GUIDE TO REFUGEE INCLUSION in National Education Systems © 2025 International Bank for Reconstruction and Development / The World Bank 1818 H Street NW, Washington DC 20433 Telephone: 202-473-1000 Internet: www.worldbank.org This work is a product of the staf of The World Bank with external contributions. The fndings, interpretations, and conclusions expressed in this work do not necessarily refect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy, completeness, or currency of the data included in this work and does not assume responsibility for any errors, omissions, or discrepancies in the information, or liability with respect to the use of or failure to use the information, methods, processes, or conclusions set forth. 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Cover artwork: © Bar Elias / Butterfy Exhibit: Promoting Peace Through the Arts, On loan from the UNESCO Regional Ofce – Beirut Lebanon 2017. On loan from the UNESCO Regional Ofce – Beirut Lebanon. Used with the permission of Bar Elias. Further permission required for reuse. Cover design: Danielle Willis About INSPIRE and the INSPIRE Guide to The INSPIRE Guide is intended as a resource for practitioners working on the inclusion of refugee children in national education Refugee Inclusion in National Education systems. The Guide has three sections. Section I, the Guidance Systems Note, is designed as a primer to provide clear, concise, and The Inclusion Support Program for Refugee Education (INSPIRE) practical information on policy and process issues related to is an initiative launched by the World Bank, with support from refugee inclusion in national education systems. Section II, the United Kingdom and in partnership with United Nations the Intervention Repository, curates short notes that provide High Commissioner for Refugees (UNHCR). Its primary goal is to information relevant to the design and implementation of provide technical assistance and accelerate policy dialogue to interventions that support refugee inclusion. And Section III, the help lower-income host countries transition towards fully including Evidence Note, synthesizes empirical evidence on refugees and refugee children in their national education systems. education to inform policy decisions and interventions. By supporting host governments, INSPIRE aims to ensure that The INSPIRE Guide is updated periodically to refect evolving refugee children attend schools that are part of the host country’s approaches to refugee inclusion and include new evidence and resources that have become available. The Guide was national public system, funded through government channels, and last updated on April 30, 2025. attended by both refugee and host community children together. INSPIRE represents a consensus that refugee inclusion is the most sustainable and durable solution for refugee education across key stakeholders including the Global Partnership for Education (GPE); the Foreign, Commonwealth and Development Ofce (FCDO); United Nations Educational, Scientifc and Cultural Organization (UNESCO), UNHCR; the United Nations Children’s Fund (UNICEF); and the World Bank. This approach promotes equitable access to quality education for all children, regardless of their refugee status. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS iii A Note on the Art in the INSPIRE Guide The artworks featured in the INSPIRE Guide were curated by the World Bank Art Program. Children’s artworks come from the Butterfy initiative, a collaboration between the World Bank, UNESCO, and the government of Lebanon, designed to strengthen mutual understanding and foster dialogue between host communities and refugees. Under this initiative, Lebanese students and their refugee peers developed stories on the theme of coexistence and depicted them on canvases. These works were launched simultaneously in Beirut and Washington in an exhibition in 2017. The INSPIRE Guide also features art from the World Bank’s ⊲ View the video about the Butterfy initiative permanent art collection. These works are by refugee or forcibly displaced artists, or on themes of displacement. For additional information, please contact the World Bank Art Program at (artprogram@worldbank.org). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS iv Acknowledgments The INSPIRE Guide to Refugee Inclusion in National Education Systems is a collaborative initiative by the World Bank Education Global Practice and UNHCR, under the INSPIRE initiative led by Kanae Watanabe and Peter Holland (World Bank co-TTLs). The Guide was prepared by a team led by Ritika DSouza (Economist, World Bank), and composed of Karishma Talitha Silva (Education Consultant, World Bank), Justine Lucie Bailliart (Education Consultant, World Bank), Jessica D. Lee (Education Consultant, World Bank), Rafuddin Najam (Education Consultant, World Bank), Adamseged Kassahun Abebe (Education JPA, World Bank), and Fatou Kine Thioune (Education consultant, World Bank). The team is most grateful to Kanae Watanabe (Education Senior Partnership Specialist, World Bank) and Peter Holland (Lead Education Specialist, World Bank) for providing support, feedback, and direction throughout the development of this Guide. The team benefted greatly from the leadership of Halil Dundar (Education Practice Manager, World Bank) and Luis Benveniste (Education Global Director, World Bank). The team collaborated extensively with the World Bank’s Fragility, Confict and Violence (FCV) team, including Zara Inga Sarzin (FCV Consultant, World Bank), Halimatou Hima (FCV Operations Ofcer, World Bank), and Ola Hisou (FCV Consultant, World Bank). The team is most grateful to Xavier Devictor (FCV Adviser, World Bank) for excellent guidance and feedback. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS v The INSPIRE Intervention Repository was produced jointly with The team is grateful to our peer reviewers Harisoa Danielle Education Research in Confict and Protracted Crisis (ERICC), a Rasolonjatovo Andriamihamina (Senior Education Specialist, World research program funded by the FCDO and implemented with Bank), Adelle Pushparatnam (Senior Education Specialist, World the International Rescue Committee. The ERICC team comprised Bank), Huma Kidwai (Senior Education Specialist, World Bank), of Selamawit Alemayehu (ERICC Helpdesk Lead, IRC), Arianna and Huma Ali Waheed (Senior Education Specialist, World Bank) Pacifco (IRC), Jefrey Dow (IRC), and Dani Falk (IRC). for their thoughtful feedback. The team thanks the World Bank Education Practice’s Global Engagement and Knowledge unit The Guide was designed by Danielle Willis and edited by John technical leads for their review of intervention repository notes: Steinhardt. The art featured in this Guide comes from the World Laura Gregory (Senior Education Specialist, World Bank), Saamira Bank Art Program and was curated by Marina Galvani (at Curator, Halabi (Senior Education Specialist, World Bank), Mouhamadou World Bank) and Amir Noorbakhsh (Consultant, World Bank). The Moustapha Lo (Senior Education Specialist, World Bank), Diego team also thanks Minna Mattero (Education Consultant, World Luna Bazaldua (Senior Education Specialist, World Bank), Bank) for communications and dissemination support. Laura S. McDonald (Education Operations Ofcer, World Bank), Bridget Sabine Crumpton (HD Leader, World Bank), and Alex The INSPIRE Guide builds on research and guidance produced Twinomugisha (Senior Education Specialist, World Bank). The team by partner organizations and was developed through extensive also thanks Marguerite Clarke (Senior Education Specialist, World consultations with development partners. The team is very grateful Bank), Julia Liberman (Senior Education Specialist, World Bank), to colleagues at UNHCR, FCDO, and GPE for their invaluable inputs. and Venkatesh Sundararaman (Education Lead Economist, World The team from UNHCR was led by Becky Telford and included Bank), who participated in initial consultations on the structure and Emiko Naka, Nina Papadopoulos, Jennie Taylor, and Cirenia Chavez contents of the Guide. Villegas. The team also received inputs on the political economy of refugee inclusion from Shelby Carvalho (Harvard-REACH). The This work is supported by the PROSPECTS Partnership, which team from FCDO included Chris Berry, Ophir Edelstein, Liana brings together the World Bank, IFC, ILO, UNHCR, and UNICEF Hyde, Robin Dowse-Willoughby, Alice Myers, and Freya Perry. to address the challenges of forced displacement. PROSPECTS The GPE team included Anna-Maria Tammi and Margarita Licht, is funded by the Kingdom of the Netherlands and, at the World led the development of the Policy Dialogue Tool for the Inclusion of Bank, is administered as part of the Multi Donor Trust Fund for Refugees in National Education Systems. The GPE Tool, authored Forced Displacements. by Meredith Bouvier, complements the INSPIRE Guide. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS vi Acronyms and Abbreviations GBV Gender-based Violence ODP Operational Data Portal GPE Global Partnership for Education OOSCY Out-Of-School Children and Youth AEP Accelerated Education Program GRF Global Refugee Forum PAD Project Appraisal Document BTS back-to-school IASC United Nations Inter-Agency PPS Psychosocial Support CCTE Conditional Cash Transfer for Standing Committee Education PTSD Posttraumatic Stress Disorder IDA International Development RPA Refugee Protection Assessment CMU Country Management Unit Association CPD Continuous Professional RVA Recognition, Validation and IDP Internally Displaced Person Accreditation Development INSPIRE Innovative Strategic Partnerships In SEL Social and Emotional Learning CRC Convention on the Rights of the Child Refugee Education CRRF Comprehensive Refugee Response SFP School Feeding Program IRC International Rescue Committee Framework SGBV Sexual and Gender-based Violence IROSS International Recommendations on CWTL Can’t Wait to Learn Statelessness Statistics SRGBV School-related Gender-based CYLC Child and Youth Learning Center Violence IRRS International Recommendations on DACA Deferred Action for Childhood Arrivals Refugee Statistics TEC Temporary Education Center DCE Data Collection Exercise JDC Joint Data Center (on forced TPD Teacher Professional displacement) Development DPP Data Protection Policy LIC Low-income Country TTL Task Team Leader DWRAP Developing World Refugee and Asylum Policy Dataset LMIC Lower Middle-income Country TVET Technical and Vocational Education and Training ECW Education Cannot Wait MEAL Monitoring, Evaluation And Learning UMIC Upper-middle-income country EdTech Educational Technology MHM Menstrual Hygiene Materials UNHCR United Nations High EGRISS Expert Group on Refugee, IDP, and MHPSS Mental Health and Psychosocial Commissioner for Refugees Statelessness Statistics Support UNICEF United Nations Children’s Fund EiE Education in Emergencies MoE Ministry of Education WB World Bank EMIS Education Management Information NGO Nongovernmental Organization System WHR Window for Host Communities and OCHA United Nations Ofce for the Refugees FCV Fragility, Confict and Violence Coordination of Humanitarian Afairs INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS vii Navigating the I. II. III. GUIDE Guidance Note Refugee Inclusion on the Inclusion of Evidence Note Refugee Children in Intervention on Refugees National Education Repository and Education Systems Introduces and Curates notes on Synthesizes explains critical “on-ramp” inclusion empirical evidence issues in refugee interventions, on refugees and education and providing information education to inform provides resources relevant to their policy decisions and for practitioners. design and interventions. implementation. I. Guidance Note on the Inclusion of Refugee Children in National Education Systems INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Contents Introduction ............................................................................................................... 3 Why Focus On Inclusion for Refugee Students? ................................ 6 What Does Inclusion Look like in Practice? .......................................... 11 Determining Who Needs Inclusion ........................................................... 15 Navigating the Policy Landscape of Refugee Student Inclusion Projects ................................................................................................ 19 How Can We Support Refugee Student Inclusion in National Education Systems? ...................................................................... 29 How Can INSPIRE Help?.................................................................................. 41 References .............................................................................................................. 42 PRIMER 1: Why Should Host Countries Focus on Inclusion for Refugee Students? ...................................................................................... 44 PRIMER 2: International Conventions and Host-Country Policies on Refugee Education ................................................................... 49 PRIMER 3: Primer on Window for Refugee and Host Communities .......................................................................................................... 56 Annex 3A: WHR Refugee-Education Projects Grouped by Intervention Areas .................................................................................................... 60 Annex 3B: WHR Application Process ............................................................ 62 Annex 3C: WHR Allocations ................................................................................ 64 Jibjannine. Butterfy Exhibit: Promoting Peace Through the Arts, 2017. On loan from the UNESCO Regional Ofce – Beirut Lebanon INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 2 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Introduction* For all children, education is preparation for a future where precariousness and mobility throughout their lives.2 For refugee they can fourish as individuals and realize their full potential as children and youth, education is essential to navigating these productive members of society. Education systems are designed uncertain futures—building resilience, economic self-reliance, and to support children as they build their human capital—the the ability to advocate for themselves and their communities. knowledge, skills, and resilience that will increase the productivity of their future economic endeavors and allow them to build and Ensuring the right to quality education for refugees is an urgent sustain peaceful communities. challenge for the global community. And the scale of this challenge is unprecedented. In 2024, the global refugee population reached In the case of refugee children, however, the future is characterized 31.6 million,3 having more than doubled over the last decade. by uncertainty. The Ofce of the United Nations High Commis- Children below the age of 18 are disproportionately represented, sioner for Refugees (UNHCR) describes three durable solutions making up 47 percent of the refugee population. And the for refugees: “return” to the country of origin, “resettlement” to experience of forced displacement can prove devastating to their a distant country, or long-term “integration” in the host country.1 human capital. For the 2022–23 academic year, UNHCR reports a There is also recognition that these futures may not represent primary gross enrollment rate of 65 percent for refugee children,4 stable end-states, and that refugees may continue to experience compared to the global average of 102 percent.5 Refugee student enrollment rates are 37 percent at the preprimary level, 42 percent at secondary, and seven percent at tertiary level. It is For refugee children and youth, education is essential to navigating these uncertain futures— 2 Dryden-Peterson et al. 2019. building resilience, economic self-reliance, and 3 UNHCR 2024. Available at https://www.unhcr.org/global-trends. But when including 5.8 million other people in need of international protection under UNHCR’s mandate, the ability to advocate for themselves and their as well as 6 million Palestinian refugees under UNRWA’s mandate, this number rises to 43.4 million refugees globally. communities. 4 UNHCR Education Report 2024—Refugee education: Five years on from the launch of the 2030 refugee education strategy. The report covers the academic year 2022–23 and includes 65 refugee-hosting countries. 1 UNHCR 2017. 5 World Development Indicators, World Bank. *This note was authored by Ritika D’Souza (Economist, World Bank), with substantive inputs from Karishma Silva (Education Consultant, World Bank). This note benefted from extensive feedback from UNHCR, including from Shelby Frances Carvalho, Nina Papadopoulos, Jennie Taylor, and Rebecca Telford Mansour. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 3 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION estimated that 7.2 million children—nearly half of the school-age refugee population—are out of school,6 and displaced refugee 7.2 million children—nearly half of the school-age children and youth miss out on an average of three to four years refugee population—are out of school, and of schooling.7 Human capital losses at these foundational stages displaced refugee children and youth miss out on accumulate over time, resulting in increased economic inequality an average of three to four years of schooling. in the long run. Building and protecting the human capital of refugee children from specialized refugee education systems in favor of inclusion through quality schooling is an achievable goal. The provision of in national schools where refugee and host-community children education is not dependent on the resolution of confict. On the learn together.10 While this approach could sustainably increase contrary, it is immediately realizable—for any refugee population— refugee access to education, it is not without challenges for in emergency, early recovery, or protracted crises settings.8 refugee populations—and also for host communities. For host governments in low- and middle-income countries in particular, Schooling can provide refugee children with a sense of stability and the enrollment of large numbers of refugees into public education normalcy and may help them cope with the trauma of displacement. systems can place additional strains on poorly resourced and It provides avenues to engage with and integrate in local commu- overstretched education systems, with deteriorating outcomes nities. A quality education is key to building human capital and for all children. And given that seven in 10 refugees are hosted accessing productive economic opportunities in the future.9 And, in these countries, it will be crucial quality education is critical to support peacebuilding outcomes UNHCR’s Master to support governments to expand Glossary ofers a and reconstruction of societies in countries of origin. and strengthen national education searchable database systems, facilitating the enrollment of defnitions of The inclusion of refugee children in national educations systems of additional children. This note is specialized or technical is a promising way to deliver education sustainably and at scale. terms related to designed for practitioners working Since 2012, the global community has advocated for a move away refugees and forcibly toward the goal of refugee inclusion displaced populations, in host-country education systems. and refugee inclusion. 6 UNHCR 2024. 7 UNHCR 2016. 8 UNHCR 2011. 9 Abu-Ghaida and Silva 2021. 10 UNHCR 2012. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 4 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION About this note systems can respond to the specifc needs of refugee children, given their precarious realities and uncertain prospects. The INSPIRE Guidance Note on the Inclusion of Refugee Children in National Education Systems is intended for practitioners Education practitioners are likely to be familiar with the frst set designing and/or working on education projects that include a of questions (and with the existing set of resources that answer focus on refugee children. these questions). This note focuses on the second set, dealing more explicitly with the additional needs of refugee students. This Guidance Note is designed as a primer to provide clear, We therefore discuss how education stakeholders, familiar in concise, and practical information on policy or process issues the education landscape, may have diferent objectives and related to refugee inclusion in education systems. It serves as a constraints in the context of refugee education. We include reference document, synthesizing existing literature and curating information on how refugee inclusion can be funded, and how additional resources that may be useful as practitioners engage some standard education interventions might require design with government counterparts to design and implement projects modifcations to better serve refugee students. And we discuss that support refugee student inclusion. activities that respond to the particular needs of refugee children, and foster their integration with host-community children within The inclusion approach to refugee education refers to the the classroom. participation of refugee learners in publicly funded education institutions, at all education levels, on the same basis as local This note is a living document, and is periodically updated to students.11 This approach seeks to make education systems work refect evolving approaches and include new evidence and better for refugee and host-community children alike. When resources that have become available. We also welcome your designing projects that respond to this challenge, practitioners suggestions on information and resources to include, and on will likely be confronted with two sets of questions. The frst areas you would like covered in future iterations of the note. set will concern making education systems function better in Please share your feedback with Kanae Watanabe (kwatanabe@ low-resource and capacity-constrained contexts to achieve better worldbank.org) and Peter Holland (pholland@worldbank.org). outcomes for all children. The second set will ask how education 11 UNHCR 2022 INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 5 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Why Focus On Inclusion for Refugee Students? In response to the scale of the refugee education crisis, the last decade has seen a shift from refugee education delivered through parallel systems or schools, to the inclusion of refugee children in the national education systems of their host country. Parallel education systems, funded through humanitarian assis- tance, are a stopgap solution when a crisis frst hits. Schools or temporary education centers (TECs) set up under parallel systems in emergencies may follow the language of instruction and curric- ulum of the country of origin.12 In protracted situations, refugee hosting schools under a parallel system may mirror national schools though they remain separate from the national system. As such, these schools are able to ofer the national host-country curriculum, enroll students, and enter them for exams. Schools under parallel systems operate outside of country education systems, and sometimes without the knowledge of national authorities. This means that the management, inspection, and system level governance of these schools are the remit of the United Nations and nongovernmental organizations (NGOs), Diala Brisly, Syria. Mural, 2018. or local communities. These schools are largely unable to access Acrylic on canvas. World Bank permanent collection, PN 2108279 government fnancing, and they do not guarantee certifcation of Diala Brisly is a Syrian artist whose artistic practice spans a variety of media, studies or transition to the next level of education. They are also including animation, painting, conceptual art, illustration, comic books, and murals. Recurring themes in her work are social justice, freedom, and a desire to give a voice to children. Place of Birth: Kuwait, Kuwait. 12 Dryden-Peterson 2016. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 6 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION hindered by the challenges associated with humanitarian funding 2 Inclusion can improve the efciency of education provision. cycles which tend to be short-term, earmarked or infexible, Inclusion of refugee children into national systems can reduce and inadequate to provide sustained schooling.13 Humanitarian the cost of providing educational services for refugees thanks to funding can also be unpredictable, as responses to new crises greater economies of scale and fewer transaction costs arising shift resources away from long-standing areas of need.14 from reliance on implementing partners. This is not to deny that providing education through host governments can also In place of parallel systems, the developmental approach of involve transaction costs, or that inefciencies are commonly including refugee students in national education systems in host seen in public education sectors. However, mainstreaming countries was introduced in UNHCR’s Global Education Strategy support to host governments could help strengthen capacity 2012–16.15 Inclusion shows promise as a more efective and and address these inefciencies, and thereby improve out- sustainable response to the challenge of refugee education, comes for refugee and host-community children alike. Financing given the nature and scale of the refugee crisis today: refugee education through developmental fnancing can also ofer efciency gains by embedding a strong results-based 1 Predictable development funding allows for the medium- orientation in service provision. term planning required in education. Refugee children require sustained access to quality schooling. Humanitarian appeals for education generally follow annual funding cycles and have historically been underfunded. This The last decade has seen a shift from parallel creates segmented and ‘projectized’ investments that may not refugee education systems to the developmental adequately meet long-term needs. By contrast, stable develop- approach of including refugee students in ment funding facilitates the identifcation of refugee education national education systems in host countries as requirements and long-term planning to meet these needs. a more efective and sustainable response to the challenge of refugee education. 13 Abu-Ghaida and Silva 2021. 14 Urquhart 2019; Alexander and Rozzelle 2022; Luecke and Schneiderheinze 2017. 15 UNHCR 2012. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 7 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION 3 An inclusive approach to refugee education can also Receiving an education in national schools might also aford beneft host countries. greater opportunities for integration within host communities, Investments that ease supply-side constraints and improve strengthening language skills, forming social networks, and quality in national education systems can lead to sustained constructively engaging in civic life.18 It may also have implica- improvements in educational outcomes for both refugee and tions for other aspects of human fourishing, including building host-community children. This approach also means that host feelings of empowerment and agency, belonging and cohesion, countries are not expected to commit more resources to and dignity.19 refugees than to host students beyond the initial integration While the inclusion approach has promise for refugee children, phase, making it a more palatable policy option for local it is not without risks. If the quality of national education systems stakeholders.16 It does however assume that host Governments is poor, or if the increase in students puts additional strains will take on the costs for refugees once they are integrated on a system with limited resources, this could mean worse into the national system. educational outcomes for refugee and host-community students. For example, refugees in urban areas often reside in low-income What does the move toward inclusion neighborhoods where national investment may have been lower mean for refugee children? and the quality of education poorer even prior to their arrival. Schools are also places where children may experience violence, The inclusion approach has the potential to sustainably increase from both teachers and peers. Refugee children, in particular, access and improve outcomes for refugee children. It further are more at risk of being in vulnerable situations and subjected ensures that refugee education is recognized and accredited so to violence, discrimination, xenophobia, exploitation, sexual and that refugee students can transition into post-primary education, gender-based violence, and human trafcking.20 Schools with higher education, and the labor market whether they are refugee students reported higher levels of delinquency and assimilated into the host country, return to the country of origin, violence than schools without refugee students.21 or are resettled.17 18 UNHCR, UNESCO, and UNICEF 2023. 16 Abu-Ghaida and Silva 2021. 19 UNESCO 2019. 17 Abu-Ghaida and Silva 2021. Non-governmental schools that ofer the national 20 Mendenhall, Russell, and Buckner 2017. curriculum can also ensure that refugee education is accredited. 21 Cooc and Kim 2023 INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 8 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Development projects working toward inclusion must carefully consider the particular needs of refugee students and build in the additional resources, training, and support required to build high quality and safe learning environments for them. What are the implications for host countries? At the end of 2023, a vast majority of refugees—about 69 percent— were hosted in countries neighboring their country of origin. These neighboring host countries are critical to securing refugee children’s right to a quality education, but may themselves have over-stretched education systems, fragile political and economic institutions, and challenges to inclusion and membership related to their own histories of confict and division.22 Many host countries are signatories to international and regional agreements that secure refugee rights within their borders, including the right to education. However, Please see high up-front costs and uncertainty Primer 2 for about whether or when refugees may information and return to their country of origin impose discussion on signifcant risk and unpredictability for the international host countries in fnancing education for conventions and national policies school-age refugees.23 at country level Rashaya. Butterfy Exhibit: Promoting Peace Through the Arts, 2017. 22 Hathaway 2016. On loan from the UNESCO Regional Ofce – Beirut Lebanon 23 Abu-Ghaida and Silva 2021. