Higher Education in Emergencies

Higher Education in Emergencies

Today the average conflict lasts 10 years, and families remain in internally displaced person (IDP) camps for an average of 17 years. While humanitarian programming often focuses on life-saving activities, the failure to prioritize education in general – and higher education in particular – leaves entire generations uneducated, developmentally disadvantaged, and unprepared to contribute to their society’s recovery.
The HEiE course will explore post-secondary education in emergency and protracted settings through the following 5 modules:
Module 1: International Law & Policies
Module 2: Foundations of Digital Learning
Module 3: Programme Design & Implementation
Module 4: Research in HEiE and Monitoring & Evaluation
Module 5: Capstone Projects
Participants will be provided with a conceptual framework for Higher Education in Emergencies (HEiE). Through this framework, participants will examine scenarios and design solutions focusing on four different, yet interrelated dimensions:
  1. Access to higher education and techno-pedagogical support, including on-site and virtual tutoring and mentoring schemes;
  2. Quality of virtual learning in fragility, including learning platforms, curriculum design, teacher and tutor training, accreditation and credentialing schemes, and partnerships with local universities;
  3. Mapping of higher education domains relevant to these learners within the framework of 21st Century Skills; and
  4. In-the-field management and implementation models.
The course will include high-level seminars with faculty and field experts, which participants will apply to real-world case studies (Capstone Projects) through collaborative learning, tutoring sessions and project presentations. They will also gain an understanding of how multiple pedagogical resources can be leveraged efficiently and effectively to produce sustainable outcomes in fragile contexts.
Learning outcomes
At the end of this course, participants will have developed a conceptual framework to be able to:
  • understand the potential and limitations of HEiE;
  • analyze emergency and protracted contexts to evaluate possibilities for implementing HEiE projects;
  • assess the potential of different pedagogical models – including on-site and virtual delivery modes – to contribute to project outcomes and sustainability; and
identify the humanitarian actors, including staff and beneficiaries, needed to jointly manage the multiple components of a HEiE project.

Subjects

  • Higher Education

Related Programs

Understanding Islamist Movements: Historical Roots and Current Realities

This course asks how we should understand the various political movements that claim to act in the name of Islam. What do the Islamic State and the various affiliates of al-Qaeda in the Middle East have in common with each other, or with the Muslim Brotherhood in Egypt, among others? What distinguishes these movements from the Taliban in Afghanistan or Boko Haram in West Africa? Why do some of these groups act or inspire others to carry out attacks in Europe and North America? To what extent can they be explained in political terms, and what exactly is the role of religion? How do they compare with non-Islamic terrorist or revolutionary movements?

This course will address these and other questions by going beyond the conventional geopolitical and Western journalistic perspectives. We will examine the historical roots of political Islam, trace the origins of the movement known as Salafism and the changing uses of the term jihad. We will also look in depth at the discussions that Islamists have amongst themselves, how they see themselves and what they stand for. We will look at the jihadist poetry and the religious debates they conduct between themselves, as well as ask how people in the affected regions, especially writers and intellectuals, view the movements. Finally, there will be sessions addressing practical questions, such as how do Islamist groups acquire their weapons, and how does the global oil market affect Islamism?

Interdisciplinary by its very nature, the course is taught by distinguished faculty in a variety of fields from Europe and the United States, as well as experts from the international community in Geneva.

The course will treat the following topics, among others:

  • The origins and nature of Salafism
  • The changing uses of the term “jihad.”
  • Arab intellectuals’ views on religion and Islamic movements
  • The Iranian Revolution and its legacy
  • The View from Moscow: Russia and Islam; Russia and the Middle East
  • The poetry of the Islamic State; How do jihadists represent themselves?
  • Arms and ammunition: How do groups get their weapons?

Equivalence of 4 ECTS credits

University of Geneva

8-10 Passage Daniel Baud Bovy

Understanding Humanitarian Action

This summer school provides participants with an understanding of the main stakes and questions in humanitarian action and contributes to building critical thinking.

The first week introduces the main concepts of humanitarian aid – including elements that should be considered (or not) when defining humanitarian action – and presents the humanitarian principles and framework in which assistance activities take place. Besides history, law and geopolitics of humanitarian action, we also analyse the context and the characteristics of humanitarian crises and the various types of responses.

Through case studies from contexts such as Philippines, Syria, Haiti or Afghanistan, the main operational challenges faced by international and national organisations will be identified during the second week. Finally, working on a concrete scenario during two days, participants will partially experience the tasks undertaken by humanitarian workers and get the opportunity to practically apply their newly acquired knowledge.
Overall, the three weeks allow participants to capture the complexity and diversity of humanitarian action.

Assessments are based on active participation and an assignment carried out during the two days. Upon successful completion of the course, participants are evaluated based on a group presentation on the last days of the two-weeks summer school (equivalence of 4 ECTS). Students wanting to acquire 6 ECTS have the opportunity to do so on the basis of a satisfactory take-home paper, to be written within a week after the end of the summer school.

University of Geneva

8-10 Passage Daniel Baud Bovy

Terms & Conditions   Privacy Policy