From the onset of the Syrian crisis, internally displaced persons (IDPs) from all over Syria sought safe haven in Salamieh District in eastern Hama Governorate, increasing the population by 40% to its current total of 300,000. Many of those who…
Major achievements have been made worldwide to ensure education rights for both girls and boys. When crisis or disaster erupt or people have to flee, however, these achievements are jeopardised. Statistical data on displaced people’s access to education is difficult…
For many countries affected by war, education prior to conflict will have already been in a poor state, with a lack of materials and resources, overfull classrooms and low quality of teaching. Conflict will have further exacerbated these conditions, disrupting…
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…