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 9 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION In addition, host governments will also need to consider the Inclusion can also increase access Please see Primer 1 efects of refugee student inclusion on the educational outcomes for underserved communities in host for a discussion on of host populations. The evidence on host children’s outcomes is countries. Refugees are often hosted the case for host mixed (see Section III for a review of evidence). Broadly, however, in border regions that are among countries to support it suggests that simply enrolling more refugee children into the poorest and most deprived parts refugee student classrooms without increasing resources or training will lead to a of the host country. Investments in inclusion in national schools. deterioration in learning. On the other hand, countries that have education for refugees can therefore supported schools and teachers with increased resources and improve the underlying quality of education service delivery in training have seen improvements in educational outcomes for these host communities. For instance, Pakistan’s Refugee Afected host-community children as well. and Hosting Areas initiative directed funds to underserved host communities: of the 800,000 benefciaries, 16 percent were As an example of the former case, in Uganda, the initial inclusion Afghan refugee children while the rest were local Pakistanis.26 of refugees in government schools during a large-scale refugee Similarly, in countries like Ethiopia, Kenya, and Uganda, refugee infux led to poorer test scores among Ugandan children. 24 camps located in remote areas may bring additional resources to In contrast, the presence of Congolese refugees in protracted support host-community schools and may be viewed favorably by displacement has had a positive overall impact on the education citizens27 and the politicians who represent them.28 of children living near refugee camps in Rwanda. Children living within 10 km of a refugee camp were signifcantly more likely to The GPE has also developed a Policy Dialogue Tool for attend school and have better educational outcomes. Additionally, the Inclusion of Refugees in National Education Systems children in these areas beneft from school feeding programs, that complements the information in this Guide. The GPE especially in camps with more local integration. These positive tool curates evidence to support inclusive, evidence-based policy dialogue with host governments on refugee inclusion efects are attributed to the integrated approach to education in education systems. pursued by the Rwandan government, coupled with increased national spending on education.25 24 Sakaue and Wokadala 2022. Specifcally, a one percentage point increase in refugee concentration was associated with a 0.012 and 0.009 standard deviation decrease in 26 UNHCR 2019. English and math test scores of native pupils, respectively. 27 Epstein 2010. 25 Bilgili et al. 2019. 28 Zhou et al. 2023. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 10 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION What Does Inclusion Look like in Practice? The goal of inclusion for refugee children, as articulated under The inclusion continuum (Figure 1.1) provides a helpful visualization the Global Compact for Refugees, refers to refugee children of where countries may lie in terms of their de jure frameworks, attending schools that are (a) part of the host country’s national and the policies and programs that support refugee student public system (for example, curriculum, teachers’ qualifcations, inclusion. The continuum illustrates that host countries may adopt and oversight mechanisms); (b) funded through government diferent approaches and achieve varying degrees of integrating channels; and (c) attended by both refugee and host-community refugee children into national education systems at a given time. children together.29 At the country level, realizing this goal requires: ⊲ A legal framework and regulations that guarantee refugee access to schooling, either explicitly or implicitly. ⊲ Policies and programs that help refugee children access or transition to national systems. These can involve interventions that increase supply (increasing the availability of schools and classrooms, transitioning refugee-schools to national systems) and demand (such as facilitating enrollment for refugee children who may lack identifcation documents, or addressing fnancial constraints with cash transfers). ⊲ Interventions that address the specifc needs of refugee children to support their transition to national schools and ensure good educational outcomes. These can include language support, catch-up programs for children who have Didier Kassai, Central Africa Republic. Mural, 2018. been out of school for long periods, psychosocial support for Acrylic on corrugated metal. World Bank permanent collection, PN 2108293 Place of Birth: Sibut children experiencing mental distress, and so forth. 29 UNHCR 2023. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 11 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Figure 1.1. Refugee student inclusion continuum Full Partial inclusion No No restrictions Documentation restrictions restrictions or prohibition dependent related to plus additional of education refugee measures Inclusion only in some for refugees education to support levels of education Inclusion only of some inclusion refugee groups Temporal restrictions (second-shift schools) More restrictive REFUGEE EDUCATION More inclusive Country Bangladesh, Trinidad and Tobago: Egypt: Cameroon, Costa Rica: examples Burundi, Access only for students Inclusion of Syrians, Rwanda, Additional eforts with regular status. exclusion of other to simplify school China, Uganda, groups. registration Malaysia, Aruba and Curaçao: Zambia, Evidence of compulsory Lebanon; Jordan: processes. Nepal Brazil, health insurance is required. The majority of refugee Djibouti: students typically attend Colombia, Additional eforts Ethiopia: school in the afternoon, Ecuador, to translate Most refugees attend while nationals attend Peru the national primary schools inside in the morning. curriculum into refugee camps and can attend national secondary English and and tertiary institutions. Arabic. Source: Adapted from UNICEF Innocenti 2023 INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 12 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION In terms of de jure inclusion, a 2022 study of 48 developing region countries hosting more than 10,000 refugees found Laws and policies do not guarantee inclusion signifcant variation in the regulations governing refugees’ access in practice, but evidence suggests the liberality to schooling. Host states fall into one of three categories: no of education policy positively infuences the restrictions on refugee education access; some restrictions in likelihood of refugee children being in school and domestic law that constrain refugees’ ability to access formal their ability to read and write. schooling; and complete prohibition of refugees from accessing public schooling.30 While laws and policies do not guarantee inclusion in practice, a World Bank study examining nine refugee- put additional measures in place to support inclusion (for example, hosting countries across four diferent contexts31 found that the Costa Rica and Djibouti). In others countries, most refugee children liberality of education policy, as measured by the Developing access schools in camps that have transitioned to the public World Refugee and Asylum Policy Dataset (DWRAP), positively system (for example, Chad) or double-shift schools33 that almost infuences the likelihood of refugee children being in school and exclusively enroll refugee children (for example, Jordan); and in their ability to read and write.32 some, refugees may be integrated in public schools but fnancing is directed through external channels (for example, Lebanon). Countries can also vary considerably in the extent to which de jure inclusion is accompanied by policies and programs that Host countries can move toward inclusion over time. In Türkiye, support structural inclusion for refugees in national schools, and a systematic and phased approach has supported the gradual whether they have additional interventions that respond to the transition of Syrian refugees from TECs to national schools over needs of refugee students. Some countries have completely the last decade. For the initial wave of refugees arriving in 2011, integrated refugees in national education systems (for example, humanitarian agencies and frst responders provided education Brazil, Cameroon, Colombia, Ecuador, Türkiye), and some have in TECs using Arabic textbooks and the Syrian curriculum. As the protracted nature of the confict became apparent, however, the 30 Dupuy, Palik, and Østby 2022. Ministry of Education (MoE) began a process of mainstreaming 31 (1) Lebanon, Jordan, and the Kurdistan Region of Iraq (KRI), which all host refugees from the Syrian and Iraqi civil wars; (2) Chad and Niger in the Sahel region; (3) Uganda Syrian refugee students, beginning by formalizing an accreditation and Ethiopia in East Africa; and (4) Peru and Ecuador in Latin America. process of TECs and even housing some in Turkish schools to 32 The diference between the DWRAP education score of Uganda (.5) and Ethiopia (.22) would be associated with an almost three-percentage point increase in the likelihood of being in school and being able to write. 33 Also known as second-shift or dual-shift schools. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 13 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION facilitate assimilation. By 2016, MoE focused on institutionalizing integration, directing all Syrian children to enroll in the public system. Regular education programming was complemented with interventions to support the transition and integration of Syrian students: Turkish language classes, a one-year transition classroom, remedial and tutoring courses, and social cohesion training for teachers.34 Although the goal is for countries to move toward increased inclusion, countries may also move away from inclusion in response to public opinion, pressures from interest groups, fscal pressures in the host country, or changes in the confict in country of origin. Kevork Mourad, United States of America. The Carriers, 2018. Ink of paper. World Bank permanent collection, PN 2108280.02 Of Armenian origin, Kevork Mourad received an MFA from the Yerevan Institute of Fine Arts and now lives and works in New York. His past and current projects include, [but are not limited to,] the Cirène project with members of Brooklyn Rider at the Metropolitan Museum of Art, the multimedia play Lost Spring (2015) with Anaïs Alexandra Tekerian, at the MuCEM, Gilgamesh(2003) and Home Within (2013) with Kinan Azmeh in Damascus and at the Brooklyn Museum of Art. Place of Birth: Qamishli, Syria, Syria. 34 Holland, et al. 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 14 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Determining Who Needs Inclusion Understanding the size of the refugee population, its reach out to UNHCR and Refugee Education Working Groups characteristics, the needs of refugee children, and current policies in-country for access. and modalities of service delivery are crucial to project design. In mapping the landscape for inclusion projects, practitioners may Table 1 compiles a list of data sources that provide country level consider the following questions: data on indicators often used by practitioners/task teams to guide engagement with counterparts and inform project design. ⊲ What are the key characteristics of the displaced population in the country? In addition, teams may want to consider the following data sources: ⊲ From an inclusion perspective, what are the diferences ⊲ The World Bank and UNHCR Joint Data Center on Forced between refugees, internally displaced populations, and Displacement (JDC) ofers several country-level data and other groups? analytical products that might be of use to teams. These ⊲ Are refugees hosted in camps or urban areas? Within these include socio-economic data on refugees, literature reviews settings, how is education provided? that summarize recent publications, and academic scholarship on issues related to forced displacement, plus a Digest which ⊲ What are the key barriers preventing refugees from being synthesizes the latest research on a specifc area related to included in public schools in these settings? forced displacement by a guest contributor. The JDC also To answer these questions, country-level and subnational supports implementation teams with data collection on demographic data are available through UNHCR who, often refugees (and other displaced peoples), including fnancial alongside Refugee Education Working Groups, collect data on investments, technical guidance, strategic advice, and students’ prior learning before fight, refugee enrollment, and partnership building. The JDC does not, however, work on transition. Data is also held on curriculum and language in home national sector-level data such as the Education Management countries, and on the governance of non-state-run schools. These System (EMIS). data sets may not be published, but implementing teams can INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 15 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION ⊲ UNHCR’s Operational Data Portal (ODP) provides an infor- mation and data sharing platform to facilitate coordination of refugee emergencies. ODP provides “situation” and “country” dashboards, with data and links to relevant reports and documents covering all persons of concern to UNHCR (refugees and asylum-seekers, internally displaced persons [IDPs] stateless persons, returnees, and others). ⊲ UNICEF’s Migration and Displacement Country Profles serve as a centralized resource, compiling the most up-to- date and crucial data concerning “children on the move.” These profles include statistics on international migrant children, refugee children, and internally displaced children, with insights into educational backgrounds and primary migration pathways. They provide pertinent national-level data spanning demographics, education, labor markets, and economics, ofering valuable context on the circumstances faced by children. Helen Zughaib, Lebanon. Abaya Series #3, 2005. Giclée on paper. World Bank permanent collection, PN 2027538 Helen Zughaib was born in Beirut, Lebanon, living mostly in the Middle East and Europe before coming to the United States to study art at Syracuse University, earning her BFA from the College of Visual and Performing Arts. She paints primarily in gouache and ink on board and canvas. More recently, she has worked with wood, shoes, cloth, and glass in mixed media installations. Her work has been widely exhibited in galleries and museums in the United States, Europe, and Lebanon. Her paintings are included in many private and public collections. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 16 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Table 1. Data sources to inform refugee inclusion Indicator Purpose Global data (2022) Country-level data sources Who needs inclusion—Refugee population statistics Number of refugee ⊲ Informs the scale of intervention and ⊲ ~ 15 million school-age refugee Refugee Education Costing Dashboard, children, disaggregated targeting considerations children 2023 by gender and age ⊲ Relative attention to school readiness / ⊲ ~ 9 million school-age refugee UNHCR Refugee Data Finder profle preschool, primary school, secondary children in LICs and MICs school / technical and vocational education and training (TVET) Location of refugees ⊲ Informs scope of the intervention Average share of refugees living in UNHCR Global Trends Data (Annex— within host country (whether national or targeted to specifc camps: Table 18) (urban/peri-urban/rural) states or regions) ⊲ LIC: 44% and hosting ⊲ LMIC: 32% arrangements (camp/ non-camp settings) ⊲ UMIC: 8% Country of origin ⊲ Cultural considerations can highlight – UNHCR Global Trends Data (Annex— possibilities and challenges for inclusion Table 2) with host communities ⊲ Informs the need for additional language support in project design ⊲ Support identifcation of policies or frameworks for recognition of prior learning What is the status of refugee rights?—Policy environment for refugee education Current policies and ⊲ Informs the scope of the project and World Bank Refugee Policy Review practice on refugee potential activities that can be included – produced by the World Bank FCV team education (to determine eligibility for WHR funding) INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 17 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Indicator Purpose Global data (2022) Country-level data sources Laws and policies on ⊲ Highlights gaps in refugee status/refugee Bank FCV team (to determine eligibility refugee management protections that need to be addressed for for WHR funding) host country to move toward increased Dataset of World Refugee and Asylum inclusion Policies provides data on de jure asylum – and refugee policies (for 193 countries from 1952 to 2022) National plans or strategies for refugee inclusion in national education systems What is the current status of refugee education?—Data on refugee education outcomes Refugee enrollment ⊲ Informs needs for activities encouraging Refugee gross enrollment rates: National costed implementation plans ratios enrollment, expansion of public education ⊲ Primary: 65% or strategies for refugee inclusion in services (infrastructure, additional national education systems ⊲ Secondary: 41% teachers, and so forth), remedial learning/ Refugee Education Costing Dashboard, second chance education ⊲ Tertiary: 6% 2023 ⊲ Informs targeting considerations (comparing refugee enrollment rates to national SDG targets) What are the fnancial implications of including refugee students in national education systems?—Data on costs of inclusion Refugee inclusion ⊲ Informs fnancing needs, scope of the National costed implementation plans costing data project, and so forth or strategies for refugee inclusion in – national education systems Refugee Education Costing Dashboard, 202335 35 Provides rough estimates of fnancing needs to inform project scope where costed implementation plan is unavailable; per student costs are provided for 72 low- and middle-income countries, disaggregated by level of education. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 18 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Navigating the Policy Landscape of Refugee Student Inclusion Projects Moving from parallel systems to an inclusion approach implies activities and negotiating new roles and responsibilities will be changes to the political economy and funding streams for refugee critical to delivering efective projects. education. Parallel systems, organized around humanitarian principles, Financing inclusion were intended as an emergency response, suitable when Many host countries, including low-income countries like Chad, displacement is expected to be short-lived and refugee children Niger, and Uganda, have established legal and policy frameworks will soon return to schools in their country of origin. This approach for the inclusion of refugees in public service delivery. In these situates refugees outside of national structures and services and countries, the challenge in realizing an inclusive approach is is governed by nonstate or multistate actors. often related to fnancial constraints. Operationalizing de jure In contrast, refugee student inclusion organized around devel- commitments to refugee inclusion remains difcult due to limited opment principles adopts a long-term approach to education domestic resources and challenges in mobilizing sufcient provision. This approach also requires that inclusion form the international fnancing. basis of education service delivery in emergencies, as has been The inclusion approach requires initial investments to support the case of emergency responses under government leadership the integration of refugee children in national schools. Initial in Ethiopia and Sudan. The Global Compact articulates the need investments may fund on-ramp interventions that scafold for “responsibility sharing”, where national actors, developmental increased inclusion, like language support, psychosocial support, partners, and humanitarian agencies each play their part to provide remedial education, refugee-responsive teacher training, capacity coordinated and sequenced support for refugee education. building, and so on (see “How Can We Support Refugee Student The “responsibility sharing” approach can shift the incentives, Inclusion in National Education Systems?” for more details). These roles, and responsibilities of the various actors involved in refugee interventions can beneft refugee and host-community students education. For teams supporting countries moving toward and strengthen Ministry of Education (MoE) preparedness to deal inclusion, understanding the fnancing landscape for inclusion with new infows of refugee students. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 19 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION The inclusion approach also requires investments in the recurrent expenditures of MoEs, particularly once refugee children are inte- grated in national education systems. This may include investment toward teacher pay (salaries for new teachers, compensation for double shifts, or hardship allowances in remote areas); costs of teaching and learning materials for additional students; increases in capitation grants that come with increased enrollment, and so on. In practice, initial investments and recurrent expenditures linked to inclusion may be fnanced by developmental, humanitarian, or domestic fnancing. How much of these costs are borne by domestic fnancing, rather than external fnancing, will vary by country. In many countries, the estimated annual cost of inclusive refugee education for all refugee children accounts for less than one percent of existing public education expenditure.36 But in some countries, the scale of the refugee crisis and limited public expenditure on education can put undue pressure on national systems. Host countries are more likely to Please see Primer 2 strengthen integration of refugee for information on children when there is some assurance international Marina Jaber, Iraq. untitled, 2018. Acrylic on corrugated metal. World Bank of predictable, multiyear fnancing. conventions and permanent collection, PN 2108290 national policies at Task teams may choose to present country level. development fnancing or education projects as an opportunity for host 36 World Bank and UNHCR. 2023. The Global Cost of Inclusive Refugee Education: 2023 Update. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 20 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION countries to make incremental progress toward operationalizing task teams access Window for Host The WHR primer (see their international commitments and national policies. Demonstrated Communities and Refugees (WHR)38 Primer 3) provides progress toward an inclusion approach can also be used to funding and facilitate dialogue with guidance on key considerations leverage additional external fnancing as observed in other sectors. governments. The primer outlines eli- to access WHR Ethiopia’s Jobs Compact matches development assistance for job gibility requirements, funding mech- funding, including the creation in Ethiopia’s industrial parks to the gradual relaxation anisms, and details the seven-step application process of the limitations on labor market access for 30,000 refugees. WHR application process (see Annex for education projects, Kenya’s Shirika plan links greater economic opportunities and 3B), emphasizing collaboration with which may be freedoms for encamped refugees to area investments in the partners like UNHCR and World fnanced as stand- alone operations regions where these camps are located. Access to subsidized Bank units to navigate government or as additional healthcare for Syrian refugees has been guaranteed through submissions, joint assessments, strat- support to existing the Jordan Health Fund for Refugees (a multi- donor account), egy development, and Board review. initiatives, with established in the Ministry of Health to help ease the burden on Additionally, task teams can refer to funding contributions the health infrastructure in Jordan. the WHR Project Indicators List and required from the past project examples that ofer country’s International Yet, only a few host countries access developmental fnancing practical insights for project design, Development for refugee education.37 There is a need to increase the volume Association (IDA) enabling teams to tailor interven- allocation. of developmental fnancing available for refugee education as tions, ensure measurable outcomes, well as to facilitate host-country demand for this fnancing. To that and leverage peer learning. end, in collaboration with the Fragility, Confict and Violence (FCV) team, INSPIRE has prepared a reference resource to help guide Apart from the WHR, another important source of development fnancing for refugee education is the Global Partnership for Education (GPE) Trust Fund—refer to projects in Djibouti (P166059), 38 WHR is a dedicated fnancing instrument designed to support medium- to long-term 37 For instance, as of mid-2023, only 11 countries were accessing the World Bank development initiatives for refugees and host communities in eligible IDA countries. Window for Host Communities and Refugees (WHR) and only two countries were Eligibility requires hosting at least 25,000 refugees (or 0.1 percent of the population), accessing the Global Concessional Financing Facility (GCFF) for education projects in adhering to adequate refugee protection frameworks, and having a clear strategy to response to refugee crises. support both refugee and host communities. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 21 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION mechanisms to monitor how funds are allocated for better impact. Refugee integration in national education Where costed plans have not been developed, the UNHCR and systems should be guided by costed plans WB have developed a simple methodology to estimate the cost that include initial investments and recurrent of inclusive refugee education where a refugee mark-up for expenditures. Where costed plans are on-ramp activities (20 percent at preprimary and primary levels unavailable, the UNHCR-WB costing tool ofers a and 35 percent at secondary levels) is added to per student public simple methodology to estimate inclusion costs. expenditure and then multiplied by targeted refugee benefciaries. You can read more about the methodology and access the country- level dashboard. This data can be used to inform project scope South Sudan (P181681), Burundi (P180925), Republic of Congo where costed implementation plans are yet to be developed. (P179410) in Annex 3A. Task teams should liaise with local education groups and refugee education working groups in-country to identify A caveat should be entered about use of the UNHCR-WB costing and map existing fnancing and interventions around refugee dashboard. The UNHCR and WB methodology is based on education. The GPE Policy Dialogue Tool, provides information on public expenditure on education (for equity with host-community GPE grants that can support refugee inclusion. students) and includes a mark-up for additional inclusion activities. This tool is extremely useful in providing estimates to guide In exploring sources of funding for inclusion projects, teams discussion when national costed plans are unavailable. But it should consider that start-up investments are well-coordinated, may underestimate fnancing needs in regions like Sub-Saharan aligned, and sequenced to ensure that limited resources are spent Africa, where current public spending is producing low levels efciently. Investments toward recurrent costs should be fnanced of learning. Teams should consider whether estimated costs of through government channels, and developmental fnancing can integrating refugees into public systems are sufcient to produce play an important role here. good educational outcomes. At the same time, teams should Refugee integration in national education systems should be avoid situations where spending on refugees is substantially guided by costed education response plans or by including higher than that on host-community students because this may refugees in national education plans. These plans should have afect long-term sustainability and jeopardize institutionalization of clear costing and fnancing targets to inform resource mobilization interventions within national systems as project fnancing wanes. by host governments and donors. They should also include Furthermore, the tool does not take into account those refugees who for policy or legal reasons are unable to work, cannot provide INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 22 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION for household expenses toward education on an equal footing programming. A shift toward the inclusion approach will also with nationals, and may therefore need fnancial support. require innovations in external fnancing instruments. ⊲ Where refugee populations are small, existing develop- Selecting appropriate fnancing instruments to fund refugee mental fnancing or education projects can be extended to student inclusion in national education systems is crucial for include refugee children at relatively small marginal costs. ensuring sustainable and efective integration. It is important to consider the specifc context of the host country, including its ⊲ While low-income countries (LICs) have access to $ interest-free loans or grants from IDA, most upper middle- economic capacity, existing education infrastructure, and the scale of the refugee population. income countries (UMICs) are in the International Bank for Reconstruction and Development (IBRD) or blend lending Financing considerations category and have limited access to concessional fnancing instruments for refugee education. It can be politically challenging to convince host governments to take on loan $ development fnancing that would beneft refugees, even • Host country’s • Host country’s existing •Scale of the if it benefts host children in the process. Even where grant economic status education infrastructure refugee population fnancing is available, there is an opportunity cost to fnance as there is often limited amount of donor fnancing available ⊲ Where refugee populations are large, inclusion in national to each host country. Instruments like the WHR which systems will incur investment costs (for example, school/ provide concessional fnancing as additions to existing donor classroom construction), but in most cases these costs can be allocations, could address some of these challenges. amortized over a longer period of time. The bulk of the annual ⊲ Host-country commitments to the inclusive approach costs are recurrent, where investment lending instruments may should be accompanied by increased development not always be appropriate. Instead, they may be fnanced fnancing. This could be done through results-based fnancing through budget support (for instance, through Development around refugee inclusion, that is, countries could access Policy Financing and Program for Results). While the World greater development fnancing as they take incremental Bank has several fnancing instruments to provide budget steps toward inclusion (for example, Ethiopia). This fnancing support to host governments, many other partners do not, especially those at the nexus of humanitarian and development INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 23 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION could be used to strengthen the education system as a whole, benefting both refugee and host children. And fnally, in more recent engagements, host governments have raised additional challenges around fnancing that implementing teams are likely to have to consider: ⊲ How best can developmental fnancing support recurrent costs like teacher salaries? ⊲ How will predictable fnancing or government commitment account for potential new infows of refugees? ⊲ How do we ensure government commitment and ownership for integrated refugee students once projects close? Political economy of inclusion Like many reforms across sectors, moving from parallel systems to refugee inclusion in national education systems introduces change to the status quo including shifts in roles and responsibilities for service delivery. In many cases, these changes create new opportunities for collaboration and partnership between actors. However, inclusion often means reducing the roles of actors involved in parallel systems and changing the way host communities experience the proximity of refugees. In some cases, this can lead to increased competition over control of resources funding refugee education and changing perceptions of gains and losses for stakeholder groups, particularly in the unknown. Butterfy Exhibit: Promoting Peace Through the Arts, 2017. On loan from the UNESCO Regional Ofce – Beirut Lebanon short term. