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

Martin Johnson; Sinéad Fitzsimons; Victoria Coleman

doi:10.1007/s11125-022-09601-0

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

Prospects (Paris). 2023;53(1-2):43-56. doi: 10.1007/s11125-022-09601-0. Epub 2022 Feb 16.

Authors

Martin Johnson¹, Sinéad Fitzsimons², Victoria Coleman³

Affiliations

¹ Shaftesbury Road, Cambridge, CB2 8EA UK Research Division, Cambridge University Press & Assessment.
² The International School of Brussels, Kattenberg 19, 1170 Watermael-Boitsfort, Belgium.
³ Claverton Down, Bath, BA2 7AY UK Department of Psychology, University of Bath.

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.

Keywords: Curriculum framework; Education design; Education in Emergencies.