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Littérature scientifique sur le sujet « Centre for refugee education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 2 février 2022

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Articles de revues sur le sujet "Centre for refugee education"

Wright, Laura-Ashley, and Robyn Plasterer. "Beyond Basic Education: Exploring Opportunities for Higher Learning in Kenyan Refugee Camps." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 42–56. http://dx.doi.org/10.25071/1920-7336.34721.

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This paper seeks to elucidate the socio-cultural and economic benefits of higher education in refugee contexts. NGO and UNHCR initiatives in Dadaab and Kakuma camps are used as a reference point for discussing the challenges, best practices, and potential of higher and adult learning in contexts of protracted exile. This small-scale, qualitative study seeks to understand what opportunities for higher education exist for those living in Kenyan refugee camps, and do existing opportunities yield “social benefits” beyond those accrued by the refugees themselves? Drawing upon interviews with practi

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Daly, Nicola, and Libby Limbrick. "The Joy of Having a Book in Your Own Language: Home Language Books in a Refugee Education Centre." Education Sciences 10, no. 9 (September 15, 2020): 250. http://dx.doi.org/10.3390/educsci10090250.

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In 2018, Aotearoa/New Zealand increased its annual refugee quota to 1000. When refugees arrive in Aotearoa/New Zealand they spend six weeks in a resettlement programme. During this time, children attend an introduction to schooling. First language (L1) literacy support for children experiencing education in a medium that is not their Home Language has been identified as essential for children’s educational success. This knowledge is reflected in Principle 4 of the International Literacy Association’s Children’s Rights to Read campaign, which states that “children have the right to read texts t

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Mitchell, Linda, and Amanda Bateman. "Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand." Contemporary Issues in Early Childhood 19, no. 4 (June 13, 2018): 379–91. http://dx.doi.org/10.1177/1463949118781349.

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As a concept, ‘belonging’ is acknowledged to be complex, culturally determined and multifaceted. The processes of supporting belonging through early childhood education, especially where different cultural beliefs require understanding and negotiation, are not well understood. This is certainly the case for refugee children and families within early childhood education in Aotearoa New Zealand. Coming to belong is a particular challenge for these families who have been forcibly displaced from their home country. This article analyses documentation and video and interview data from a research st

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Homuth, Christoph, Elisabeth Liebau, and Gisela Will. "The role of socioeconomic, cultural, and structural factors in daycare attendance among refugee children." Journal for Educational Research Online 2021, no. 1 (March 30, 2021): 16–77. http://dx.doi.org/10.31244/jero.2021.01.02.

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Previous research has found that ethnic educational inequalities arise even before children enroll in primary school. It has been shown that especially for migrants, early participation in education has a positive impact on later educational outcomes, with the acquisition of the host-country language being one of the main mechanisms driving this effect. With the influx of over one million refugees into Germany in recent years, the integration of migrant children, especially refugee children, into the educational system is more salient in educational politics than ever. The first empirical find

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Kerwin, Donald, and Mike Nicholson. "Charting a Course to Rebuild and Strengthen the US Refugee Admissions Program (USRAP): Findings and Recommendations from the Center for Migration Studies Refugee Resettlement Survey: 2020." Journal on Migration and Human Security 9, no. 1 (February 16, 2021): 1–30. http://dx.doi.org/10.1177/2331502420985043.

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Executive Summary 1 This report analyzes the US Refugee Admissions Program (USRAP), leveraging data from a national survey of resettlement stakeholders conducted in 2020. 2 The survey examined USRAP from the time that refugees arrive in the United States. Its design and questionnaire were informed by three community gatherings organized by Refugee Council USA in the fall and winter of 2019, extensive input from an expert advisory group, and a literature review. This study finds that USRAP serves important purposes, enjoys extensive community support, and offers a variety of effective services.

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VİCTORİA, Katsigianni, and Kaila MARİA. "REFUGEE EDUCATION IN GREECE: A CASE STUDY IN PRIMARY SCHOOL." IJAEDU- International E-Journal of Advances in Education 5, no. 15 (December 30, 2019): 352–60. http://dx.doi.org/10.18768/ijaedu.593883.

