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 violence, recruitment, and child labour. This paper introduces a series of case studies looking at education for internally displaced persons (IDPs). It examines the international human rights law framework for guaranteeing education to IDPs, focusing on issues such as non-discrimination and documentation that are particularly likely to arise in this context. Later papers in this series will look at methods of providing education in protracted displacement, using case studies to highlight problems and best practices.
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