Browsing by Author "Sewani, Salima"

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    Endemic of Violence and Child Labor during Covid-19 - A Narrative Case Study on the Effective Well-being Strategies for Building Resilience among Public School Going Learners in Karachi
    (2022-09) Sewani, Salima
    PCF10 Sub-theme: Building Resilience // This paper reflects on the tribulations faced by the public school-going learners in Karachi during Covid-19. It also sheds light on the innovative pilot strategies that we used to support their education during the closure of the school. Through the reflective narrative case study approach, fellow teachers first gathered a few stories from learners and parents, living in their neighborhoods. They reported cases of child labor, slavery, and early marriages. We then discussed, planned, and piloted strategies to teach and support learners of grades 5 to 8 during Covid-19. We prepared educational packs that included educational games, assignments, and an easy-to-use guidebook. We also offered phone-based academic counseling to learners. Strategies like, taking parents and community leaders into confidence, and offering free vocational education, medical checkups, and medicines to parents and learners worked successfully. Around 17 girl children and 32 male children, who were engaged in child labor during Covid-19 returned to their routine education. Throughout the process, the role of community leaders was pertinent. Our contextual education model for marginalized children and parents can be used by other educational institutions during an uncertain time. // Paper ID 6588
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    Introducing a Course on Open Educational Resources (OER) during Covid-19 to Empower Women Learners with Visual Impairment- Perceptions, Practices, and Potentials
    (2022-09) Sadruddin, Munir Moosa; Sewani, Salima
    PCF10 Sub-theme: Promoting Equity and Inclusion // This paper reflects on the potential of introducing an OER course to empower visually impaired female learners in Karachi, Pakistan, during COVID-19. Through a participatory action research approach, twenty female learners completed an adapted course titled ‘Understanding Open Educational Resources’, offered by the Commonwealth of Learning. For a hands-on experience, they later participated in various collaborative activities. Data was gathered through audio surveys, focus groups, and interviews, and analyzed thematically. Overall, the course empowered participants and shifted their dependencies to independencies. Participants were engaged in communities of practices, and took ownership to search, filter, and create/adapt open learning resources. The course has opened up new avenues for them to benefit their community members in innovative ways. It is proposed to introduce OER in national education policy to ensure educational accessibility among the disadvantaged population. // Paper ID 4005