Individual essay (2300 words): Critically compare and discuss the challenges and opportunities faced in implementing and practising learner-centred education for refugee education context in Greece and England.
MAKE SURE IT IS CRITICAL
Make sure you make Point, Evidence, Explanation and Link writing strategy relate to concept. Making analytical and evaluative statements. The structure of the essay could and should be clearer, particularly the order of the points, the progression from one point to another. Paragraphs should be of appropriate length to efficiently deliver a points, not too long and not too short. Conventionally, paragraphs of a size between 10 and 15 lines will do the job fine.
The writing needs better attention, both the construction of sentences (avoid been too long) and the use of terms (sentences are clear).
Essay Format
Step 1: Define learner-centred education
Start with a brief definition of what learner-centred education means. What do we mean by learner-centeredness in education? How does this relate to the idea of quality education? Use your own words and give evidence to support your perspective. Avoid ‘I think’, ‘I believe’ and ‘I feel’ statements. This is an opportunity to develop a more objective voice. At this point in the module, we would expect your ideas to be formative.
Step 2: The discussion
Now consider the challenges and opportunities of learner-centred education for refugee education Identify two countries in which to consider this context, for example, you might consider refugee education in Greece and England.
Examine the pedagogic practices, ideas and attitudes about how children learn, and any other relevant factors. Your discussion should be non-judgmental relevant information from UNESCO’s Global Education Monitoring report on Twitter..
Step 3: Outline key ideas
Finally, from the table you have just made, draft a paragraph outlining the key ideas of your response to the assignment.
Example of Essay format required
A significant challenge to providing LCE opportunities is the infrastructure and resources of the schools for refugees. In one Greek school two hundred children from 5-17 years were accompanied by the camp school in intakes of one hundred a day. Similarly, Kenya has an overwhelming number of refugees , in both community based and public schools. Primary school class sizes can be 50 – 100 pupils and some classes are populated entirely by refugees (Mendenhall et al 2013 pp 103). The Greek camp school was at first some mats open to the elements and invasion of wildlife which eventually evolved into a basic structure containing 3 classroom. While barely fit for purpose, there was no technology or adequate equipment or resources available to the school. This was echoed in Kenya, where funding was not available to all schools and community schools were even expected to pay the teacher’s salaries with no government help however a school associated with a celebrity had received an influx of money and was maintained by the United Nations High Commissioner for refugees (UNHCR) which resulted insecure infrastructure , furniture and academic resources. Class sizes were also smaller with a ratio of 30 pupils to 1 teacher. Meals and boarding were also available creating a haven of normalcy for on role pupils thus promoting quality education. (Mendenhall et al 2014 pp 113 – 114). As such whilst learning environment is not directly specified in Mendenhall’s minimum standards for LCE (Learner Centred Education) som, such as ongoing assessment and comprehension checks would be challenging with large number of pupils.
Reference reader as Reader 20
Collaborative report as Report 20
