Localized Engineering in Displacement
Localized Engineering in Displacement (LED) is a pedagogical framework developed by researchers and professionals acting in displaced communities in close collaboration with humanitarian agencies, community-based organizations, and academic institutions [1]. This framework describes the kinds of pedagogical approaches for effective pedagogical practices of engineering education in displacement.
Context
Education is considered a critical element in the global actions addressing the refugee crisis [2][3] and it requires a collective engagement with multiple disciplines, stakeholders, government bodies, and non-governmental organizations. Education provides resources that are important specifically to displaced people including psychosocial support, development of conflict resolution, and preparation for reconstruction [4]. However, education also gets disrupted in refugee situations and young refugees are often shut out of formal pathways to learning due to the lack of resources and opportunities for refugees. Of the adult refugee learners who are eligible for postsecondary education, the UNHCR estimates that only 3% are able to enroll in higher education programs [5] (UNHCR, 2019), and the demand for higher education degrees, connected education, and vocational training have been increasing. The LED Framework is presented as a pedagogical alternative to advance education in humanitarian spaces.[citation needed]
LED Framework
To build on learners’ assets, the LED engineering curriculum examines the boundaries of the local community and the problems they are obligated to solve. In the refugee context, it is challenging to identify what the ‘local’ includes, given the dynamic and contextual political and social scenario that change across camps. Instructors and students must navigate this by iteratively and collectively defining the different actors and their cross-collaboration within their local community. Thus, localized engineering emerged as a term to describe a pedagogical curriculum focused on advancing praxis in alignment with local standards and contextual challenges in displacement contexts, such as refugee camps. The LED framework looks at the combination of active, blended, collaborative, and democratic learning to deliver engineering education in displacement.[citation needed]
Basically, the LED framework incorporates aspects of active, blended, collaborative, and democratic learning. Active learning refers to engaging hands-on activities where students do something beyond passive receipt of information [6]. Blended learning allows flexibility to students’ needs and infrastructure limitations by integrating both online resources, printed materials, and face-to-face interactions where possible [7]. Through collaborative learning, students learn from peers and co-design and co-construct knowledge [8]. Finally, democratic learning, which is grounded in critical pedagogy [9], works to create a space where teachers and students can exercise their roles as critical change agents in society. The LED uses engineering design as an approach to solve real-world problems and covers the main elements of authentic problem solving.
References
- ↑ Freitas, Claudio; DeBoer, Jennifer (January 2, 2020). "Engineering design with Syrian refugees: localised engineering in the Azraq refugee camp, Jordan". Australasian Journal of Engineering Education. 25 (1): 17–30. doi:10.1080/22054952.2020.1793612. ISSN 2205-4952. Unknown parameter
|s2cid=ignored (help) - ↑ Hilal, Randa (July 5, 2019). "TVET and decent work in Palestine: lessons learned for fragile states". International Journal of Training Research. 17 (sup1): 159–169. doi:10.1080/14480220.2019.1641293. ISSN 1448-0220. Archived from the original on October 8, 2020. Retrieved October 7, 2020. Unknown parameter
|url-status=ignored (help); Unknown parameter|s2cid=ignored (help) - ↑ UNHCR (July 10, 2020). "Refugee Education 2030". Archived from the original on October 8, 2020. Unknown parameter
|url-status=ignored (help) - ↑ Sinclair, Margaret (2002). Planning education in and after emergencies. Paris. Search this book on
- ↑ UNHCR. "Tertiary Education". Archived from the original on February 26, 2020. Unknown parameter
|url-status=ignored (help) - ↑ Freeman, S.; Eddy, S. L.; McDonough, M.; Smith, M. K.; Okoroafor, N.; Jordt, H.; Wenderoth, M. P. (June 10, 2014). "Active learning increases student performance in science, engineering, and mathematics". Proceedings of the National Academy of Sciences. 111 (23): 8410–8415. Bibcode:2014PNAS..111.8410F. doi:10.1073/pnas.1319030111. ISSN 0027-8424. PMC 4060654. PMID 24821756.
- ↑ Garrison, D. Randy; Vaughan, Norman D. (October 19, 2007). Blended Learning in Higher Education: Framework, Principles, and Guidelines. San Francisco, CA, USA: Jossey-Bass. doi:10.1002/9781118269558. ISBN 978-1-118-26955-8. Search this book on
- ↑ Rutherford, Stephen (2014). Collaborative Learning: Theory, Strategies and Educational Benefits. Nova Science Publishers. ISBN 978-1633217560. Search this book on
- ↑ Freire, Paulo (1970). Pedagogy of the oppressed. New York: Herder and Herder. Search this book on
This article "Localized Engineering in Displacement" is from Wikipedia. The list of its authors can be seen in its historical and/or the page Edithistory:Localized Engineering in Displacement. Articles copied from Draft Namespace on Wikipedia could be seen on the Draft Namespace of Wikipedia and not main one.
