This report reviews some of the types of alternative education programmes that are offered in emergency and post-conflict situations and the contribution of these programmes to achieving the goals of Education for All.
Children in emergency situations, especially those who have been affected by conflict, have a wide range of educational needs depending on their context. They have missed part or all of their education or at the very least their education has been disrupted. Many children affected by conflict have witnessed or experienced horrific events and so require psychosocial support. In addition, all children in emergencies require specific skills and knowledge to help them deal with the world that they now live in. Not all those who have been affected by conflict have the same educational responses - some can and will re-enter formal schooling if it is available. Others, especially older children, may want to access education but may not be able or willing to attend primary school with younger children. They may, however, be prepared to attend alternative education programmes with the goal of completing at least the primary cycle or of achieving basic literacy and numeracy skills, and perhaps learning some type of trade or skill that will help them obtain employment.
This report reviews some of the types of alternative education programmes that are offered in emergency and post-conflict situations and the contribution of these programmes to achieving the goals of Education for All.Download now
The work of teachers is crucial in any education system, but in refugee settings, their role is particularly significant. These teachers are sometimes the only educational resource available for learners in these vulnerable settings and may also provide critical socio-emotional support for refugee learners. In this article, the first in a series on durable solutions to the challenges faced by teachers in refugee settings, we explore the importance and implications of fostering an enabling environment for these teachers.
Children account for 41% of the over 89 million people who are forcibly displaced worldwide, and education is key to their life chances. It is therefore critical to consider the question of who teaches refugees, what challenges these teachers may face, and what support is needed to ensure better teaching and learning outcomes in these communities. Refugee teachers are an absolutely vital resource in their communities but have not received sufficient attention in the past. Here, we reflect on our research and expertise working with teachers of refugees to provide insights into the crucial ways in which they can be effectively supported.
Globally, there are 70.8 million forcibly displaced persons. Among these are 25.9 million refugees, over half of whom are children. Effective teacher management is key to ensuring inclusive, equitable, quality education for these young people, and teachers constitute the most important factor affecting student learning. In crisis and displacement situations, the role of teachers is particularly significant: they are sometimes the only resource available to students. This report investigates teacher management in refugee contexts in Ethiopia, and is the first in a series of country reports. It contributes to a burgeoning body of evidence about teachers in refugee contexts and aims to provide policy guidance to support ministries of education.