An overview of ICT for education of refugees and IDPs

Question 

1. Identify examples of ICT approaches to address the education needs of those living in IDP and refugee camps. 
2. What are lessons learned from these experiences? 

Contents 

1. Summary 
2. A discussion of issues regarding evidence on ICT for education in refugee settings 
3. An overview of general literature on ICTs for education in refugee and IDP settings 
4. A summary of findings on the use of ICTs for learning in a refugee context 
5. A summary of findings on the use of ICTs in providing systemic support to education in refugee contexts 
6. Case Studies 
7. References 

In keeping with the needs of the requester, this study includes a number of case studies selected to present a diversity of different types of technology projects operating to address education needs in IDP and refugee camps. Since only limited information is usually available in relation to the impact of specific programs, the study has focused on those examples where a relatively extensive literature is available. Further to this, a useful ‘Project Inventory’ of ICT programmes aimed at education in conflict & crisis can be found in Dahya (2016: 42 – 61), and further cases are presented in World Bank (2016: 21-40) and Carlson (2013). 

This rapid review drew largely on synthesis studies, evaluative papers and some grey literature. The reviewed evidence was frequently produced as part of reports commissioned and published by international agencies, but undertaken by external researchers using mixed-method approaches. As discussed above, while the evidence reviewed was of good quality, there were also certain limitations to the evidence available.