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 24 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Changing roles of national actors refugee management agencies previously held substantial resources and policy infuence in the parallel system, such shifts Countries with a signifcant refugee presence are likely to have may disrupt existing structures, complicating the transition to government bodies responsible for developing government inclusive education.39 policy on refugee matters, including the delivery of services like education (for example, Kenya’s Department of Refugee Afairs, MoEs also have a wider focus and a larger set of stakeholders South Sudan’s Commission of Refugee Afairs, and Türkiye’s beyond refugee children and the organizations that fund their Directorate General of Migration Management). These bodies education. During the transition to an inclusion approach, MoEs often coordinate government and external support for refugee may also have more limited access to data on refugee populations, populations within the country. In some cases, humanitarian funds and the particular needs of refugee children. So, while the to support parallel education systems would traditionally fow inclusion approach is important to achieve scale, it is also crucial through them. for MoEs to collaborate with government and non-government stakeholders managing refugee afairs and education services to With inclusion, MoEs take the lead for planning and delivery develop inclusion plans that are situated within broader education of refugee education, as the government bodies responsible sector priorities. To support MoEs take on the task of refugee for national education systems. Although this can result in inclusion, implementing teams may consider orientation visits for improved and expanded education services, it can also mean technical MoE staf to refugee settings, and exchange visits or a loss of funding and reduced policy infuence for government peer learning opportunities between similar countries. bodies responsible for refugee populations, depending on the overarching governance arrangement in the country. Where A move to inclusion can also change where fnancing is allocated, including which actors and agencies receive funds to carry out service delivery. Local or international nongovernmental It is crucial for MoEs to collaborate with organizations involved in providing refugee education through government and non-government stakeholders parallel systems may need to shift their focus toward supporting managing refugee afairs and education services inclusion: this may require working in diferent or reduced to develop inclusion plans that are situated within capacities. This means that individual actors and organizations broader education sector priorities. 39 Carvalho & Haybano 2023. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 25 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION are likely to experience funding reductions which can disincentivize support for inclusion in the short-term.40 Equally, new opportunities Managing perceptions and relations between may emerge to support governments in providing support targeted refugee and host communities is crucial. Where to refugee students in national schools. Where refugee students refugees have been siloed into separate parallel had previously attended schools in camp settings, teachers in systems, inclusion is likely to require careful the national systems may see their class sizes increase, raising a planning and attention to host-community complex set of classroom management and learning challenges. responses, including active support from They may also experience positive efects if increased funding implementation teams. eases resource constraints in the classroom and provides more opportunities for trainings that they fnd benefcial. move toward inclusion. The response of host students, parents, Refugee inclusion may have implications for how host communities and teachers will depend in large part on the pre-existing feel about refugee education. Whether communities are levels of integration, the quality of services, and the ways in supportive or not can be afected by a range of factors. Host which resources supporting inclusion are allocated. In contexts communities’ support might be driven by perceived similarities where inclusion has been the norm (de jure or de facto), host or diferences with refugee students (ethnicity, religion, communities are less likely to notice a shift in fnancing and policy language, culture, and so forth).41 Support can also depend on logistics. Where refugees have been siloed into separate parallel their perceptions of the quality of services they are receiving, systems, inclusion is likely to require more careful planning and or concerns that refugees will increase competition over limited attention to host-community responses, including active support services.42 For instance, host communities might be concerned from implementation teams. that increased class sizes might afect the education of their own children. On the other hand, if service provision is poor and host Importantly, the move will also have implications for refugee families perceive an increase in inputs fowing into their schools communities. Inclusion can increase access to education, as a consequence, they are likely to be more supportive of a provide sustainable pathways to certifcation and future economic opportunities, and provide inroads for increased social integration. 40 Dhingra 2022. At the same time, refugee communities may be more resistant 41 Sniderman et al. 2004; Hainmueller & Hopkins 2014; Hovil 2016. to a move toward inclusion if they perceive that the quality of 42 Zhou 2018. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 26 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION education services in national schools is inferior to what they were UNHCR’s mandate focuses on refugees, forcibly displaced receiving under a parallel system. They may perceive that the communities, and stateless people, providing them with national curriculum does not equip them for a preferred future— protection, services, and legal support. Globally, the organization either return to their country of origin, or resettlement in a distant is one of the most important providers of refugee education, in country. How refugees view inclusion in the national education camps that it runs as well as noncamp settings. With decades system will also be connected to long-term opportunities in the of experience, UNHCR country teams have developed a deep host country, including whether they are likely to have the right to understanding of the needs of refugee children and the realities work or pursue citizenship. Situating refugee inclusion in education of service provision for this group. UNHCR also functions as the within the broader policy environment is thus helpful in navigating global guardians of refugee data, and is mandated to coordinate how education opportunities align with future opportunities. education for refugees with multiple stakeholders. Since 2012, UNHCR has advocated for an inclusion approach as a sustainable Managing perceptions and relations between refugee and host solution to the challenge of refugee education. In practice, this can communities is crucial. Implementation teams may consider mean coordinating in new ways with development actors such as planning for engagement where they address concerns raised UNICEF, the World Bank, and the Global Partnership for Education, by both groups, highlighting equitable resource distribution under that work more directly with MoE and are likely to have multiple planned activities, and the potentials for improved educational priorities in the education sector.44 In some cases, this can result outcomes for children from both communities. in a need to navigate diferent and at times competing priorities related to resource allocation, advocacy eforts, and policy Changing roles of international actors infuence. UNHCR also considers and mitigates risks where work Under parallel systems and inclusion approaches alike, toward inclusion in national systems is slow to beneft refugees. international actors play an important role in the planning, fnancing, and implementation of refugee education. But much UNICEF’s mandate is to promote and protect the rights of children, like national actors, international actors may see changes to their including access to education services, especially for marginalized mandate, spheres of infuence, and funding, as a consequence children. In regions afected by confict and displacement, UNICEF of the move toward inclusion.43 also provides emergency education services. As with UNHCR, UNICEF has increasingly been advocating for inclusion in host 43 This is especially true in light of ongoing changes to the global humanitarian fnancing landscape that is emerging at the time of writing (March 2025). 44 Carvalho and Dryden-Peterson 2024. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 27 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION government education systems wherever feasible. This trend A collaborative approach among international could have operational implications for UNICEF’s work on direct development partners can facilitate information and indirect fnancing of education service delivery. sharing, the design of more efective projects, and more efcient spending. These changes also have implications for fnanciers of education across humanitarian and development approaches, such as the World Bank and the Global Partnership for Education. Whereas these actors considered their mandates to be more squarely on the “development” side of the spectrum, they are increasingly being called upon to engage earlier in the transition to stability. For the World Bank, in alignment with UNHCR’s shift towards sustainable responses, this means helping to develop the institutional capabilities of ministries of education as they work to expand education services to more refugee children. As in the case of national actors, collaboration across international development partners is indispensable. A collaborative approach can facilitate information sharing and discussions in initial stages that inform the design of more efective projects. Coordinated eforts will also lead to more efcient spending, avoiding the fragmentation or duplication of services and ensuring that additional funding is used fll existing gaps. Harvard REACH, in collaboration with UNHCR, has Didier Kassai, Central Africa Republic. Exode, 2018. developed a theory for understanding the political economy Watercolor on paper. World Bank permanent collection, PN 2108292 of refugee education in low- and middle-income countries. Place of Birth: Sibut INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 28 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION How Can We Support Refugee Student Inclusion in National Education Systems? The goal of an inclusive approach to refugee education is to that can move the country toward this goal. On ramp interventions ensure that refugee children attend schools that are part of the scafold refugee inclusion, building systems and capacities and host country’s national public system, funded through government providing support so that refugee students can learn alongside channels, alongside host-community children. In practice, however, their peers in host communities. Figure 1.2 draws on the experience host countries may adopt diferent approaches and achieve of Türkiye to illustrate how on-ramp interventions might help a varying degrees of integrating refugee children into national host country move from parallel systems toward the inclusion of education systems over time. There may also be diferences in refugees in national education. levels of de jure and de facto inclusion. For instance, countries may have an inclusive policy environment, yet most refugees may attend Harvard REACH and UNHCR’s Tools for Mapping Refugee schools managed by UN organizations or NGOs. Alternatively, Inclusion in National Education Systems allows users to assess the alignment of refugee policy and practice. countries may have refugee children attending public schools, but with funding directed through nongovernment channels. In order to establish the current state of refugee inclusion in a given host country, implementing teams may fnd helpful the Harvard REACH and UNHCR Tools for Mapping Refugee Inclusion in National Education Systems. The set of tools guide users through an assessment of the fundamental components of inclusion and the alignment of refugee inclusion policy and practice. Once implementation teams have investigated the current status of refugee education in a country and set out an achievable goal for greater inclusion, they can then identify on-ramp interventions INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 29 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Figure 1.2. On-ramp interventions in Türkiye for refugee student inclusion CONTEXT: Since 2011, Türkiye has received more than 3.6 million Syrian refugees, about one-third of whom are children and youth. Over time, the country has gradual moved towards increased inclusion of refugee students in the national education system, with Syrian refugees transitioning from Temporary Education Centers (TECs) to national schools over the last decade. More restrictive More inclusive Humanitarian Response Developmental (2011–2014) Approach Strengthening Humanitarian New legal framework extending (2014–2016) Inclusion agencies and frst the right to education to all responders provide refugee children Focus on School construction programs (2016 onwards) institutionalizing to increase system capacity Social cohesion training refugee education Regular education integration, with for teachers in Temporary programming Syrian students Education Centers Accreditation of TECs, requiring complemented with able to enroll in Training to Syrian volunteer (TECs) using Arabic compliance with Ministry of interventions to Turkish schools or teachers to provide textbooks, the National Education regulations support the transition One-year “welcoming” accredited TECs psychosocial support, and in Syrian curriculum, and integration of classroom for refugee students and volunteer classroom management for refugee students crowded classrooms who needed to learn Turkish teachers and to ease sociocultural adjustments High school–aged Syrian children could enroll in technical and vocational Catch-up remedial courses and education and training without tutoring courses for refugee exam results or a diploma students Source: Adapted from Holland et al. 2022 INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 30 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Recognizing that countries are at diferent stages and have varying costing estimates, material and human resource requirements, aspirations for inclusion, this note provides a menu of on-ramp evidence on impacts where available). This information can interventions to support the inclusion of refugees in national also help practitioners think through host government capacity systems, allowing for maximum customization in program design. to implement interventions, and whether additional technical assistance or implementing partners are required for efective Interventions are organized into four categories: implementation. The notes conclude with links to implementation ⊲ Interventions addressing the policy/fnancing or evaluation reports, and individuals or organizations with environment expertise who can ofer support to teams interested in ⊲ Interventions supporting schools incorporating these activities in projects. ⊲ Interventions supporting students The intervention notes currently included in the Repository are ⊲ Interventions for monitoring and evaluation. a subset of the full list of interventions in this section that were This note consciously avoids being prescriptive about priority considered the most pressing for implementing teams. Additional activities or minimum packages for countries at diferent points notes will be added to the Repository over time, and existing notes in the continuum. The continuum abstracts from complex policy will also be updated as more information becomes available. environments, and both the needs for and suitability of diferent activities will depend on host country and refugee characteristics. If you would like to suggest more activities or request a note for a particular activity, please get in touch with Kanae Instead, for each of the four intervention categories, the note Watanabe (kwatanabe@worldbank.org) and Peter Holland sets out a list of questions that can guide teams in selecting (pholland@worldbank.org). interventions when moving from parallel provision to partial inclusion, and from partial to increased inclusion of refugee students in national schools (see Table 2). Further, the INSPIRE Refugee Inclusion Intervention Repository curates notes on on-ramp interventions designed for practitioners. The notes provide information relevant to the design and implementation of the interventions (design considerations, INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 31 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Refugee inclusion interventions Supporting Schools Interventions included in the Repository are noted in bold and with 1 Integration of previously parallel schools catering to an (*) and are linked to the Repository. refugees ⊲ Register previously parallel schools serving refugee students in Addressing the Policy/Financing Environment national systems 1 Legal/policy frameworks ⊲ Assist schools to meet national minimum standards for registration ⊲ Strengthen identifcation documentation systems* as national public schools (acceptance of refugee identifcation documents for enrollment, ⊲ Support school management processes (e.g. bank accounts, registration in EMIS, etc.) boards of management etc.) ⊲ Assist schools to adopt the national curriculum if needed ⊲ Include refugees in national and subnational education sectors (re-training of teachers, teaching and learning materials) where plans and strategies this is not already the case ⊲ Train local governments on refugee rights and status, approaches ⊲ Assess teaching staf and develop a transition road map to to inclusion nationally and sub-nationally (and how these relate to train or recognize prior qualifcations of teaching staf who are the inclusion of refugee children in national schools) not nationally accredited (linked to the below on teachers) ⊲ Integrate teachers from previously parallel schools into the 2 System fnancing national payroll depending on equivalency and the right to work if ⊲ Develop costed plans for the inclusion of refugee children they are refuges themselves ⊲ Use results-based fnancing 2 Expanding school infrastructure ⊲ Build fexible/decentralized fnancing structures that enable ⊲ Increase school capacity through double-shift systems as a governments to respond to the education needs of refugee and temporary measure* host communities ⊲ Develop a school safety framework aligned with national policies for school safety (establish reporting mechanisms) ⊲ Train teachers and school staf in promoting school safety* (including legal protection from violence in schools how to identify children at risk of violence or abuse, addressing violence at school) ⊲ Expand school infrastructure, provide school equipment INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 32 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION 3 Strengthening school staf capacity Supporting Students ⊲ Conduct capacity building for school staf on refugee rights and status, approaches to inclusion nationally and sub-nationally (and 1 Helping refugee children access schooling how these relate to the inclusion of refugee children in national ⊲ Organize back-to-school (BTS) campaigns* schools) ⊲ Provide information on the enrollment process in the language of ⊲ Engage refugee teachers to support host-country education the refugee population systems* ⊲ Provide cash grants to support education for refugee children* ⊲ Provide teacher professional development (TPD) for educators (due to constraints on the right to work, etc.) of refugee and host-community learners* (supporting learner’s linguistic needs, mental health, etc.) ⊲ Provide scholarships for refugees to access levels of public education that are not publicly funded (for example, secondary; in ⊲ Train teachers on pedagogical strategies for language learning some contexts) (medium of instruction and language classes) ⊲ Provide safe transportation ⊲ Training teachers in formative assessment practices to continuously evaluate the learning progress of students ⊲ Distribute school kits or in-kinds support* (textbooks, desks, stationary, school supplies, reading materials, uniforms, etc.) as ⊲ Develop transitional schemes of service for refugee teachers are provided for or by nationals in a particular context ⊲ Strengthening refugee teacher qualifcations and training on par ⊲ Extend school health and nutrition (SHN) programs* with national teachers ⊲ Remove additional fnancial barriers to equivalency of certifcation ⊲ Support the well-being of teachers in emergency settings* targeted at refugee students 4 Placing refugee children at the right level 2 Providing remedial/accelerated education programs ⊲ Place students into appropriate grade levels through ⊲ Provide remedial or catch-up programs* (to allow refugee recognition, validation, and accreditation of prior learning students to regain ground or to support acquisition of specifc (RVA)* knowledge or skills that facilitate integration in national schools) ⊲ Place students into appropriate grade levels through placement ⊲ Ofer accelerated education programs (AEPs) for out-of-school tests aligned with those already in use in the national education children and youth* sector ⊲ Provide classroom mentors and aides in national schools INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 33 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION 3 Supporting language acquisition Monitoring and Evaluation ⊲ Provide intense language courses for children and youth to facilitate refugees’ access to host country institutions 1 Strengthening data systems to include refugee ⊲ Ofer language courses for parents of refugee students ⊲ Include refugee identifcation questions in surveys building the evidence base to inform future projects/ programming 4 Providing psychosocial support to students ⊲ Include data on refugee students in education management ⊲ Extend psychosocial (PSS) assessments to refugee students and information systems (EMIS)* develop these as a public good for all students where necessary ⊲ Include refugees in national data systems* ⊲ Strengthen psychosocial support and socio-emotional learning ⊲ Include refugee disaggregation in project and (where possible) for students* sector level monitoring instruments ⊲ Set up mentorship and peer groups, peer/community activities (sports, after-school clubs, volunteering, etc.) 2 Evaluating programs/interventions that target refugee students/communities 5 Using digital technologies and online learning for a ⊲ Evaluate programs that focus on refugee student populations wider reach ⊲ Use mobile technology-based innovations for monitoring ⊲ Use adaptive EdTech solutions to build foundational literacy and numeracy skills* (in alignment with national policy) ⊲ Protect data privacy and confdentiality ⊲ Use digital technologies to support non-formal approaches with an eventual goal of reintegration in national schools ⊲ Use digital technologies to enrich teaching and learning processes in the classroom ⊲ Use digital technologies to expanding opportunities at the tertiary education level online INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 34 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Table 2. Guiding questions for intervention selection The table below sets out a list of questions that can guide teams in selecting interventions when moving from parallel provision to partial inclusion, and from partial to increased inclusion of refugee students in national schools. The interventions included in the Refugee Inclusion Intervention Repository are highlighted. Access active intervention notes directly by clicking on the title. Addressing the Policy/Financing Environment Schools Students M&E Dimension Parallel education to partial inclusion Partial inclusion to part of national system Legal/policy Do host governments recognize refugee status? Have Is there awareness of refugee inclusion at frameworks documentation barriers been removed? diferent levels of government? ⊲ Strengthen identifcation documentation systems • Train local governments on refugee rights and (acceptance of refugee identifcation documents for enrollment, status, approaches to inclusion nationally and registration in EMIS, etc.) sub-nationally (and how these relate to the inclusion of refugee children in national schools) Are education policies in place to support progressive inclusion? • Include refugees in national and subnational education sectors plans and strategies System Do education sector budgets and plans account for the Do refugee-hosting regions receive adequate fnancing refugee inclusion? fnance to support the provision of education? • Develop costed plans for the inclusion of refugee children • Flexible/decentralized fnancing structures that enable governments to respond to the education • Results-based fnancing needs of refugee and host communities INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 35 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Supporting Schools Policy Students M&E Dimension Parallel education to partial inclusion Partial inclusion to part of national system Integration Are there pathways for schools under the parallel systems and Is there awareness of refugee inclusion at of previously to register under the national system? diferent levels of government? parallel • Register previously parallel schools serving refugee students in • Train local governments on refugee rights and schools national systems status, approaches to inclusion nationally and catering to sub-nationally (and how these relate to the inclusion refugees • Apply national protocols and standards to previously parallel schools of refugee children in national schools) · Support school management processes (e.g. bank accounts, boards of management etc.) · Assist schools to adopt the national curriculum (re-training of teachers, teaching and learning materials) where this is not already the case · Assess teaching staf and develop a transition road map to train or recognize prior qualifcations of teaching staf who are not nationally accredited (linked to the below on teachers) • Integrate teachers from previously parallel schools into the national payroll depending on equivalency and the right to work if they are refuges themselves Expanding Is there a need for additional classrooms in the short term? Is there a need for additional facilities where school refugee and host community children can learn ⊲ Increase school capacity through double-shift systems as a infrastructure together? temporary measure • Expand school infrastructure, provide school Is the security of students considered? equipment • Develop a school safety framework aligned with national policies for school safety (establish reporting mechanisms) ⊲ Train teachers and school staf in promoting school safety (including legal protection from violence in schools how to identify children at risk of violence or abuse, addressing violence at school) INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 36 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Supporting Schools Policy Students M&E Dimension Parallel education to partial inclusion Partial inclusion to part of national system Strengthening Is there awareness of refugee inclusion among school staf? Are refugee teachers’ qualifcations school staf recognized? Can they access training? • Conduct capacity building for school staf on refugee rights and status, capacity approaches to inclusion nationally and sub-nationally (and how these • Develop transitional schemes of service for refugee relate to the inclusion of refugee children in national schools) teachers Are there enough teachers or facilitators? Are they able to • Strengthening refugee teacher qualifcations and respond to the needs of students? training on par with national teachers • Recruit additional teachers, teaching assistants Are teachers supported in providing inclusive ⊲ Engage refugee teachers to support host-country education systems education? ⊲ Support the well-being of teachers in emergency ⊲ Provide teacher