Between 2016 and 2017, Street Child and Congolese partner Ebenezer Ministry International (EMI) supported the secondary education sector in Lusenda refugee camp, South Kivu, in the eastern Democratic Republic of Congo (DRC), where around 32,000 Burundian refugees live.[i] The schooling…
In most cases the best way to transition from a humanitarian to a development response is not immediately clear. Although the education sector has produced guidelines that outline the process for drafting transitional plans in “crisis-affected and challenging situations”,[1] in…
Rarely do humanitarian agencies and donors have the opportunity to meaningfully reflect on how and what type of learning occurs as a result of education in emergencies (EiE) provision. The lack of a theoretical base, however, may decrease a programme’s…
Children’s psychosocial well-being is directly correlated with their ability to learn. In contexts of conflict and humanitarian crises, child-friendly spaces (CFS) can promote psychosocial well-being and provide a safe space for learning but research has shown that their quality, relevance,…
In March 2016, Greece’s Ministry of Education was tasked with formulating a plan for integrating refugee children into the educational system. Three options were proposed: to integrate all refugee students into public schools, providing support based on the existing institutional…
It was following the destruction of the Calais Jungle in 2016 that the French government rolled out its policy of zero tolerance towards camps, whereby any informal settlement is now systematically destroyed by police and ‘clean-up’ teams. The rationale is…
I work for the Centre for Community Health and Development International (CHAD), a local non-governmental organisation in north-east Nigeria. I work closely with the international community, contributing to a range of local and global initiatives, and I am actively involved…
Both the Global Compact on Refugees (GCR) and the Global Compact for Safe, Orderly and Regular Migration (GCM) espouse a ‘whole-of-society approach’.[1] Such an approach presents important opportunities to embed the meaningful participation and leadership of refugees, migrants and host…
People uprooted from their homes are even more vulnerable if they cannot read and write. Adult education and Functional Adult Literacy (FAL) – that is, the ability to apply the skills of reading, writing and written calculations to the requirements…
The question of what refugees learn is often absent from discussions of the importance of education. This oversight is significant. Curricula choices and the textbooks that convey these choices reflect a vision of society: who is included, who is not…