Asian Research Thesis Index

Abstract

This study explored the perceptions of the senior management and practitioners of the Institute for Emergency Education (IEE/pseudonym) about their perceptions of and approaches towards non-formal education that they undertook in an Internally Displaced Persons (IDPs') camp in Sindh, during last year's flood disaster in Pakistan. The IEE' effort was part of the relief response extended towards those affected by the disaster. In this regard, the study adopted the qualitative research paradigm, within which the data was collected through semi-structured interviews and document analysis. The study finds that the Institute saw non-formal education as a more relevant and appropriate strategy to help people with educational and other kinds of related support during the emergency situations. The study shares some meanings given to non-formal education by the participants according to which non-formal education is a flexible arrangement whereby no prescribed curriculum was needed. Furthermore, this flexibility afforded the participants to address other related issues (in addition/related to education) faced by the IDPs, such as matters of health and hygiene, safety and security, socialization in camps and so forth. The study also documents the use of pedagogies such as: puppet shows (to attract children in camps), story-telling and different kinds of locally known games. The study also documents the IEE' training of teachers for carrying out non-formal education in the camps. In addition, the study also reports the challenges faced during providing educational support to the IDPs during the emergency situations. The study finally concludes by drawing some insights and recommendations about the role of non-formal education and related teacher training to combat educational needs of the communities in emergency situations.

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