Round Table 4: Preventing Young People from Going Astray In countries with inclusive education systems, immigrants integrate more successfully than in countries where students are segmented into different types of schools based on socio-economic or religious grounds. Whether they are a refugee, immigrant or native-born students, adolescents and young adults searching for identity and social inclusion are vulnerable to making wrong choices, particularly when they feel ignored, not accepted or even excluded. The use of extreme violence, whether self-inflicted, driven by frustration or invoked by indoctrination, is on the rise. Apart from pedagogical methods to prevent young people from going astray, school systems should have the capacity to detect behavioural abnormalities at an early stage and obtain professional support. Should data related to individual students be shared with institutions for social protection, health care, and law enforcement? Should teachers report unusual behaviour of students
LOVÖ
Workshop B – SUPPORTING TEACHERS Moderator: Mr. Fernando M. Reimers, Ford Foundation Professor of the Practice in International Education, Harvard Graduate School of Education Round Table 5: Addressing Teachers’ Shortages To keep their national teaching forces on steam, governments have the possibility of establishing retention programmes, developing special programmes to attract young people into the profession or to facilitate career switches. None of these programmes, however, would remedy acute shortages caused by a large increase flux of refugees. What measures can transit and host countries take to address acute teacher shortages? Could these measures include the temporary employment of not yet qualified teachers and/or teachers’ assistants? Could these measures include the engagement of volunteers? If so, under which conditions? Round Table 6: Teaching in Refugee Centres Refugee camps and centres in Europe and the Middles East often lack qualified teachers, basic infrastructure, and teaching and learning resources which hamper the provision of quality education for refugee children and youth. The GMR/UNHCR policy paper 26 (see also page …) notes that in refugee camps in developing countries qualified teachers are often not available at all. “In the Dadaab camps in Kenya, about 10% of teachers are qualified Kenyan teachers, the remaining 90% being refugee teachers drawn from the camps, only 2% of whom are qualified. Several international NGOs provided new teacher recruits with 5 to 14 days of induction training. However, these workshops lacked a common framework identifying the basic knowledge and skills teachers should be expected to demonstrate. To address this, a teacher management and development strategy for 2013–15 recommended a shift towards schoolbased development and problem-solving. The strategy also proposed qualification and certification options for teachers who meet minimum
41 |