Evaluation at the service of non-formal humanitarian education for internally displaced persons: a social justice perspective
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2024-11-07
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Universidad de Deusto
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This dissertation is a monograph of an evaluation of an educational program for Internally Displaced Person (IDP) learners in Northeast, Nigeria. It evaluates a program implemented by Jesuit Refugee Service (JRS) as an intervention program to help sustain/rebuild the educational system of the area amidst the on-going Boko Haram insurgency. The dissertation is presented in a four-partite "Study" format focusing on the learners (Study 1 and 2), their families (Study 3), and the teachers (Study 4). The overarching objective of the dissertation is to know if the program's aims were met and how. In other words, does the program provide good insights on how to improve humanitarian education for IDPs? The context of the dissertation is that the IDPs in the Northeast, who are in prolonged and repeated displacement, whose lots are aggravated by armed conflicts, and who desires to learn where Boko Haram insurgency is ideologically opposition education, constitute a unique population that should influence the approach of humanitarian Education in Emergency (EiE).
The dissertation employed three evaluation frameworks to guide the studies, viz: theory-driven (Chen, 1990, 2005), accountability/improvement (Stufflebeam, 2000, 2003, 2015, and social justice (Murillo et al., 2011; Murillo & Hernández-Castilla, 2011a, 2011b; Murillo et al., 2015). The frameworks serve primarily as a rail-guard approach that takes seriously the shifting contexts, the uncertainty of the implementation of the program, and where outcomes may not be huge but impactful and meaningful. In each study, one or a combination of the three are used; but also, recourse to other frameworks that may enhance the understanding of the discourse. Also, the dissertation used mixed methods, viz, the quantitative and qualitative methods with different techniques for data gathering and analysis. Mixed methods allow the studies to explain, explore, elucidate the dynamics, strengths and scalability of the program.
Among many outcomes, there is a positive achievement gain vis-à-vis the literacy and numeracy achievements in the First Study. There is also a goodness of fit for the Student Engagement scale validation (Fredricks, et. al, 2005) in the Second Study. A major take away from First and Second studies is the insights gained from the analysis of variances in socio-demographic subgroups of IDP learners. Such insights will help in designing tailor-made educational interventions to march differences in learners. The third study describes the experiences of families in sustaining the education of their children in IDP/Boko Haram contexts. Families send their children to school in such a difficult context as an expression of hope and defiance to quasi-nihilistic ideology of Boko Haram. The fourth and final study showed a high self-perception of teachers' capacity, efficacy, and motivation (CEM) as part of their engagement in the Education in Emergency (EiE) intervention program. A major take away from the Third and Fourth studies is the tenacity of parents and teachers to sustain education when lives and limbs are at stake. Beaming a research light on the families and teachers brings an important component to the discourses in EiE which usually focus on the child and the educational resources needed in a classroom.
Among many others, one can conclude that the unique perspective of the JRS education intervention program is well adapted for the IDP education in the Northeast where there is repeated and prolonged displacement, and active conflict. Ultimately, sustaining hope through education is one of the pillars on which future rebuilding of that society could rest on. The JRS program is a good model for such.
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Materias
Pedagogía
Organización y planificación de la educación
Planificación y financiación de la educación
Organización y planificación de la educación
Planificación y financiación de la educación