Education and Training Initiatives at the Central Methodist Church Refugee House in Johannesburg

Autor/in	Pausigere, Peter
Titel	Education and Training Initiatives at the Central Methodist Church Refugee House in Johannesburg
Quelle	In: Perspectives in Education, 31 (2013) 2, S.42-53 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Churches; Christianity; Adult Basic Education; Refugees; Vocational Education; Church Programs; Preschool Education; Child Care; Food Service; Computer Literacy; Ethnography; Interviews; Social Integration; Job Training; Program Descriptions; Observation; South Africa (Johannesburg); Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Church; Kirche; Christentum; Adult; Adults; Education; Adult education; Erwachsenenbildung; Flüchtling; Ausbildung; Berufsbildung; Pre-school education; Vorschulerziehung; Kinderfürsorge; Kinderbetreuung; Computerkenntnisse; Ethnografie; Interviewing; Interviewtechnik; Soziale Integration; Berufsqualifizierender Bildungsgang; Beobachtung; Simbabwe
Abstract	Zimbabwean economic migrants and political refugees have been given refuge and provided with shelter at the Central Methodist Church (CMC) Refugee House, in central Johannesburg. The refugees have successfully initiated learning and training programmes which resulted in the establishment of a combined school, namely "St. Albert Street Refugee School," an adult education programme, a pre-school, an infant day care, an Adult Basic Education Training (ABET) and vocational training centres for sewing, basic computer studies and waitering courses. The research presented here was conducted over a period of five months. It used an ethnographic approach and employed three primary strategies for gathering data: non-participant observation, interviewing and document collection. Using the theoretical framework of the Community Based Approach (CBA) to refugee education development, the article explains how the weekly refugee and School Council meetings served as forums for initiating education and training programmes and for important decisions that influenced the refugees' education and training policies and curriculum guidelines. The Refugee School's adoption of a modified Cambridge curriculum resulted in "Renewed education for repatriation", whilst the vocational skills centres orientated themselves towards the "Adjusted education for integration," which prepares adult refugees to integrate into the host country's economic communities. (Contains 2 tables, 1 figure, and 1 endnote.) (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10