Development challenges in challenging contexts: A 3-stage curriculum framework design approach for Education in Emergencies

Martin Johnson, Sinéad Fitzsimons, Victoria Coleman

Research output: Contribution to journalArticlepeer-review

Abstract

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that could be used as a resource for coordinating the actions of education specialists and practitioners in Education in Emergencies (EiE) situations. This article outlines the curriculum framework design approach they developed for the Maths and Science components of the LP framework. The article outlines a three-stage curriculum framework development model, which involves consideration of context, leading to descriptor generation, and attending to cohesion building elements.

Original languageEnglish
JournalProspects
Early online date16 Feb 2022
DOIs
Publication statusE-pub ahead of print - 16 Feb 2022

Keywords

  • Curriculum framework
  • Education design
  • Education in Emergencies

ASJC Scopus subject areas

  • Education

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