Education in Emergencies - HEA00103M

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  • Department: Health Sciences
  • Module co-ordinator: Dr. Jo Rose
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2019-20

Module will run

Occurrence Teaching cycle
A Autumn Term 2019-20

Module aims

This module creates an opportunity for students to debate and discuss the emerging concerns of education in emergencies. One of the key features of disasters and conflicts are that they destroy educational facilities that affect the children and youth within the community. The students will investigate International approaches, local case studies and traditional educational mechanisms in disasters and conflicts that promote prevention, recovery and eventually sustainable development. The students will also learn and discuss the practical challenges and approaches to implementing education in emergencies.

Module learning outcomes

Subject content

  • Students will understand the importance, challenges and opportunities of education in humanitarian context.
  • Students will critically engage with policy and practice of education in emergencies as well as to understand the influence of education in strengthening humanitarian responses.
  • Students will understand the politics, donorship and challenges in delivering education in emergency contexts.

 

Academic and graduate skills

  • Students will design, implement, manage and evaluate educational programmes in humanitarian situations.
  • Students will link policy into practice in delivering education in emergencies.
  • Students will understand the inter-relationships between different humanitarian responses in relation to education programmes in emergencies.

Assessment

Task Length % of module mark
Essay/coursework
3000 word essay
N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
3000 word essay
N/A 100

Module feedback

Written feedback is provided on the standard proforma, within the timescale specified in the student handbook.

Indicative reading

Smith, A. (2011) Education and Peacebuilding: from conflict-analysis to conflict transformation. Available at: http://eprints.ulster.ac.uk/19794/1/FriEnt_Essay_series_Smith%5B1%5D.pdf (Accessed: 20 September 2014).

Bush, K. and Saltarelli, D. (2000) The two faces of education in ethnic conflict: towards a peacebuilding education for children. UNICEF, Italy.

INEE (2012) Minimum Standards for Education: preparedness, response, recovery. International Network for Education in Emergencies, UNICEF, USA.



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.