Towards evidence-based policy-making for refugee education

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. The target audience includes government officials and humanitarian and development partners working on refugee education policy and data. Key insights have been gained through a review of policies in 35 low- and middle-income host countries, as well as case studies on the process of inclusion in seven countries (Chad, Colombia, Ecuador, Jordan, Pakistan, Peru, and Uganda). The work highlights examples of inclusion in both policy and data in order to begin to explore the policy-data nexus – understood as the linkages between policy-making processes and the collection, analysis, and utilization of data – and to capture evidence on best practices in the development of evidence-based policies for refugee inclusion. 

On the basis of these findings, key recommendations to policy-makers include developing policies guided by medium- to long-term perspectives from the onset of crisis; fostering sustained political support for refugees to allow for the adoption of inclusive policies; and aligning normative frameworks with data collection efforts to monitor implementation and assess impact. Key recommendations to partners and donors include providing predictable and sustained support to host governments to enable long-term planning and ensuring interventions reach host communities; supporting capacity-building efforts to improve data collection and management capabilities; and strengthening coordination efforts to mobilize resources and make meaningful progress towards the achievement of SDG 4.

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Published by

United Nations Educational, Scientific and Cultural Organziation (UNESCO), United Nations High Commissioner for Refugees (UNHCR)


Education Policy
Research and Evidence