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

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University of Geneva

8-10 Passage Daniel Baud Bovy

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