professional development (TPD) for educators of settings refugee and host-community learners (supporting learner’s linguistic needs, mental health, etc.) • Train teachers on pedagogical strategies for language learning (medium of instruction and language classes) • Train teachers in formative assessment practices to continuously evaluate the learning progress of students Placing Is the prior learning of refugee children recognized? Are there refugee means to place them at the appropriate grade level? children at the ⊲ Place students into appropriate grade levels through recognition, –– right level validation, and accreditation of prior learning (RVA) • Place students into appropriate grade levels through placement tests aligned with those already in use in the national education sector INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 37 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Supporting Students Policy Schools M&E Dimension Parallel education to partial inclusion Partial inclusion to part of national system Helping Do refugee families have information on refugee ⊲ Organize back-to-school (BTS) campaigns children access • Provide information on the enrollment process in the language of the schooling refugee population Are there additional fnancial barriers or other constraints that restrict refugee children’s access to schools? ⊲ Provide cash grants to support education for refugee children (due to constraints on the right to work, etc.) • Provide scholarships for refugees to access levels of public –– education that are not publicly funded e.g. secondary (in some contexts) • Provide safe transportation ⊲ Distribute school kits or in-kind support (textbooks, desks, stationary, school supplies, reading materials, uniforms, etc.) as are provided for or by nationals in a particular context ⊲ Extend school health and nutrition (SHN) programs • Remove additional fnancial barriers to equivalency of certifcation targeted at refugee students Providing Is support available to help refugee students overcome Are additional needs for students with remedial/ suspended learning or learning losses during displacement? learning difculties, disabilities or accelerated students from marginalized groups being ⊲ Provide remedial or catch-up programs education addressed? (to allow refugee students to regain ground or to support acquisition of programs specifc knowledge or skills that facilitate integration in national schools) • Provide classroom mentors and aides in national schools ⊲ Ofer accelerated education programs (AEPs) for out-of-school children and youth INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 38 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Supporting Students Policy Schools M&E Dimension Parallel education to partial inclusion Partial inclusion to part of national system Supporting Do refugee students share the host country language? Are Is the acquisition of host country languages language language bridging programs available? supported within refugee communities? acquisition • Provide intense language courses for children and youth to facilitate • Ofer language courses for parents of refugee refugees’ access to host country institutions students Providing Does the curriculum address the socioemotional needs of Do schools promote and ofer opportunities psychosocial refugee students? for increased integration? support to ⊲ Strengthen psychosocial support and socio-emotional learning • Set up mentorship and peer groups, peer/ students for students community activities (sports, after-school clubs, volunteering, etc.) • Strengthen school-based PSS to support students experiencing mental distress Using digital Can digital technologies reach additional learners given Can digital technologies enhance learning technologies resource constraints in the short term? and increase access? and online ⊲ Use adaptive EdTech solutions to build foundational literacy • Use digital technologies to enrich teaching and learning for a and numeracy skills learning processes in the classroom wider reach (in alignment with national policy) • Use digital technologies to expanding • Use digital technologies to support non-formal approaches with an opportunities at the tertiary education level eventual goal of reintegration in national schools online INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 39 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Monitoring and Evaluation Policy Schools Students Dimension Parallel education to partial inclusion Partial inclusion to part of national system Strengthening Are data on refugee children captured in national education Are data on programs and resources data systems data systems? directed towards refugee students tracked to include in national education project management ⊲ Include data on refugee students in education management refugee systems? information systems (EMIS) students • Include refugee disaggregation in project ⊲ Include refugees in national data systems and (where possible) sector level monitoring instruments Evaluating Are data available on the efcacy and programs/ efectiveness of programs that support interventions refugee student? that target • Evaluate programs that focus on refugee refugee –– student populations students/ communities • Use mobile technology-based innovations for monitoring • Protect data privacy and confdentiality INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 40 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION How Can INSPIRE Help? At the Global Refugee Forum of 2023, stakeholders45 from all ⊲ Country grants: Small technical assistance grants are elements of the refugee inclusion landscape pledged to make provided to countries that are working on specifc areas to real progress in extending education services to refugee make government education service delivery more refugee- children. To help make these promises a reality, the UK’s Foreign, responsive. Commonwealth and Development Ofce (FCDO), UNHCR, and the For more information on INSPIRE, please reach out to Kanae World Bank launched INSPIRE, an initiative that seeks to secure Watanabe (kwatanabe@worldbank.org) or Peter Holland predictable concessional fnancing to countries that open their (pholland@worldbank.org) at the World Bank. schools to refugee children. Working with a range of partners, INSPIRE helps countries implement programs to help transition refugee populations into host-country schools. The initiative operates through three types of activities: ⊲ Global knowledge activities: Building on ongoing eforts to establish the evidence base and operationally guide refugee inclusion eforts, INSPIRE works to develop and disseminate knowledge pieces to inform policy and programming toward refugee inclusion. ⊲ Just-in-time technical support: INSPIRE provides hands-on support to help access fnancing to implement government programs for refugee inclusion, such as from IDA’s Window for Host Communities and Refugees, the Global Concessional Financing Facility, the GPE, and others. 45 This multistakeholder pledge was led by FCDO, Germany, the World Bank, Canada, GPE, Education Cannot Wait (ECW), UNICEF, Denmark, and refugee-hosting countries. 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Paving pathways for inclusion A global overview UNICEF Innocenti—Global Ofce of Research and Foresight. 2023. of refugee education data. Geneva: UNHCR. Available at: https:// Including Refugee Leaners in National Education Systems. Florence: unesdoc.unesco.org/ark:/48223/pf0000387956_eng UNICEF Innocenti. UNHCR (United Nations High Commissioner for Refugees). 2011. Urquhart, A. 2019. Global humanitarian assistance report 2019. Refugee Education—A Global Review. Geneva: UNHCR. Development Initiatives. UNHCR. 2012. UNHCR Education Strategy 2012–2016. Geneva: UNHCR. Zhou, Y. Y. 2018. Refugee proximity and support for citizenship exclusion in Africa. In APSA 2018 Annual Meeting Paper. UNHCR. 2016. Missing Out. Refugee Education in Crisis. Geneva: UNHCR. Available at: https://www.unhcr.org/media/missing-out- Zhou, Y. Y., Grossman, G., & Ge, S. 2023. Inclusive refugee-hosting can refugee-education-crisis improve local development and prevent public backlash. World Development, 166, Article 106203. UNHCR. 2017. UNHCR Global Appeal 2017 Update. Geneva: UNHCR. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 43 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION PRIMER 1: Why Should Host Countries Focus on Inclusion for Refugee Students?* Host countries are critical to securing refugee children’s right to Ensuring the right to quality education a quality education. But these countries may themselves have for refugees is an urgent challenge over-stretched education systems, fragile political and economic for all in the global community institutions, and challenges to inclusion related to their own histories of confict.46 Inclusion can impose up-front and recurrent costs The refugee crisis is creating ‘lost generations’ of children. The on host countries, while economic, political, and civic returns to global refugee population is disproportionately young. There are education remain uncertain and are contingent on whether or when 14.8 million children below the age of 18, making up 47 percent refugees return to their country of origin or resettle elsewhere.47 of refugees.48 Close to half of all refugee children—49 percent— remain out of school. For the 2022–23 academic year, UNHCR Consequently, while the political economy costs associated with reports a primary gross enrollment rate of 65 percent for refugee refugee student inclusion are evident to policy makers in host children,49 compared to the global average of 102 percent.50 countries, the potential benefts may not be equally salient. This Refugee student enrollment rates are 37 percent at the preprimary note is intended for implementing teams engaged in dialogue level, 42 percent at secondary, and seven percent at tertiary level. on refugee student inclusion with government counterparts. Its arguments make the case that the inclusion approach can also be benefcial for the host country. So, why should host countries support the inclusion of refugee 48 In comparison, children under 18 make up 30 percent of the average global population. students in national education systems? 49 UNHCR Education Report 2024. Refugee education: Five years on from the launch of the 2030 refugee education strategy. The report covers the academic year 2022–23, and includes 65 refugee-hosting countries. 50 World Development Indicators, World Bank. A gross enrollment rate (GER) above 100% occurs when students outside the ofcial age range enroll in primary school. This includes late starters, repeaters, and early entrants. Flexible policies and strong 46 Hathaway 2016. education access also contribute by allowing older out-of-school children to enroll, 47 Abu-Ghaida and Silva 2021. boosting overall enrollment numbers. *This note was authored by Ritika D’Souza (Economist, World Bank) and Jessica Lee (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 44 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION For refugee children, education is essential to building low average rates of education had a 50 percent chance of resilience, economic self-reliance, and the ability to advocate experiencing confict.52 for themselves and their communities. A school can be a safe haven that gives the refugee child a sense of stability and normalcy, and helps them cope with the trauma of displacement. Host countries are critical to Schools provide refugee students with avenues to engage with, securing refugee futures and integrate into, local communities. And, a quality education Prolonged displacement means that successive cohorts of is key to building human capital—the knowledge and skills that refugee children will spend their formative years in a neighboring will allow children to access productive economic opportunities host country. Around 66 percent of refugees are in situations of in the future. protracted displacement,53 with an estimated median duration of In contrast, refugee children who do not have access to displacement of 5 years.54 Seventy-one percent are hosted in education are at increased risk of exploitation and engaging low- and middle-income countries. When factoring in available in violence themselves. In a 2017 survey of children moving resources, low-income countries host a disproportionately large across the Central Mediterranean route to Europe, 90 percent share of the global refugee population. These countries account of adolescents without education reported exploitation for only 0.6 percent of global gross domestic product55 while compared with 77 percent of children with primary education and hosting 18 percent of refugees. Meanwhile, high-income countries 75 percent with secondary education.51 Human capital losses at accounted for nearly 66 percent of global wealth and hosted foundational stages accumulate over time, resulting in high levels 29 percent of refugees in 2024.56 of inequality in education and economic opportunity that in turn 52 Global Education Monitoring Report 2016 (UNESCO 2016). heighten the risk of violence and confict. This creates a vicious 53 UNHCR 2024. Protracted situations are defned as those where more than 25,000 cycle of lost educational opportunities, confict and displacement. refugees from the same country of origin have been in exile in a given low- or middle-income host country for at least fve consecutive years. As UNESCO reports, observed over 21 years, regions with very 54 Devictor 2019. 55 Source: World Bank, Gross Domestic Product (current prices, US$) 2023. The most recent available estimates (2023) were used. Data on GDP is not available for all countries as of 2023. Note that the shares do not add to 100 percent, due to a small discrepancy between the global GDP estimates and country estimates and no 51 On the Eastern Mediterranean route, 23 percent of adolescents without education available income-group classifcation for some countries. reported exploitation compared to 20 percent with primary education and 56 Low- and lower-middle-income countries host 35 percent of refugees. Upper-middle- 14 percent secondary education (IOM and UNICEF 2017). income countries host 36 percent of refugees. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 45 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Many host countries have shown a commitment to safeguarding can beneft refugee and host-community students alike. Since refugee children’s right to education. Several countries are 2012, the global community has advocated for a move away signatories to international and regional conventions that support from parallel education systems toward the inclusion of refugee the rights of refugee children to access a quality education. students in national schools. This approach ofers several potential Although legal frameworks do not necessarily ensure inclusion benefts to host countries: in practice, several countries also have national legislation and policies that lay the foundations for refugee students to ⊲ Predictable funding: The approach calls for predictable and access education in national schools. Please check Primer 2 for reliable development funding that host countries can use information and resources on the legal/policy environment for to ofset initial set-up costs, and for medium-term planning; inclusion in countries. ⊲ Investments in education systems: Investments that ease supply-side constraints and improve quality in national In practice, low- and lower-middle income countries have been education systems can lead to sustained improvements in pioneers in developing sustainable approaches to delivering educational outcomes for both refugee and host-community education to refugee students. Several host countries were children; already including refugee children within their national education ⊲ Increased access for underserved communities: Refugees systems prior to the more formal move toward inclusion introduced are often hosted in border regions which are among the in UNHCR’s Global Education Strategy in 2012. For example, the poorest and most deprived parts of the host country. Kenyan curriculum was used in refugee schools in Dadaab camps Investments in education for refugees can therefore improve in Kenya as early as 1997,57 and national schools in urban areas of the underlying quality of education service delivery in these Uganda admitted refugees in ad hoc ways as early as the 1990s.58 host communities. In countries like Ethiopia, Kenya, and Uganda, refugee camps located in remote areas may bring Providing refugee student inclusion additional resources to support host-community schools and can be a win-win proposition may be viewed favorably by citizens59 and the politicians who represent them;60 and, The inclusion approach allows host countries additional access to fnancing to make investments in education systems that 57 Dryden-Peterson, Dahya, & Adelman 2017. 59 Epstein 2010. 58 Dryden-Peterson & Hovil 2004. 60 Zhou et al. 2023. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 46 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION ⊲ Equity: This approach also means that host countries are not the Turkish national system in 2016, which ended double-shift expected to commit more resources to refugees than to host education in regular public schools for refugees.62 students beyond the initial integration phase.61 ⊲ In Rwanda, children living within 10 km of a Congolese refugee camp are signifcantly more likely to attend school In the short term, additional resources for and have better educational outcomes. Additionally, children national education systems can improve in these areas beneft from school feeding programs, outcomes for host-community children especially in camps with more local integration. These positive efects are attributed to the integrated approach to Evidence on the efects of refugee student inclusion on educational education pursued by the Rwandan government, coupled outcomes for children in host communities is mixed. Chapter 5 of with increased national spending on education.63 the INSPIRE Evidence Note on Refugees and Education summarizes the available evidence from six low- and middle-income countries. In the medium term, inclusive policies The upshot is that simply enrolling more (refugee) children into classrooms without increasing resources or training will lead to a can promote wider social cohesion deterioration in learning. On the other hand, countries that have Host communities that experience an increased fow of resources supported schools and teachers with increased resources and and an improvement in services are also more likely to be welcoming training have seen improvements in educational outcomes for of refugees, fostering greater integration and social cohesion: host-community children as well: ⊲ In Uganda, the arrival of Sudanese refugees the 2000s initially ⊲ In Türkiye, communities with Syrian refugees showed led to decreased access to both primary and secondary increases in mathematics, science, and reading scores among schools for communities with higher numbers of refugees. Turkish adolescents, mainly among those in the lower half of But by 2020, there were signifcant increases in access, the test score distribution and with lower maternal education. especially at the secondary school level. Some of this can These fndings were attributed to increased funding and be attributed to Uganda’s generous hosting policy, which resources provided for the full integration of refugees into eventually became codifed in the country’s 2006 National 62 Tumen 2021. 61 Abu-Ghaida and Silva 2021. 63 Bilgili et al. 2019. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 47 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Refugees Act. The Act allows refugees to move freely, on other refugee policies, such as rights to work, rights to travel, participate in economic activity, access public services like and other legal rights. But evidence suggests that host countries education, and provides plots of land for farming and to build can beneft from providing refugees with access to the labor market: permanent structures. The policy did not lead to a backlash against refugees, probably owing in part to Uganda’s ⊲ In Lebanon, researchers found that cash transfers to Syrian integrative approach, which also improved basic services refugees allowed refugees to indirectly compensate locals to host communities.64 through higher demand for local goods and services, as well as directly benefting locals by ofering help and sharing aid.67 ⊲ In Rwanda, local children in close proximity to Congolese refugee camps had better schooling outcomes and more ⊲ In addition to boosting the local economy, research from positive views of refugees than did native children who lived Latin America suggests that by integrating Venezuelan further away from the camps.65 refugees and migrants, host countries could enjoy GDP growth of 4.5 percentage points by 2030.68 ⊲ Research also suggests that host governments can reap fnancial benefts from social externalities associated with ⊲ Moreover, ensuring refugee households have equitable educational investments, such as reductions in crime and access to employment will also allow households to spend health care needs, as well as the stimulative benefts of edu- more on their children’s education, and can thus enhance cational expenditures on host governments’ tax revenues.66 refugee students’ incentives to participate in, and ultimately complete, secondary and tertiary education.69 This can lead to a virtuous cycle of self-reliance and economic productivity In the long term, refugees have the potential to that benefts host country economies. contribute to the economy of the host country The return on investment a host government receives from investing in school-age refugees’ education will vary depending 67 Lehmann, M. Christian, Daniel T.R. Masterson. “Does Aid Reduce Anti-Refugee 64 Ge, Shuning, Guy Grossman, Yang-Yang Zhou. 2022. Inclusive refugee-hosting can Violence? Evidence from Syrian Refugees in Lebanon.” American Political Science improve local development and prevent public backlash. World Development Volume Review 114, no. 4 (2020): 1335–42. https://doi.org/10.1017/S0003055420000349. 166, 106203. https://www.sciencedirect.com/science/article/pii/S0305750X23000219 68 Arena, M., Fernandez Corugedo, E., Guajardo, J, and Yepez, J. 2022. Venezuela’s 65 Bilgili et al. 2019. Migrants Bring Economic Opportunity to Latin America. IMF. www.imf.org/en/News/ 66 Carroll and Erkut 2009; De Ridder, Hannon, and Pfajfar 2020; Canton 2007; Roser Articles/2022/12/06/cf-venezuelas-migrants-bring-economic-opportunity-to-latin-america. and Ortiz-Ospena 2016. 69 Abu-Ghaida and Silva 2021. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 48 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION PRIMER 2: International Conventions and Host- Country Policies on Refugee Education* One of the frst steps toward refugee inclusion in national This note provides implementing teams with an overview of education systems is an explicit legal or policy framework that international and regional conventions and country-level policies safeguards the rights of refugee children to access education, that provide the legal foundations for refugee inclusion in national so that every refugee child can thrive, prosper, and integrate into education systems. The frst section covers international legal and host communities, regardless of nationality, gender, or disability. policy frameworks. The second section is on national legal and Such laws and policies can also promote equity, enabling refugee policy frameworks. By reviewing a host country’s participation children to learn together with their peers from host communities. in international conventions and national policies that pertain to refugees, implementing teams can build an understanding Regulations securing refugee access to education have increased of its legal environment and identify gaps in the legal/policy over time, and 73 percent of countries currently have laws allowing infrastructure that supports inclusion. refugee children to enroll in primary schools.70 And while laws and policies alone do not guarantee inclusion in practice, a World Bank study examining nine refugee-hosting countries across four International legal and policy diferent contexts71 found that the liberality of education policy, as frameworks for refugee inclusion measured by the Developing World Refugee and Asylum Policy Dataset (DWRAP), positively infuences the likelihood of refugee Three key international legal documents underpin refugees’ right children being in school and their ability to read and write.72 to education: the 1951 Refugee Convention, the 1966 International Covenant on Economic, Social and Cultural Rights (ICESCR), and 70 UNHCR 2023. Global Compact on Refugees Indicator Report. Retrieved at: https:// the 1990 Convention on the Rights of the Child (CRC). Together, www.unhcr.org/media/2023-global-compact-refugees-indicator-report. these frameworks establish a foundation for education access. 71 (1) Lebanon, Jordan, and the Kurdistan Region of Iraq (KRI), which all host refugees from the Syrian and Iraqi civil wars; (2) Chad and Niger in the Sahel region; (3) Uganda However, even if countries have signed the conventions, their and Ethiopia in East Africa; and (4) Peru and Ecuador in Latin America. limited enforceability often results in signifcant discrepancies 72 The 28-point diference in the DWRAP education score of Uganda (.5) and Ethiopia (.22) is associated with an almost three percentage point increase in the likelihood of being in school and able to write. *This note was authored by Justine Bailliart (Education Consultant, World Bank) and Kanae Watanabe (Senior Partnership Specialist, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 49 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION between the de jure and de facto situations faced by refugee shall be made generally available and accessible to all by every children seeking education in those countries.73 appropriate means”, that “higher education shall be made equally accessible to all, on the basis of capacity, by every appropriate 1951 Refugee Convention means”, and that “fundamental education shall be encouraged The 1951 Refugee Convention and its 1967 Protocol legally bind or intensifed as far as possible for those persons who have signatory countries to “accord to refugees the same treatment as not received or completed the whole period of their primary is accorded to nationals with respect to elementary education.”74 education”. This expansive right reinforces the obligation of States These frameworks have fostered a more inclusive global policy that have signed the Covenant to ensure equitable access to environment, encouraging national commitments to refugee education for all, including refugees. education.75 See the list of States parties to the Covenant. See the list of States Parties to the Convention. 1989 Convention on the Rights of the Child (CRC) 1966 International Covenant on Economic, Social The Convention on the Rights of the Child establishes in and Cultural Rights (ICESCR) Article 22 that “a child who is seeking refugee status or who is The International Covenant on Economic, Social and Cultural considered a refugee [...] shall [...] receive appropriate protection Rights (Article 13) enshrines “the right of everyone to education,” and humanitarian assistance in the enjoyment of applicable which entails that “primary education shall be compulsory and rights set forth in the present Convention.” This includes “the available free to all”, that “secondary education in its diferent right of the child to education” as set forth in Article 28, which forms, including technical and vocational secondary education, entails “mak[ing] primary education compulsory and available free to all”, “encourag[ing] the development of diferent forms of secondary education, including general and vocational 73 Horsch Carsley, Sarah, and S. Garnett Russell. 2020. “Exploring the Enforceability of Refugees’ Right to Education: A Comparative Analysis of Human Rights Treaties.” education, mak[ing] them available and accessible to every Journal on Education in Emergencies 5 (2): 10–39. https://doi.org/10.33682/xwx5-eau3. child”, “mak[ing] higher education accessible to all on the basis 74 Refugee Convention 1951. 75 Global Partnership for Education 2024. “Policy Dialogue Tool: Inclusion of Refugees of capacity by every appropriate means”, “mak[ing] educational in National Education Systems”. Retrieved at: https://www.globalpartnership.org/node/ and vocational information and guidance available and accessible document/download?fle=document/fle/2024-06-gpe-policy-dialogue-tool-refugee- education.pdf. to all children”, and “tak[ing] measures to encourage regular INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 50 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION attendance at schools and the reduction of drop-out rates.” The 2017 Djibouti Declaration CRC underscores the principle of nondiscrimination, emphasizing The Djibouti Declaration on Refugee Education, signed by that refugee children’s educational needs must be addressed on eight member states of the Intergovernmental Authority on par with those of host-community children. Development (IGAD)—Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan, and Uganda—outlines commitments to See the list of States Parties to the Convention. integrate refugee children into national education systems by 2020. Although this goal remains unmet, signifcant progress 2016 NY Declaration for Refugees and Migrants has been made, with six IGAD member states—Djibouti, Ethiopia, Adopted in 2016 by the UN General Assembly, the New York Kenya, Somalia, South Sudan, and Uganda—adopting national Declaration for Refugees and Migrants enshrines States’ action plans on refugee-inclusive education by November 2022.76 commitment “to provide quality primary and secondary education The declaration refects a regional approach to aligning national in safe learning environments for all refugee children, and to do systems with international standards for refugee education. so within a few months of the initial displacement.” It emphasizes the importance of providing access to early childhood, primary, 2018 Global Compact on Refugees and secondary education for children living as refugees. Adopted by the United Nations in 2018, the Global Compact on Refugees is a nonbinding framework designed to strengthen 2016 Comprehensive Refugee Response responsibility-sharing between host countries and the international Framework (CRRF) community. The Compact highlights education as a priority for The Comprehensive Refugee Response Framework, a key refugee inclusion, and outlines four objectives: (a) easing pressure outcome of the New York Declaration, prioritizes access to quality on host countries, (b) enhancing opportunities for self-reliance, and inclusive education for every refugee child. This collaborative (c) expanding access to third-country solutions, and (d) supporting framework involves host and donor countries, UN agencies, safe and dignifed return to countries of origin. NGOs, and other stakeholders to promote sustainable, inclusive education solutions. The CRRF aligns education with broader humanitarian and development goals, recognizing the critical role of education in fostering resilience and long-term self-reliance. 