Development challenges in challenging contexts: A 3-stage curriculum framework design approach for Education in Emergencies

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambri...

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Bibliographic Details
Published in:Prospects (Paris) 2023-05, Vol.53 (1-2), p.43-56
Main Authors: Johnson, Martin, Fitzsimons, Sinéad, Coleman, Victoria
Format: Article
Language:English
Subjects:
Access to Education
Barriers
Cases/Trends
Context Effect
Curricula
Curriculum Development
Education
Emergencies
Emergency Programs
Foreign Countries
Guidelines
Instructional Design
International and Comparative Education
International education
International Organizations
Mathematics Instruction
Partnerships in Education
Science Instruction
Teaching Methods
Universities
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Summary:There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that could be used as a resource for coordinating the actions of education specialists and practitioners in Education in Emergencies (EiE) situations. This article outlines the curriculum framework design approach they developed for the Maths and Science components of the LP framework. The article outlines a three-stage curriculum framework development model, which involves consideration of context , leading to descriptor generation , and attending to cohesion building elements.
ISSN:0033-1538
1573-9090
DOI:10.1007/s11125-022-09601-0