Although the number of displaced children is growing, they are not being recognized as a population with specific needs. As a result, their right to education and to learn is being violated.

This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya.

Over 2016, more than 600,000 people were newly displaced in Afghanistan; half of whom were boys and girls and a large number of them are out-of-school. Education must now be acknowledged as a humanitarian priority in Afghanistan that warrants a coordinated and well- resourced response.

Given the current global refugee crisis, the aim of this report is to contribute to the discussion around the distinct educational needs of urban refugees.

This paper highlights some promising practices in using technology to bridge the gaps, and asks if technology is the solution to providing refugees with quality education?

In September 2016, the Norwegian Refugee Council (NRC) and Mercy Corps conducted a joint assessment of the needs, vulnerabilities, protection risks and capacities of female and male adolescent and youth refugees and migrants transiting through Greece. The goal was to reflect their voices in order to better inform relevant policy and programme design.

This provides a snapshot of the current interest and activities of aid agencies and the mobile industry. It outlines ongoing activities (pilots, projects, and initiatives) across different regions, divided into five key themes: connectivity, digital tools and platforms, family reconnection, education, and livelihoods and mobile money.

The report summarises the research conducted between July - December 2016 on the efficiency and efficacy of free digital learning (FDL) for the integration, inclusion and further learning of migrants and refugees in Europe and in neighbouring regions in conflict

This report explores the socio-economic impact of connectivity for refugees in a large, rural camp setting in Tanzania. Nyarugusu is one of three large refugee camps in the Kigoma region.

In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society.