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The main differences in refugee schooling

The main differences in refugee schooling

  • news by AUN News correspondent
  • Thursday, November 17, 2022
  • AUN News – ISSN: 2949-8090

Summary:

  • Education is in crisis on a global scale due to pronounced inequalities, poor learning outcomes, irrelevant content, and inefficient learning and teaching techniques in many contexts.

  • As a result of the excessive number of refugee students who must deal with access issues, poor learning possibilities, and a lack of relevance, there is also a global refugee education problem.

  • This document aims to ensure refugee education is included in the agenda for education transformation as advocacy activities press for international and national commitments to equitable, high-quality education for everyone.

  • This study seeks to inform policy discourse by addressing the following three questions for donors, decision-makers, and implementers of refugee education.

  • However, given the special requirements, obstacles, and difficulties faced by those displaced outside of their nation of origin, this study focuses on refugee education rather than education for internally displaced peoples or other people affected by emergencies.

Education is in crisis on a global scale due to pronounced inequalities, poor learning outcomes, irrelevant content, and inefficient learning and teaching techniques in many contexts. As a result of the excessive number of refugee students who must deal with access issues, poor learning possibilities, and a lack of relevance, there is also a global refugee education problem. Education for refugees continues to receive little money and support from policymakers. This document aims to ensure refugee education is included in the agenda for education transformation as advocacy activities press for international and national commitments to equitable, high-quality education for everyone.

This study seeks to inform policy discourse by addressing the following three questions for donors, decision-makers, and implementers of refugee education.

  • Why is education for refugees more critical than ever?

  • What are the main conflicts in refugee education, and how may they be resolved?

  • How does the sector advance when refugee voices are centred and involved in educational policy and programming?

Policy issues are brought up throughout the text for additional discussion. These inquiries might sometimes point out areas that demand further data and expertise. In other cases, the questions shed light on problems where it is obvious what works but where the political will and funding required to act on this knowledge have not yet been mobilised. The article ends by outlining potential courses of action.

The word “refugee” is used throughout the essay to describe refugees and people seeking asylum. This study occasionally refers to information or trends from the broader field of education in crises (EiE) or teaching in trouble, as EiE provides essential information and knowledge. However, given the special requirements, obstacles, and difficulties faced by those displaced outside of their nation of origin, this study focuses on refugee education rather than education for internally displaced peoples or other people affected by emergencies.

Analysis by: Advocacy Unified Network

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