CAS Higher Education

in Emergencies 2022

Module 1 - International law and policies &

International and National Higher Education
requirements – 2 ECTS

01 – 15 Septembre 2022

Course Leader: Professor Naouel Abdellatif Mami

Home Institution: Mohamed Lamine Debaghine, Sétif 2 University, Algeria
Email: dr.abdellatifnaouel@yahoo.fr
 CAS Higher Education
in Emergencies 2022

Lecture 3

Competency-based education: a type of situated learning

 CAS Higher Education
in Emergencies 2022

Introduction

This lecture reviews the rationale for education in situations of emergency

and crisis, and the basic principles for emergency education.

WHY?

Education is increasingly viewed as the “fourth pillar”, or a

“central pillar”, of humanitarian response
 CAS Higher Education
in Emergencies 2022

Education in emergencies: why

and when?

1. Is education needed in emergency situations?

2. Is there a need to do more than feed, shelter and provide medical
services to displaced emergency-affected populations?
3. Is there a need to do more than stop them dying?
4. Can displaced children and adolescents be kept in some kind of storage,
without harmful long-term effects, until they can return home?
 CAS Higher Education
in Emergencies 2022

Trauma and child development

Armed conflict affects all aspects of child development :

ü physical,
ü mental and
ü emotional
and to be effective,
assistance must take each into account
« ensuring, from the outset of all assistance programmes, that the
psychosocial concerns intrinsic to child growth and development are
addressed ». (Machel, 1996: 49, emphasis added)
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Examples of trauma
1. Work with child soldiers in Mozambique and with war-affected youth in Guatemala
2. The break-up of the former Yugoslavia led to numerous psychosocial interventions.
3. The 1994 genocide in Rouanda

All phases of emergency and reconstruction assistance

should take psychosocial considerations into account
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in Emergencies 2022

When?

The importance of rapid action to meet the needs of crisis-affected children was
emphasized in the 1997 “Evaluation of UNHCR’s efforts on behalf of refugee children and
adolescents”,
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in Emergencies 2022

HOW?

Physical and social protection

Uprooted adolescents are at risk of sexually transmitted diseases,

unwanted pregnancies, mental health problems, violence and
substance abuse … social stigmatization [and] … recruitment into
armed forces or groups. (United Nations, 2000a: 11)
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in Emergencies 2022

HOW?

Sustaining study skills and re-introducing

schooling

A flexible approach is needed so that students who were in upper

primary and secondary school or higher education can also
maintain and develop their study skills.
 CAS Higher Education
in Emergencies 2022

HOW?

Human rights

Ø The 1989 Convention on the Rights of the Child is the most widely ratified human rights document ever, with
only two countries not having signed
Ø Under the convention, priority must be given to the best interests of the child (Article 3).
Ø Every child has the right to a standard of living adequate for physical, mental, spiritual, moral and social
development (Article 27).
Ø All appropriate measures must be taken to promote the physical and psychological recovery and social
reintegration of child victims of abuse or armed conflict (Article 39).
Ø Children have the right to play, recreation and cultural activities (Article 30).
 CAS Higher Education
in Emergencies 2022

HOW?

Policy commitments to education in

emergencies

Ø Support for the re-establishment and continuity of education must

be a priority strategy for donors and NGOs in conflict and post-
conflict situations. (Machel, 1996: 59)
 CAS Higher Education
in Emergencies 2022

HOW?

The report of the UN General secretary,

July 2000

Should collaborate to ensure that children are provided with educational

materials and opportunities, at both the primary and secondary levels, as a
priority throughout and after periods of armed conflict; with especial attention to
displaced children, adolescents, girls, disabled children, former child soldiers and
victims of sexual violence.
 CAS Higher Education
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Education in emergencies:
what are the basic principles?
Capacity-based approach and capacity-
building

National governments are obliged by the Convention on the Rights of the Child to
permit the education of child refugees within their borders. In many countries
the government is actively engaged in or supportive of refugee education
programmes, while, in contrast, some governments place restrictions on the
education of child refugees and asylum-seekers.
 CAS Higher Education
in Emergencies 2022

Education in emergencies:
what are the basic principles?
Capacity-based approach and capacity-
building

Because education is a fundamental right, and to ensure that it develops in an orderly

fashion and meets humanitarian criteria, schools must incorporated into an organized
system, normally led or supported by an NGO or government agency. It is necessary o
value the resources needed for education, from writing materials and shelter to teacher
“incentives”, based on developing competences and building capacities.
 CAS Higher Education
in Emergencies 2022

Education in emergencies:
what are the basic principles?
Training community members in school
management.

