Showing papers by "Frank Hardman published in 2013"
TL;DR: In this paper, the authors explore the transformative role education can play in post-conflict recovery and argue that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels.
Abstract: The last decade has seen a growing recognition amongst international donors, development agencies, non-government organisations and academics of the vital role education can play in bringing about recovery following violent conflict, natural disaster and other crises This has led to the development of increasingly targeted and sophisticated programme planning and management tools, for use by government ministries, UN agencies and non-governmental organisations in fragile contexts Drawing on the 2010 independent study of UNICEF's Education in Emergencies and Post-Conflict Transition Programme, this paper explores the transformative role education can play in post-conflict recovery It argues that while basic education assistance can have a catalytic role in helping states during the early stages of a transition out of violent conflict, there is the need for a better understanding of its role in building peace at the national, sub-national and community levels The paper also argues for the development of
55 citations
01 Jan 2013
TL;DR: The guided co-construction of knowledge, in which a teacher talks with pupils in whole class, group and individual situations to guide their thinking, together with opportunities for collaborative learning to promote critical thinking and problem solving, is, therefore, seen as being central to the educational process as mentioned in this paper.
Abstract: Enabling pupils to become proficient at using spoken language is seen as one of the major goals of education. Pupils are expected to express their thoughts and engage with others in joint intellectual activity so as to advance their individual capacity for productive, rational and reflective thinking. The guided co-construction of knowledge, in which a teacher talks with pupils in whole class, group and individual situations to guide their thinking, together with opportunities for collaborative learning to promote critical thinking and problem solving, is, therefore, seen as being central to the educational process (Hardman, 2008a).
7 citations