Applying one learning theory retrospectively to a non-formal education programme for youth shows how learning theories can be used to assess learning in diverse EiE programmes.
FMR 60 - Applying learning theory to shape 'good learning' in emergencies: experience from Dadaab, Kenya
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Applying one learning theory retrospectively to a non-formal education programme for youth shows how learning theories can be used to assess learning in diverse EiE programmes and how including such theories when programming could help ensure quality and relevance.
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Keywords:
- fmr
- forced migration review
- refugee
- forced migrant
- forced migration
- displacement
- asylum seeker
- asylum
- education
- education in emergencies
- early childhood development
- teaching
- teachers
- education policy
- good learning
- communication disability
- resettlement
- connected learning
- higher education
- accreditation
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Education is one of the most important aspects of our lives – vital to our development, our understanding and our personal and professional fulfilment throughout life. In times of crisis, however, millions of displaced young people miss out on months or years of education, and this is damaging to them and their families, as well as to their societies, both in the short and long term. This issue of FMR includes 29 articles on Education, and two ‘general’ articles. FMR 60 contains 29 articles...
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