Figure 1
The complex and original organisational system of the COS EiE.
Figure 2
Timeline of the 6 modules and the face-to-face seminar in the first COS EiE edition (2023–4).
Table 1
Competences across the 6 modules.
| MODULE/COMPETENCE | MODULE 1 | MODULE 2 | MODULE 3 | MODULE 4 | MODULE 5 | MODULE 6 |
|---|---|---|---|---|---|---|
| COMMUNITY PARTICIPATION AND SCHOOL MANAGEMENT IN EMERGENCIES | INTERNATIONAL APPROACHES AND FRAMEWORKS FOR EDUCATION IN EMERGENCIES | TRANSVERSAL APPROACHES TO DIVERSITY | EDUCATIONAL ALTERNATIVES AND ADULT LITERACY | PEDAGOGICAL INNOVATION, CURRICULUM AND DIGITALISATION IN FRAGILE CONTEXTS | BEST PRACTICES IN EDUCATION AND TRAINING IN AFRICA | |
| Competence 1 | Master knowledge of community support structures for displaced persons and refugees | Acquire in-depth knowledge of the context of education in emergencies | Define key concepts for analysing intercultural relations in education | Analyse pedagogical approaches used in alternative education and adult literacy programmes | Analyse the role of technologies in communication and education | Analyse best practices in education and training in Africa |
| Competence 2 | Understand how to operate and manage schools in emergency situations | Develop an understanding of the main international organisations involved in education in emergencies, as well as international frameworks and treaties | Understand key concepts that support education oriented towards emancipation as a source of resilience aimed at reducing inequalities | Capitalise on best practices in alternative education | Analyse educational curricula comparatively in peace and emergency situations | Develop a database of best practices in education and training in Africa |
| Competence 3 | Use analytical and problem-solving tools to ensure continuity of education in emergency situations | Examine and analyse the initiatives of international organizations in the field of education in emergencies, and study some innovative approaches to educational alternatives | Harness acquired knowledge to propose culturally relevant activities adapted to the needs of refugee students | Adapt pedagogical approaches and best practices to emergency contexts and situations | Use technology in a project focusing on communication and learning in emergency situations | Establish a strategic monitoring unit to promote best practice in emergency situations |
Figure 3
Grades obtained for the first cohort.
Figure 4
Participants’ evaluation of the COS EiE.