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The large number of children amongst refugees who have arrived in Greece since 2014, a wave that peaked in 2015, created the need of educating them as a first step of integration and normalcy to the child life. Refugee education had already been recognized as a priority in Europe, so Greece had to react, as soon as possible, to educate the large number of children who arrived in Greek territory with or without their parents. To facilitate their access to Greek schools, the educational programme “Reception Centres for Refugee Education”, known as DYEP, was established in selected by the Ministr

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Sidhu, Aven, Rohan Kakkar, and Osamah Alenezi. "The Management of Newly Diagnosed HIV in a Sudanese Refugee in Canada: Commentary and Review of Literature." Reviews on Recent Clinical Trials 14, no. 1 (January 30, 2019): 61–65. http://dx.doi.org/10.2174/1574887113666180903145323.

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Background: Human Immunodeficiency Virus (HIV) prevalence rates in refugee camps are inconclusive in current literature, with some studies highlighting the increased risk of transmission due to poor living conditions and lower levels of education. With the increasing number of refugees from HIV endemic countries, it is important to assess the programs established to support patients upon arrival. Refugees have been reported to have a lower health literacy and face disease-related stigmatization, which must be overcome for the lifelong treatment of HIV. </P><P> Case Presentation: 31

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Lavik, Nils Johan, Edvard Hauff, Anders Skrondal, and Øivind Solberg. "Mental Disorder among Refugees and the Impact of Persecution and Exile: Some Findings from an Out-Patient Population." British Journal of Psychiatry 169, no. 6 (December 1996): 726–32. http://dx.doi.org/10.1192/bjp.169.6.726.

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BackgroundRefugees have long been considered at risk for mental disorder. We sought to characterise this risk in an out-patient refugee sample by analysing the relationship between psychiatric symptoms and dysfunction, and between symptoms and the socio-demographic background and stressors specific to this refugee sample.MethodA consecutive sample of 231 refugee patients referred to the psychiatric out-patient unit at the Psychosocial Centre for Refugees, University of Oslo, was examined with a semi-structured interview guide, Brief Psychiatric Rating Scale (BPRS), Hopkins Symptom Check-List (

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Vergou, Pinelopi. "Living with difference: Refugee education and school segregation processes in Greece." Urban Studies 56, no. 15 (July 4, 2019): 3162–77. http://dx.doi.org/10.1177/0042098019846448.

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Global challenges and recent changes in conflict areas in the Middle East, Asia and Africa are reasons for the contemporary forced migration into European countries, which have become places of destination or transit posts for a great number of refugees. Cities have become the focus of the socio-spatial debate, as the main units for receiving refugees, either in state camps or in social housing in city centres. In this article, the focus is on the social-spatial configuration of refugee accommodation in local communities and the way these formations generate urban and school segregation. We ar

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Maher, Damian. "The professional learning of refugee volunteer teachers in Indonesian refugee learning centres." Teaching and Teacher Education 93 (July 2020): 103095. http://dx.doi.org/10.1016/j.tate.2020.103095.

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Thèses sur le sujet "Centre for refugee education"

Häärä, M. (Meri). "Phenomenological study on student teachers’ volunteer experiences at a refugee center." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805101740.

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This thesis is an exploration into student teachers’ volunteer experiences at a refugee reception center in Finland, focusing specifically on what motivated student teachers’ to volunteer their time and energy and what types of challenges they faced along the way. The various effects that volunteer work had on participants is also discussed. Theoretical constructs related to volunteer motivation and intention along with a brief look into critical pedagogy and teachers as societal actors has been utilized. Volunteer motivation theory is extensive and this thesis explores concepts related to int

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Petrocelli, Heather Oriana. "Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/608.

