41 research outputs found
Exploring the challenges and practices of citizenship education in national and civic education grades ten and eleven classroom in Lebanon
No full textThroughout the twentieth and twenty-first centuries, Lebanon's pluralisms of multiconfessional\ud
and multicultural communities continue to sway the nation to and fro\ud
between conflict and post-conflict statuses. Since 1946, however, leaders in government\ud
and education have focused on citizenship education as a fundamental vehicle for social\ud
cohesion, justice and peace. Understandings of citizenship that teachers and students have\ud
as well as their experiences of teaching and learning it inside the National and Civic\ud
Education classroom provide insight into the challenges and practices of learning for\ud
active citizenship.\ud
Across 16 schools, data was collected from 19 civics teachers through semi-structured\ud
interviews. Also, 435 students in years 10 and 11 participated in a self-reflective survey\ud
pack and class discussion. The first section of the survey pack allowed students to\ud
construct their conceptualizations of citizenship while the second section inquired into\ud
their learning experiences.\ud
The teachers presented a nationalist-based citizenship and an education that allowed\ud
students to practice democracy and demanded strategies of memorization for learning\ud
content knowledge. The students conceptualized a maximal notion of citizenship and\ud
argued to replace current practices of memorization with collaborative and dialogic\ud
learning activities. Students also found the textbooks prescriptive and, consequently,\ud
hypocritical. Teachers and students experienced difficulties and limitations with the\ud
curriculum, timetable and the management of emotions during controversial discussions.\ud
Students and teachers in Lebanon have, for the first time to date, described their\ud
conceptions of citizenship and discussed their civic education classroom experiences.\ud
From the evidence, I discovered the limitations of dialogic and participative classroom\ud
learning activities, a catch-22 of citizenship learning and a model of education for active\ud
citizenship. The innovative methodology pioneered a participative learning activity and\ud
an exercise demonstrating the capabilities of students contributing to education reform
Sociopolitical crisis and non-state schooling in Jordan
No full textNon-state schools, a broad category of educational providers funded, owned or managed by private, philanthropic, or intergovernmental organizations, are increasingly seen by the global donor community as potential partners in meeting national and international educational development goals. The growing presence of non-state schools in the Levant region, particularly Lebanon, Jordan and the Occupied Palestinian Territories, acutely reflects this trend; every year, more parents choose to send their children to non-state schools in these countries. While these developments have arguably led to increased access to education at all levels, the heavier reliance on non-state schools, especially for-profit private providers, creates new challenges. The departure of higher performing pupils from the public sector weakens the system overall due to peer effects. Furthermore, non-state schools can exit the market when facing financial constraints like during economic or health crises, in turn causing mass inflows of pupils back into an already stressed state school system. This chapter examines the non-state school profile of the Jordanian education system before and during the COVID-19 pandemic, looking at the differential impacts of the pandemic on state and non-state school enrollment. Drawing on a suite of statistical data on educational provision and consumption in Jordan, it follows the sharp withdrawal of private providers in 2020 and increase in state school enrollments, illustrating the underlying risk and limited resilience of non-state educational provision
An emerging framework for providing education to Syrian refugee children in Lebanon
No full textThe war in Syria has forced millions of people to risk their lives to take refuge in neighbouring countries. This has brought to spotlight a generation of young people from birth to adolescence ridden with deprivation and direct violence. Provision of formal and non-formal education has been among the many interventions intended to minimize the impact of forced displacement, rehabilitate war-related trauma, ensure some continuity of children’s rights and equip young generations with means to contribute to rebuilding their societies. The mere provision of access to school, however, far from guarantees a safe, appropriate, and enabling education. Indeed, studies in Lebanon suggest that ensuring all refugee children have places in public schools is not only regarded as a key success indicator, but has also given way to refugee children being further marginalized, prone to ongoing violence and socially constructed as a burden to the host community. In this chapter, we draw on evidence from empirical studies in Lebanon and Jordan to suggest a framework of five dimensions for developing educational programmes that provide refugee children with opportunities to begin managing their war-related experiences, offer relevant learning pathways, strengthen supportive social environments and shape policy environments that respond to children’s needs.</p
Power, Pedagogy and Participation: ethics and pragmatics in research with young people
No full textThis article addresses issues of methodology and ethical reflexivity when attempting to investigate the opinions of young people. Drawing specifically on three studies of young people's understandings of citizenship and their views on topical issues, two from England and one from Lebanon, the authors present ways in which the ethical and practical challenges of such research can be met. While acknowledging the power relationship between researchers and informants, they suggest that what they call ‘pedagogical research approaches’ built on a participative methodology can open up a space where both parties benefit. They argue that, when working in schools, teacher educators can take advantage of this status to present themselves simultaneously as insiders and outsiders. The authors have devised what are intended to be non-exploitative research instruments that permit the gathering of useful qualitative data during a short encounter. They illustrate their approach with examples of classroom activities they have developed to provide simultaneously a valid learning experience and usable data
The code to continuous improvement : a systematic literature review of critical success factors, challenges and tools
No full textLAUREA MAGISTRALEObiettivo: Il miglioramento continuo è una delle implementazioni di maggior impatto per le aziende per far avanzare le proprie operazioni. Oltre ai vantaggi, le aziende soffrono per il mancato raggiungimento dei risultati attesi. Molti autori hanno condotto numerose ricerche sul successo, le sfide, i fallimenti e gli ostacoli al miglioramento continuo. Inoltre, ci sono studi per migliorare i processi di attuazione dei progetti di miglioramento continuo. Tuttavia, è necessario fornire una tabella di marcia teorica che includa fattori critici di successo e sfide piuttosto che una guida pratica all'attuazione.
