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A Framework for Engineering Education for Tertiary Learners in Displacement.

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Title: A Framework for Engineering Education for Tertiary Learners in Displacement.
Authors: SILVA DE FREITAS, CLAUDIO CESAR1 efreitas@pfw.edu, DEBOER, JENNIFER2 deboerj@purdue.edu
Source: International Journal of Engineering Education. 2022 Part B, Vol. 38 Issue 5, p1472-1483. 12p.
Subjects: Engineering education, Nonformal education, International Policy Network, Refugee camps, Self-reliance
Abstract: This paper presents a framework that operationalizes education in emergencies for multiple types of practitioners. We use loc·alized introductory university-level engineering courses implemented in two refugee camps - one in Jordan and one in Kenya - as case studies to outline our challenges and opportunities in teaching engineering in displacement. Our framework for engineering education for tertiary learners in emergencies builds on an extensive critical analysis of the Global Framework for Refugee Education, principles and actions put forth in the Global Compact on Refugees, and research conducted in on - site engineering education programs in two refugee camps using a localized approach. Also. this paper develops tailored recommendations for engineering education from across the broad, core definitions and calls for action made in numerous humanitarian reports and international policy documents. This framework is relevant at the global and local levels to plan and deliver engineering education programs for tertiary learners in displacement, humanitarian, and development settings. learners develop engineering competencies to support planning and emergency preparedness. Our framework is transfurable across formal and informal learning settings and can be a valuable tool for engineering educators to support the course development or assessment of existing engineering education programs. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Engineering Education is the property of Tempus Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: A Framework for Engineering Education for Tertiary Learners in Displacement.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Engineering+Education%22">International Journal of Engineering Education</searchLink>. 2022 Part B, Vol. 38 Issue 5, p1472-1483. 12p.
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  Data: <searchLink fieldCode="DE" term="%22Engineering+education%22">Engineering education</searchLink><br /><searchLink fieldCode="DE" term="%22Nonformal+education%22">Nonformal education</searchLink><br /><searchLink fieldCode="DE" term="%22International+Policy+Network%22">International Policy Network</searchLink><br /><searchLink fieldCode="DE" term="%22Refugee+camps%22">Refugee camps</searchLink><br /><searchLink fieldCode="DE" term="%22Self-reliance%22">Self-reliance</searchLink>
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  Data: This paper presents a framework that operationalizes education in emergencies for multiple types of practitioners. We use loc·alized introductory university-level engineering courses implemented in two refugee camps - one in Jordan and one in Kenya - as case studies to outline our challenges and opportunities in teaching engineering in displacement. Our framework for engineering education for tertiary learners in emergencies builds on an extensive critical analysis of the Global Framework for Refugee Education, principles and actions put forth in the Global Compact on Refugees, and research conducted in on - site engineering education programs in two refugee camps using a localized approach. Also. this paper develops tailored recommendations for engineering education from across the broad, core definitions and calls for action made in numerous humanitarian reports and international policy documents. This framework is relevant at the global and local levels to plan and deliver engineering education programs for tertiary learners in displacement, humanitarian, and development settings. learners develop engineering competencies to support planning and emergency preparedness. Our framework is transfurable across formal and informal learning settings and can be a valuable tool for engineering educators to support the course development or assessment of existing engineering education programs. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Engineering Education is the property of Tempus Publications and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      Pagination:
        PageCount: 12
        StartPage: 1472
    Subjects:
      – SubjectFull: Engineering education
        Type: general
      – SubjectFull: Nonformal education
        Type: general
      – SubjectFull: International Policy Network
        Type: general
      – SubjectFull: Refugee camps
        Type: general
      – SubjectFull: Self-reliance
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      – TitleFull: A Framework for Engineering Education for Tertiary Learners in Displacement.
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              M: 09
              Text: 2022 Part B
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              Y: 2022
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