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Two years after Dutch émigré Andries Deinum was fired from the University of Southern California in 1955 for refusing to cooperate with the House Un-American Activities Committee, he moved to Portland, Oregon to teach film courses through the Portland Extension Center. By 1969 he had become integral to the local film community and had formed Portland State University's Center for the Moving Image (CMI), where he and Tom Taylor taught film history, criticism, and production for the next thirteen years. Although CMI was eliminated in 1981 as part of PSU's financial exigency, CMI's teachers and s

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Coyure, Angulo Vanessa Carolina. "REFUGIO EN LA QUEBRADA. Centro Educativo San Antonio de Pedregal." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/15561.

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Ng, Hin. "Environmental Education Centre." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.

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Ng, Hin, and 吳衍. "Environmental Education Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.

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Fritz, Christian L. "Refugee and Employer Perceptions of the Effects of Capital on Refugee Employability in Utah." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5061.

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Refugees are once again a major topic of international politics, but one that also reaches down to the local level of even some small, rural American towns. This study pulled data from a qualitative, statewide refugee needs assessment in Utah, funded by the Department of Workforce Services, in order to explore the perceptions of both refugees and refugee employers concerning the variables affecting refugee employability. The data was framed using the concepts of social, cultural, human, and financial capital. In many cases, the refugees and employers perceived the same deficits and stores of c

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Davies, R. "A remand centre education]." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383679.

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Tsang, Mo-chau. "Fire research & education centre." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982190.

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Tsang, Mo-chau, and 曾慕秋. "Fire research & education centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982190.

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胡仁倬 and Yan-cheuk Wu. "Marine education and research centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.

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Livres sur le sujet "Centre for refugee education"

Dane, Penny. Lessons for a new beginning: Report of an education programme for refugee adults in a UK reception centre. Derby: Refugee Action, 1987.

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Integrative Workshop for Trained and Untrained Mozambican Teachers in Refugee Camp Schools in Zimbabwe (1992 Mbuya Nehanda Training Centre, Melfort, Zimbabwe). Integrative Workshop for Trained and Untrained Mozambican Teachers in Refugee Camp Schools in Zimbabwe: Mbuya Nehanda Training Centre, Melfort, 23-28 August 1992 : workshop report. [Harare?]: The Section, 1992.

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McIntyre, Joanna, and Fran Abrams. Refugee Education. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811.

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Banks, Laura. Refugees into higher education: A report from the Health & Social Policy Research Centre at the University of Brighton for the Community University Partnerhip Programme. Falmer: University of Brighton, Health and Social Policy Research Centre, 2003.

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Warriner, Doris S., ed. Refugee Education across the Lifespan. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79470-5.

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Trades Union Congress. National Education Centre. TUC National Education Centre. [London]: TUC, 1994.

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Davies, Richard. A remand centre education. Norwich: University of East Anglia, 1987.

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Trades Union Congress. National Education Centre. TUC National Education Centre. [London]: TUC, 1996.

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Stead, Joan. Refugee pupils in Scottish schools. Edinburgh: Scottish Council for Research in Education, 2000.

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Naidoo, Loshini, Jane Wilkinson, Misty Adoniou, and Kiprono Langat. Refugee Background Students Transitioning Into Higher Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0420-0.

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Chapitres de livres sur le sujet "Centre for refugee education"

Moser-Mercer, Barbara, Erin Hayba, and Joshua Goldsmith. "Higher Education Spaces and Protracted Displacement: How Learner-Centered Pedagogies and Human-Centered Design Can Unleash Refugee Innovation." In Technologies for Development, 41–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91068-0_4.

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Iannone, Rosa Lisa. "Refuge to Centre Stage: The Story of Arash." In Refugee Entrepreneurship, 141–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92534-9_10.

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Gichiru, Wangari. "Bridging the Gap Between African Refugee Parents and K-12 Teachers: Expanding the Meaning of School Diversity." In Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy, 113–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02251-8_7.

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McIntyre, Joanna, and Fran Abrams. "Introduction." In Refugee Education, 1–8. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-1.

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Abrams, Fran. "A historical narrative of refugee education in England." In Refugee Education, 121–39. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-11.

