participate in formal education, limited progress has been made for those we term Mobile Out of School Children (MOOSCs). Livelihood-related mobility often precipitates a process of learner drop out during the year. Retention of such children, and reducing the risk of their relapsing into MOOSC status, requires a re-framing of ‘school’ as a spatially dispersed system, or network, to accommodate learner...
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Greater numbers of students with Autism are being educated in mainstream settings, enrolled in regular classes, placed with ‘regular’ students, and with teachers who often have limited experience or knowledge about their specific disability. Teachers, with limited knowledge of disability, struggle to successfully include these students into their classes. However, a powerful predictor of successful inclusion of students with a disability into mainstream classrooms is the attitude of the...
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This report was prepared by Bjöern Haßler for the Research for Equitable Access and Learning (REAL) Centre, University of Cambridge, UK, with support from the Global Education & Skills Forum (GESF) Alliance on Assessment and Impact for Learning. This Alliance was co-chaired by Pauline Rose (REAL Centre, University of Cambridge, United Kingdom) and Baela Raza Jamil (Idara-e-Taleem-o-Agahi, Pakistan) and included the following members: Emma Broadbent (The Varkey Foundation, United Kingdom),...
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Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf