Access to Secondary and Tertiary Education for All Refugees: Steps and Challenges to Overcome

During situations of displacement, access for refugee youth to secondary educational initiatives is limited at best. However, upon the return of refugees, the national structure of their home country is most often weak and unstable. To ensure the economic, social, and political development of a society that has been severely affected by conflict or disaster, it is imperative that there be a youth population of capable, productive, and educated citizens who may provide an exit strategy from the situation. Future leaders must therefore be given the opportunity to promote the development both of themselves personally, and of their national structures, through learning—notably, secondary, vocational, and tertiary education. This paper underscores the need for and gaps in the provision of secondary educational initiatives, highlighting the many challenges involved in improving refugee youth access to both secondary and vocational education, and highlighting the issues that must be considered by policy and decision makers in order to facilitate and support such access.Pendant les situations de déplacement forcé, l’accès à l’éducation secondaire des jeunes réfugiés est réduit au maximum. Cependant, à partir du moment où ils peuvent retourner à leurs pays d’origine, son structure est en général affaiblit et instable. Afin d’assurer le développement économique, social et politique d’une société qui a été sévèrement troublée par un conflit ou catastrophe, il est impératif de compter sur une jeunesse compétente, éduquée et responsable d’un point de vue civique, et capable de créer et de soutenir une stratégie de sortie aux situations du passé. Les leaders de demain doivent avoir l’opportunité de se développer individuellement, mais également de développer leurs structures nationales, à travers l’éducation, notamment secondaire, professionnelle et tertiaire. Cet article souligne les besoins et les écarts existants en ce qui concerne la provision d’initiatives dans le domaine de l’éducation secondaire, remarquant les divers défis aux-quels il faut faire face pour améliorer l’accès des jeunes réfugiés à l’éducation post-primaire (secondaire et professionnelle), et par voie de conséquence à l’éducation tertiaire. En outre, il souligne également les sujets qui devraient être considérés par les autorités politiques et décisionnaires compétentes afin de faciliter et soutenir ledit accès

Aplicar una teoría de aprendizaje para crear “buen aprendizaje” en emergencias: la experiencia de Dadaab, Kenia

Aplicar una teoría de aprendizaje de manera retrospectiva a un programa de educación no formal para jóvenes muestra cómo se pueden usar las teorías de aprendizaje para evaluar el aprendizaje en diversos programas de educación en situaciones de emergencia y cómo incluir estas teorías al programar podría ayudar a asegurar calidad y relevancia

Applying learning theory to shape 'good learning' in emergencies: experience from Dadaab, Kenya

Applying one learning theory retrospectively to a non-formal education programme for youth shows how learning theories can be used to assess learning in diverse EiE programmes and how including such theories when programming could help ensure quality and relevance

Education as an essential component of prevention of youth re-displacement

If education is seen as a factor that keeps refugees in camps or host communities rather than encouraging them to go back home, it should be systematically included as part of return to prevent re-displacement

Aplicar una teoría de aprendizaje para crear “buen aprendizaje” en emergencias: la experiencia de Dadaab, Kenia

Aplicar una teoría de aprendizaje de manera retrospectiva a un programa de educación no formal para jóvenes muestra cómo se pueden usar las teorías de aprendizaje para evaluar el aprendizaje en diversos programas de educación en situaciones de emergencia y cómo incluir estas teorías al programar podría ayudar a asegurar calidad y relevancia

Genome-wide association analyses identify new Brugada syndrome risk loci and highlight a new mechanism of sodium channel regulation in disease susceptibility

International audienceBrugada syndrome (BrS) is a cardiac arrhythmia disorder associated with sudden death in young adults. With the exception of SCN5A, encoding the cardiac sodium channel NaV1.5, susceptibility genes remain largely unknown. Here we performed a genome-wide association meta-analysis comprising 2,820 unrelated cases with BrS and 10,001 controls, and identified 21 association signals at 12 loci (10 new). Single nucleotide polymorphism (SNP)-heritability estimates indicate a strong polygenic influence. Polygenic risk score analyses based on the 21 susceptibility variants demonstrate varying cumulative contribution of common risk alleles among different patient subgroups, as well as genetic associations with cardiac electrical traits and disorders in the general population. The predominance of cardiac transcription factor loci indicates that transcriptional regulation is a key feature of BrS pathogenesis. Furthermore, functional studies conducted on MAPRE2, encoding the microtubule plus-end binding protein EB2, point to microtubule-related trafficking effects on NaV1.5 expression as a new underlying molecular mechanism. Taken together, these findings broaden our understanding of the genetic architecture of BrS and provide new insights into its molecular underpinnings