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Abrams, Fran. "On the ground." In Refugee Education, 140–44. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-12.

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Abrams, Fran. "Policy environment – England." In Refugee Education, 145–61. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-13.

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McIntyre, Joanna, and Fran Abrams. "Concluding thoughts." In Refugee Education, 165–73. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-15.

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McIntyre, Joanna. "Safety, belonging and success." In Refugee Education, 11–27. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-3.

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McIntyre, Joanna. "Redistribution, recognition and representation." In Refugee Education, 28–45. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-4.

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Actes de conférences sur le sujet "Centre for refugee education"

O'Keeffe, Paul. "REFUGEE-LED MANAGEMENT IN HIGHER EDUCATION IN REFUGEE CONTEXTS: LEARNING FROM EXPERIENCE IN KAKUMA REFUGEE CAMP." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0032.

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Newman, Naomi C., Kaitlyn Petruccelli, and Christopher Raab. "Nutrition Education in Refugee Continuity Clinic." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.474.

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Butler, Lynann. "THE REFUGEE EXPERIENCE; HOW TRAUMA AFFECTS LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0040.

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Long, Qinfei. "Research on metrics of refugee crises." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.382.

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Ligusova, Jana, Jan Ligus, and Iveta Zolotova. "Cybernetic education centre." In 2013 24th EAEEIE Annual Conference (EAEEIE 2013). IEEE, 2013. http://dx.doi.org/10.1109/eaeeie.2013.6576516.

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Kajee, Leila. "REFUGEE YOUTH: NO HUMAN BEING IS ILLEGAL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1743.

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Camichos, Lisa. "The Things They Carried: A Refugee Project." In 3rd International Conference on Future of Teaching and Education. GLOBALK, 2020. http://dx.doi.org/10.33422/3rd.icfte.2020.10.14.

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Bilic, Snjezana. "Enabling pathways: refugee background students in higher education." In 2nd International Conference on Social Science, Humanities and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icshe.2019.06.306.

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Krasteva, Rouska, and Efstratios Pantelis. "BRIDGING RELATIONSHIPS BETWEEN EDUCATION, REFUGEE CRISIS AND TOURISM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1063.

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Nugroho, Lukito Edi, Kurnianingsih, Arkham Zahri Rakhman, Widyawan, and Lutfan Lazuardi. "A refugee tracking system in dCoST-ER: Disaster command and support centre for emergency response." In 2015 7th International Conference on Information Technology and Electrical Engineering (ICITEE). IEEE, 2015. http://dx.doi.org/10.1109/iciteed.2015.7408929.

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Rapports d'organisations sur le sujet "Centre for refugee education"

Petrocelli, Heather. Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.608.

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Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.

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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews li

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Martin, Staci. Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6120.

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Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enh

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Hellström, Anders. How anti-immigration views were articulated in Sweden during and after 2015. Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM), 2021. http://dx.doi.org/10.24834/isbn.9789178771936.

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The development towards the mainstreaming of extremism in European countries in the areas of immigration and integration has taken place both in policy and in discourse. The harsh policy measures that were implemented after the 2015 refugee crisis have led to a discursive shift; what is normal to say and do in the areas of immigration and integration has changed. Anti-immigration claims are today not merely articulated in the fringes of the political spectrum but more widely accepted and also, at least partly, officially sanctioned. This study investigates the anti-immigration claims, seen as

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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham Internat

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GEM Centre: Completion report for Phase 2 funding, 2017–2020. Australian Council for Educational Research, September 2021. http://dx.doi.org/10.37517/978-1-74286-621-5.

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In 2014, the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) established a partnership under the Global Education Monitoring Centre. Since then, there have been two funding periods: Phase 1 from 2014–2017 and Phase 2 from 2017–2020. Phase 3 will cover 2020–2023. This report documents the completion of Phase 2 funding and describes the shared priorities of DFAT and ACER through the GEM Centre, followed by the objectives and key outcomes of the work program during this period. The outcomes and lessons learned, toge

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