76 https://igad.int/wp-content/uploads/2022/12/Djibouti-Declaration_IGAD-fyer_Nov22. pdf?utm_source=chatgpt.com. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 51 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Global Refugee Forum (GRF) The Global Refugee Forum, held every four years, serves as the platform for implementing the Global Compact on Refugees. It convenes diverse stakeholders, including UN Member States, NGOs, the private sector, academia, and refugees themselves, to discuss challenges and identify actionable solutions for refugee education. At the 2023 GRF, there was a multistakeholder pledge Toward a Shared Responsibility to Uphold the Right to Education and Include Refugee Children in National Education Systems, which was signed by host governments, UN Agencies, the World Bank, and others. In this pledge, host governments committed to host refugee children in their national education systems. National legal and policy frameworks for refugee inclusion In each country, the legal environment for refugee student inclusion in national education systems will be determined by general policies on refugees alongside education-specifc policies. General legislation and policy on refugees (and asylum- seekers) typically cover fve core areas that have an impact on access to education.77 77 World Bank; with Christopher W. Blair, Guy Grossman and Jeremy M. Weinstein. 2024. “Dataset of World Refugee and Asylum Policies.” World Bank Development Data Hub. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 52 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Table P1. Five core areas that have an impact on access to education Core area Description Policy strands Relevance to refugee education Access Ease of entry and (a) Accessing (and retaining) the status of refugee; Legal status can determine refugees’ eligibility security of legal (b) Imposing control on the refugee population; to enroll in national education systems. Family status. (c) Protecting and reuniting families; (d) Ofering reunifcation can stabilize children’s schooling. recourse in the event of negative status decisions. Services Provision of public (a) Accessing education; (b) Accessing aid and Access to education services directly afects the services. social security; (c) Accessing health care, taking into inclusion of refugees in national systems. Health account costs and any eligibility restrictions. and social services support children’s ability to attend and succeed in school. Livelihoods The right to work and (a) Owning movable/immovable/intellectual property Parents’ or guardians’ ability to work and earn own property. (b) Accessing land plots (c) Accessing employment, afects their capacity to support children’s including professional and self-employment. education, pay fees, and provide learning materials. Movement Policies related (a) Living in settlements and (conditional) right to Freedom of movement afects access to schools, to encampment free movement (b) Granting travel and identity especially for children living in settlements far from or freedom of documents. educational facilities. Identity documents are often movement. required for school enrollment. Participation Access to citizenship (a) Accessing citizenship through legislation, birth, Citizenship often removes barriers to accessing and political rights. marriage, years of residency (b) Granting political public education and ensures long-term stability for rights, including voting and association. students. Lack of political rights can limit advocacy for educational inclusion. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 53 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Turning now directly to education services, each of the following In practice, models of education service delivery for refugee types of legislation or policy has a key function: children vary widely across countries. An analysis of refugee education rights in 48 low- and middle-income countries hosting Table P2. Key types of legislation for refugee education over 10,000 refugees reveals the following: Type of ⊲ 54 percent of host countries have no ofcial restrictions legislation Relevance to refugee education on refugee education. Constitutional Constitutions that guarantee the right to Provisions education without discrimination lay the ⊲ 35 percent impose partial restrictions, such as documen- groundwork for inclusive education systems tation barriers, second-shift schools, or diferent policies for benefting refugees.78 primary versus secondary education. Refugee (or National refugee laws can protect refugees' rights ⊲ 10 percent have complete restrictions, prohibiting refugees Asylum) Legislation to access public services, including education. from accessing formal schooling.79 Education Acts Education-specifc laws can mandate the inclusion of refugees in national education systems. Inclusive Education Policies promoting inclusive education can For implementing teams seeking to understand the legal Policies address the needs of marginalized groups, framework and policy environment governing refugee education including refugees. in specifc countries, the Dataset of World Refugee and Asylum Child Protection These laws safeguard refugee children from Policies (DWRAP) is an essential resource. The dataset was and Anti- exclusion, exploitation, or discrimination in developed by the World Bank-UNHCR Joint Data Center on Discrimination educational settings. Laws Forced Displacement and provides a comprehensive resource Education These plans are designed to improve access to for analyzing national-level laws afecting refugees, covering 205 Response Plans quality learning for refugee and host-community countries from 1951 to 2022. children, often in emergency contexts. They can include specialized services such as accelerated education programs, vocational and life skills training, and psychosocial support. 79 Dupuy, Kendra, Júlia Palik, Gudrun Østby. 2022. No right to read: National regulatory restrictions on refugee rights to formal education in low- and middle-income host 78 https://www.worldpolicycenter.org/constitutional-equal-rights-of-migrants-and-refugees. countries. International Journal of Educational Development 88 (102537). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 54 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION DWRAP covers the following educational aspects: ⊲ Elementary Education: Is access to primary or preprimary education guaranteed? ⊲ Higher Education: Are secondary and post-secondary education rights specifed? ⊲ Afrmative Action: Are there provisions for afrmative action to facilitate refugee admission?80 ⊲ Religious Education: Does the policy guarantee the right to religious education?81 ⊲ Language Training: Are language programs available to support integration? ⊲ Vocational Training: Is access to vocational and skills training ensured? DWRAP also ofers a Stata dataset, a Technical Guidebook, and an interactive dashboard. 80 Afrmative action policies are essential for refugee education as they address systemic barriers by prioritizing access for marginalized groups, such as refugees, providing targeted support, and reducing inequalities. 81 Religious education is essential for many refugee populations because it can serve as a cornerstone of cultural and social identity in the face of displacement. Additionally, religious education can be the most accessible and afordable form of schooling available to refugees, particularly in contexts where formal education systems are overwhelmed or under-resourced (see ERICC Policy Brief). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 55 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION PRIMER 3: Primer on Window for Refugee and Host Communities* The Window for Host Communities and Refugees (WHR) is a granted eligibility, education teams may approach the CMU for dedicated fnancing instrument that supports operations that WHR fnancing either as a stand-alone operation or as additional promote medium- to long-term development opportunities for fnancing for an existing one.83 refugee and host communities in eligible IDA countries. The main goals of the WHR are to support refugees and refugee WHR eligibility requirements hosting countries in (a) mitigating the shocks caused by infows of refugees; (b) creating social and economic development opportu- To be eligible for support under the window, nities [for refugee and host communities]; (c) facilitating sustainable IDA countries must: solutions to protracted refugee situations through sustainable socio-economic inclusion of refugees in the host country and 1. Host at least 25,000 refugees (or 0.1 percent of the their return to the country of origin; and (d) strengthening country population), according to UNHCR data. preparedness for increased or potential new refugee fows. 2. Adhere to an adequate protection framework for refugees, as determined by the World Bank in To date, 21 countries have been granted eligibility to the WHR82 consultation with UNHCR. and around half of these have accessed WHR fnancing for 3. Have in place a clear strategy or action plan education projects or interventions. During the application For countries where acceptable to IDA that describes the concrete steps, process, teams from the Education WHR eligibility including possible policy reforms, that the country will Global Practice may make the Country has not yet been undertake toward long-term development solutions Management Unit (CMU) aware of established, please refer to Annex 3B that beneft refugees and host communities. interest in an educational project, or join the World Bank/UNHCR assess- for guidance on the application process. ment mission. For countries already 82 Bangladesh, Benin, Burkina Faso, Burundi, Cameroon, Chad, Republic of Congo, Democratic Republic of Congo, Djibouti, Ethiopia, Kenya, Liberia, Mauritania, Niger, Pakistan, Rwanda, South Sudan, Uganda, Togo, and Zambia. 83 For details on WHR allocations and processes, please see Annex 3C. *This note was authored by Halimatou Hima, Ola Hisou, Karishma Silva, and Adamseged Abebe. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 56 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION WHR allocation: Key points ⊲ Although all WHR-eligible countries can receive grants from the WHR, the amounts will vary, depending on the country’s ⊲ The CMU in each country decides how its WHR allocation situation. will be used nationally. When entering negotiations with the ⊲ Each WHR project requires a contribution from the country’s Director of Strategy and Operations (DSO) on its allocation, IDA allocation (that is, its pre-allocated IDA funding) of a the CMU will likely have some understanding of how it will minimum of 10 percent of the project’s budget,85 meaning the use its allocation. As such, it is essential that the CMU’s WHR may fnance up to 90 percent of an eligible operation. interest in using the Window to fund inclusive education This is determined/discussed at country-level with the projects (or any other project) is gauged early, as well as Government and Bank country team before each project.86 the Government’s. ⊲ Once the CMU has agreed for a project to use WHR Lessons from education projects that have fnancing, the team should work closely with the FCV group, and Development Finance (DFi), Operations Policy and benefted from the WHR: A Reference Country Services (OPCS) and Legal teams to ensure the Resource for Facilitating Dialogue with requirements of the window are met in accordance with Governments and preparing PADs the WHR guidelines.84 The WHR Project Indicators List is an Excel document that ⊲ Board approval is required for all operations seeking provides a summary of previous projects accessing WHR fnancing funding under the WHR. for education interventions including country recipients, project ⊲ All operations are expected to support both refugees and names, project IDs, lending instruments, fnancing amounts, host communities. interventions and results indicators. Below are recommendations ⊲ Each specifc operation seeking funding is encouraged to plan for a minimum of US$5 million of WHR fnancing, to minimize 85 Please note that this condition may change for IDA21. 86 The only exception to this rule is if a host country experiences a sudden massive transaction costs and allow programming at a certain scale. infow of refugees, classifed as either at least 250,000 new refugees or at least one percent of the country’s population, within a 12-month period. In this instance, the 10 percent country allocation is waived and is provided as IDA Grants. Under this 84 More details on processing steps are provided in the IDA20 Window for Host situation, host countries are also eligible to receive 100 percent of the WHR fnance Communities and Refugees Guidelines, which includes a ‘Checklist of Common as IDA Grants for new operations. Operations that have already been funded remain Issues that Arise During the Clearance of Project Documents for WHR Operation’. under their previously agreed terms. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 57 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION on how to use this resource to inform Project Appraisal Document conditional cash transfers to improve refugee student (PAD) preparations and facilitate dialogue with counterparts: attendance, they can reach out to task teams in Bangladesh and Ethiopia. Or if a team would like to understand the ⊲ One-Stop Refugee-Education Reference for Project diferent modalities of delivering school meals, they could Preparation: Task teams can use this easily accessible reach out to task teams in Bangladesh, Kenya and Burundi. resource as a comprehensive reference document when ⊲ Understanding Financing Needs: The fnancing information preparing a project document on refugee education. It is in the resource is useful for understanding the scale of particularly benefcial if the project being designed targets fnancial investment required for refugee education projects. a specifc country or region, as it provides a snapshot of By analyzing similar initiatives in other countries, teams can the context, interventions, and results indicators included leverage the fnancial and project scope data to benchmark in similar projects. their project against existing ones and estimate the budget ⊲ Tailoring Project Design: The intervention areas and needed for their own initiatives. indicators list included in the resource can help teams customize the project design to address country-specifc Getting Started: Some useful guidance challenges and relevant interventions. The document provides key measurable indicators, grouped by intervention on integrating refugee children into areas (for example, Access, Quality, Governance, Teachers). national education systems By reviewing these existing interventions and indicators, teams can save time and enhance project learning. Annex Clarify intentions 3A provides an examples with hyperlinks to the resource. 1. High level political commitment that refugee children can ⊲ Peer Learning and Knowledge Sharing: The resource and will be educated within the national education system. provides a comprehensive list of operations which include 2. Policy development by Ministry of Education to outline certain interventions. Teams interested in including similar the degree of integration anticipated, a strategic pathway interventions in their projects can reach out to Task Team toward that integration and the position to be taken on all Leaders (TTLs) of existing operations to learn about the the steps below. challenges, delivery modalities, risk mitigation measures 3. Inclusion of refugee education within National Education and so on. For instance, if a team is exploring the use of Sector Strategy. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 58 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Gather baseline data porated in their Result Frameworks covering the ten areas listed above. 4. Mapping of current refugee education system including: number of pupils at which grades and projections of future 6. Identify interventions that are contextually relevant numbers; attainment and access data; number of teachers; in consultation with the government (Ministry of Finance, number of schools and classrooms and their spatial distri- Ministry of Education, specialized ministries responsible bution; current delivery mechanism (NGOs, private sector); for refugee welfare, subnational authorities), other devel- numbers of refugees already attending host-community opment actors, humanitarian partners, and NGOs. schools; current fnancing arrangements and budget for 7. Consult with other TTLs, as required. provision of services; current interventions supported by other WB projects, other development partners and humani- Financing tarian agencies; profle of refugee children and their specifc 8. Create a fnancing plan for the policy, including potential vulnerabilities (such as challenges of attending school, inputs from government, development and humanitarian barriers to accessing school by girls—cultural and physical) fnancing, with incentive structures for performance-based achievement of inclusion. Identify interventions to support integration of refugee children into national education systems Prioritization 5. Review list of interventions supported by existing WHR- 9. Create an implementation plan that outlines the order fnanced operations. The INSPIRE WHR Project and Activity and prioritization of agreed steps, and that could be tested List compiles information from 15 WHR-fnanced World Bank through piloting before scale-up. education projects. The “Interventions” worksheet provides information on whether projects include interventions related Preparedness to: (a) access, (b) student-directed quality of education, 10. High-level government agreement that relevant approaches (c) teacher-directed quality of education, (d) teacher training and steps will be incorporated into the design of a refugee and capacity building, (e) decentralized fnancing and emergency program. management, (f) community engagement and participation, 11. Early involvement of development actors to ensure that (g) data and assessment systems, (h) gender, (i) TVET, skills inclusion is programed and planned at the early stages of and jobs, and (j) government capacity strengthening. The any new refugee emergency response. “Indicators” worksheet lists indicators that teams have incor- INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 59 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Annex 3A: WHR Refugee-Education Projects Grouped by Intervention Areas Intervention areas Country projects and PADs Access Pakistan Khyber Pakhtunkwa Human Capital Investment Project (P166309) Enrollment in schools, accelerated programs, informal learning Uganda Secondary Education Expansion Project (P166570) centers; provision of school kits, school meals, scholarship; classroom construction; certifcation of prior learning Quality of education (student-directed) Bangladesh Inclusive Services and Opportunities for Host Communities and Displaced Rohingya Population (P500727) Remedial programs; resourcing of classrooms; provision of teaching and learning materials (TLMs); mental health and psychosocial services Democratic Republic of Congo Transforming the Education Sector for (MHPSS); and social and emotional learning (SEL) services Better Outcomes and Results (P179410) Quality of education (teacher-directed) Kenya Primary Education Equity in Learning Program (P176867) Teacher deployment, recruitment, retention; share of schools with state- Niger Learning Improvements for Results in Education Project (P168779) paid teachers; Establishment of CPD system Teacher training and capacity building South Sudan Building Skills for Human Capital Development in South Sudan Program And Additional Financing (P178654 ; P181681) Pre- or in-service training; pedagogical, ICT, STEM training; digital skills; requalifcation of camp-based teachers; integration of teachers into Burundi Human Capital Development Project (P180925) national teacher professional development (TPD) systems INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 60 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Intervention areas Country projects and PADs Decentralized fnancing and management Ethiopia GEQIP-E for Refugee Integration (P168411) School grants for inclusion of refugee students; transition of schools to Cameroon Education Reform Support Project (P160926) national curriculum; transferred of school management to MoE Data and assessment systems Kenya Primary Education Equity in Learning Program (P176867) Student learning assessment conducted; refugee data in EMIS Cameroon Education Reform Support Project (P160926) integrated; dashboards published with disaggregated data TVET, skills & jobs Burundi Skills for Jobs: Women and Youth Project (P164416) TVET enrollment; skills certifcation; short-term trainings; grants to Djibouti Skills Development for Employment Project (P175483) employers for apprenticeships, internships; start-up grants Government capacity strengthening Niger Learning Improvements for Results in Education Project (P168779) Contingency plan training; strengthening fduciary transparency; grants Ethiopia Human Capital Operation (P172284) for improved governance INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 61 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Annex 3B: WHR Application Process There are seven main steps for processing a WHR application. 3 A joint WB/UNHCR eligibility mission takes place. The application process can take from three to six months and Generally, the FCV Country Coordinator and the Forced is the joint responsibility of the Fragility, Confict and Violence Displacement team organize and lead this joint assessment (FCV) Group, the Task Team Leader (TTL), and the Country Ofce. mission.87 The mission team prepare a draft WHR eligibility The UNHCR supports the World Bank by conducting a refugee note for discussion with the Country Management Unit (CMU) protection assessment (RPA) and taking part in the dialogue with upon mission completion.88 If the CMU already has an indication government. regarding what project(s) could beneft from the WHR, the TTL(s) join the assessment mission. The CMU, in consultation with The seven-step process: government, recommends projects for WHR fnancing. TTLs working on education projects can make a case for education 1 The government submits a formal request to access WHR projects to be considered.89 Following the assessment mission, fnancing. an Aide Memoire outlining the main steps for eligibility is The request is sent to the Country Manager, who relays this information to the FCV Director. 87 The objectives of the mission are the following: (a) discuss with government counterparts the broader development considerations linked to hosting refugees as well as the overall context and refugees’ welfare and inclusion in the host country’s 2 The FCV Director requests that a Refugee Protection systems; (b) hold consultations with the government, CMU and other stakeholders Assessment (RPA) be conducted by the UNHCR. on how WHR resources could be used to help the government support medium- term social and economic development for host communities and refugees, It is preferable to have the draft RPA before holding the assess- including implementation of policy reforms; (c) explain the goals and requirements of WHR, both for initial and ongoing eligibility; and (d) meet with key development, ment mission (Step 3), as this would provide guidance on some humanitarian, bilateral, and civil society partners as well as with refugees and host of the key areas to explore. The task team conducts preliminary communities, including through a feld visit to refugee hosting areas. 88 Further guidance on the eligibility note can be found in Annex: Template for WHR upstream work to assess the need for WHR support. Eligibility Note (retrieved from the FCV IDA20 Window for Host Communities and Refugees). 89 The joint WB/UNHCR assessment mission as part of the WHR process could further government commitment to address the issue. In most countries, the dialogue on the WHR involves the Ministry of Finance, so the Ministry of Education should also be included. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 62 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION prepared and shared with government. It is important to highlight 7 The selected project’s TTL makes a request for additional to government counterparts at this stage that a key feature of fnancing to tap into WHR fnancing or includes the WHR the fnancing mechanism of the WHR is that funding is directed fnancing in the design of the project. through a WB-fnanced project. 4 The team supports the government with developing its strategy or action plan for the socio-economic integration of refugees and host communities. This strategy does not need to have a detailed program but should describe key policy changes, if any, priority areas where an urgent response is needed, and medium- to long-term responses to support economic inclusion and build social cohesion between host communities and refugees. 5 The WHR eligibility note, the revised RPA, and the government’s strategy are submitted to the World Bank for review. It should be noted that there is also an internal process within the World Bank that concludes with authorization from the regional Vice President’s ofce. 6 The eligibility package is submitted to the Board of Directors for a fnal decision by the World Bank’s Executive Directors. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 63 INCLUSION POLICY SUPPORTING REFUGEE INTRODUCTION WHY INCLUSION? INCLUSION IN PRACTICE WHO NEEDS INCLUSION? HOW CAN INSPIRE HELP? LANDSCAPE INCLUSION Annex 3C: WHR Allocations WHR resources grew under IDA20, with the WHR envelope now Each WHR-eligible country receives a minimum indicative allocation US$2.4 billion, increasing from US$2.2 billion under IDA19 and of US$10 million, with the allocation capped at US$500 million US$2 billion under IDA18. At the beginning of an IDA cycle, each during the IDA20 cycle. Each specifc operation seeking funding region receives an indication of the allocation amount that it will is encouraged to plan for a minimum of US$5 million of WHR receive from the WHR. These indicative regional allocations are fnancing, to minimize transaction costs and allow programming based on the number of UNHCR-registered refugees and people at a certain scale. in refugee-like situations in the relevant countries eligible for the WHR. Notional allocations for each country are then made based on the number of refugees in each country, with the Director of Strategy and Operations in each regional ofce making decisions on specifc-country allocations through discussions with CMUs (held on an ad hoc basis). Any WHR allocation is additional to the country’s IDA Concessional Country Allocation. At the beginning of the fscal year, all Country Managers will be informed by IDA’s DFi of their allocations under the IDA cycle. If a CMU wishes to access more funds through the WHR, it will need to re-enter negotiations with the Regional Director of Strategy and Operations Front Ofce. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS I. 64 II. Refugee Inclusion Intervention Repository REPOSITORY INTERVENTIONS MENU The INSPIRE Refugee Inclusion Intervention Repository The INSPIRE Repository features on-ramp interventions that links to implementation or evaluation reports, and individuals scafold refugee inclusion, building systems and capacities or organizations with expertise who can ofer support to teams and providing support so that refugee students can learn interested in incorporating these activities in projects. alongside their peers in host communities. Section 6 of the Guidance Note presents the universe of policies and Recognizing that host countries are at diferent stages and programs that can move countries toward the goal of increased have varying aspirations for inclusion, the Repository provides inclusion of refugees in national education systems. This a menu of interventions to allow for customization in program Repository curates four-page notes for a subset of these design. Intervention notes are grouped into categories based interventions, selected for their relevance to implementing on whether they address: (a) the policy/fnancing environment, teams. The Repository will be periodically updated to include (b) schools, (c) students, or (d) monitoring and evaluation. new intervention notes, and existing notes will be revised If you would like suggestions for interventions that might be should more information become available. If you would like to relevant given your country context, please refer to Table 2 suggest an intervention note for the next Repository update, in Section 6 of the Guidance Note. reach out to Kanae Watanabe (kwatanab@worldbank.org) and Peter Holland (pholland@worldbank.org). The notes in the Repository provide information relevant to the design and implementation of the interventions (design considerations, costing estimates, material and human resource requirements, evidence on impacts where available). This information can also help practitioners think through host government capacity to implement interventions, and whether additional technical assistance or implementing partners are required for efective implementation. The notes conclude with INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 2 REPOSITORY INTERVENTIONS MENU Figure 1. Navigating the intervention notes Interventions menu Intervention examples and Return resources to menu Located at the Intervention end of the note name Primary aim and target groups Intervention implementation parameters Use this page to Brief description determine if the of intervention intervention is with design- and appropriate for the implementation- supported country relevant information INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 3 REPOSITORY INTERVENTIONS MENU Interventions menu Addressing the Policy/Financing Supporting Students Monitoring and Evaluation Environment Include Data on Refugee Students Organize Back-to-School (BTS) in Education Management Strengthening Identifcation Campaigns Information Systems (EMIS) Documentation Systems Provide Cash Grants to Support Include Refugees in National Supporting Schools Education for Refugee Children Data Systems Increase School Capacity Through Double-Shift Systems as a Temporary Measure Distribute School Kits or In-Kind Support Train Teachers and School Staf in Promoting School Safety Extend School Health and Nutrition (SHN) Programs Engage Refugee Teachers to Support Host-Country Education Systems Provide Remedial or Catch-up Programs Provide Teacher Professional Development (TPD) for Educators Ofer Accelerated Education of Refugee and Host-Community Programs (AEPs) for Out-of- Learners School Children and Youth Support the Well-Being of Strengthen Psychosocial Support Suhaib Attar, Jordan. untitled, 2018. Teachers in Emergency Settings and Socio-Emotional Learning for Acrylic on corrugated metal. World Bank permanent collection, PN 2108291 Students Suhaib Attar is an Amman-based artist, who covers Place Students Into Appropriate the local buildings with angular colorful designs. Grade Levels Through Recognition, Use Adaptive EdTech Solutions Some show animals, some show humans, some are Validation and Accreditation of for Foundational Literacy and purely decorative, and some of them have a story. Prior Learning (RVA) Numeracy Skills Place of Birth: Amman INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 4 REPOSITORY INTERVENTIONS MENU Strengthen Identifcation Documentation Systems* Primary aim Target groups Strengthening identifcation documentation systems All refugees without identifcation that allow refugees freedom of movement and access to education Intervention implementation parameters Overview Varying depending on the country and needs In 2023, 51 percent of school-age refugee children were not $ Cost See World Bank’s Understanding Cost Drivers of enrolled in school, with lack of access to documentation being a Identifcation Systems signifcant causative factor.1 Indeed, many countries require proof of Human Enrollment staf, central administrative operations, legal status to enroll in the national education system and to receive resources IT operations staf, resident support staf certifcation of studies. The most frequently required documents are birth certifcates, identity and residency documents; furthermore, in Additional Central IT infrastructure, physical establishments, most cases, education-specifc documents, such as proof of prior resources/ enrollment IT infrastructure, information, learning, are also required (see note on recognition, validation and materials education, and communications materials accreditation of prior learning).2 Yet refugees may no longer have these documents following displacement.3 Facilitating access to Duration and Continuous registration identifcation documentation for refugees aligns with international frequency human rights standards and is crucial for ensuring their access to rights, protection, services, and opportunities, including education, Delivered to refugees through the national Delivery freedom of movement, and employment. identifcation and registration authority, usually modality in person 1 Norwegian Refugee Council. 