Notícias Plus de 7 millions d’enfants réfugiés à travers le monde ne sont pas scolarisés, selon le HCR Selon le Haut-Commissariat de l’ONU pour les réfugiés (HCR), ce sont les étudiants qui sont en majorité exclus de la scolarité. Et le taux de scolarisation des réfugiés varie considérablement en fonction des niveaux académiques dans les pays concernés.
Recurso Participatory approaches for strengthening teacher professional development in refugee settings: successes and limitations This article presents critical reflections on a teacher professional development initiative in Kakuma refugee camp and Kalobeyei settlement in Kenya. Drawing on critical development studies, it examines the successes and limitations of efforts to facilitate a community-based participatory process that aims to respond to local refugee teachers’ needs while simultaneously developing training materials as a global good.
Blogue Equity in Education: Achieving Migrant and Refugee Children’s Integration in host Communities Children and young people from migrant and refugee backgrounds are often left behind in education compared to their peers in the host countries. Read how an accelerated education program in Colombia helped bridge this gap for migrant and refugee integration into national systems.
Blogue Unlocking the funding to educate the world’s refugee children Save the Children’s new report The Price of Hope warns a generation of refugee children are missing out on education they need to restore their future. Find out how the international community can come together for refugee education.
Recurso How are Ukrainian refugee children learning in host countries? UNESCO’s latest mapping tells key figures and challenges In the recently launched report, UNESCO highlights the key findings from comprehensive policy and data reviews conducted in seven countries hosting Ukrainian refugees: Bulgaria, Czechia, Hungary, Poland, the Republic of Moldova, Romania, and Slovakia.
Recurso The Price of Hope: Funding education for the world’s refugee children 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.
Recurso The World's Most Neglected Displacement Crises 2022 Each year, the Norwegian Refugee Council (NRC) publishes a report of the ten most neglected displacement crises in the world. The purpose is to focus on the plight of people whose suffering rarely makes international headlines, who receive little or no assistance, and who never become the centre of attention for international diplomacy efforts. This is the list for 2022.
Recurso Winning the Game: How Sport for Development supports the psychological well-being of adolescent refugees This report looks at how S4D can be used to improve the mental health of programme participants, therefore focusing on a crucial outcome of psychological wellbeing.
Notícias Con una financiación total que supera los US$28 millones, ECW, el fondo mundial de las Naciones Unidas para la educación en emergencias y crisis prolongadas, espera extender el Programa Multianual de Resiliencia en Colombia El Gobierno de Colombia amplía su respuesta educativa a la crisis regional venezolana. La misión de alto nivel de ECW destaca la necesidad de ampliar la respuesta educativa a la crisis de personas refugiadas y desplazadas más grande del mundo.
Recurso Sistematización de lecciones aprendidas de programas educativos con enfoque de género e inclusión de niñas, niños y adolescentes refugiados, migrantes y otros grupos vulnerables Este conjunto de informes ha sido elaborado por Plan International, con el apoyo del Grupo Regional de Educación de América Latina y el Caribe, en el marco del Programa Multianual de Resiliencia regional (MYRP, por sus siglas en inglés) de UNICEF y Education Cannot Wait. En ellos se presentan los resultados de un análisis realizado sobre los avances y desafíos de marcos normativos, investigaciones, estrategias y proyectos con relación a la incorporación del enfoque de género e inclusión dentro de los programas de educación formal y no formal tanto a nivel regional, como a nivel de país para los casos de Colombia, Ecuador y Perú.
