Study of non-state provision of education in Maputo

This study presents results of a census of non-state schools in two low-income areas of Maputo, Mozambique. Non-state schools include purely private, community, and church mission-supported schools some of which receive government support in the form of deployment of civil service teachers. The study finds that the only notable growth of the private sector is… Read more


Secondary education for refugee adolescents: education issue brief 6

Despite progress in enrolment and retention of refugee children in primary education services in recent years, access to secondary education for refugee adolescents remains a critical gap across UNHCR operations. This education brief outlines key information on secondary education programming for refugees. The brief highlights that globally, only one in four refugee adolescents are in… Read more


Education and protection: education issue brief 1

Providing quality educational opportunities in refugee contexts means that displaced children and youth can benefit from the protection of an accountable social service in which they have the time, opportunity and support to evolve into key actors in their own protection. Quality educational programming contributes to the development of important content knowledge, as well as… Read more


Out-of-school children in refugee settings

This education brief provides guidance on developing programmes to enroll refugee out-of-school children (OOSC) in school, and to improve initiatives for children not attending school regularly. It provides information on OOSC needs assessments and highlights cross-sectoral linkages. Information provided in this brief can be applied in both protracted and emergency contexts. Children and youth who… Read more


Meta-evaluation of NRC’s accelerated education responses

For over 15 years, the Norwegian Refugee Council (NRC) has supported out of school children and youth to regain access to schooling by supporting Alternative Education (AE) programming. Such programming has been and continues to be implemented across a number of the countries and regions in which NRC is responding to humanitarian and early recovery… Read more


Barriers and bridges: access to education for internally displaced children

Of the more than 27 million children estimated to lack access to education in emergency situations, substantial numbers are internally displaced. For these children not only is their educational development denied but they are deprived of other important benefits as well. This paper examines barriers to education for internally displaced children, such as lack of… Read more


Education of Syrian refugee children: managing the crisis in Turkey, Lebanon, and Jordan

The Syrian civil war has displaced half of Syria’s population, with civilians fleeing internally or to other countries. Neighboring countries—particularly Lebanon, Turkey, Jordan, Iraq, and Egypt— have opened borders to the refugees in response to such great humanitarian need, and the international aid community has responded with assistance. A particular area of concern is education… Read more


Early childhood development in the West Bank and Gaza

Early childhood development (ECD) in the West Bank and Gaza is compromised by serious deficiencies in the quality of and access to programmes and services – among which are low enrollment, inadequate facilities, inexperienced teachers, reliance on inappropriate rote learning methods and limited parental involvement or understanding among families of the importance of good ECD… Read more


Primary education interventions in Malawi

This rapid review identified a number of resources on primary education interventions in Malawi. Section 2 highlights literacy interventions. The Early Grade Reading Project (EGRP), funded by USAID, aims to strengthen teaching methodologies, develop appropriate learning materials, increase parental and communal support for reading, and improve the policy environment for reading. Evaluation of this project… Read more


Pauline Rose on unequal learning in education

Pauline Rose is a professor of international education at the University of Cambridge and director of the Research for Equitable Access and Learning (REAL) Centre. In this video Pauline discusses findings from a HEART think piece: How can education systems become equitable by 2030?, written by herself and Ben Alcott. She speaks about inequalities in access to education… Read more


Stratification in higher education: a comparative study

The mass expansion of higher education is one of the most important social transformations of the second half of the twentieth century. In this publication, scholars from 15 countries, representing Western and Eastern Europe, East Asia, Israel, Australia, and the United States, assess the links between this expansion and inequality in the national context. Contrary to… Read more


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