Because education is a fundamental right, and to ensure that it develops in an orderly

fashion and meets humanitarian criteria, schools must incorporated into an organized
system, normally led or supported by an NGO or government agency. It is necessary o
value the resources needed for education, from writing materials and shelter to teacher
“incentives”, based on developing competences and building capacities.
 CAS Higher Education
in Emergencies 2022

Education in emergencies:
what are the basic principles?
Strengthening local education
administration.

In post-conflict situations, national- and district-level education authorities may be

functioning with new staff and without basic office equipment or transport. Yet they
may be asked to present strategies to donors and to coordinate the actions of UN
agencies, NGOs and community groups.
That is why
Training as well as modest material assistance should be envisaged in the early stages
of education.
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Competency-based approach for

emergency cases
Meeting psychosocial needs of the child–adolescent age group

Phase One: focuses on generalized psychosocial response through simple community-

based recreational and educational activities, while preparations are made for
organized schooling.
Phase Two: corresponds to simple schooling accessible to all,
Phase Three: is achieved with reintroduction of a unified system of curriculum, teacher
training and examinations following the competency-based approach (UNHCR, 1995a:
25–37:
 CAS Higher Education
in Emergencies 2022

Competency-based approach for

emergency cases
Rapid response

Crisis can provide the opportunity to upgrade education programmes, providing long-
term benefits.

v UNHCR should look more closely at situations where refugees are forced to follow the host country curriculum, in
languages different from their previous languages of instruction.
v to ensure that school studies and teacher training in emergencies are recognized after the emergency is over
 CAS Higher Education
in Emergencies 2022

Competency-based approach for

emergency cases
Rapid response

Crisis can provide the opportunity to upgrade education programmes, providing long-
term benefits.

v UNHCR should look more closely at situations where refugees are forced to follow the host country curriculum, in
languages different from their previous languages of instruction.
v to ensure that school studies and teacher training in emergencies are recognized after the emergency is over
 CAS Higher Education
in Emergencies 2022

Competency-based education as a force for

equity

Ø There is quiet à revolution at work in education that started over 25 years ago
in favour of refugee eduaction.
Ø New directions for learning are being advocated in all levels and types of
education
Ø Increasing amount of information and new technologies
Ø Increasing demands for accountability
Ø A major focus is a competency-based approach to all levels and types of
education
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Meaning

Competency

Competence Performance
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Ø Competency
Focus on an individuals’ ability to perform activities related to work, lifestyle
skills, or learning

Ø Competence
Describes actions or skills the person should be able to demonstrate,competence is
concerned with perceived skills and cannot be directly measured

Ø Performance
Relate to specific behaviors that are measurable and can reflect what workers actually
do
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COMPETETENCY BASED EDUCATION

Ø Competetency based education (CBE) is focused on

Ø outcomes (competencies) that are linked

Ø to work force needs, as defined by employers and the profession (Performance)

 CAS Higher Education
in Emergencies 2022

COMPETETENCY BASED EDUCATION

Ø Competetency based education (CBE) is focused on

Ø outcomes (competencies) that are linked

Ø to work force needs, as defined by employers and the profession (Performance)

 CAS Higher Education
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DEFINITION

Ø Competency based education is defined as an instructional system in

which a performance based learning process is used

ØCompetency based education is a combination of the knowledge,

attitudes and skills necessary to meet a certain standard of practice (Kelly
2002)
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in Emergencies 2022

NEEDS

ØThere is disconnection between education and real world performance

expectations
ØTo develop essential performance skills
ØPrepare learners to function and be successful
ØAccrediting and regulatory and professional groups want assurance that
completion of an education endeavor
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NEEDS

