Research | This article traces the history of policy development at the Global Partnership for Education (GPE) to understand the reasons for its increasing support of education in fragile and conflict-affected states.
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Report | Background paper prepared for UNESCO’s 2019 Global Education Monitoring Report. It explores the inclusion of refugees in national education systems, focusing on case studies in Kenya, Uganda, and Lebanon.
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Research | This article explores tensions in young people’s experiences under the policy of inclusion of refugees in national education systems, in the geographically segregated setting of a refugee camp in Kenya.
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Video | Educator Jacques Bwira of the Great Lakes Primary School in Uganda discusses the challenges and opportunities of different models of refugee education.
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Blog | This piece in News Deeply addresses how education can help refugee young people to make knowable their futures in the face of great uncertainty.
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Research | This article shows how students of majority and minority ethnic backgrounds in Botswana understand national identity as a path toward higher levels of education and employment.
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Report | UNHCR’s Refugee Education 2030 strategy that draws in part on results from a 14-country study conducted by the REACH team, together with Michelle Bellino, available in Sociology of Education.
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Report | This 2019 Global Education Monitoring Report (GEMR) highlights promising ways in which education can support learning and belonging for both the young people who are migrating and those who are hosting them, and the persistent gaps that remain.
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Blog | This post, published by the Promising Practices Initiative, looks at how education is constrained by prevailing nation-state models of schooling.
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Blog Series | Featured in Brookings, this series explores the experiences of Syrian refugee children and their teachers, drawing on long-term observations and interviews in Lebanon in formal and non-formal school settings.
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Research | Short paper in Education and Conflict Review exploring the use of backward design as a way to conceptualize refugee education policy and practice.
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