Refugee Education Program

Context and Issue

The COVID-19 pandemic hurts the learning continuity for students across the globe. However, it has reversed the progress and gains in the case of marginalized communities such as the refugees. In the pre-pandemic era, there has been a steady growth in the enrollment of students, and encouraging efforts have been made by governments, donors, and other international organizations.

Solution

The overall goal of the UNHCR-EAC Programme is to provide equitable quality primary education for out-of-school refugee and internally displaced children and to support their retention once enrolled. The program included multiple activities, such as infrastructural development to increase access to primary schools, capacity building of teaching resources, and developing strong relationships with educational stakeholders within the country. Moreover, the program also focuses on improving positive engagement through sports activities.

Impact

The impact of the project cannot be consolidated through a single lens. Different activities are conducted, and each activity has specific outcomes. The construction of new classrooms in the beneficiary countries increased. Secondly, financial support was provided to the teachers. Moreover, capacity building of the youth to become the facilitators for the sports activities implementation to ensure protection.

Other Countries

Cameroon, Iraq, Kenya-Dadaab, Kenya- Kakuma, Malawi, Malaysia, Mexico, Pakistan, Rwanda, South Sudan, Sudan, the Syrian Arab Republic, Uganda, and Yemen.

The Programme offers a scalable and replicable model for expanding primary education access and retention among refugee and internally displaced children, yet its implementation faces cultural, financial, and policy-related barriers that must be addressed for sustained impact. While cultural norms and societal attitudes influence the integration of refugees into national education systems, resource constraints, overcrowding, and teacher shortages present significant challenges to scaling the initiative within existing countries. Additionally, legal and policy restrictions, such as language barriers in curricula and limitations on refugee teacher employment, hinder long-term implementation and sustainability. However, with stronger partnerships between governments, donors, and local communities, the program can be expanded through localized teacher training, alternative learning models, and digital education solutions to accommodate diverse learning needs. Its replicability in other refugee-hosting regions depends on policy alignment, sustainable financing mechanisms, and community engagement to ensure lasting improvements in refugee education while strengthening education-in-emergencies frameworks globally.