Education: Needs, Rights And Access In Displacement (fmr 60)

Research shows that significant barriers confront refugee and asylum-seeker children arriving in the UK in terms of them getting into school and thriving in education.

Education is a central element of resettled families’ lives and providing support to parents and children to learn about and integrate into the education system is essential.

Changes to immigration legislation in the UK have led to restrictions on many asylum seekers' right to study.

Students on the University of East London's OLIve course – a preparatory course for university access specifically tailored to refugees and asylum seekers in the UK – share experiences of accessing education as displaced learners.

Educational services provided to unaccompanied children in government-funded shelters in the US must be examined more critically in order to better meet the children’s varied needs – and federal standards for public education.

Despite the challenges they face, refugee teachers believe in the potential of education to transform the lives of refugee learners and communities. Their voices and needs must inform refugee education provision in order to improve access and outcomes.

Promoting self-sufficiency for displaced populations can have the unintended consequence of undermining efforts to provide education for all Syrian children.

A recent decree in Iran removed a legal barrier to undocumented refugee children attending school but other barriers remain. One non-governmental organisation discusses the successes and challenges of adopting an inter-sectoral approach.

Higher education institutions in Lebanon should consider how connected learning can improve access to higher education for young refugees and members of the host community.

Connected learning offers the opportunity to expand access to higher education for refugees, benefiting both individuals and communities.

The displaced community on the Thailand–Myanmar border has long provided for the basic educational needs of large numbers of children. Providing accredited education, however, remains a struggle.

Literacy needs among the refugee populations of Uganda and Ethiopia are vast, yet although both are CRRF pilot countries – and therefore in theory committed to promoting literacy – functional adult literacy is barely supported at all.