Education of refugees in Uganda: relationships between setting and access

This research seeks to explore the education of refugee children in Uganda. Specifically, it addresses the multiple ways in which refugees access education and the social effects of the differing forms of education on the creation of stability for refugee children. Conditions in Uganda have allowed the development of four distinct arenas in which the… 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


Educate a child programme

In 2012, a multi-year strategic partnership was initiated between UNHCR and Educate A Child (EAC), a programme of the Education Above All (EAA) foundation. Since 2012, EAC has enabled over 266,000 out-of-school refugee children to access primary school in 12 countries through UNHCR and its partners. EAC complements the roll-out of UNHCR’s Refugee Education Strategy… Read more


Improving early grade learning outcomes in Uganda

DFID Uganda is re-engaging in the education sector after several years. This is the final report on a process of identifying and appraising options for supporting improvements in early grade learning outcomes, conducted by a team of consultants under the direction of the DFID Uganda Education Adviser. The strategic case for intervening to improve learning… 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


Do “Child Friendly” Practices affect Learning? Evidence from Rural India

This paper examines the effects of “child-friendly” practices on learning in rural India. These are a set of pedagogical practices intended to improve education outcomes by increasing children’s inclusion in their learning environment. They are widely promoted in international development circles, and are an increasingly important plank of Indian education policy. This paper offers the… Read more


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