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.

This report examines the relevance and appropriateness of SAEPs, which are currently available at the lower secondary level, and the extent to which these programmes can respond to the needs of overage learners who are likely to be in later stages of adolescence and youth, and whose socio-economic statuses pose greater challenges for accessing and continuing education.

This report is based on a review of 1,109 questionnaires from 621 data collection exercises in the top 35 low- and middle-income refugee-hosting countries in 2021, welcoming 20.58 million refugees. It aims to provide an overview of the extent to which refugees are included in education data systems but does not provide estimates of refugee inclusion of education based on these data.

Este documento contribui para garantir que as crianças pequenas afetadas por emergências agudas recebam o apoio e as oportunidades de que precisam para um desenvolvimento e bem-estar ideais.

This report defines and clarifies key concepts and terminology for disability-inclusive education in emergencies (EiE) and provides seven guiding principles. It is meant to be used as a companion piece to the INEE Minimum Standards and to support stakeholders’ efforts to be more intentional in their design, implementation, monitoring, and evaluation of disability-inclusive EiE interventions.