This study aims to explain the current and future situations of Syrian refugee children (SRC) in the Turkish education system in light of the views of teachers and administrators. The focal point in the study is to ascertain the situations that affect and are affected by the involvement of Syrian refugee students in the Turkish education system.

This paper explores the intrinsic links between rupture, loneliness, resilience and agency within the experiences of refugee and asylum-seeking people, drawing on a wider study conducted in Scotland during the COVID-19 lockdowns in 2020 and 2021.

This webinar launched the UNHCR global review of primary education for refugees: “From barriers to breakthroughs". It included an overview of the findings, with case studies presented by panelists from Rwanda and Bangladesh.

I examine the conditions underlying the emergence of nationally accredited refugee-led schools in Kenya’s Dadaab camps and what these schools do to improve education quality and their students’ performance in national exams.

I aim to address the research question ‘How does the integration process in a Western destination country contribute to the exclusion of refugees from knowledge production?

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. 

This brief discusses the importance of measuring quality, the process of developing and implementing this quality instrument, and the preliminary analysis of data collected using it. In addition to informing the impact evaluation, a broader goal of this work is to contribute to the emerging knowledge on measuring program quality and fidelity, particularly in low and middle income countries (LMIC) and emergency contexts, and better understand “how” and “why” parenting programs in these contexts do or do not work.

This paper explores how primary education for refugees can be improved: in terms of access, quality, finance, and policy. It explores successes achieved within different policy environments, ranging from contexts where refugee children have no access to national education systems to full inclusion where refugee children attend public schools with the same rights and financing as national children. 

This study, using the Inter-Agency Network for Education in Emergencies' five-domain framework, examines the educational standards provided to Rohingya refugees in Malaysia. The findings suggest that most learning centers lack financial, human, and infrastructural resources.