2021. Documentation for education: addressing UNHCR, UNICEF, National Commission for documentation requirements for displaced children and youth to access education. Implementing 2 Depending on the country and educational levels, diferent identifcation documents and Refugees, National Agencies for Secure Documents, agencies proofs of prior learning might be required to support access to education. Ministry of Education, Ministry of the Interior 3 Norwegian Refugee Council. Documentation for education. * This note was authored by Justine Bailliart (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 5 REPOSITORY INTERVENTIONS MENU For governments overseeing forcibly displaced populations, an biometric information, status determination, and demographic unmanaged infux of undocumented individuals raises security details; however, this information is not incorporated into the concerns, and impacts public service provision and economic Chadian civil registration system. stability. Robust identifcation and registration systems can help According to Law 13 on Civil Status (2013), civil registration is mitigate these potential disruptive efects. Efcient registration— mandated for children born to non-nationals, enabling refugee unlike surveys—provides verifed, real-time data that can then children to obtain birth certifcates and thus be included in the inform targeted interventions to address registered individuals’ national system. The Constitution and Law 27 grant refugees needs, allocate adequate resources to afected local authorities, the right to education under the same conditions as nationals, including for service provision, and enhance accountability and allowing them equal opportunities for promotion between grade efcient resource utilization in the refugee response. Additionally, levels. Refugees use their ProGres number to register for the death registration is vital for identifying and preventing potential lower secondary examination, known as the Brevet d’ Études epidemics of communicable diseases. Fondamentales (BEF), which is necessary for entry into upper Chad ofers an example of an identifcation system that responds secondary education. to refugee needs.4 The country grants prima facie refugee status to individuals from Sudan, the Central African Republic, and Nigeria, Key considerations while those from other countries must apply for refugee status on an individual basis. Initially, asylum-seekers receive a provisional The host government is primarily responsible for determining certifcate, which is followed by the issuance of a Refugee ID Card refugee status and issuing identity papers. In practice, this can either upon status determination. UNHCR collaborates with the National be a joint responsibility or fully delegated to UNHCR, particularly in Agency for Secure Documents (ANATS) to provide essential fragile states or countries not party to the 1951 Refugee Convention. documentation for forcibly displaced persons, including birth There are three broad scenarios: registration and identity documents. ⊲ Robust Identifcation Systems: Governments with efective Registration is conducted jointly by the Commission Nationale identifcation systems issue identity cards to refugees d’Accueil et de Réinsertion des Réfugiés et des Rapatriés (CNARR) based on their registration data, either maintained by the and UNHCR, using the Profle Global Registration System (ProGres) government or jointly with UNHCR. for identity management. This system collects vital data, including 4 UNESCO and UNHCR. 2023. Paving pathways for inclusion: Toward evidence-based policy-making for refugee education. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 6 REPOSITORY INTERVENTIONS MENU ⊲ Jointly Issued ID Cards: Refugees receive ID cards 1 Working with governments and other partners co-endorsed by UNHCR and the government, based on either UNHCR or joint registration and refugee status 2 Planning and preparing registration and identity manage- determination procedures. ment systems ⊲ Emergency Situations: In crises, refugees may only receive This module includes: (a) understanding the operational context, entitlement cards or letters confrming their status. Individual (b) designing a registration strategy, (c) picking accessible ID card issuance resumes after stabilization and verifcation registration sites, (d) defning what data will be collected, processes. (e) developing standard operating procedures (SOPs) for While UNHCR supports national governments in issuing identity registration, (f) designing registration tools, (g) organizing stafng papers, UNICEF is the principal UN agency responsible for and training, and (h) preparing the infrastructure. delivering assistance for birth registration. The identifcation needs of refugees and migrants require greater 3 Communicating with communities about registration attention and coordination from the international community. Any A two-way process of giving refugee communities access to programs implemented by international agencies and donors information and eliciting feedback, communication includes should be approached thoughtfully, considering long-term information campaigns to prepare a population for a specifc implications. Hasty implementation could create additional risks registration activity, as well as the ongoing communication for refugees and lead to low-quality identifcation systems, resulting activities that support continuous registration. An appropriate in future identifcation crises. In addition to technical challenges, diversity of communication channels must be considered there are several roadblocks for identifying refugees, including: to ensure all individuals have the information they need to (a) resistance from governments seeking to limit access to national participate in an informed way in registration activities. documentation, (b) reluctance on the part of refugees and migrants to be identifed, and (c) issues related to human trafcking and 4 Implementing registration within an identity management fraudulent documentation. framework This module includes: (a) setting up reception desks, (b) conducting UNHCR has developed a Guidance Note on Registration and registration interviews as a key identity management process, Identity Management, covering all phases of displacement and (c) issuing documentation, and (d) setting up fle management various operational contexts. Key steps include: processes. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 7 REPOSITORY INTERVENTIONS MENU 5 Conducting emergency registration Implementation examples and resources A refugee emergency demands rapid registration eforts within seven days of an initial infux. The operation needs to plan 138 countries in 2023, including Chad, Hungary, Iraq, for continuous registration from the outset of the emergency Countries Jordan, Lebanon, Moldova, Poland, Sudan, Türkiye, and identify the resources this activity will require. In particular, and Ukraine, (UNHCR operations) the registration of new births occurring during and after the emergency phase should be assured. Examples In Azerbaijan, Bangladesh, Brazil, Ecuador, Ethiopia, at scale Rwanda, Poland, and Thailand 6 Managing registration data This module provides guidance on how to efectively use and Evaluation Not available analyze registration data at the individual, group and population results levels. UNHCR Guidance on Registration and Identity 7 Implementing continuous registration and verifcation Information Management processes links Manby. World Bank Identifcation in the Context of Forced Displacement Continuous registration is the continuous verifying and updating of records as part of day-to-day registration and case Area World Bank ID4D Initiative: id4d@worldbank.org management activities. Verifcations (verifcation exercises) experts UNHCR PRIMES: PRIMES_support@unhcr.org are a time-bound registration activity in a defned area and/or for a specifc population and consist of verifying and updating individual registration records and potentially collecting additional information. In general, continuous registration is preferable to verifcation exercises as a methodology for updating records. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 8 REPOSITORY INTERVENTIONS MENU Increase School Capacity Through Double- Shift Systems as a Temporary Measure* Primary aim Target groups Expanding school capacity while limiting costs to Refugee and host-community learners improve education access in the short term Intervention implementation parameters Cost per student is often not transparent or Delivery Existing public schools where more spaces are publicly available; estimates may be based on modality needed host-community per student costs;1 double- $ Cost shifting may lead to higher maintenance costs and reduced lifespan2 of facilities and equipment; Implementing Ministry of Education supported by UN, NGOs, additional costs associated with diferential needs agencies civil society (such as language, psychosocial support) Increased facilities & maintenance staf, increased Human school leadership and administration support, resources additional teachers and/or assistant teachers Overview Teaching and learning materials, WASH materials, In a double-shift system, one school caters for two entirely separate Additional potential depreciation of school resources resources/ groups of pupils during a school day. Each group uses the same (textbooks, technology devices, furniture), training materials buildings, equipment, and other facilities.3 Double-shift policies are for teachers and other education personnel often used in refugee-hosting contexts to quickly expand school While presented as a temporary measure, double- access while limiting costs.4 Duration and shift schools can last for decades and may require frequency long-term planning 1 World Bank and UNHCR. 2021. The global cost of inclusive refugee education. World 3 Bray, M. 2008. Double-shift schooling: Design and operation for cost-efectiveness. Bank Group. UNESCO-IIEP. 2 Linden, T. 2001. Double-Shift Secondary Schools: Possibilities and Issues. Secondary 4 Culbertson, S., et al. 2016. Evaluation of the emergency education response for Syrian Education Series. World Bank. refugee children and host communities in Jordan. RAND Corporation. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 9 REPOSITORY INTERVENTIONS MENU Economic savings from double-shift schools are of three main types: some subjects in English or French during morning sessions (1) capital savings (including land, buildings, school equipment, while Syrian children are taught in Arabic in the afternoon. libraries, and other school facilities); (2) recurrent savings, for example, ⊲ Overlapping shifts: Groups arrive and leave at diferent times if policies adjust teacher salaries for extended work hours at a during the day but can be at school at the same time. lower rate, or when administrative costs increase at a slower rate ⊲ Variation of school week length: When double-shift schooling than enrollment (as is typical); (3) time and labor (given the shorter is implemented in a school, students can study on Saturdays. length of the school day, the opportunity cost for teachers and They have almost the same number of hours in class as children students may be lower).5 In addition to expanding access, double- in single-shift schooling. shift schools may reduce overcrowding, address teacher shortage issues by having teachers work multiple shifts, increase teacher ⊲ Shared teachers: In some systems, the two groups are taught salaries (given the additional workload), and allow learners who by the same teachers, but in other systems, they are taught by cannot aford to spend the whole day in school more time for diferent teachers. In cases where second shifts are taught by income-generating activities.6 teachers with reduced qualifcation standards, concerns are likely to be raised about education quality for refugee learners. Double-shift schooling models vary widely depending on the If the same teachers teach both shifts, the system must ensure context.7 However there is little research on what models work that they are adequately compensated, are not overworked, best to expand access to quality inclusive education, especially and have time to prepare for classes. in contexts of refugee shocks where education systems need to rapidly expand their capacity. ⊲ Shared level of education: Some double-shift systems gather several levels in both shifts (in the case of end-on systems). ⊲ ‘End-on’ shifts: This is the most common double-shift system There is some evidence that afternoon shifts increase learning in which one group is in class in the morning, and another outcomes for secondary school learners due to adolescent group replaces it in the afternoon (frst ends; second follows sleep patterns.8 on; no overlap). This model may provide the opportunity for diferentiated instruction across refugee and host-community learners. For example, in Lebanon, Lebanese children study 5 Bray, M. 1990. The Quality of Education in Multiple-shift Schools: how far does a fnancial saving imply an educational cost? Comparative Education, 26(1), 73–81. 8 de Arruda Raposo, I. P., dos Santos, A. L., de Menezes, T. A., and Bezerra, A. F. 6 Bray, M. 2008. Double-shift schooling: Design and operation for cost-efectiveness S. 2023. Efects of School Shift Change on Sleep and Academic Performance: A (Third edition). Commonwealth Secretariat. Quasi-Experimental Evaluation for Adolescent Students in Brazil. Journal of Education 7 UNESCO-IIEP. (n.d.). UNESCO Policy Toolbox: Double-shift schooling. and Training Studies, 11(2), 49–61. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 10 REPOSITORY INTERVENTIONS MENU Key considerations targets for bullying and harassment,11 which was cited as a key reason why they were unlikely to continue their education.12 Although the double-shift approach is widely used in crisis and refugee contexts, rigorous research is limited 9 and qualitative 2 Sustaining education quality studies show mixed evidence about its efectiveness. The following In refugee-hosting contexts, concerns have been raised regarding points synthesize existing research and evidence related to double- compromises in education quality in double-shift schools due shift schools in refugee-hosting national education systems: to reduced instruction time, limited extracurricular activities, and overworked or underprepared teachers.13 Teachers risk 1 Ensuring education access exhaustion owing to extended teaching obligations, and burnout, Double-shift schools have the potential to rapidly increase the which is more severe when teachers are not provided with the number of available spaces in schools, provide refugees with skills or professional development necessary to manage changing certifed and credentialed education, and renew attention to classroom dynamics.14 Challenges to education quality may not public education in ways that may better support all students in impact both shifts equally. In Lebanon for example, afternoon the country. At the same time, refugees may not feel comfortable (‘second shift’) schools for refugee students ofer a reduced sending their children, especially girls, to school in the evening, Lebanese curriculum, have less instruction time, and are run by or if schools are located far from where they live.10 In Jordan, Lebanese teachers with fewer qualifcations, on lower pay.15 qualitative research based on interviews with Syrian students found that going to school in the evenings or on weekends made them feel easily identifed as refugees and therefore easy 11 Salem, H. 2021. Realities of School ‘integration’: Insights from Syrian refugee students in Jordan’s double-shift schools. Journal of Refugee Studies, 34(4), 4188–4206. 12 Morrice, L. and Salem, H. 2023. Quality and social justice in refugee education: Syrian refugee students’ experiences of integration into national education systems in Jordan. Journal of Ethnic and Migration Studies, 49(15), 3856–3876. 13 For example, see: Culbertson, S., et al. 2016. Evaluation of the emergency education response for Syrian refugee children and host communities in Jordan. RAND Corporation. 14 Adelman, E., Chopra, V., and Dryden-Peterson, S. 2019. Including and educating 9 Burde, D., Guven, O., Kelcey, J., Lahmann, H., and Al-Abbadi, K. 2015. What works Syrian refugees in national education systems—the case of Lebanon. Global to promote children’s education access, quality of learning and well-being in Education Monitoring Report. UNESCO. crisis-afected contexts: Education rigorous literature review. UK Department for 15 Shuayb, M., Crul, M., and Lee, F. 2022. The consequences of education in emergency International Development (DfID). for Syrian refugee children in Türkiye and Lebanon. In Suárez-Orozco, M. and 10 Human Rights Watch (HRW). 2016. “We are afraid for their future”: Barriers to Suárez-Orozco, C, (eds). Education: A global compact for a time of crisis (pp. 97–117). education for Syrian refugee children in Jordan. New York Chichester. Columbia University Press. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 11 REPOSITORY INTERVENTIONS MENU 3 Social cohesion and integration of refugee and host- 4 Education equity concerns community learners While some have noted that double-shift systems can greatly In some refugee-hosting contexts, the morning shift is primarily contribute to social equity, given higher enrollment,19 others attended by host-community learners while the afternoon or have highlighted that this requires that double-shift systems ‘second’ shift is mainly for refugee learners. This has raised be operated in poor and wealthy communities equally.20 There concerns, for example in Lebanon, that the system misses is limited empirical evidence, but it appears that double-shift opportunities for social connection.16 If perpetuated, the system schools generally serve poorer or disadvantaged populations,21 has the potential to create a population that is separated from and unfortunately have the potential to negatively afect the the rest of the community, in receipt of lower quality services, quality of education for refugee and vulnerable host-community unable to access meaningful employment or educational learners alike. In some cases, double-shift schools may in efect advancement.17 By contrast, research from Jordan suggests facilitate and increase child labor. A study from Gambia found that double-shift schools with predominantly host-community that double-shift schools led to the intensifcation and increased students in the morning and refugee students in the afternoon appropriation of surplus value from girls’ household and farm can support social integration across groups.18 In some cases, labor given their morning availability (more free time meant more creating a second shift for refugees can address short-term labor—not more study—and reinforced gender inequality).22 social cohesion issues, and serve, at least temporarily, to allay host-community members’ misgivings about a decline in 5 Transition away from double-shift systems toward educational quality caused by the refugee infux. long-term models Double shifts are often presented as temporary measures to quickly expand access23 but usually double-shift schools last for 19 Orkodashvili, M. 2009. Double-Shift Schooling and EFA Goals: Assessing Economic, Educational and Social Impacts. 20 Bray, M. 2000. Double-shift schooling. Design and operation for cost-efectiveness. 16 Adelman, E., Chopra, V., and Dryden-Peterson, S. 2019. Including and educating International Institute for Educational Planning. Commonwealth Secretariat. Syrian refugees in national education systems—the case of Lebanon. Global 21 Linden, T. 2001. Double-Shift Secondary Schools: Possibilities and Issues. Secondary Education Monitoring Report. UNESCO. Education Series. World Bank. 17 Culbertson, S. and Constant, L. 2015. Education of Syrian refugee children: Managing 22 Kea, P. 2007. Girl farm labor and double-shift schooling in the Gambia: The paradox of the crisis in Türkiye, Lebanon, and Jordan. RAND. development intervention. Canadian Journal of African Studies/La Revue canadienne 18 Shepherd, D. 2014. Models of refugee school inclusion in Jordan. [INEE & ERICC des études africaines, 41(2), 258–288. Webinar]. 23 UNESCO-IIEP. UNESCO Policy Toolbox. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 12 REPOSITORY INTERVENTIONS MENU decades. There is little research on how best to build education Implementation examples and resources capacities to support the transition away from double-shift systems toward longer term solutions. At the same time, the sustainability of international fnancing to support double-shift schools has Countries Jordan, Kenya, Lebanon, Nigeria, and Uganda been a concern across contexts. Long-term sector planning should begin as early as possible once double-shift schools In Lebanon eforts to increase enrollment for Syrian are in place. This will entail the policy frameworks, infrastructure refugee learners have since 2013 largely relied development, fnancing, and resource mobilization plans that Examples on double-shift schools. During the 2019–2020 authorities need to best meet the long-term needs of refugee at scale school year 148,912 Syrian learners were enrolled in double-shift schools, of whom 43,979 attended the and host-community learners. morning shift.24 Evaluation Jordan, Lebanon results UNESCO-IIEP. (n.d.). UNESCO Policy Toolbox- Information Double-shift schooling links Bray, M. 2008. Double-shift schooling: Design and operation for cost-efectiveness. UNESCO-IIEP UNHCR Area experts Mark Bray, UNESCO Chair in Comparative Education, University of Hong Kong: mbray@hku.hk 24 Center for Research and Development (CERD). 2021. Statistical Bulletin 2019–2020. CERD. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 13 REPOSITORY INTERVENTIONS MENU Train Teachers and School Staf in Promoting School Safety* Primary aim Target groups Ensuring students are physically and psychologically Students, educators, school staf safe at school Intervention implementation parameters Overview Limited information available; the Good School School safety remains a challenge around the world, and an Toolkit costs US$15/student; stopping corporal $ Cost punishment costs nothing but may take a large estimated 246 million girls and boys face some type of violence in amount of political will and around schools.1 This violence takes on diferent forms—about a third of females globally will experience some form of gender-based Human Staf to train, sensitize, and broadcast information violence in their lifetime,2 children with disabilities are twice as likely resources to be victims of violence,3 and corporal punishment is still legal in 63 countries.4 In particular, refugee children are more at risk of being Additional fnancial investments, for example, Additional for construction of appropriate classrooms in vulnerable situations and subjected to violence, discrimination, resources/ materials for children with disabilities, or providing xenophobia, exploitation, sexual and gender-based violence, and transportation for children to safely attend school human trafcking.5 A school’s responsibility for keeping children safe can extend beyond the school grounds and encompasses not just Duration and Trainings and workshops can last 4–5 days; frequency reporting and redress mechanisms are permanent physical safety, but also psychological safety. 1 “Safe to Learn Coalition: Call to Action.” n.d. Delivery School-based, potentially supported with virtual modality components/activities 2 “Safe to Learn Coalition.” 3 “Safe to Learn Coalition.” 4 Smarrelli, G., Wu, D., and Hares, S. 2024. Legislating to Prevent Violence against Delivered by NGOs or a consortium of NGOs Children: Corporal Punishment Bans Are Necessary but Not Enough. CGD Note 367. Implementing collaborating with local government at the school Washington, DC: Center for Global Development. agencies level or province/regional level 5 Mendenhall, M., Russell, S. G., and Buckner, E. 2017. Urban Refugee Education: Strengthening Policies and Practices for Access, Quality, and Inclusion. New York, NY: Teachers College. *This note was authored by Jessica Lee (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 14 REPOSITORY INTERVENTIONS MENU Key considerations 2 Stopping corporal punishment Refugee children often sufer from greater incidences of violence—in Palestinian refugee camps in Jordan, Lebanon and 1 Ensuring understanding of what is a safe school and identifying safety risks Syria, there is a higher prevalence of corporal punishment of children in schools, and by parents.8 An example of a multilayered A safe school is a place where “all students, teachers, and staf can approach to eliminate corporal punishment is the Safe to Learn thrive in a welcoming environment that supports learning, health initiative in Nepal led by a coalition of NGOs. These groups and well-being, and positive relationships.”6 There are fve main held a series of sensitization and training sessions for school characteristics of school safety: (a) physical safety, which is safety staf which covered child-friendly nonviolent techniques in from bodily harm; (b) mental health and well-being; (c) instructional classrooms, gender-responsive pedagogy, and alternatives to practices and environment; (d) interactions and relationships, for corporal punishment. For students, the organizations had child- example, socio-emotional learning and inclusion; and (e) school centered activities to empower children and focus on student connectedness, such as partnerships and engagements with participation in ending violence in schools. These included the community and/or outside organizations.7 Safety risks can trainings, as well as Student Life clubs or Peace Circles, which be physical, mental/psychological, infrastructure-related, or created safe spaces for children to discuss their concerns a combination of the above. The World Bank has developed around topics such as early marriage, heavy domestic workload, guidance on how to measure school safety, which includes gender-based discrimination, and safeguarding. Lastly, mass sample indicators and examples of instruments used in other media communications campaigns were carried out to raise countries. In addition, Safe to Learn also has a diagnostic tool awareness in the community—from street and radio dramas to that was designed to inform country-level dialogue amongst fyers and posters to jingles and TV programs. Ultimately, all Safe to Learn partners and with national counterparts; Save the of the awareness-building led to stronger linkages between Children has a Safe Schools Common Approach which has been national and local-level policies that aimed to prevent and adopted in full by 21 countries. address violence. There was no program cost available for the Safe to Learn initiative in Nepal, but evidence has shown that 6 Quota, M. and Bhatia, J. 2022. Approach Note: Global Guidance for Supporting and 8 Hopman, M. J., and Lobbestael, J. 2024. Children’s Problems [mashaakil:‫]مشاكل‬: A Sustaining Safe Schools. Safe Schools Practices Series, World Bank, Washington, DC. Mixed-Methods Study on Physical Violence Experienced by Children Living in the 7 Quota and Bhatia, Global Guidance for Supporting and Sustaining Safe Schools. Sahrawi Refugee Camps near Tindouf, Algeria. Children and Youth Services Review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 15 REPOSITORY INTERVENTIONS MENU there is no fnancial cost to legally banning corporal punishment,9 and responsibilities of staf, district-level management, and though it may take signifcant political commitment and might civil society organizations. In Cambodia, a World Bank project be difcult and relatively costly to enforce. included a training for school staf on how to recognize and deal with SRGBV cases in addition to child protection 3 Combatting gender-based violence and good practices in classroom management.14 Similarly While girls and women are at greater risk of gender-based in Sudan, a formal redress system was also established violence (GBV) overall, female refugee adolescents are at an alongside training for school staf and community engagement even higher risk of GBV and early or forced marriage.10 Despite campaigns.15 this, there is a very little evidence available on efective GBV ⊲ A compounding factor that increases the likelihood of prevention strategies in refugee settings11 and very few rigorous SRGBV is when children must travel long distances to studies on the impacts of programs that aim to combat sexual school. In Pakistan, a recent survey revealed that 63 percent violence.12 of respondents believed that public streets were areas of ⊲ To address school-related gender-based violence (SRGBV) high and moderate vulnerability for girls and 33 percent for all students, in India (Nagaland) and Mozambique, World of respondents indicated that they feared sexual violence Bank projects developed grievance and redress mechanisms from faculty and from individuals encountered while walking to help better identify and monitor cases as well as assist to school.16 In addition, nearly 80 percent of urban refugees victims of SRGBV.13 In Nagaland (northeastern India), a state- reported that they lack transportation to and from school, and wide protocol was developed to create an institutionalized families often do not allow their children to go unaccompanied response for SRGBV. This protocol also clarifed the roles for fear of GBV.17 Thus, providing afordable and/or free transportation for students to attend school could both increase 9 End Violence Against Children. 