The role of community participation and relevant secondary education for out-of-school youth refugees in Ethiopia

我们时代的挑战。被迫流离失所者（FDP），他们的迁移和困难，被描述为我们这个时代的决定性问题（Miles, 2015）。全世界的自由民主党人数相当于法国的人口；其中一半是儿童（UNHCR 2016a）。欧洲和中东的政治、社会和基础设施规范正受到当前危机的考验，但这些影响在其他地方早已感受到。这项研究将与埃塞俄比亚难民营中没有上中学的年轻难民合作；探索她们接受教育的障碍，以及她们所在社区克服这些障碍的潜力。为了实现这一目标，这项研究将包括青年、家长、潜在教师、社区领袖和合作伙伴组织的参与。我曾在埃塞俄比亚担任教师培训师，埃塞俄比亚是非洲接收难民人数最多的国家，同时也是最贫穷的国家之一（联合国开发计划署，2016年）。埃塞俄比亚难民营的教育有限，质量低（联合国难民事务高级专员办事处，2016）。在邻国南苏丹，教育短缺与再次发生的冲突有关（Novelli et al. 2016）。尽管埃塞俄比亚中等年龄难民的入学率长期较低（UNICEF, 2016），但失学青年难民的教育是一个特别缺乏研究的领域（Kirk & Winthrop, 2007）。难民教育政策和社区教育对于可持续和平与发展的重要性日益得到认可（Novelli等人，2015年），以至于教育现在被认为是人道主义反应的第四大支柱（Dryden-Peterson， 2011年）。已经制定了最低标准（INEE, 2015），但资源和能力意味着在埃塞俄比亚营地接受教育的机会有限（Kirk & Winthrop, 2007）。基于国际政治和经济议程而忽视认识论差异的教育干预在许多情况下是无效的（Schweinfurt 2011, 2013; Tabulawa, 2003），包括在埃塞俄比亚（Pillay, 2010; Preston, 2016）。教育的不相关性及其未能将需求与就业现实相匹配与“等待期”有关（Singerman, 2007），在非洲与社会动荡有关（Honwana, 2014）。为了应对这些挑战，社区是核心（Plant, 2011）。社区的概念是有争议和不断发展的（同上）。然而，有人认为，社区实践（Freire, 1972）更适合开发一种相关的教育方法，以满足特定群体的需求（Butcher, 2007）。研究是这个社区实践概念的组成部分（Ledwith, 2005:34）。目的与研究问题本研究旨在为社区干预教育提供一个空间。在这一过程中，伙伴组织将促进访问、支持行动和传播调查结果。是什么障碍阻碍了难民的中学年龄青年接受教育？社区参与干预措施如何为这些难民青年提供更好的教育机会？伙伴机构的参与如何支持这种以社区为中心的方法？

The Challenge of our Time.Forcibly Displaced People (FDP), their migration and hardship, have been described as the defining issue of our time (Miles, 2015). FDP worldwide are equivalent to the population of France; half are children (UNHCR 2016a). Political, social and infrastructural norms in Europe and the Middle East are being tested by the current crisis but these effects have long been felt elsewhere.The ResearchThis research will work with young refugees who do not attend secondary school in a camp in Ethiopia; exploring barriers to their accessing education and the potential within their communities to overcoming these. To achieve this, the research will include the participation of youth, parents, potential teachers, community leaders and partner organisations. The Ethiopian ContextEthiopia, where I have worked as a teacher trainer, hosts the largest number of refugees in Africa, whilst being among the poorest (UNDP, 2016). Education in Ethiopian refugee camps is limited, and of low quality (UNHCRb, 2016). In neighbouring South Sudan, educational shortfalls have been linked to re-occurring conflict (Novelli et al. 2016). The education of out-of-school youth refugees is a particularly under-researched area (Kirk & Winthrop, 2007) despite chronically low enrolment of secondary age refugees in Ethiopia (UNICEF, 2016). Refugee Education Policy and CommunityThe importance of education is increasingly recognised for sustainable peace and development (Novelli et al, 2015), to the extent that education is now considered to be the fourth pillar of humanitarian response (Dryden-Peterson, 2011). Minimum standards have been developed (INEE, 2015), but resources and capacity mean that access to education in Ethiopian camps is limited (Kirk & Winthrop, 2007).Educational interventions based on international political and economic agendas, ignoring epistemological differences, are ineffective in many contexts (Schweinfurt 2011, 2013; Tabulawa, 2003), including in Ethiopia (Pillay, 2010; Preston, 2016). The irrelevance of education and its failures to match needs to the realities of employment is linked with 'waithood' (Singerman, 2007) and in Africa with social unrest (Honwana, 2014). To respond to these challenges, community is central (Plant, 2011). The concept of community is contested and evolving (ibid). However, community praxis (Freire, 1972), it is argued, is better placed to develop a relevant educational approach to meet needs of specific groups (Butcher, 2007). Research is integral to this notion of community praxis (Ledwith, 2005:34). Aim and Research QuestionsThis research aims to provide a space for community intervention in education. In this process partner organisations, will facilitate access, support action and disseminate findings.i. What barriers prevent secondary age youth refugees from accessing education?ii. How can community participation in interventions provide improved educational opportunities for these refugee youths?iii. How can the involvement of partner organisations support this community centred approach?