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Planning to access education for displaced populations

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Martha Hewison, Education Advisor, UNHCR.
Presentation for CIES 2017, panel "Leaving no one behind: planning education for the inclusion of displaced populations" organised by IIEP-UNESCO.

More information: http://www.iiep.unesco.org/en/how-should-we-plan-education-settings-conflict-and-instability-cies2017-3890

Published in: Government & Nonprofit
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Planning to access education for displaced populations

  1. 1. Planning access to education for displaced populations Martha Hewison UNHCR, Education
  2. 2. Forced displaced – global context 65.3 million forcibly displaced persons 20 years average length of displacement 16.1 million refugees (under UNHCR protection; 60% in urban contexts) 51% of refugees are younger than 18 years 41% of refugees live in protracted situations 86% of refugees live in developing countries
  3. 3. Inclusion of refugees into national systems: …… gives children sustainable access to certified learning opportunities that increases knowledge, hope and resilience … ensures accountability to affected populations … creates opportunities for social cohesion …. is the only sustainable option: Humanitarian financing for education is inadequate and unpredictable – parallel services are unsustainable in the long term ……supports governments to meet their responsibilities and commitments … effectively managed humanitarian/development support, bears potential benefits for development of host country education system
  4. 4. Global and national policy landscape • “Leave no one behind” and SDG 4 NY Declaration on refugees and Migrants Comprehensive Refugee Response Framework UNHCR Strategic Directions 2017-2021
  5. 5. Turkey • Estimated 60% of Syrian children are current enrolled in formal education programmes - TEC’s -Turkish schools • Language barrier, major obstacle- increased language instruction • Change of policy – lost time in dealing with challenges
  6. 6. Tanzania • No inclusion • Parallel systems operating • Congolese refugees have been in Tanzania for over 20 years; use county of origin curriculum – restrict opportunities • Burundians – complexity with exam certification and change in curriculum
  7. 7. Uganda • Full inclusion – quality control • Equitable access on a par with nationals • Efforts to improve the education for Ugandans benefit refugees and vice versa • Clear path from primary, through secondary and beyond • Recognized academic qualifications • Promotes social inclusion • Challenges faced in schools in the settlements, mirror the challenges faced in the refugee hosting districts
  8. 8. Challenges • Support needs to happen at several levels • Targeted support is needed to mitigate challenges • Community-based approaches • Planning and resource allocation • Monitoring • Anticipate solutions

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