Ceci est une version obsolète publiée le 2021-11-22. Consulter la version la plus récente.

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

Auteurs-es

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

DOI :

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

Mots-clés :

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

Résumé

La communauté académique a souligné le manque de recherches sur les programmes d’éducation accélérée (PEA) dans les camps de réfugiés. En outre, les PEA prennent des formes différentes selon les pays. De façon générale, cependant, plusieurs PEA dans différentes parties du monde sont réputés pour leurs faibles taux de participation. Par conséquent, cet article présente les principaux obstacles causant l’absentéisme ou empêchant les étudiant.es de poursuivre leur éducation au sein du programme dans le camp de réfugiés de Dadaab. Notre étude démontre que l’action humanitaire elle-même joue un rôle important dans la persévérance scolaire des élèves. De plus, les horaires flexibles ne sont pas une solution à l’absentéisme dans les PEA.

Statistiques

Chargement des statistiques…

Références

Ananga, E. D. (2011). Typology of school dropout: The dimensions and dynamics of dropout in Ghana. International Journal of Educational Development, 31(4), 374–381. https://doi.org/10.1016/j.ijedudev.2011.01.006 DOI: https://doi.org/10.1016/j.ijedudev.2011.01.006

Anderson, E. (1985). Forces influencing student persistence and achievement. In R. Noel & D. Saluri (Eds.), Increasing Student Retention (pp. 44–61). San Francisco: Jossey-Bass. https://www.worldcat.org/title/increasing-student-retention/oclc/12556553

Arvisais, O. (2016). AEP Research Project: Dadaab Refugee Camp. No. 00154799. The UN Refugee Agency.

Arvisais, O., & Charland, P. (2015). Enjeux éducationnels, curriculum et langue d’enseignement dans les camps de réfugiés: État des connaissances et perspectives de recherche. Canadian Journal for New Scholars in Education / Revue canadienne des jeunes chercheures et chercheurs, 6(2), 87–93. https://cjc-rcc.ucalgary.ca/index.php/cjnse/article/view/30694

Baxter, P., Ramesh, A., Menendez, A., & North, L. (2016). Accelerated education programs in crisis and conflict: Building evidence and learning. GS-10F-0033M/AID-OAA-M-13-00010. USAID.

Benavot, A. (2015). Éducation pour tous, 2000-2015: Progrès et enjeux : rapport mondial sur l’EPT 2015. Éditions de l’Unesco. https://unesdoc.unesco.org/ark:/48223/pf0000232433_fre

Boisvert, K. (2017). Case study report: RET International Kenya. Education in Crisis and Conflict Network. https://scholarworks.umass.edu/cie_eccn/2

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. ReliefWeb. https://reliefweb.int/report/world/what-works-promote-children-s-educational-access-quality-learning-and-wellbeing-crisis

Charlick, J. A. (2005). Accelerating learning for children in developing countries: Joining research and practice. HNE-I-00-00-00038-00. USAID. https://inee.org/system/files/resources/BEPS_AL_for_children.pdf

Cooper, E. (2005). What do we know about out‐of‐school youths? How participatory action research can work for young refugees in camps. Compare: A Journal of Comparative and International Education, 35(4), 463–477. https://doi.org/10.1080/03057920500331488 DOI: https://doi.org/10.1080/03057920500331488

Creswell, J. W., Fetters, M. D., & Ivankova, N. V. (2004). Designing a mixed methods study in primary care. Annals of Family Medicine, 2(1), 7–12. https://doi.org/10.1370/afm.104 DOI: https://doi.org/10.1370/afm.104

Dryden-Peterson, S. (2003). Education of refugees in Uganda: Relationships between setting and access. Working paper no. 9. Refugee Law Project. https://www.refugeelawproject.org/files/working_papers/RLP.WP09.pdf

Dryden-Peterson, S. (2011). Refugee education: A global review. The UN Refugee Agency. https://www.unhcr.org/4fe317589.pdf

Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https://psycnet.apa.org/doiLanding?doi=10.1037%2F0022-3514.92.6.1087 DOI: https://doi.org/10.1037/0022-3514.92.6.1087

Flemming, J. (2017). Case study report Norwegian Refugee Council, Dadaab, Kenya. Accelerated Education Working Group. https://www.eccnetwork.net/resources/case-study-report

Fresia, M. (2007). Les réfugiés comme objet d’étude pour l’anthropologie: Enjeux et perspectives. Refugee Survey Quarterly, 26(3), 100–118. https://academic.oup.com/rsq/article-abstract/26/3/100/1590864?redirectedFrom=fulltext DOI: https://doi.org/10.1093/rsq/hdi0246

Fresia, M. (2009). Une élite transnationale: La fabrique d’une identité professionnelle chez les fonctionnaires du Haut Commissariat des Nations Unies aux Réfugiés. Revue européenne des migrations internationales, 25(3), 167–190. https://doi.org/10.4000/remi.4999 DOI: https://doi.org/10.4000/remi.4999

Gagnon, C., & Brunel, M.-L. (2005). Les raccrocheurs adultes: Motivation et persistance aux études à l’ordre secondaire. Carriérologie, 10(1–2), 305–330. https://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=16973113

Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory strategies for qualitative research. Chicago Aldine Pub. http://www.sxf.uevora.pt/wp-content/uploads/2013/03/Glaser_1967.pdf

Gomez, S. (2015). UNHCR Education mission, Nairobi and Dadaab. Mission report.

