Educational needs and barriers for refugee students in the United States: a review of the literature

Refugee children have traumatic experiences that can hinder their learning. The United Nations has specified in conventions, and researchers have concurred, that education is essential for refugee children’s psychosocial adjustment. However, government officials, public opinion, and researchers have often differed about what is best for refugees’ healthy acculturation. On the basis of a large-scale longitudinal… Read more

The early morning phonecall: remittances from a refugee diaspora perspective

Remittances are an important strand in the relationship between migration and social change in migrants’ countries of origin and there is increasing interest in the role of remittances in conflict and post-conflict countries. Yet little is known about remittances from the diaspora perspective, and much less about refugees remitting. This paper makes three contributions, based… Read more

Changing the gendered dynamics of refugee classrooms in West Africa: introducing female classroom assistants

Refugee schools in West Africa tend to be dominated by men, with even early years classes taught mostly by male teachers. There are very few female teachers and even fewer female head teachers or education administrators. Although enrollment in the lower classes is more or less gender balanced, by the upper primary level, many of… Read more

Unlocking the protracted displacement of refugees and internally displaced persons

This paper considers how international actors should frame protracted displacements and the search for ‘solutions’ to such crises. It draws on the findings of three case studies (Central America during the 1980s and 1990s and contemporary displacements in Somalia and Iraq) as well as wider research on protracted refugee situations and the politics of refugee ‘solutions’…. Read more

Learning in displacement: briefing paper on the right to education of internally displaced people

Education is critical for internally displaced children, in part because it provides a protective function and conveys life-saving messages. Education gives children the skills needed to function in their areas of displacement, and on return. Schools give children meaningful day-today activities, leaving them less likely to succumb to the negative aspects of long-term displacement, including… Read more

Exploring the potential of technology to deliver education and skills to Syrian refugee youth

Increasing access to education and skills development through technology, particularly for ‘21st century skills,’ can offer opportunities for displaced youth. Alternately, not investing in, and encouraging, new and innovative ways of delivering training, skills and education will result in many youth falling further behind. The gap between those who can contribute to the economy and… Read more

Education in conflict and crisis: how can technology make a difference? A landscape review

Crisis and conflict are among the biggest obstacles to ensuring inclusive and equitable quality education for all. However, education is a human right with important implications for health, livelihood, and peace building in contexts of conflict and crisis. The use of information and communication technology (ICT) has the potential to support, enhance, and enable education… Read more

Kenya comprehensive refugee programme 2014

Kenya has been providing protection and lifesaving assistance to refugees since the 1960s. During the 1990s refugee influxes were witnessed from Sudan, Somalia and Ethiopia. While returns took place as the situation improved in places of origin for Sudanese to South Sudan and Ethiopians to Ethiopia, a significant number of refugees remained and continue to… Read more

Children and the 2004 Indian Ocean Tsunami: evaluation of UNICEF’s response in Indonesia, Sri Lanka and Maldives (2005-2008) – overall synthesis report

This report is a summary of an extensive evaluation undertaken by the United Nations Children’s Fund (UNICEF) of its response to the 2004 Indian Ocean tsunami. It focuses on Indonesia, Sri Lanka and Maldives — countries that had the most serious damage and received 84 per cent of UNICEF tsunami country-level funds. The evaluation mainly… Read more

An assessment of students’ competency levels in grades 3-9 in Northern and Eastern provinces

This report documents the development, delivery, scoring and processing of a set of tests of Tamil and mathematics for placing displaced and returned learners in the Accelerated Learning Programme (ALP) in Sri Lanka. The ALP is intended to be a temporary school-based intervention to help students rapidly reach their age-appropriate learning competency thus promoting grade 1-9… Read more

Syria crisis education fact sheet: Middle East and North Africa out-of-school children initiative

In Syria, the crisis has pushed the capacity of basic social services to the breaking point, with a devastating impact on 4.5 million children. A total of 2 million children are out of school and one in five schools has been destroyed, damaged, or used for other purposes, including occupation by armed groups. The economic… Read more

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