ØGreater accountability for the cost and time Hiring of new workers
ØFor extensive learning programmes
ØRegulatory, legal, external standards and quality measures require
demonstration of competencies
ØPersonal, professional development
ØTo advance their carriers and Make positive contributions to organization
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PRINCIPLES
1. Responsibility
2. Assertiveness
3. Accountability
4. Authority
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Responsibility:
- The state or fact of having a duty to deal with something or of having
control over someone
Assertiveness:
- Confident and forceful behavior
Accountability:
-The fact or condition of being accountable; responsibile
Authority
- The power or right to make decisions, and have a voice
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Levels of competencies

Holistic competencies

Integrated competencies

Added competencies

bahaviour competencies
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LEVELS OF COMPETENCIES

ØLevel 1: behavior competencies related to operational

work performance and have to meet the demands of the
work place

ØLevel 2 added competencies based on behavior and

additional knowledge needed to improve work
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LEVELS OF COMPETENCIES

ØLevel 3: integrated competencies that support change of

internal and external working conditions knowledge,
skills and understanding are integrated into external and
internal work conditions
ØLevel 4: it comprises holistic competencies using
different approaches to implementing competency
based programs- based on identified needs
 CAS Higher Education
in Emergencies 2022

CHARACTERISTICS
ØAcquisition of essential cognitive, psychomotor and affective
skills
ØContinued development of skills
ØBroadly based competency development derived from the best
professional evidence, current standards and regulation
ØAuthentic assessments which are valid and reliable
ØThe use of adult learning principles
ØIndividual learning styles and abilities are recognized and
appreciate
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ESSENTIAL ELEMENTS OF CBE

ØFocus on outcome rather than processes

ØProcess is important when outcome is considered
ØDeveloped based on expectations
ØResults are used to adjust the experiences learner and
promote competency in specific areas
ØTraditional and competency based programmes (pass/
fail)
CAS Higher Education
in Emergencies 2022

Fundamental competencies
required in emergency cases
• Reading
• Writing
Basic skills • Speaking
• listening

• Discussion making
Thinking skills • Problem solving
• Responsibility
Personal •
•
Self-esteem
Social skills
qualities • Managing self
• Integrity
CAS Higher Education
in Emergencies 2022
Fundamental competencies
required in emergency cases
Communica
tion skills
Assessment
Knowledhe
and
integration
intervention
skills
skills

Teaching computing
skills skills
Core
competencie
s

critical
leadership
thinking
skills
skills

Human
managing caring and
skills relationship
skills
 CAS Higher Education
in Emergencies 2022

ESSENTIAL ELEMENTS OF CBE

ØFocus on outcome rather than processes

ØProcess is important when outcome is considered
ØDeveloped based on expectations
ØResults are used to adjust the experiences learner and
promote competency in specific areas
ØTraditional and competency based programmes (pass/
fail)
 CAS Higher Education
in Emergencies 2022

CHARACTERISTICS OF CBE

Ø1) Learning should be self-paced.

Ø2) Flexible training approaches including large group
methods, small group activities and individual study are
essential components.
ØSatisfactory completion of training is based on
achievement of all specified competencies.
 CAS Higher Education
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CHARACTERISTICS OF CBE

Ø4) Supporting theory is integrated with skill practice.

Ø5) Essential knowledge is learned to support the
performance of skills.
Ø6) Participants knowledge and skills are assessed as they
entre the program.
Ø7) Competencies are carefully selected.
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CHARACTERISTICS OF CBE

Ø7) Variety of support materials including print,

audiovisual and simulations (models) key to the skills
being mastered is used.
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CONCLUSION:

Competency based education approach allows learners

coming from emergency areas to advance based on their
ability to master a skill or competency at their host
environment and further apply it in different
environments and circumstances.
 CAS Higher Education
in Emergencies 2022

Group discussion

According to your reading as well as to your personal field experience,

what do you think is more appropriate to:

ü To facilitate learning transfer

ü Involve line managers in supporting learners
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in Emergencies 2022

Thank you for your attention

QUESTIONS

Course Leader: Professor Naouel Abdellatif Mami

Home Institution: Mohamed Lamine Debaghine, Sétif 2 University, Algeria
Email: dr.abdellatifnaouel@yahoo.fr