Access, retention, and sense of security of students in the accelerated education program in Dadaab refugee camp, Kenya
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The project focuses on the reasons that prevent children and youth from continuing their education in the accelerated education program in Dadaab refugee camp in Kenya. The knowledge generated in this study provides a better understanding of the factors that impede access to education. These barriers lead to complex interactions that can both generate a sense of insecurity and undermine student retention.
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Yannick Skelling Desmeules
PhD student in education (UQAM)Yannick Skelling Desmeules
Étudiant au doctorat en éducation (UQAM)A doctoral student in education at the Université du Québec à Montréal, Yannick Skellind Desmeules specializes in the research field of educational technologies and their impact on learners. His thesis focuses in particular on the effect of the mechanics of educational video games on the interest of players, in a context of learning physics. He is also interested in the interpretation of massive data in education, both through online learning platforms and major international studies. -
Olivier Arvisais
Professor (UQAM)Olivier Arvisais
Professeur (UQAM)Olivier Arvisais is a professor in the Department of Didactics at UQAM and Scientific Director of the Canadian Observatory on Crises and Humanitarian Aid. His research is centered around two poles. First, they focus on the didactics of the human and social sciences. Next, he is also a specialist in education in emergency situations. In this area, his research focuses on education initiatives in refugee camps, child protection through socio-emotional learning and education under armed groups or totalitarian proto-states. Finally, Professor Arvisais regularly works as a consultant-researcher for several international organizations, including the Office of the United Nations High Commissioner for Refugees. -
Patrick Charland
Professor (UQAM)Patrick Charland
Professeur (UQAM)Patrick Charland is Professor at the Department of Didactics at UQAM. For more than fifteen years, he has developed expertise in curriculum development, as well as initial and continuing training for elementary, secondary and university teachers in Quebec and internationally. A regular member of the Observatory of Education Reforms (ORÉ-UQAM), then a representative of the Faculty of Education Sciences at the UNESCO Chair in Curriculum Development, he participated in several capacity development projects. In addition, as a science and technology didactician, he has developed expertise in neuroscience education. He is interested in better understanding the learning techniques by collecting various neurophysiological data, live, during the learning process. His work is part of a new perspective in education sciences, generating massive data (big data) and using analytical perspectives associated with machine learning.
Arvisais, O., Charland, P., Audet, F., & Skelling-Desmeules, Y. (Accepté). Academic Persistence for Students Involved into the Accelerated Education Program in Dadaab Refugee Camp. Refuge: Canada’s Journal on Refugees.
Arvisais, O., & Charland, P. (2015). ENJEUX ÉDUCATIONNELS, CURRICULUM ET LANGUE D’ENSEIGNEMENT DANS LES CAMPS DE RÉFUGIÉS État des connaissances et perspectives de recherche. Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 6(2).
Improvement of food distribution processes by WFP.
