Éducation des réfugiés

UNHCR's Global Trends report presents key statistical trends and the latest official statistics on refugees, asylum-seekers, internally displaced and stateless people worldwide. At the end of 2023, 117.3 million people worldwide were forcibly displaced as a result of persecution, conflict, violence, human rights violations and events seriously disturbing public order.

This update of UNHCR’s 2012-2016 Refugee Education Strategy aims to ensure that refugees are increasingly accounted for in education sector planning goals and action plans.

This document outlined areas for alignment with the global and national architecture, key issues for consideration, and concepts and approaches related to the pledge development process. The pledging framework encouraged stakeholders to align their commitments with host country policies, the Transforming Education Summit Calls to Action, and the Sustainable Development Goals.

This brief advances knowledge on the current state of inclusion of refugee learners. It is based on several separate but complementary studies carried out by UNICEF Innocenti, UNHCR, and UNESCO, and was developed to share common inter-agency findings, gaps, and learnings.

This report aims to contribute to an emerging landscape on refugee inclusion in national education systems by exploring the relationship between policy and data within a broader narrative of inclusion, from arrival in the host country to the achievement of durable solutions

This report discusses how the inclusion of refugees in national education systems is understood, and how it can be achieved.

The following briefing note compendium reflects wide-ranging analysis and insights of the various barriers that refugees and forcibly displaced people experience in accessing, progressing, and completing higher education. At the same time, the briefing notes present considerations that States and other higher education stakeholders should take into account to defend and promote the right to higher education for this equity deserving group.

This report explores the state of education for refugees in 2023, examining the progress that has been made since the 2019 Global Refugee Forum, and the impact that events such as the COVID-19 pandemic have had.

This UNICEF working paper discusses education solutions for migrant and displaced children and their host communities.

Theirworld believes that quality ECE can be delivered to every refugee child if teachers are equipped with the right knowledge and tools. Our report - Supporting Early Childhood Education Teachers in Refugee Settings - identifies four key ways that this can be achieved.

The 2024 UNHCR Refugee Education Report draws on data from more than 65 countries worldwide to provide the most detailed picture yet of the state of refugee education and enrolment. The report reflects on the 2030 Refugee Education Strategy (launched in 2019) and where notable progress has been made as well as areas where greater investment and enhanced collaboration are needed to meet the strategic objectives of the Strategy.

This tool is intended to be used primarily by GPE Secretariat country teams but may also be useful to GPE partner countries and their education sector partners. This tool is part of GPE’s commitments to support inclusive, evidence-based policy dialogue to include refugees in education systems. 

In recognition of these facts, NORRAG has brought together 48 authors from academia, humanitarian agencies, and think tanks to produce 27 papers that showcase current evidence and offer policy directions to prioritise and protect the work and well being of refugee teachers everywhere.

Le rapport GEM 2019, Construire des ponts, pas des murs, poursuit ses évaluations des progrès accomplis dans la réalisation de l'objectif de développement durable 4 (ODD 4) sur l'éducation et de ses dix objectifs, ainsi que d'autres objectifs connexes liés à l'éducation dans l'agenda des ODD.

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 OECD-UNHCR mapping exercise examines the use of a subset of complementary pathways for admission by refugees to third counties, focusing on non-humanitarian regular entry visas granted for family, study or work purposes in OECD destination countries since 2010.

Ce rapport passe en revue les stratégies permettant d’élargir l’accès à l’éducation des femmes réfugiées et demande à la communauté internationale de l’aider à concrétiser cet objectif.

This report tells the stories of some of the world’s 6.4 million refugee children and adolescents under UNHCR’s mandate who are of primary and secondary school-going age, between 5 and 17.

This report tells the stories of some of the world’s 7.4 million refugee children of school age under UNHCR’s mandate. In addition, it looks at the educational aspirations of refugee youth eager to continue learning after secondary education, and highlights the need for strong partnerships in order to break down the barriers to education for millions of refugee children.

This paper reviews global progress toward the recognition of qualifications and of prior learning at all education levels and identifies examples where countries have made special provisions for migrants and refugees.