What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts
Objectives This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.1 We define crisis as an...
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2015
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| Online Access: | http://hdl.handle.net/10725/15596 http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php https://assets.publishing.service.gov.uk/media/57a0897ee5274a31e00000e0/61127-Education-in-Emergencies-Rigorous-Review_FINAL_2015_10_26.pdf |
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| _version_ | 1864513471368921088 |
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| author | Burde, Dana |
| author2 | Guven, Ozen Kelcey, Jo Lahmann, Heddy Al-Abbadi, Khaled |
| author2_role | author author author author |
| author_facet | Burde, Dana Guven, Ozen Kelcey, Jo Lahmann, Heddy Al-Abbadi, Khaled |
| author_role | author |
| dc.creator.none.fl_str_mv | Burde, Dana Guven, Ozen Kelcey, Jo Lahmann, Heddy Al-Abbadi, Khaled |
| dc.date.none.fl_str_mv | 2015 2015 2024-05-21T11:49:19Z 2024-05-21T11:49:19Z |
| dc.identifier.none.fl_str_mv | http://hdl.handle.net/10725/15596 Burde, D., Guven, O., Kelcey, J., Lahmann, H., & Al-Abbadi, K. (2015). What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts. Education Rigorous Literature Review, Department for International Development. London: Department for International Development. http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php https://assets.publishing.service.gov.uk/media/57a0897ee5274a31e00000e0/61127-Education-in-Emergencies-Rigorous-Review_FINAL_2015_10_26.pdf |
| dc.language.none.fl_str_mv | en |
| dc.rights.*.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.title.none.fl_str_mv | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts |
| dc.type.none.fl_str_mv | Article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/article |
| description | Objectives This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.1 We define crisis as an emergency caused by violent conflict, natural disaster, or both; educational access as “the opportunity to enrol, attend, and complete formal or nonformal education programmes” (INEE, 2010, p. 115); quality of learning as relates to both academic achievement and attitudes (e.g., tolerance); and wellbeing as holistic health, including physical, emotional, social, and cognitive characteristics. Our primary goals are threefold: (1) to assess the strength and quantity of the existing evidence of effective practices and programme interventions in countries and regions affected by crises; (2) to identify relevant and robust evidence of effective interventions in high-, middle-, and low income countries to serve as a point of departure for future research; and (3) to develop conceptual models that suggest pathways and mechanisms to test in future research. We highlight programmes that appeared innovative when we encountered them, but note that, given the scarcity of literature that assesses the effectiveness of interventions in these contexts, there likely are many innovations that the empirical literature does not capture. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | LAURepo_bcd58795e306e48fffd7a83bd72de4a3 |
| identifier_str_mv | Burde, D., Guven, O., Kelcey, J., Lahmann, H., & Al-Abbadi, K. (2015). What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts. Education Rigorous Literature Review, Department for International Development. London: Department for International Development. |
| language_invalid_str_mv | en |
| network_acronym_str | LAURepo |
| network_name_str | Lebanese American University repository |
| oai_identifier_str | oai:laur.lau.edu.lb:10725/15596 |
| publishDate | 2015 |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| spelling | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected ContextsBurde, DanaGuven, OzenKelcey, JoLahmann, HeddyAl-Abbadi, KhaledObjectives This study is a rigorous review of evidence found in the literature that shows which interventions promote educational access, quality of learning, and wellbeing among children who live in crisis-affected areas, and those in settings where a crisis has just ended.1 We define crisis as an emergency caused by violent conflict, natural disaster, or both; educational access as “the opportunity to enrol, attend, and complete formal or nonformal education programmes” (INEE, 2010, p. 115); quality of learning as relates to both academic achievement and attitudes (e.g., tolerance); and wellbeing as holistic health, including physical, emotional, social, and cognitive characteristics. Our primary goals are threefold: (1) to assess the strength and quantity of the existing evidence of effective practices and programme interventions in countries and regions affected by crises; (2) to identify relevant and robust evidence of effective interventions in high-, middle-, and low income countries to serve as a point of departure for future research; and (3) to develop conceptual models that suggest pathways and mechanisms to test in future research. We highlight programmes that appeared innovative when we encountered them, but note that, given the scarcity of literature that assesses the effectiveness of interventions in these contexts, there likely are many innovations that the empirical literature does not capture.Published2024-05-21T11:49:19Z2024-05-21T11:49:19Z20152015Articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10725/15596Burde, D., Guven, O., Kelcey, J., Lahmann, H., & Al-Abbadi, K. (2015). What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts. Education Rigorous Literature Review, Department for International Development. London: Department for International Development.http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.phphttps://assets.publishing.service.gov.uk/media/57a0897ee5274a31e00000e0/61127-Education-in-Emergencies-Rigorous-Review_FINAL_2015_10_26.pdfeninfo:eu-repo/semantics/openAccessoai:laur.lau.edu.lb:10725/155962024-07-03T06:53:21Z |
| spellingShingle | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts Burde, Dana |
| status_str | publishedVersion |
| title | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts |
| title_full | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts |
| title_fullStr | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts |
| title_full_unstemmed | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts |
| title_short | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts |
| title_sort | What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts |
| url | http://hdl.handle.net/10725/15596 http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php https://assets.publishing.service.gov.uk/media/57a0897ee5274a31e00000e0/61127-Education-in-Emergencies-Rigorous-Review_FINAL_2015_10_26.pdf |