2023. The Positive Impact of Prohibition of Corporal access and also reduce the incidence of SRGBV. Punishment on Children’s Lives: Messages from Research. 10 Carvalho, S. 2022. Why Refugee Girls Are Missing Out on Secondary School. Center for Global Development. 11 Tappis, H., Freeman, J., Glass, N., and Doocy, S. 2016. Efectiveness of Interventions, 14 World Bank. 2024. Implementation Status and Results Report: Cambodia General Programs and Strategies for Gender-based Violence Prevention in Refugee Education Improvement Project. Populations: An Integrative Review. PLoS Currents. 15 World Bank. 2020. Sudan Basic Education Support Project. Report PAD3021. 12 Smarrelli, G., et al. 2024. Violence in Schools: Prevalence, Impact, and Interventions. 16 World Bank. Forthcoming. Gender Based Harassment and Violence in Education— Center for Global Development. Mapping Pain Points Impacting Girls’ Access to Education in Pakistan. 13 World Bank. 2020. Nagaland: Enhancing Classroom Teaching and Resources 17 Mendenhall, M., Russell, S. G., and Buckner, E. 2017. Urban Refugee Education: Project. Report PAD3805; World Bank. 2021. Mozambique: Improving Learning and Strengthening Policies and Practices for Access, Quality, and Inclusion. Teachers Empowering Girls Project. Report PAD4027. College. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 16 REPOSITORY INTERVENTIONS MENU 4 Implementing “Whole School” violence reduction toolkits hired and trained by the research team. At the end of the There are several “whole school” interventions that focus on program, teachers were observed to use 83 percent fewer reducing violence against children by building a positive school instances of violence against children.19 No cost information environment and good relationships between school staf and is available for Irie Classroom. students. While not all of these toolkits have been implemented ⊲ Interaction Competencies with Children for Teachers in refugee settings, it may be possible to adapt some of the (ICC-T) 20 and EmpaTeach 21 (both in Tanzania) : ICC-T overall principles: consisted of a workshop facilitated by a Tanzanian psychologist ⊲ Good School Toolkit (Uganda): The toolkit is available online with the help of three assistant facilitators. Teachers and includes 86 diferent activities and resources that equip participated at no charge and received free beverages and teachers to increase student confdence and success, help food as well as compensation for transportation, which was create a safe and respectful learning environment, and support US$2.50 per day. After a three-month follow up, teachers administrators to be more accountable. The materials include reported a good use of the training elements in their daily training manuals for teachers and school administrators, work. EmpaTeach was conducted within the Nyarugusu posters and booklets. The toolkit is created to be used through Refugee Camp in Tanzania and consisted of a Behavioral the course of one school year. As of 2018, the Good School Insights Team program developer, IRC education technical Toolkit is estimated to cost roughly US$15 per student, which unit staf, and local refugee incentive workers providing a mostly covers the costs of administering the toolkit (ofce three-day training course to 85 teachers who were nominated equipment, staf, overheads, and so forth).18 as group coordinators by their peers. Teachers were trained to engage in a series of value-afrmation and empathy-building ⊲ Irie Classroom Toolbox (Jamaica): The Irie Classroom exercises, and they received information about alternative resources are all available online and are designed for early childhood teachers. An evaluation reviewed a version of 19 Bowers, M., Francis, T., and Baker-Henningham, H. 2022. The Irie Classroom Toolbox: the program that included training for teachers through four Mixed Method Assessment to Inform Future Implementation and Scale-Up of an Early full-day teacher training workshops, eight one-hour sessions Childhood, Teacher-Training, Violence-Prevention Program. Frontiers in Public Health 10: 1040952. of in-class support (once a month for eight months) and 20 Nkuba, M., Hermenau, K., Goessmann, K., and Hecker, T. 2018. Reducing Violence by fortnightly text messages. The trainers were eight female staf Teachers Using the Preventative Intervention Interaction Competencies with Children for Teachers (ICC-T): A Cluster Randomized Controlled Trial at Public Secondary Schools in Tanzania. PLOS ONE 13, no. 8: e0201362. 18 Greco, G., et al. 2018. Economic Evaluation of the Good School Toolkit: An 21 Fabbri, C., et al. 2021. The EmpaTeach Intervention for Reducing Physical Violence Intervention for Reducing Violence in Primary Schools in Uganda. BMJ Global Health from Teachers to Students in Nyarugusu Refugee Camp: A Cluster-Randomised 3, no. 2. Controlled Trial. PLOS ONE 16, no. 6: e0253735. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 17 REPOSITORY INTERVENTIONS MENU disciplinary techniques and emotional regulation tools. The 6 Including mental and psychosocial health as part of program was not efective in reducing physical violence by school safety teachers, as reported by students, but it did positively infuence Refugee children have often experienced great trauma or teachers in the use of positive discipline, self-regulation, and psychological distress, which leads to many students needing attitudes toward violence. EmpaTeach varied from the Good additional assistance as they begin school for the frst time or School Toolkit and Irie Classroom in that it did not directly start school again after a prolonged absence.23 In addition, many discourage the use of violence and had a much shorter delivery refugee students experience bullying, stereotyping, xenophobia, period, with less facilitation and mentoring. No cost information and discrimination while in school, further undermining their is available for EmpaTeach. well-being. More programs are discussed in other intervention notes dealing with psychosocial support in this Repository, but 5 Ensuring safety in school for children with disabilities one promising program called RefugeesWellSchool focuses on Children with disabilities face various safety concerns, including providing training and support to schools and educators on how inaccessible water, sanitation, and hygiene (WASH) facilities, to provide safe, nurturing educational environments specifcally slippery foors, and inappropriate classroom furniture. These for refugee children. issues are exacerbated for refugee children, given that the schools they attend often sufer from overcrowding, lack of resources, and perfunctorily trained teachers.22 The World Bank has issued a Guidance Note on how to make projects more disability-inclusive. The note lays out minimum criteria for inclusive school infrastructure, which are: (a) physical access to the school; (b) accessibility of all areas and services within the school (including classrooms, cafeterias, and WASH facilities); and (c) appropriateness of the visual and acoustic environment for all learners. 22 Crea, T. M., et al. 2022. Inclusive Education in a Refugee Camp for Children with 23 Mendenhall, M., Russell, S. G., and Buckner, E. 2017. Urban Refugee Education: Disabilities: How Are School Setting and Children’s Behavioral Functioning Related? Strengthening Policies and Practices for Access, Quality, and Inclusion. Teachers Confict and Health 16: 53. College. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 18 REPOSITORY INTERVENTIONS MENU Implementation examples and resources In India, Jamaica, Nepal, Pakistan, Tanzania, and Countries Uganda, though not all have been implemented specifcally in refugee settings Examples Not available at scale Evaluations for “whole school” interventions: Evaluation • The Good School Toolkit results • Irie Classroom • EmpaTeach Save the Children: Safe Schools Common Approach UNGEI Training Course on Preventing School- Related Gender-Based Violence (SRGBV) Raising Voices: The Good School Toolkit World Bank Safe Schools Website Information links World Bank Global Program for Safer Schools Plan International: Safe Schools Program WHO School-Based Violence Prevention: A Practical Handbook Center for Global Development: Violence in Schools: Prevalence, Impact, and Interventions Area Laura McDonald, Education Specialist, experts World Bank: lmcdonald@worldbank.org INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 19 REPOSITORY INTERVENTIONS MENU Engage Refugee Teachers to Support Host-Country Education Systems* Primary aim Target groups Refugee teachers contribute to refugee and Refugee teachers both with and without host-community student learning and well-being formal teacher training Intervention implementation parameters In Ethiopia, average monthly remuneration for Delivery refugee teachers at US$26 (compared to US$114 In national schools across all levels of education modality for national teachers) contributed to high teacher turnover and absenteeism as teachers had to earn $ Cost money elsewhere Implementing Ministry of Education, teacher training institutions, In Türkiye, Syrian volunteer education personnel agencies UN, NGOs (SVEP) received monthly incentives in line with the Turkish minimum wage as well as two COVID-19 top-up payments1 Overview Refugee teachers/teaching assistants, school Human administrators, teacher professional development Refugee teachers have the potential to support national education resources (TPD) facilitators, and support staf systems by flling gaps in the teacher workforce and adding Additional Teacher compensation, benefts, TPD costs specialized capabilities including being able to support refugees’ resources/ including continuous support costs, monitoring, multicultural and multilingual needs. For example, for learning and materials evaluation literacy, especially during the earlier primary school years, it is well Teachers should have adequate job security established that a child makes the best progress with a teacher who Duration and through long-term teaching contracts (such as a is fuent in their mother tongue.2 Further, in some cases displaced frequency 12-month rolling contract with sufcient time to renew or relinquish annually) teachers may be better positioned to form supportive relationships 2 Reddick, C. and Dryden-Peterson, S. 2021. Refugee education and medium of instruction: Tensions in theory, policy, and practice. In Language issues in 1 UNICEF. 2021. Syria crisis humanitarian situation report January to December 2021. comparative education II (pp. 208–233). Brill. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 20 REPOSITORY INTERVENTIONS MENU with refugee learners since they may have experienced the same 1 Advocate for legal protection and refugee teachers’ right to crisis event, understand their cultural background and can help work in the host country them feel included at school.3 Finally, in some contexts—where Limitations on acquiring recognized employment status prevent national teachers are not permitted to engage—refugee teachers refugee teachers from receiving the protections and benefts may be the only ones available to teach refugees. that come with formal employment and leave teachers at risk In addition to the important role refugee teachers can play in of exploitative working conditions, without recourse to claim contributing to the national teacher workforce, engaging refugee their rights.6 teachers supports self-reliance by providing income to refugee households and may encourage refugee students to stay in school 2 Facilitate the acquisition of nationally recognized teaching (for example, to become a teacher). Despite these benefts, and the credentials through standardized and streamlined processes development of progressive international frameworks for including For teachers with teaching qualifcations from their countries of displaced teachers,4 the recognition and inclusion of displaced origin, this can mean mechanisms to review and validate prior teachers in national systems remain mostly aspirational in nature.5 qualifcations. Where trained teachers lack ofcial documentation, alternative pathways to demonstrate knowledge and preparation Key considerations may be needed (such as teaching demonstration sessions, interviews, trial employment periods).7 For teachers who lack These good practices draw from literature on engaging refugee formal training, scholarships and in-service training programs teachers from crisis and refugee-hosting contexts. should be accessible to provide minimum teacher requirements. 3 Mendenhall, M., Gomez, S., and Varni, E. 2019. Teaching amidst confict and 3 Ensure refugee teachers receive meaningful, continuous displacement: Persistent challenges and promising practices for refugee, internally and recognized TPD to improve their teaching practice and displaced and national teachers. Paper commissioned for the 2019 Global Education advance in their careers Monitoring Report, Migration, displacement and education: Building bridges, not walls. UNESCO and GEMR. Refugee teachers who are certifed in their home country may 4 See the Djibouti Declaration, 2017, which outlines goals and guidelines for an eight- lack the subject knowledge, language profciency, or cultural country bloc in the Horn and East of Africa, including aligning pay across diferent profles of teachers, increasing gender parity and career progression opportunities among diferent profles of teachers, and establishing cross-border equivalency 6 Mendenhall, M. and Falk, D. 2023. National inclusion policy openings/barriers for mechanisms for teacher qualifcations, among others (Tsegaye 2022). refugee teachers: Critical refections from Kenya. Journal of Refugee Studies. 5 Falk, D., Mendenhall, M., Fabo, C., and Kebe, G. 2024. Teacher Management in 7 Mendenhall, M., Telford, R., and Hure, M. 2023. National inclusion eforts: Don’t forget Confict and Crisis Settings: Addressing resource gaps and enhancing quality in refugee teachers. In Henderson, C. J., ed. 2023. Refugee teachers: The heart of the education. ERICC Policy Brief. global refugee response. Policy Insights #02. NORRAG. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 21 REPOSITORY INTERVENTIONS MENU competencies to support students in their host country efectively.8 lack career progression opportunities to become full teachers, In many cases, qualifed and unqualifed refugee teachers lack and receive paltry payment for their work.12 access to formal TPD that culminates in recognized qualifcations or equivalency mechanisms to recognize formerly-earned 5 Prioritize teacher well-being through promoting access to qualifcations.9 Mechanisms should be established to enable MHPSS, creating an enabling environment for teachers, refugee teachers to earn new national qualifcations, for example enhancing teacher voice, agency and leadership13 through in-service training programs that provide the minimum Research from across stable and crisis contexts demonstrates teaching requirements, language profciency, or upgrade the critical importance of teacher well-being for teaching quality, teaching credentials for alignment with national education student learning, and equity across school systems.14 Prioritizing system requirements. refugee teacher well-being includes consulting with teachers about what factors enhance or impede their well-being, and 4 Where refugees cannot be recruited directly into the what support they feel is most urgent to better support their well- teacher profession (due to restrictions on the right to work, being and limit job stress, low motivation, and burnout. Teacher or lack of language profciency) consider teaching assistant well-being should be a central consideration of all teacher roles that are sufciently and equitably compensated, management and TPD practices.15 Ensure adequate working accompanied by pathways for career progression, and conditions including refugee teachers’ labor, qualifcations, and include professional development that facilitates access skills being sufciently and equitably compensated. to formally join the profession10 Teacher compensation is the biggest barrier to improving Refugee educators are an important resource for providing teaching quality in refugee and displacement settings.16 Beyond academic and psychosocial support to displaced learners— compensation, difcult working conditions, limited career opportunities to work as classroom or teaching assistants should progression opportunities, and tenuous job security undermine be pursued.11 However, research across 16 countries fnds that the teaching profession, compromise teacher quality, and lead refugee teaching assistants often have the same responsibilities many to leave the teaching profession or avoid joining it in the as teachers yet have limited opportunities to participate in TPD, 8 Falk, D., Varni, E., Finder, J., and Frisoli, P. 2019. Landscape review: Teacher well-being in low 12 Mendenhall. Supporting Teachers Amidst Displacement. resource, crisis, and confict-afected settings. Education Equity Research Initiative. 13 Inter-agency Network for Education in Emergencies. 2022. A Guidance Note for 9 Falk et al. Teacher Management in Confict and Crisis Settings. Teacher Well-being in Emergency Settings. 10 Mendenhall, M. 2024. Supporting Teachers Amidst Displacement: Pathways for 14 Falk et al. Landscape review. Improving Teacher Quality & Workforce Sustainability. UNHCR. Forthcoming. 15 Mendenhall et al. Teaching amidst confict and displacement. 11 Falk et al. Teacher Management in Confict and Crisis Settings. 16 Mendenhall et al. National inclusion eforts. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 22 REPOSITORY INTERVENTIONS MENU frst place.17 All refugee teachers should be recruited, deployed, and gender-based violence (SGBV), cultural and religious norms, and paid under the same terms and conditions as other host childbearing, and caregiving and household responsibilities, country teachers18 with desirable working conditions, benefts, among other issues. The solution is to work with female refugee and job security.19 Ideally, refugee teachers’ pay scales should teachers to identify and implement strategies to increase match those of national teachers,20 with harmonization ensuring recruitment, retention and career progression of female teachers. that no salary cuts occur elsewhere, mitigating the risk of teacher attrition or concerns about education quality.21 Support can 7 Include refugee teachers in national education sector plans include a hardship allowance or nonfnancial compensation and teacher management and development systems24 (such as staf accommodation). Education planning can be facilitated by accurate data that accounts for the number of refugee teachers available, their 6 Additional support may be needed to ensure the sufcient education and training profles, years of teaching, and TPD recruitment, retention, and advancement of female teachers22 needs. There is limited evidence on why refugee teachers have The presence of female teachers in schools has been shown hitherto been largely excluded from national sector plans, but to improve attendance and achievement for female and male possible reasons could include: host government avoidance of learners alike across many refugee-hosting contexts.23 However, political pushback from constituents who prefer host-community female teachers in contexts of displacement often face myriad teachers, avoidance of the long-term fnancial risk of assuming challenges, including limited educational opportunities, sexual signifcant recurring costs, and general limited capacity in the system to train, certify, and manage more teachers. 17 Falk et al. Teacher Management in Confict and Crisis Settings. 18 Shah, R. 2024. Locating refugee teachers’ work within bordering regimes: Considerations and implications. In Henderson, C. J., ed. 2023. Refugee teachers: 8 Ensure adequate and sustainable fnancing through The heart of the global refugee response. Policy Insights #02. NORRAG. domestic budgets and/or international fnancing to support 19 Falk et al. Landscape review. refugee teachers25 20 Falk, D. 2024. Impossible choices: The relationship between teacher compensation, well-being, quality and retention in South Sudan and Uganda. In Henderson, C. J., ed. In contexts where host-community teachers are already 2023. Refugee teachers: The heart of the global refugee response. Policy Insights underpaid, underemployed, or poorly supported, allocating #02. NORRAG. 21 Burde et al. 2024. Forced displacement and education: Building the evidence for national budget to refugee teacher salaries may be economically what works: Case study summary. The World Bank. or politically prohibitive. Financing for refugee teachers (including 22 INEE. 2023. Women who teach: Recruiting and retaining female teachers in crisis settings. 23 Unterhalter E., North A. et al. 2014. Interventions to enhance girls’ education and gender equality. Education Rigorous Literature Review. UK Department for 24 Mendenhall et al. National inclusion eforts. International Development. 25 Mendenhall et al. National inclusion eforts. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 23 REPOSITORY INTERVENTIONS MENU salaries/incentives and TPD) is often supported by international Implementation examples and resources fnancing which can stabilize a cadre of teachers, and motivate them to stay in their positions and increase their attendance.26 Chad, Ethiopia, Kenya, Mali, Mauritania, Sudan, However, refugee teacher salaries paid by UNHCR or other Countries Türkiye, and Uganda external of-budget funding raises concerns about sustainability, national system coordination, and inhibiting long-term planning. In Türkiye, UNICEF in partnership with the Ministry of On the other hand, donor reluctance (amid competing priorities National Education provided training and stipends to over 12,000 SVEP who provided support to education, and crises) to shoulder recurring costs, such as teacher salaries, administration, outreach to refugee communities, and tends to result in unreliable, short-term contracts that ofer no Examples counseling services through Turkish public schools; at scale job security.27 despite evidence that SVEP teachers have been instrumental in supporting the transition of Syrian There are some promising examples where Ministries of Educa- children into the public education system the program (launched in 2013) ended in 2021, for lack of funding29 tion agreed to take over the paying of refugee teacher salaries (notably, Syrian refugees in the Kurdistan Region in Iraq).28 The Evaluation way forward is to support international multiyear cost-sharing results Not available models between government, UN, and humanitarian and devel- opment donors that address recurrent personnel costs including Falk, D. et al. 2024. ERICC Policy Brief: Teacher Management in Confict and Crisis Settings: teachers’ salaries in alignment with the Global Compact on Addressing resource gaps and enhancing quality Refugees’ responsibility-sharing principle. in education. Education Research in Confict and Protracted Crisis (ERICC) Consortium Information INEE. 2022. Guidance note on teacher well-being in links emergency settings. INEE INEE. 2023. Women who teach: Recruiting and retaining female teachers in crisis contexts. INEE. International Task Force on Teachers for Education 2030. 2022. Crisis-sensitive teacher policy and planning. UNESCO 26 See, for example, evidence from Türkiye. Durston, S., Duncalf, J., Maher, A., and Mary Mendenhall, Teachers College, Columbia Serdar, F. 2019. Evaluation of UNICEF’s support to education personnel in the Syria Area crisis response in Türkiye (September 2014–May 2019): Evaluation report. MDF University: mam2017@tc.columbia.edu experts Training & Consultancy. Danielle Falk, IRC: danni.falk@rescue.org 27 Falk et al. Teacher Management in Confict and Crisis Settings. 28 Naylor, R. 2024. From Barriers to Breakthroughs: Progress in Primary Education for Refugees. UNHCR. 29 UNICEF. Syria crisis humanitarian situation report. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 24 REPOSITORY INTERVENTIONS MENU Provide Teacher Professional Development (TPD) for Educators of Refugee and Host-Community Learners* Primary aim Target groups Teachers gain knowledge and skills to support Refugee and host-community educators refugee and host-community student learning, education relevance, and well-being Intervention implementation parameters Implementing Ministry of Education, teacher training institutions, $ Cost Not available agencies school leadership, UN, NGOs Human School administrators, TPD trainers / facilitators resources and support staf Overview Additional Training costs, continuous professional Teachers who experience an infux of refugee or displaced students resources/ development costs, supervision costs in their classrooms may require additional support and training materials to be able to cater to the diferent educational, linguistic, social- In-service TPD can vary in length; evidence Duration and suggests that TPD needs to be continuous and emotional, and psychosocial needs of their students.2 In refugee frequency sustained over time through communities of practice hosting contexts, a range of teacher profles typically emerges: or supervision to encourage change in practice national teachers (with and without formal teaching qualifcations), refugee teachers (with formal teaching qualifcations from home or TPD includes pre-service, in-service, and Delivery continuous TPD modalities (CPD); in-service modality and CPD should be school-based and may be supported through accessible technologies1 2 Mendenhall, M., Gomez, S., and Varni, E. 2019. Teaching amidst confict and displacement: Persistent challenges and promising practices for refugee, internally displaced and national teachers. Paper commissioned for the 2019 Global Education 1 For guidance on distance education for TPD see: Burns, M. 2023. Distance education for Monitoring Report, Migration, displacement and education: Building bridges, not walls. teacher training: Modes, models and methods (2nd Edition). Education development center. UNESCO and GEMR. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 25 REPOSITORY INTERVENTIONS MENU host country), refugee teachers without formal qualifcations, and through national teacher training institutions, and mainstreamed internally displaced teachers.3 into pre- and in-service teacher training, so that teachers can TPD refers to a wide variety of specialized training, formal education, better support refugee and host-community learners.5 or advanced professional learning intended to help administrators, These good practices for ensuring efective TPD interventions teachers, and other educators improve their professional knowledge, draw from evidence across stable, crisis, and refugee-hosting competence, skill, and efectiveness. In refugee-hosting contexts, contexts.6 teachers may require additional training to manage multilingual classrooms, classrooms with over-age learners, behavioral 2 TPD must be contextually relevant and responsive to challenges, psychosocial issues or overcrowded classrooms. teachers’ classroom and school environments7 Additional TPD may be needed to support the inclusion of Forced displacement compounds the challenges teachers children and youth with disabilities who are refugees. Structured face in their classrooms in their eforts to deliver high-quality, professional learning in response to these issues can be integrated inclusive education. Meanwhile, TPD in these settings often into pre-service teacher training (for example, teacher training adopts ‘best practices’ from stable settings without adapting colleges), and within in-service and continuous TPD for those content and design to crisis-afected settings. Refugee and already teaching. host-community teachers, including informal educators,8 are uniquely positioned to identify refugee inclusion related issues, Key considerations request the professional development support they need to address these issues, and support the efective implementation of inclusion eforts in the classroom. 1 All TPD eforts should be coordinated with MoE and key actors’ standards, systems, and processes 3 TPD needs to be sustained and continuous in nature, TPD in crisis and refugee-hosting contexts often sufers from providing ongoing support post-training through multiple partners providing mixed, uncoordinated, ad hoc, and often insufcient teacher training.4 Core teacher competencies 5 Mendenhall et al. Teaching amidst confict and displacement. should be based on standardized competency frameworks 6 Falk, D. 2023. Healing Classrooms 2.0: Evidence Brief. IRC. Unpublished manuscript [available upon request]. and need to be agreed on across all teacher profles, ofered 7 Darling-Hammond, L., Hyler, M. E., and Gardner, M. 2017. Efective teacher professional development. Learning Policy Institute. 3 Adapted from: Mendenhall et al. Teaching amidst confict and displacement. 8 Cohen, E. 2024. Listening to informal educators to support minoritized refugee 4 Burns, M., and Lawrie, J. 2015. Where it’s needed most: Quality professional development populations: Lessons from Amman, Jordan. In Henderson, C. J., ed. 2023. Refugee for all teachers. Inter-Agency Network for Education in Emergencies. INEE. teachers: The heart of the global refugee response. Policy Insights #02. NORRAG. