Building an internal sense of safety, while also teaching coping skills and how to remain alert to the very real risks outside, is essential if psychosocial programming in Afghanistan is to provide a ‘safe space’ for children to learn in a context of high insecurity.
Programming for early childhood development and psychosocial support needs to be able to evolve in order to cater for changing needs and to respond to emerging challenges.
Evidence shows how a gender-responsive approach can alleviate the particular risks that girls and boys face during crisis and displacement.
Experience from the Central African Republic makes clear that global efforts to increase numbers of children in school, particularly in conflict-affected areas and for displaced children, need to pay greater attention to safety and accountability.
Implementation of programmes in DRC and Nigeria demonstrates how the building blocks for long-term improvements can be laid in the earliest stages of an education in emergencies response, even in the most challenging contexts.
As the education sector in Jordan moves from a humanitarian to a development response, a lack of planning for an appropriate transition risks excluding some groups of learners.
Applying one learning theory retrospectively to a non-formal education programme for youth shows how learning theories can be used to assess learning in diverse EiE programmes and how including such theories when programming could help ensure quality and relevance.
Providing psychosocial support to children through the medium of child-friendly spaces can improve learning outcomes for children but requires more localised, partnership-driven and gender-responsive approaches and strengthened monitoring and evaluation.
The closure of the ‘Balkan route’ in the spring of 2016 has trapped around 21,000 children in Greece. Although education policies have been devised to integrate these children into the Greek education system, these policies have actually led to some students being segregated.
In the face of increasingly limited access to schooling for asylum seekers and migrants in France, volunteer initiatives have sprung up to provide much-needed informal education.
Literacy needs among the refugee populations of Uganda and Ethiopia are vast, yet although both are CRRF pilot countries – and therefore in theory committed to promoting literacy – functional adult literacy is barely supported at all.
Curriculum choices matter greatly in countries that host large numbers of refugees for increasingly long periods of time.
Research undertaken in Rwanda aims to provide firm evidence for use in improving access to inclusive educational services for refugee children with communication disability.
Changes to immigration legislation in the UK have led to restrictions on many asylum seekers’ right to study.
Students on the University of East London’s OLIve course – a preparatory course for university access specifically tailored to refugees and asylum seekers in the UK – share experiences of accessing education as displaced learners.
Research shows that significant barriers confront refugee and asylum-seeker children arriving in the UK in terms of them getting into school and thriving in education. Central government, local authorities, schools and colleges and education professionals can take steps to help ensure these children receive timely and appropriate education.
Education is a central element of resettled families’ lives, and providing support to parents and children to learn about and integrate into the education system is essential.
Turkey and the wider international community must address gaps in educational provision so that Syrian refugees can access appropriate opportunities to learn.
Educational services provided to unaccompanied children in government-funded shelters in the US must be examined more critically in order to better meet the children’s varied needs – and federal standards for public education.
Despite the challenges they face, refugee teachers believe in the potential of education to transform the lives of refugee learners and communities. Their voices and needs must inform refugee education provision in order to improve access and outcomes.
Promoting self-sufficiency for displaced populations can have the unintended consequence of undermining efforts to provide education for all Syrian children.
A recent decree in Iran removed a legal barrier to undocumented refugee children attending school but other barriers remain. One non-governmental organisation discusses the successes and challenges of adopting an inter-sectoral approach to breaking down these barriers.
Higher education institutions in Lebanon should consider how connected learning can improve access to higher education for young refugees and members of the host community.
Connected learning offers the opportunity to expand access to higher education for refugees, benefiting both individuals and communities.
The displaced community on the Thailand–Myanmar border has long provided for the basic educational needs of large numbers of children. Providing accredited education, however, remains a struggle.
An education in emergencies toolkit developed by Save the Children looks at how learning environments can be improved through community participation. Piloting the project in Syria and Uganda has also shed light on some of the tensions and contradictions that underlie education provision in humanitarian settings.
A new assessment tool aims to provide a rapid, holistic understanding of displaced learners’ needs.
Analysis of educational research funding proposals submitted to Dubai Cares, a global education funder, indicates an alarming absence of input from local actors and end-users at all steps of the process.
The Grand Bargain promises much but an inherent lack of trust in the international system is hampering local capacity building.
The global community must now take incisive, coordinated action through a whole-of-society approach to push forward the effective implementation of the two Global Compacts.