Finding durable solutions

UNHCR has traditionally pursued three durable solutions for refugees: voluntary repatriation, local integration and third-country resettlement. Seeking and providing durable solutions for refugees is a key element of international protection and has been a core part of UNHCR’s mandate and work since its inception. The three traditional durable solutions are complementary. Implementing them in tandem benefits… Read more


Handbook and guidelines on procedures and criteria for determining refugee status under the 1951 Convention and the 1967 Protocol relating to the Status of Refugees

The 1951 Convention relating to the Status of Refugees and its 1967 Protocol have served as the central instruments underpinning the international refugee protection regime for 60 years. Together with its 1967 Protocol, the Convention provides a universal code for the treatment of refugees uprooted from their countries as a result of persecution, violent conflict, serious… Read more


Improving asylum procedures: comparative analysis and recommendations for law and practice

The Charter of Fundamental Rights of the European Union sets out every person’s right to good administration, including the “obligation of the administration to give reasons for its decisions”. This is relevant and particularly important with regard to decisions on international protection taken by state determining authorities in the asylum procedure. The Asylum Procedures Directive… Read more


Education and identity: the role of UNRWA’s education programmes in the reconstruction of Palestinian nationalism

Studies of specialised agencies of the United Nations in general and the United Nations Relief and Works Agency (UNRWA) in particular focus overwhelmingly on the humanitarian activities and structures of these institutions. Relatively understudied and less understood in the literature on UNRWA is the impact the institution has had on the ongoing reconstruction of Palestinian… Read more


Where have all the teachers gone? Why there are never any teachers in Africa’s refugee camps and what can we do about it

Where have all the teachers gone? Why there are never any teachers in Africa’s refugee camps and what we can do about it, is chapter 10 of Next steps in managing teacher migration: papers of the sixth Commonwealth research symposium on teacher mobility, recruitment and migration. When it is time to start formal education soon after… Read more


Dual disasters: humanitarian aid after the 2004 tsunami

This publication asks, what happens when a humanitarian crisis with political roots interacts with a humanitarian crisis induced by environmental disaster? Focusing on Sri Lanka and Indonesia, countries that were dealing with complex upheavals long before the 2004 tsunami struck, this publication shows how the storm shifted the goals of international aid, altered relations among and… Read more


Refugee and immigrant students: achieving equity in education

The focus of this book is on educational equity issues affecting immigrants and refugees. Chapters highlight educational approaches that build from experiential knowledge, draw upon multiple languages, consider group identity, grapple with the complexities of inclusion, address family concerns, promote parental involvement, involve liaison with community agencies, and view cultural differences as educational strengths. While… Read more


Support to IDP education and pupil transition from ABE to formal school in Puntland

This report discusses the findings and recommendations from the final evaluation of a pilot project that aimed at enabling 1000 displaced and other vulnerable children in IDP settlements around Bossaso, Puntland, to access quality primary education, and improving the learning environment in 10 partner schools. The evaluation focusses on assessing the effectiveness of providing conditional… Read more


“Whether and how?” History education about recent and ongoing conflict: a review of research

This article reviews research on history education that addresses recent or ongoing conflict since 1990. History education is recognised as a key site for constructing identity, transmitting collective memory, and shaping “imagined communities,” which makes its revision or reform a complex and important part of education in emergencies work. The article reviews 42 empirical studies… Read more


Nepal experiences with assessments

After the 25 April earthquake in Nepal, it was decided early on that there would be no roll-out of a comprehensive, coordinated multi-sectoral assessment. At least 70 agencies, including UN, INGOs, local NGOs, and Government carried out a number of rapid assessments to identify the immediate needs – mostly using mixed methodology focused around key… Read more


Schooling and conflict in Darfur: a snapshot of basic education services for displaced children

Globally, there has been increased attention to children’s education in conflict-affected countries, with a particular focus on the provision of basic schooling. Yet, there is a need for greater representative data from these settings.  This report presents findings of a survey conducted of basic educational services and facilities among internally displaced persons (IDP) communities in North and West… Read more


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