Academic Persistence for Students Involved in the Accelerated Education Program in Dadaab Refugee Camp

Authors

  • Olivier Arvisais Université du Québec à Montréal, Canada
  • Patrick Charland Département de didactique, Université du Québec à Montréal, Canada
  • François Audet Département de management, Université du Québec à Montréal, Canada
  • Yannick Skelling-Desmeules Université du Québec à Montréal, Canada

DOI:

https://doi.org/10.25071/1920-7336.40737

Keywords:

Accelerated Education Program, Education in Emergencies, academic persistence, absenteeism, refugee camp, Dadaab

Abstract

The academic community has highlighted the lack of research into accelerated education programs (AEPs) in refugee camps. Furthermore, AEPs take different forms in different countries. Generally speaking, however, several AEPs in different parts of the world are known for their low attendance rates. Accordingly, this article presents the key barriers causing absenteeism or preventing students from continuing their education within the program in Dadaab Refugee Camp. Our study shows that humanitarian action itself plays a significant role in pupil academic persistence. Also, flexible schedules are not a solution to absenteeism in AEP.

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Published

2021-11-22

How to Cite

Arvisais, O., Charland, P., Audet, F., & Skelling-Desmeules, Y. (2021). Academic Persistence for Students Involved in the Accelerated Education Program in Dadaab Refugee Camp. Refuge: Canada’s Journal on Refugees, 37(2), 124–140. https://doi.org/10.25071/1920-7336.40737