Design/metodologia/approccio: In questo studio viene adottata una metodologia sistematica di revisione della letteratura sui fattori critici di successo, le sfide e gli strumenti per fornire una tabella di marcia olistica e una visione migliore. Dopo la revisione della letteratura, lo studio ha presentato una tabella di marcia filosofica per le aziende per prepararsi meglio a progetti di successo e risultati superiori.
Risultati: I risultati dello studio elencano i fattori critici di successo, le sfide e gli strumenti più frequentemente citati per il miglioramento continuo con una tabella di marcia teorica a supporto del successo delle iniziative di miglioramento continuo delle aziende.
Limitazioni/implicazioni della ricerca: Limitazioni generali possono essere elencate come la selezione del database Scopus, la lingua inglese, il tipo di articolo cartaceo e, infine, la soggettività del titolo e la raccolta di abstract dell'autore. Tuttavia, non vi è alcun limite di tempo considerato in questo studio.
Implicazioni pratiche: Questo studio può essere utilizzato come preparazione teorica per il miglioramento continuo. Prima di passare alle iniziative di miglioramento continuo nelle aziende, i manager dovrebbero rivedere questa tabella di marcia e assicurarsi che includano tutti i fattori critici di successo ed evitino le sfide per ottenere risultati eccezionali.Purpose: Continuous improvement is one of the most impactful implementations for companies to advance their operations. Besides the advantages, companies suffer from failure in achieving the expected results. Many authors have researched the success, challenges, failures, and barriers to continuous improvement. Additionally, there are studies to improve the implementation processes of continuous improvement projects. However, there is a need to provide a theoretical roadmap that includes critical success factors and challenges besides a practical implementation guide.
Design/methodology/approach: This study adopts the systematic literature review methodology on critical success factors, challenges, and tools to provide a holistic roadmap and better view. After the literature review, the study presented a philosophical roadmap for companies to better prepare for successful projects and superior results.
Findings: The study's outcomes list the most frequently mentioned critical success factors, challenges, and tools for continuous improvement with a theoretical roadmap supporting the success of companies' continuous improvement initiatives.
Research limitations/implications: General limitations can be listed as the selection of the database Scopus, language English, paper type article, and finally, the subjectivity of the title and abstract collection of the author. However, there is no time limit considered in this study.
Practical implications: This study can be used as a theoretical preparation for continuous improvement. Before heading to the continuous improvement initiatives in companies, managers should review this roadmap and make sure that they include all the critical success factors and avoid the challenges to achieve exceptional results
Citizenship struggles: 25th anniversary special issue
No full text© 2022, Informa UK Limited. The attached document (embargoed until 10/01/2024) is an author produced version of a paper published in CITIZENSHIP STUDIES uploaded in accordance with the publisher’s self-archiving policy. The final published version (version of record) is available online at the link. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it
An emerging framework for providing education to Syrian refugee children in Lebanon
No full textThe war in Syria has forced millions of people to risk their lives to take refuge in neighbouring countries. This has brought to spotlight a generation of young people from birth to adolescence ridden with deprivation and direct violence. Provision of formal and non-formal education has been among the many interventions intended to minimize the impact of forced displacement, rehabilitate war-related trauma, ensure some continuity of children’s rights and equip young generations with means to contribute to rebuilding their societies. The mere provision of access to school, however, far from guarantees a safe, appropriate, and enabling education. Indeed, studies in Lebanon suggest that ensuring all refugee children have places in public schools is not only regarded as a key success indicator, but has also given way to refugee children being further marginalized, prone to ongoing violence and socially constructed as a burden to the host community. In this chapter, we draw on evidence from empirical studies in Lebanon and Jordan to suggest a framework of five dimensions for developing educational programmes that provide refugee children with opportunities to begin managing their war-related experiences, offer relevant learning pathways, strengthen supportive social environments and shape policy environments that respond to children’s needs
Education Research Agenda for Northwest Syria
No full textThe ERICC Research Agenda for Northwest Syria provides a comprehensive roadmap to guide future research and policy interventions in the education sector, particularly in conflict-affected and protracted crisis contexts. This agenda focuses on addressing the multiple barriers that have disrupted the education system in the region due to ongoing conflict, political fragmentation, displacement, poverty, and violence.
