DFID are recruiting education advisers

The UK’s Department for International Development (DFID) currently have an external recruitment process for Education Advisers. DFID leads Britain’s fight against global poverty, delivering UK aid around the world. Since its creation DFID has helped more than 250 million people lift themselves from poverty and helped 40 million more children to go to primary school. But… Read more


Missing out: refugee education in crisis

This report tells the stories of some of the world’s six million refugee children and adolescents under UNHCR’s mandate who are of primary and secondary school-going age between 5 and 17. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education. Education data on refugee enrolments and… Read more


The right to education for refugees and internally displaced persons: data gaps and challenges

On Human Rights Day, Ruth Naylor, co-author of our HEART topic guide on education for refugees and internally displaced persons (IDPs) in low- and middle-income countries, highlights the data gaps and challenges to addressing educational needs for this largely invisible group.   Education is a fundamental human right. Legally, every individual across the world is… Read more


Education and displaced populations: with not for

Joseph Munyambanza, a refugee from the DRC, started teaching fellow refugees in Uganda in his early teens, whilst studying at secondary school. In his keynote speech in Berlin, at “Education for a better future – creating prospects for displaced populations”, he described how he had joined with other refugee youth in his camp to form… Read more


How multi-disciplinary approaches help us address the research- to- policy challenge

This blog is written by Jo Boyden, Director of the Young Lives programme, following her speech at a forum hosted by CIFAR, the Canadian Institute for Advanced Research, on November 17, 2016. The multi-sectoral forum on the well-being of the world’s children is aimed at bringing researchers, practitioners and policy makers to the table to share… Read more


The ethics of research on teacher effectiveness: Why we should be supporting teachers, not questioning their ability to teach

The Global Goals have set targets for ‘quality education’ on the one hand, and for measurement and monitoring on the other hand. Teachers, teacher training, and what happens inside classrooms, are likely to be the topic of research in the coming years.  This blog has been driven by our sense of injustice that teachers seem… Read more


Responding to protracted refugee situations: lessons from a decade of discussion

This policy briefing analyses the impact of protracted displacement on the human rights and access to livelihoods of millions of people and examine how protracted displacement situations accentuate the risk of chronic regional insecurity, fragility and conflict spillover. Through tracing the history of international responses to protracted refugee situations (PRS), the brief examine the complexity… Read more


How does education affect migration from fragile and conflict-affected areas?

This report found that almost all of the information on education and migration from fragile and conflict-affected states (FCAS) deals with integrating refugees into schools, providing schools in refugee camps, and/or using education to promote peace and tolerance. This body of literature often includes the educational level and status of migrants, but does not examine… Read more


Education for refugees and IDPs in low- and middle-income countries: identifying challenges and opportunities

This topic guide is designed to support DFID advisors, education specialists, and other partners working on providing education for refugees and Internally Displaced Persons (IDPs). It provides an overview of the key issues, and signposts relevant sources for further information and reading. Section 1 provides a brief introduction to the guide. Section 2 gives a global overview of forced displacement and education. Section 3 maps the state of research, policy, and practice in refugee education. Section 4 maps the state of research, policy, and practice in IDP education. Section 5 seeks to identify and explore best practice, and existing and potential future opportunities and innovations, in the field of education and forced displacement.

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