CARE reconnaît l'effort fourni par les gouvernements et les agences onusiennes pour limiter l'impact humain, sanitaire et socioéconomique du Covid-19. Cette pandémie sans précédent atteint les individus, les communautés et les gouvernements dans le monde entier.

This emergency response plan for COVID-19 pandemic has been prepared in order to use the existing resources and capacity of MoE and through various innovative ways, continue the education service delivery to students at their homes.

The second part of the JEiE special issue on refugees and education focuses on opportunities and outcomes in refugee education as they connect to rights, funding actors, literacy, belonging, and teacher development.

In this editorial note, Sarah Dryden-Peterson, Jo Kelcey, and S. Garnett Russell—lead editors of the special issue—identify the key themes that emerge among the articles in JEiE Volume 5, Number 2.

Authors Sarah Horsch Carsley and S. Garnett Russell identify why the three treaties that address refugees’ right to education are among the least enforceable in international human rights law.

Authors Benjamin Piper, Sarah Dryden-Peterson, Vidur Chopra, Celia Reddick, and Arbogast Oyanga reveal that literacy outcomes for youth in the lower primary grades who live in Kakuma refugee camp are lower than those of their disadvantaged peers in a nearby host community.

Author Jihae Cha finds that a sense of belonging at school is the strongest predictor of academic motivation among 664 primary school students living in Kakuma refugee camp.

Authors Tejendra Pherali, Mai Abu Moghli, and Elaine Chase argue that teachers can support refugee students’ future trajectories more effectively when their local knowledge, capacities, and creativity are mobilized.

Authors Zeena Zakharia and Francine Menashy suggest that a surge in corporate support of refugee education has increased the private authority of corporate actors in education in emergencies policy spaces.