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Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya
- Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered theRefugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.…
Author details: | David Khisoni KunyuORCiD, Linda P. JuangORCiDGND, Lázaro Moreno Herrera |
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URN: | urn:nbn:de:kobv:517-opus4-585781 |
DOI: | https://doi.org/10.25932/publishup-58578 |
ISSN: | 1866-8364 |
Title of parent work (German): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe |
Subtitle (English): | Evidence of discrimination |
Publication series (Volume number): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (824) |
Publication type: | Postprint |
Language: | English |
Date of first publication: | 2022/08/23 |
Publication year: | 2022 |
Publishing institution: | Universität Potsdam |
Release date: | 2023/03/29 |
Tag: | Education in Emergencies; discrimination; implementation quality; refugee youth; the INEE minimum standards; the YEP intervention |
Issue: | 824 |
Number of pages: | 16 |
Source: | Frontiers in human dynamics 4 (2022) DOI: 10.3389/fhumd.2022.898081 |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department für Inklusionspädagogik |
DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 370 Bildung und Erziehung |
Peer review: | Referiert |
Publishing method: | Open Access / Green Open-Access |
License (German): | CC-BY - Namensnennung 4.0 International |
External remark: | Bibliographieeintrag der Originalveröffentlichung |