scholarly journals Building resilient education systems: A rapid review of the education in emergencies literature

Author(s):  
Pina Tarricone ◽  
Kemran Mestan ◽  
Ian Teo

The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

2018 ◽  
Vol 21 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Bénédicte Branchet ◽  
Jean-Pierre Boissin ◽  
Lubica Hikkerova

From the standpoint of a psycho-sociological intention model adapted from the Theory of Planned Behavior, we analyze factors modeling students’ entrepreneurship intentions, as expressed by 7000 students of 24 different nationalities. We highlight the existence of differences in certain beliefs between countries. We then propose three structuring factors of student entrepreneurship intentions: type of entrepreneurship vision, opinion, and perceived capacity to create a business. Next, we construct a typology of student behaviors toward entrepreneurship intentions manifesting in six characterized clusters. We find that entrepreneurship intention behaviors are relatively supranational and are only slightly influenced by national education systems.


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