Role of Borderless Higher Education for Refugees programme in offering high quality teacher education and training for refugees in Dadaab settlement in Kenya
DOI:
https://doi.org/10.14738/assrj.32.1795Abstract
The quality of refugee education across the world is wanting. Teacher quality for all in refugee camps/settlements is difficult to achieve in many countries that host refugees. Reason is because most international agencies that come to aid of the refugees are mostly concerned with basic humanitarian assistance like health, food and shelter. But teacher quality is a key determinant of students’ participation rates and achievement levels. It also remains an important ingredient towards attainment of social justice in terms of equity in educational quality for students. One contributing factor to teacher quality is professional training and education though its availability and quality create inequity for many refugee teachers in their camps. This paper describes how Borderless Higher Education for Refugees (BHER) initiative is improving access, equity, and quality in professional training and education of refugee un-trained volunteer teachers in Dadaab refugee settlement schools in north eastern Kenya.References
Alberta Teachers Association (2004). Teachers’ Rights and Responsibilities. Declaration of rights and responsibilities for teachers. Retrieved May 19, 2007 from: http://www.teachers.ab.ca/Albertas+Education+System/Teaching+in+Alberta/Teachers+Rights+and+Responsibilities/
Asha, K. & Stamenka, U. T. (2015). A Basic Guide to Open Educational Resources (OER). Paris: United Nations Educational, Scientific and Cultural Organization.
Beiter, K. D. (2006). The protection of the right to education by international law. Leiden: Martinus Nijhoff Publishers.
Carnine, D. (1992) Expanding the notion of teachers’ rights: Access to tools that work. Journal of Applied Behavior Analysis, 25(1), 13P19.
Collis, B., & Jung, I. (2003). Uses of information and communication technologies in teacher education. In B. Robinson & C. Latchem. (Eds). Teacher education through open and distance learning (pp. 171P192). London: RoutledgeFalmer.
DarlingPHammond, L. (2000). Teacher Quality and Student Achievement: A review of State Policy 2000. Education Policy Analysis Archives, 8(1). Retrieved May 24, 2006 from: http://epaa.asu.edu/epaa/v8n1/
EUPChina GBEP. (2005). External evaluation report on the Impact of ICT Training. Lanzhou, Gansu: EUPChina GBEP Project Office.
EUPChina GBEP. (2006). Action, innovation and progress: In the footsteps of the EUPChina Gansu Basic Education Project. Lanzhou, Gansu: EUPChina GBEP Project Office.
Farnham, C. (8 September 2011). Induction Course for Commonwealth Diplomats: Transforming Learning through Open Educational Resources. Sir John Daniel Commonwealth of Learning.
Hanushek, E. A. (2005). Economic outcomes and school quality 2005. Paris and Brussels: The International Institute for Educational Planning (IIEP) and International Academy of Education (IAofE).
HonPChan, Chai, & Mukherjee, H. (2003). Policy, planning and management of distance education for teacher education. In Robinson, B. and Latchem, C. (Eds.) Teacher education through open and distance learning (pp. 48P 71). London:.RoutledgeFalmer.
Johnson, J., & Strange, M. (2005). Why Rural Matters 2005: The facts about rural education in the 50 states. Arlington, VA.: Rural School and Community Trust.
Leach, J., Ahmed, A., Makalima, S., & Power, T. (2005). DEEP Impact: An investigation of the use of information and communication technologies for teacher education in the global south. London: Department for International Development.
Nkamba, M., & Kanyika, J. (1998). The Quality of Education: Some policy suggestions based on a survey of schools: Zambia. SACMEQ Policy Research: Report No. 5. Paris: International Institute of Educational Planning, UNESCO.
OECD. (2005). Teachers Matter: Attracting, developing and retaining effective teachers. 2005. Paris: Organisation for Economic Cooperation and Development.
Perraton, H., Robinson, B., & Creed, C. (Eds.) (2007). International case studies of teacher education at a distance. Oldenburg: BisPVerlag der Carl von Ossietsky Universität Oldenburg.
Robinson, B. (2006). Internal evaluation report on Component 1: Basic Education Quality Support. EUPChina Gansu Basic Education Project (ALA/CHN/98/4). Lanzhou: Gansu.
Robinson, B., & Latchem, C. (Eds.) (2003). Teacher education through open and distance learning. London: RoutledgeFalmer.
Robinson. B., & Yi, Wenwu. (2008). The role and status of nonPgovernmental (‘daike’) teachers in China’s rural education. International Journal of Educational Development 28(1), 35P54.
Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417P 458.
Schwille, J., Dembélé, M., & Schubert, J. (2007). Global perspectives on teacher learning: Improving policy and practice. Fundamentals of Educational Planning, 84. Paris: UNESCO.
Sir John Daniel, President and CEO of the Commonwealth of Learning. (2012). Paper on Transforming Learning through Open Educational Resources. UNESCO’s World Conference on Open Educational Resources to be held in Paris on 20P22 June, 2012.
Tomaševski, K. (2004). Manual on RightsPbased Education: Global human rights requirements made simple. Bangkok: UNESCO Bangkok.
Tomaševski, K. (2003). Education Denied: Costs and remedies. London and New York: ZED Books.
UNESCO Institute for Statistics. (2006). Teachers and Educational Quality: Monitoring global needs for 2015. Montreal: UNESCO, International Institute for Educational Planning.
United Nations (1976). The International Covenant on Economic, Social and Cultural Rights. ICESCR. TwentyPFirst Session of the Committee on Economic, Social and Cultural Rights: The right to education. Retrieved February 19, 2008 from: http://www.unhchr.ch/tbs/doc.nsf/(symbol)/E.C.12.1999.10.En?OpenDocument
Unwin, T. (2005). Towards a framework for the use of ICT in teacher training in Africa. Open Learning, 20(2), 113P 129.
Verspoor, A. (2004). The Challenge of Learning: Improving the quality of basic education in subPSaharan Africa. Paris: Association for the Development of Education in Africa (ADEA).
Vignoles, A., Levacic, R., Machin, S. Reynolds, D., & Walker, J. (2000). The Relationship Between Resource Allocation and Pupil Attainment: A review. DfEE Research Report No. 228, London: DfEE.
VillegasPReimers, E. (2003). Teacher Professional Development: An international review of the literature. Paris: UNESCO, International Institute for Educational Planning.