The agenda was developed as part of the Education Research in Conflict and Protracted Crisis (ERICC)
program, a multi-country initiative aimed at producing robust evidence on effective education delivery in
conflict settings. The specific focus of this agenda is on Northwest Syria (NWS), a region severely impacted by conflict and governed by multiple de facto authorities. Through extensive stakeholder engagement, including workshops with local actors and community members, evidence reviews, and data mapping, the agenda identifies the most pressing research priorities for improving educational access, quality, continuity, and coherence as follows:
1. Understanding the Context-Related Determinants of Education: Research should focus on how
the conflict’s dynamics, such as forced displacement, trauma, poverty, and violence, have
affected the education system and its outcomes. By analysing these determinants, the goal is to
design policies and interventions that mitigate the negative impacts on learning and prioritise the
most vulnerable and marginalised children and communities.
2. Unified and Democratic Governance of Education: Northwest Syria's education system is fragmented, with multiple authorities (e.g., Syrian Interim Government, Syrian Salvation Government, and Turkish influences) exerting control. This priority seeks to understand how governance structures impact education delivery and propose models for more coherent, accountable, and transparent systems. A particular focus is placed on addressing the politicisation of education and gaining international accreditation for students in the region.
3. Developing Teacher Capabilities and Support: The region faces an acute shortage of qualified teachers due to poor working conditions, low wages, and the disruptive impact of the conflict. Research in this area will explore how to improve teacher recruitment, retention, capacity
building, and professional development, with a focus on providing dignified working conditions and sufficient support.
4. Curriculum Reform and Pedagogy: The agenda calls for a comprehensive assessment of the existing curricula. The assessment is expected to provide recommendations for future curriculum modification or development, which shall be designed through participatory approaches. The
assessment shall ideally insist on the importance of including the foundations for peace, justice, and solidarity in any future modifications. The research will also assess the current pedagogy, and document the best practices to propose inclusive and effective pedagogical options that
could be adapted by all education providers.
5. Upgrading Infrastructure and Resources: Educational infrastructure in Northwest Syria has been
severely damaged due to the conflict and natural disasters like earthquakes. This priority seeks to research sustainable, community-led solutions for rebuilding schools, improving educational facilities, and ensuring equitable distribution of resources. The focus is on meeting the needs of the most vulnerable populations and transitioning from short-term humanitarian responses to
long-term development strategies. The next phase of the ERICC program in Syria involves selecting and implementing a subset of the proposed studies based on available resources. These studies will produce policy-relevant evidence to address the critical gaps identified in this agenda, with a focus on improving access, quality, continuity, and equity in education for the children of Northwest Syria. Furthermore, this research agenda will serve not only the ERICC program but also the broader education research and policy community by providing
a structured approach to addressing the complex educational challenges in conflict-affected regions
A curricular framework for flourishing in education
No full textThis chapter proposes frameworks for
education in and for fourishing by
moving from general concepts and ideas about
fourishing articulated in the previous chapters
to the level of educational implementation and
practice.The frameworks proposed are not meant
to be prescriptive, but rather to ofer a grounded
and broad perspective that can take an informed
approach in orienting education toward
fourishing and refect sensitivity to the variety
of social-cultural-political contexts within which
education takes place worldwide. The chapter
outlines premises stemming from previous
chapters, situating education as a complex
phenomenon. Guiding principles are developed
to form the basis of two frameworks. The frst is
a framework for education in and for fourishing
that identifes, defnes and positions in context
the components of: a) curriculum, teaching and
assessment; b) learning; and c) fourishing aims
and manifestations.The second is a curricular
framework for education in and for fourishing
based on six domains featuring six learning
trajectories that expand the pillars of education
introduced in the Delors Report
