Category: Conflict, Crisis and Emergency
Can multilingual education spark STEM dreams in migrant students in poorer states of India?
Migrant STEM students face significant challenges due to the lack of Multi Lingual Education (MLE) innovation, as language proficiency is crucial for academic success. Decolonising STEM education demands questioning the assumption that English-medium instruction (EMI) is the sole path to STEM success.
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The landscape of refugee education research: Complicit scholarship in violence, oppression and imperialism
In this blog, we summarise insights from the research programme Decolonising Knowledge Systems. Specifically, we focus on the field of education of forced migrants and the rise and quick growth of the field over the past 20 years.
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Palestinian education under attack in Gaza: Teachers and steadfastness
On this 2024 World Teachers’ Day, we remember the teachers who have struggled around the world for just peace and recognition, including in war and conflict. This day is a symbol of acknowledgment of teachers’ key role in ensuring equitable and quality education for all, particularly those marginalised and oppressed.
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A ray of hope: Resilience programme for crisis-affected children in the Somali Region of Ethiopia
The absence of learning spaces, shortages of gender-sensitive WASH facilities, non-availability of school feeding, and shortage of basic education materials were the principal barriers that prevented emergency-affected children from attending educational services.
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World Refugee Day
Every year on 20 June, the world marks World Refugee Day, as a day to honour people who have been forced to flee their homes.
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Why host country education for refugees isn’t a magical solution
‘For Syrian children in Lebanon, enrolment in the national education system has been a mixed bag.’
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Why is language critical in education during crises?
Where education is considered within a crisis response, language is a component that can be overlooked, thus creating issues of access, inclusion, identity and safety for those children affected.
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Global responsibility sharing for refugee education: what is a “fair share”?
In a previous blog about refugee education, I concluded that: “since the returns on investments in refugee education are global, investment in the recurrent costs of refugee education should be shared by the global community.”
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The Role of Universities Located in Conflict-affected Zones in Empowering Youth and Women as Effective Peacebuilders: A Comprehensive Approach
In pursuit of our Center's peacebuilding goals, we have focussed on engaging with our communities, out of the conviction that fostering an effective community necessitates leveraging local capabilities and harnessing the energies of youth and women to build peace.
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Working with Media to Foster Peace and Share Knowledge in Communities: The University of Kordofan’s Journey
In the heart of North Kordofan state in Sudan, the University of Kordofan is playing a pivotal role in promoting peace and community development.
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Addressing the educational needs of Afghan returnee children: A call to action
There has been a significant increase in the number of people returning to Afghanistan, primarily through the Torkham and Spin Boldak border crossings. To understand the educational needs and learning levels of returnee children, a rapid assessment was undertaken.
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Making visible the invisible refugee children with disabilities in Uganda: The role of mothers
The study focused on establishing what data exists; experiences of disabled refugee learners and; perceptions on opportunities and challenges.
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