‘Translational research to support early childhood education in crisis settings: a case study of collaborative working with Rohingya refugees in Cox’s Bazar’.
Date
2020-09-01
Authors
Younie, Sarah
Laxton, Debra
Cooper, Linda
Strestha, Purna
Journal Title
Journal ISSN
ISSN
Volume Title
Publisher
Taylor and Francis
Peer reviewed
Yes
Abstract
This case study used a co-creation approach to evaluate the effectiveness
of a translational research strategy in supporting early childhood
education. How Mapping Educational Specialist Knowhow (MESH) and
Voluntary Service Overseas (VSO) collaborated to enhance the training
of volunteers and learning provision for 1,500 refugee children is
explored. The findings highlight that: training empowered a
marginalised community to enhance children’s learning; language
variation was a challenge; common values enabled effective partnership
working between MESH and VSO; maintaining the relationship is vital
for developing socio-culturally relevant resources; MESHGuides have
great potential although features could be redesigned to increase
impact. The strategy addressed United Nations Sustainable Development
Goal (SGG) 4, to improve the quality of education for all and SDG 5, to
enhance gender opportunities for girls and women.
Description
The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.
Keywords
sustainable development goals, marginalised communities;, early childhood education;, education in emergencies;, crisis settings;, Translational research
Citation
Laxton, D., Linda Cooper, L., Shrestha, P. and Younie, S. (2020) Translational research to support early childhood education in crisis settings: a case study of collaborative working with Rohingya refugees in Cox’s Bazar. Education 3-13, International Journal of Primary, Elementary and Early Years Education
Research Institute
Institute for Research in Criminology, Community, Education and Social Justice