Guillemette, F., & Luckerhoff, J. (2015). Introduction: Les multiples voies de la méthodologie de la théorisation enracinée (MTE). Approches inductives: Travail intellectuel et construction des connaissances, 2(1), 1–11. https://doi.org/10.7202/1028098ar DOI: https://doi.org/10.7202/1028098ar

Holman, A., Hojbotă, A. M., Pascal, E. A., Bostan, C. M., & Constantin, T. (2016). Developing academic persistence in the International Baccalaureate Diploma Programme: Educational strategies and associated personality traits and outcomes. International Journal of Educational Psychology, 8(3), 270–297. https://doi.org/10.17583/ijep.2019.3913 DOI: https://doi.org/10.17583/ijep.2019.3913

Inter-Agency Accelerated Education Working Group. (2017). Accelerated Education: 10 principles for effective practice. https://www.unhcr.org/publications/education/59ce4f727/accelerated-education-10-principles-effective-practice.html

Lanoue, E. (2006). Éducation, violences et conflits armés en Afrique subsaharienne: Bilan critique de nos connaissances et perspectives de recherches. Colloque International, Éducation, Violences, Conflits et Perspectives de Paix en Afrique, Yaoundé, 6–10. http://www.rocare.org/Lanoue.pdf

Lewin, K. (1951). Field theory in social science. Dorwin Cartwright.

Longden, K. (2013). Accelerated learning programmes: What can we learn from them about curriculum reform. Background paper prepared for the Education for All Global Monitoring Report 2013, 4. https://www.eccnetwork.net/sites/default/files/media/file/225950eng.pdf

Nicholson, C. (2014). Climate change and the politics of causal reasoning: The case of climate change and migration: Climate change and the politics of causal reasoning. The Geographical Journal, 180(2), 151–160. https://doi.org/10.1111/geoj.12062 DOI: https://doi.org/10.1111/geoj.12062

Nicholson, S. (2007). Accelerated learning in post-conflict settings. Discussion paper, Inter-Agency Network for Education in Emergencies (INEE). https://inee.org/system/files/resources/AcceleratedLearninginPostConflictSettingsDiscussionPaper.pdf

OECD (Ed.). (2012). International support to post-conflict transition: Rethinking policy, changing practice. OECD Publishing. https://doi.org/10.1787/9789264168336-en DOI: https://doi.org/10.1787/9789264168336-en

O’Gara, C., & Kendall, N. E. (2000). Beyond enrollment: A handbook for improving girls’ experiences in primary classrooms. Creative Associates International, Incorporated. https://pdf.usaid.gov/pdf_docs/PNABY867.pdf

Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students. Jossey-Bass Publishers.

Penson, J., & Tomlinson, K. (2009). Rapid response: Programming for education needs in emergencies. International Institute for Educational Planning, UNESCO. http://www.iiep.unesco.org/en/publication/rapid-response-programming-education-needs-emergencies

Reason, R. D. (2009). An examination of persistence research through the lens of a comprehensive conceptual framework. Journal of College Student Development, 50(6), 659–682. https://doi.org/10.1353/csd.0.0098 DOI: https://doi.org/10.1353/csd.0.0098

Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. Pearson Higher Ed.

Shah, R. (2015). Accelerated Education Responses: A meta-evaluation. Norwegian Refugee Council. https://researchspace.auckland.ac.nz/handle/2292/27669

Sinclair, M. (2007). Education in emergencies. Commonwealth Education Partnerships, 52–56. https://www.cedol.org/wp-content/uploads/2012/02/52-56-2007.pdf

Strauss, A. L., & Corbin, J. M. (Eds.). (1997). Grounded theory in practice. Sage Publications. https://us.sagepub.com/en-us/nam/grounded-theory-in-practice/book6165

Tannir, A., & Al-Hroub, A. (2013). Effects of character education on the self-esteem of intellectually able and less able elementary students in Kuwait. International Journal of Special Education, 28(2), 47–59. https://eric.ed.gov/?id=EJ1023237

Taylor, J. (2015). UNHCR mission to Dadaab: Accelerated Education (AE). Field mission. UNHCR.

Tomlinson, K., & Benefield, P. (2005). Education and conflict: Research and research possibilities. National Foundation for Educational Research. http://eric.ed.gov/?id=ED502593

UNESCO. (2011). La crise cachée: Les conflits armés et l’éducation : rapport mondial de suivi. Éditions de l’Unesco.

UNESCO. (2015). Repenser l’éducation: Vers un bien commun mondial? https://unesdoc.unesco.org/ark:/48223/pf0000232696

UNESCO. (2018). Migration, displacement and education: Building bridges, not walls. https://en.unesco.org/gem-report/report/2019/migration

UNHCR. (2016). Global trends: Forced displacement in 2015. https://en.unesco.org/gem-report/report/2019/migration

UNHCR. (2019a). Global report 2018. No. 1906514E. https://reporting.unhcr.org/sites/default/files/gr2018/pdf/GR2018_English_Full_lowres.pdf

UNHCR. (2019b). Operational portal: Refugee situations. https://data2.unhcr.org/en/situations

UNHCR. (2019c). Turn the tide: Refugee education in crisis. https://www.unhcr.org/turnthetide/

Téléchargements

Publié-e

2021-11-22

Versions

Comment citer

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 : Revue Canadienne Sur Les réfugiés , 37(2), 124–140. https://doi.org/10.25071/1920-7336.40737

Articles similaires

1 2 3 4 5 6 7 8 9 10 > >> 

Vous pouvez également Lancer une recherche avancée d’articles similaires à cet article.