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 26 REPOSITORY INTERVENTIONS MENU communities of practice9 or supervision to encourage can inform the content and delivery of TPD. Teachers may also change in practice10 learn from collaborative peer opportunities to share experiences Teachers need time during and after training workshops to apply and learning related to challenges they have faced, including any the new strategies they learned and refect on what worked— issues related to refugee inclusion.14 and what failed—in a supportive environment in order to revise and re-apply these strategies until they become habitual.11 5 TPD should be linked to clear professional pathways Communities of practice (such as Teacher Learning Circles and and compensation structures to enhance the classroom observations) can foster peer networks of support professionalization of teachers15 and coaching to help sustain positive changes and support Recognizing teachers’ eforts and achievements through clear supervision from school leaders or local education ofcers to professional pathways can improve teacher motivation, the strengthen pedagogical practices.12 retention of skilled staf, and bolster the long-term impact of TPD. 4 Robust TPD should take an asset-based approach to 6 Equip teachers with the knowledge and skills to foster recognize teachers’ expertise and strengths by involving social cohesion in diverse classrooms and schools them in developing, implementing, and evaluating their A refugee infux can cause demographic changes that fuel own learning13 xenophobia, discrimination, and anti-refugee sentiment within While teachers deserve and require TPD to enhance their skills and beyond schools. This can lead to harassment, bullying, and knowledge, it is essential that TPD not take a defcit-approach; and derogatory language from both students and teachers, instead it should learn from—and with—teachers about ongoing threatening learners’ well-being, learning, and education access. promising practices occurring in their classrooms and schools that A 2023 meta-analysis found that minorities and refugee youth are at an increased risk of bullying.16 In settings where there is a high 9 TLCs are one example of a community of practice (CoP), or collaborative learning prevalence of community violence and the presence of armed networks that foster exchanges of experience, encouragement, and knowledge (Wenger 2000). actors (for example, in Colombia), school-related violence (bullying 10 Guskey, T. R. 2022. Implementing mastery learning. Corwin Press. 11 Mendenhall, M., Cha, J., Falk, D., Bergin, C., and Bowden, L. 2020. Teachers as agents 14 Shephard, D. and Alkotob, Y. 2023. Teachers’ voices on refugee school inclusion of change: Positive discipline for inclusive classrooms in Kakuma refugee camp. in Jordan. In Henderson, C. J., ed. 2023. Refugee teachers: The heart of the global International Journal of Inclusive Education, 1–19. refugee response. Policy Insights #02. NORRAG. 12 For an example of communities of practice see: Teachers in Crisis Contexts. 2018. 15 Darling-Hammond, L. 2021. Defning teaching quality around the world. European Peer coaching for teachers in crisis contexts. INEE. Journal of Teacher Education, 44(3), 295–308. 13 Mendenhall, M. 2017. Strengthening teacher professional development: Local and 16 Sapouna, M., De Amicis, L., and Vezzali, L. 2023. Bullying victimization due to racial, global communities of practice in Kakuma refugee camp. Save the Children, UNHCR, ethnic, citizenship and/or religious status: A systematic review. Adolescent research and Pearson. review, 8(3), 261–296. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 27 REPOSITORY INTERVENTIONS MENU Accelerated Education Programs (AEPs) in its diferent forms) in the classroom may be overlooked. opportunities for learners to produce content with correction, However, it has been demonstrated that in situations marked by feedback, and so on). TPD can also support the understanding high levels of community violence, schools can serve as protective of multilingualism as an asset—valuing refugee learners’ own spaces for students.17 Relevant approaches may include valuing language while also helping them build their language skills in and harnessing diversity as a learning opportunity; engaging in the language of instruction and supporting future opportunities translanguaging;18 and encouraging civic identity and engagement in their countries of origin.22 in school.19 Equipping teachers with the knowledge and skills to foster social cohesion should work alongside community-based 8 Enable teachers to address learners’ mental health and campaigns countering anti-refugee rhetoric and xenophobia.20 psychosocial (MHPSS) needs Mental health issues such as posttraumatic stress disorder 7 Ensure teachers are prepared to support learners’ (PTSD), depression, anxiety, and behavioral problems have linguistic needs been well documented in learners who have experienced forced No learner should be completely immersed in a classroom displacement (regardless whether internally displaced, externally where they do not understand the language of instruction displaced, and in high- and low-income countries alike).23 unless they have robust language support.21 Support can include Integrating culturally adaptive MHPSS into education services teaching assistants or teachers who are refugees in classrooms, and structures, including through TPD, can aid in creating additional language classes, and translated learning materials safe and healing learning environments as well as connecting in the language spoken by refugee populations. Teachers can schools to protection and health services. For example, teachers also learn pedagogical skills in second language acquisition may strengthen skills to identify when a referral is needed to a (routine use of key words, phrases; use of text and images; higher level of care, implement classroom-based interventions to increase learner well-being, and gain knowledge on activities 17 Chávez, C., Cebotari, V., José Benítez, M., Richardson, D., Chii, F. H., and Zapata, to promote social-emotional learning. Importantly, TPD can also J. 2020. School-Related Violence in Latin America and the Caribbean: Building an address teachers’ own well-being, for example by increasing evidence base for stronger schools. UNICEF. 18 For a defnition of translanguaging see: Institute of Education Sciences. 2021. Translanguaging to support students’ bilingual and multilingual development. 22 Montero, M. K., Ibrahim, H., Loomis, C., and Newmaster, S. 2012. Teachers, fip your 19 Bajaj, M., and Bartlett, L. 2017. Critical transnational curriculum for immigrant and practices on their heads!: Refugee students’ insights into how school practices refugee students. Curriculum Inquiry, 47(1), 25–35. and culture must change to increase their sense of school belonging. Journal of 20 Falk, D., Mendenhall, M., and Diazgranados, S. 2024. Teachers in crisis settings: The Multiculturalism in Education, 8(3). state of the evidence. IRC. Forthcoming. 23 Gormez, V., Kılıç, H. N., et al. 2017. Evaluation of a school-based, teacher-delivered 21 Global Partnership for Education (GPE). 2024. Policy dialogue tool: Inclusion of psychological intervention group program for trauma-afected Syrian refugee children refugees into national education systems. in Istanbul, Türkiye. Psychiatry and Clinical Psychopharmacology, 27(2), 125–131. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 28 REPOSITORY INTERVENTIONS MENU stress management skills, enhancing teacher self-efcacy, and Implementation examples and resources preventing burnout.24 9 Support the professional development for school Countries Colombia, Ethiopia, Kenya, Lebanon,26 Türkiye leadership, education ofcers, and teacher educators School leaders in refugee-hosting contexts can face a range In Türkiye 8,661 teachers of refugees completed a 30-hour program through a cascade model. of challenges that impact teachers and their ability to support Training focused on: (a) teaching Turkish school-based TPD, including the implementation of new (often Examples as a second language, (b) socio-economic unclear, ambitious, or underresourced) school policy related to at scale integration and counseling, and (c) legislation and context, which includes topics in temporary refugee learners, cultural concerns, managing learner poverty, protection legislation, international law and and mitigating tensions in the school community.25 In order for children’s rights teachers to best address refugee and host-community students’ learning and well-being needs, quality TPD needs to be coupled Evaluation Türkiye (diversity awareness, psychosocial with the necessary ongoing institutional and systemic support. results support), East Africa (Ethiopia, Sudan & Uganda) INEE. 2016. Training for primary school teachers in crisis contexts Information links Henderson, C. J. (Ed.) 2023. Refugee teachers: The heart of the global refugee response. Policy Insights #02. NORRAG Mary Mendenhall, Teachers College, Columbia 24 For example, see Edukans. 2023. Teacher well-being: Edukans manual for facilitators. Area experts University: mam2017@tc.columbia.edu 25 For example, see Arar, K., Örücü, D., and Küçükçayır, G. A. 2019. Culturally relevant Danielle Falk, IRC: danni.falk@rescue.org school leadership for Syrian refugee students in challenging circumstances. Educational Management Administration & Leadership, 47(6), 960–979; Arar, K., Örücü, D., and Gümüş, S. 2022. Educational leadership and policy studies in refugee education: a 26 See Lebanon case studies, pages 19–20 and 67–69. INEE. 2022. Promising practices systematic review of existing research. Educational Review, 1–25. in teacher professional development. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 29 REPOSITORY INTERVENTIONS MENU Support the Well-Being of Teachers in Emergency Settings* Primary aim Target groups Ensuring teachers feel safe and supported Teachers of refugee students (including refugee in the classroom teachers) and teachers in emergency settings, though all educators can beneft from services aimed at improving their well-being Intervention implementation parameters Overview The Malaysian refugee teacher program, which Currently there are few interventions that focus solely on teachers’ $ Cost paid US$20 to trainee; those who then went on to well-being, particularly their psychosocial and mental health.1 It is conduct trainings were paid another US$100 each critical to consider teachers’ needs, not only for ethical reasons and Human Trained professionals (for psychosocial support), the fact that they are experiencing many of the same stressors as educators (for peer-led training), school administrative resources staf (to facilitate and coordinate activities) the student population—but also because their well-being2 directly afects students’ well-being.3 Teaching in and of itself can be a Additional Paper-based or virtual training materials, sufciently highly stressful job, and furthermore, teachers working in refugee resources/ private spaces to conduct activities, technology materials (computers/laptops/smartphones) for virtual programs contexts are not a homogeneous group and may require diferent types of interventions. The activities explored in this note have Duration and The interventions range from a set number of frequency trainings to lasting up to six months 1 Mental health and psychosocial support (MHPSS) are defned as “processes, approaches, and interventions that promote and protect the well-being and holistic Most often delivered as a training focused on socio- teaching practices of all teachers.” Source: Inter-agency Network for Education in Delivery emotional skills and other techniques to improve Emergencies. 2022. A Guidance Note for Teacher Well-being in Emergency Settings. modality mental health, this can also include 1:1 peer support 2 “Teacher well-being encompasses how teachers feel and function in their jobs; it is and/or 1:1 mental health/counseling services context-specifc and includes teachers’ afections, attitudes, and evaluations of their work” Source: Falk, D., Varni, E., Johna, JF., and Frisoli, P. 2019. Landscape Review: Teacher Well-being in Low Resource, Crisis, and Confict-afected Settings. Teacher Implementing Primarily humanitarian agencies or a consortium of Social-Emotional Well-being Task Team, Education Equity Research Initiative. agencies NGOs and humanitarian agencies 3 Harding, S., et al. 2019. Is Teachers’ Mental Health and Well-being Associated with Students’ Mental Health and Well-being?. Journal of Afective Disorders 242: 180–187. *This note was authored by Jessica Lee (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 30 REPOSITORY INTERVENTIONS MENU been piloted and/or evaluated with a range of target groups: some a dual approach, support to refugee students and teachers concentrate on teachers of refugee students (most published work respectively is delivered through separate program components. focuses on higher-income countries), a few look at teachers who As refugees are excluded from the national education system, are refugees themselves, and others address teachers working in refugee communities have established informal learning centers, emergency settings. Although there is still limited evidence on the or “community schools,” to ensure their children receive some diverse needs of these diferent types of teachers and the efcacy form of education. These schools, however, operate with minimal of programs in meeting their needs. resources and limited support from external organizations.6 In this context, a program was designed to see whether peer training could produce similar results to a professional training Key considerations that helped refugee teachers with classroom management and self-care.7 While one component was focused on better 1 Recognize that teachers require specifcally tailored understanding refugee children’s experiences and needs, the interventions other specifcally trained refugee teachers on how to better In times of crisis, teachers—like students—can experience deal with stress and anxiety, ofering anger-management strat- traumatic and stressful events, including forced displacement, egies.8 At the end of the training component, which consisted of family separation, and violence, which can negatively impact eight trainings in total, along with consultation sessions for those their mental health and well-being.4 This is not to suggest that interested in becoming peer trainers, all teachers reported higher student-oriented delivery is of little beneft for teachers; indeed, levels of self-care.9 In the Philippines, the Department of Education teachers trained in socio-emotional learning (SEL) have greater launched an online webinar series called TAYO Naman! that was knowledge of it and may well use some of the techniques on developed for teachers during the COVID-19 pandemic to help themselves.5 This type of dual approach has been used in IRC support their mental health as well as reduce social isolation by and Norwegian Refugee Council’s programs, Healing Class- connecting them with peers. rooms, and Better Learning Program. In Malaysia, rather than 4 Ahmed, H. 2017. Approaches to Providing Psycho-Social Support for Teachers and Other School Staf in Protracted Confict Situations. The Institute of Development 6 O’Neal, C. R., et al. 2017. Refugee-Teacher-Train-Refugee-Teacher Intervention Studies and Partner Organizations. Research in Malaysia: Promoting Classroom Management and Teacher Self- 5 Flemming, J., Guáqueta, A. H., and Olwala, T. 2024. Mental Health and Psychosocial Care. Journal of Educational and Psychological Consultation 28 (1): 43–69. Support in Schools: Learning from Research in Colombia and Kenya. A Synthesis of 7 O’Neal et al. Refugee-Teacher-Train-Refugee-Teacher Intervention. Qualitative Research Examining the Norwegian Refugee Council’s Better Learning 8 O’Neal et al. Refugee-Teacher-Train-Refugee-Teacher Intervention. Program. The MHPSS Collaborative. 9 O’Neal et al. Refugee-Teacher-Train-Refugee-Teacher Intervention. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 31 REPOSITORY INTERVENTIONS MENU 2 Understand that teacher well-being goes beyond mental 3 Create an environment where teachers feel heard and health and psychosocial support supported by their community Inter-agency Network for Education in Emergencies (INEE) has Another key principle in supporting teachers is giving them a created a series of guidance notes on Teacher Well-being in voice and a way to share their experiences, as it enhances job Emergency Settings with specifc notes for Colombia, Kakuma satisfaction and efcacy—factors that teachers report positively refugee camp in Kenya, nonstate online universities in Myanmar, impact their mental and psychosocial well-being.12 In Kakuma and West Bank and Gaza. The primary guidance note provides refugee camp in Kenya, teachers would meet in-person to discuss a framework of Minimum Standards and explains how to daily challenges in teaching in emergencies.13 In addition, they “promote mental health and psychosocial support (MHPSS) could connect to mentors through WhatsApp. These activities led for teachers, create more enabling work environments for to teachers feeling more motivated, more confdent, and more teachers, and enhance teacher voice, agency, and leadership willing to work together to support students.14 The Promoting in crises.”10 These notes contain examples that illustrate how Mental Health at Schools (PROMEHS) program developed other factors, like a positive work environment, becomes very a mental health curriculum to help address the signifcant important, especially in an emergency or refugee context. If stress teachers faced during the COVID-19 pandemic and was teachers are dealing with their own stress and trauma, receive implemented in seven European countries: Croatia, Greece, Italy, inadequate or irregular pay, or lack access to meaningful Latvia, Malta, Portugal, and Romania. One component consisted professional development, these challenges undermine their of training teachers to understand and deliver socio-emotional capacity to support vulnerable students. The INEE notes contain skills while the other component consisted of discussions with strategies, indicators and defnitions, and examples that illustrate families and school leaders on how to promote mental health implementation in various contexts. In particular, research has within the overall community. Teachers were trained by expert shown that support to teachers can often be most efective trainers for a total of 16 hours and also received an additional when provided through the community, given the emphasis nine hours of mentoring and supervision. The entire program that communities often place on education in confict and post- lasted six months and had a positive efect on both teachers’ confict settings.11 and students’ mental health. 10 Inter-agency Network for Education in Emergencies. 2022. A Guidance Note for Teacher Well-being in Emergency Settings. 11 Ahmed, H. 2017. Approaches to Providing Psycho-Social Support for Teachers and Other School Staf in Protracted Confict Situations. Education Development Trust. 12 INEE. Teacher Well-being in Emergency Settings. K4D Helpdesk Reports, commissioned by the UK Department for International 13 INEE. Teacher Well-being in Emergency Settings. Development. 14 INEE. Teacher Well-being in Emergency Settings. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 32 REPOSITORY INTERVENTIONS MENU Implementation examples and resources Countries A range of emergency settings, Europe, Malaysia No examples of implementation at scale, though Examples Healing Classrooms, PROMEHS, and Better at scale Learning Program approaches have been implemented in various countries An evaluation of the refugee teacher program in Evaluation Malaysia is available results This paper by the K4D Helpdesk does a landscape review of available interventions International Rescue Committee: Educator Well- being Guide MHPSS and Education in Emergencies (EiE) Toolkit Jesuit Refugee Service Teacher Training modules IRC: Teacher focused SEL trainings Information UNESCO/IICBA: Strengthening Mental Health links and Psychosocial Support for Pre- and In-Service Teachers in Africa UNESCO: Supporting Teachers and Learners in Contexts of Emergencies Edukans: Teacher Well-being: Training on Mental Health and Psychosocial Support Inter-agency Network for Education in Area experts Emergencies (INEE) International Rescue Committee (IRC) INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 33 REPOSITORY INTERVENTIONS MENU Place Students Into Appropriate Grade Levels Through Recognition, Validation, and Accreditation of Prior Learning (RVA)* Primary aim Target groups Prior learning is recognized to ensure Refugee children and youth whose lack of students are placed in the appropriate recognized education credentials presents a level of schooling barrier to school enrollment in the host country Intervention implementation parameters Overview As international mobility increases, ensuring the recognition, $ Cost Not available validation, and accreditation (RVA) of prior qualifcations and learning is essential for the creation of fexible learning pathways Human Educators and school administrators to implement between formal and nonformal learning settings, as well as between resources RVA and enrollment processes education, training, and work, within and across borders. Properly acknowledging existing competencies through processes that Administrative costs, costs associated with policy Additional development and coordination, technology and are accessible, efcient, and efective can incentivize refugees to resources/ materials infrastructure, capacity development for educators continue learning and can enable them to take an active role in the and administrators and public awareness campaigns labor market, as well as society in general. Strong RVA processes therefore confer proven benefts on receiving countries (and often Duration and To support learners with timely RVA and enrollment frequency process upon arrival in the host country also on countries of origin) as well as the individuals themselves.1 However, administrative requirements for specifc documentation Delivery School-based or virtual depending on RVA process (academic records, diplomas, identifcation documents) are a modality and education level Implementing National governments, schools and universities. agencies Eforts can be supported by nonstate actors 1 UNESCO, ETF, and CEDEFOP. 2023. Global Inventory of National and Regional Qualifcations Frameworks 2022. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco (IRC) as lead author, and Jefrey Dow (IRC) and Danni Falk (IRC) as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 34 REPOSITORY INTERVENTIONS MENU signifcant barrier to refugee enrollment and appropriate grade Key considerations placement in many host-country education systems.2 Recognition of prior learning and certifcation is critical to ensure 1 Reduce administrative barriers to school registration students are correctly placed in the appropriate level of schooling. Even in countries where refugee learners are allowed access However, there is limited research documenting the implementation, to the public system, lack of documentation and administrative cost, and impact of RVA approaches to support refugee inclusion requirements such as recognized identifcation documents and in national education systems. evidence of legal residence can present signifcant barriers to access across all education levels. A range of approaches Box 1. Defning recognition, validation, and accreditation have been implemented to reduce the administrative barriers Recognition is a process of granting ofcial status to learning refugee families face. For example, Chile and Colombia issue outcomes and/or competencies, which can lead to an a unique school identifcation document to students who are acknowledgment of their value in society. undocumented. Costa Rica waived documentation requirements entirely for refugee and migrant learners. In Peru, parents can Validation is the confrmation by an ofcially approved body that sign a sworn declaration to enroll their children in school without learning outcomes or competencies acquired by an individual have been assessed against the reference points or standards documentation.3 Beyond education-specifc policies, case through predefned assessment methodologies. study research suggests that formal protection status with ofcially recognized identifcation can mitigate administrative Accreditation is a process by which an ofcially approved body, on uncertainties and enrollment challenges.4 the basis of assessment of learning outcomes and/or competencies according to diferent purposes and methods, awards qualifcations (certifcates, diplomas, or titles), or grants equivalences, credit 2 Learning assessments can enable children to be placed in units or exemptions, or issues documents such as portfolios of a class that is appropriate to their prior learning competencies. In some cases, the term accreditation applies to the In Ecuador, for example, children are placed in a school year evaluation for the quality of an institution or a program as a whole. based on their chronological age, with documentation of previous Source: UIL (2018). Recognition, validation and accreditation of youth and adult studies, or they can take placement exams that evaluate their basic education as a foundation of lifelong learning. Hamburg: UNESCO Institute for Lifelong Learning. 3 Marcus, R., Nicolai, S., León-Himmelstine, C., Carvalho, S., Zubair, A., and Rodas- 2 For example see: Al-Hawamdeh, A., and El-Ghali, H. A. 2017. Higher education and Kamminga, R. 2023. Including Refugee Learners in National Education Systems. Syrian refugee students: The case of Jordan. UNESCO. Also see: Coombes, A., Garcia, UNICEF Innocenti. M., de Hoop, T., and Holla, C. 2023. Forced Displacement and Education: Building 4 Coombes, A., Garcia, M., de Hoop, T., and Holla, C. 2023. Forced Displacement and the evidence for what works—Colombia case study. World Bank Group. Education: Building the evidence for what works—Colombia case study. World Bank Group. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 35 REPOSITORY INTERVENTIONS MENU level of knowledge with a view to placement in a grade such that 3 Regional conventions recognizing academic qualifcations they are no more than two years older or younger than other are gathering momentum students.5 The European Union’s standards for the reception of There is a trend toward increasing collaboration at the regional applicants for internal protection (Directive 2013/33/EU) oblige level to support learners’ transitions across borders. For member states to enroll any school age child within the country example, the Economic Community for West African States’ into school within three months of their arrival, and require regional system of education attainment equivalency allows an assessment of their learning needs, with language and recognition of a student’s prior education level—facilitating preparatory classes provided where needed. Placement tests access without documentation or examination. This system should focus on core competencies (literacy and numeracy) and has facilitated refugees’ inclusion in Burkina Faso, Ghana, and avoid covering context-specifc subjects such as national history Niger.9 Similarly, in Latin America signatories to the Andrés Bello or geography (probably unfamiliar to newly arrived children).6 Convention agree to recognize students’ prior qualifcations and Without learning assessments, there is a risk of learners being learning certifcates, supported by the development of tables placed in grades below their actual achievement levels, of equivalences developed under the Convention and their especially when host teachers have negative perceptions of integration into national education systems in refugee-hosting the quality of education in refugees’ home countries.7 Where contexts.10 If refugees anticipate return, regional qualifcations learners are ‘over-age’ in relation to their learning level, remedial equivalency frameworks can avoid the need to obtain certifcation classes or accelerated learning programs may promote more from a refugee’s home country. Good recognition practices and efective social and educational inclusion than placement in a a shared understanding necessitate active country involvement class commensurate with their learning level.8 and efective information systems to incorporate international agreements into national law.11 4 Clear communication with refugee families regarding RVA rules and school enrollment processes is critical Even in contexts where documentation from previous schooling 5 Marcus, R., Léon-Himmelstine, C., de Carvalho, T., and Jimnez Thomas Rodríguez, D. 2023. Children on the Move in Latin America and the Caribbean: Review of evidence. and identifcation documents are not required, administrative UNICEF. 6 Marcus, et al. Children on the Move in Latin America and the Caribbean. 9 Marcus, et al. Including Refugee Learners in National Education Systems. 7 Mora, M. J. 2020. Costa Rica Has Welcoming Policies for Migrants, but Nicaraguans 10 Marcus, et al. Including Refugee Learners in National Education Systems. Face Subtle Barriers. Migration Policy Institute. 11 UNESCO. 2018. What a waste: Ensure migrants and refugees’ qualifcations and prior 8 Marcus, et al. Including Refugee Learners in National Education Systems. learning are recognized. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 36 REPOSITORY INTERVENTIONS MENU barriers may present de facto barriers. Parents can easily believe if needed).14 Potential costs relate to policy development and documentation is required, especially if demanded by school coordination, administrative costs (to translate and verify ofcials who are either prejudiced or ill-informed.12 Continued documents, process learners and administer exams), technology eforts on the part of ministries of education and other partners and infrastructure (digital systems), capacity development and is needed to ensure inclusion through clear communication on training for educators and administrators to implement new RVA processes related to school registration. processes, and public awareness campaigns. 5 Nonformal programs may also be recognized in ways that 7 Support the recognition of prior learning to expand refugee provide pathways to formal education access to tertiary education For example, during the confict in Chechnya in 2000, an emer- Only seven percent of refugees access tertiary and higher gency education program was delivered by the International education—a key obstacle being lack of recognition of prior Rescue Committee (IRC). IRC collaborated with the Ministry of learning, qualifcations, and credentials. In some cases, home Education in Chechnya and Ingushetia to allow all internally country institutions and archives may no longer be in operation, displaced children from Chechnya to sit for fnal examinations making verifcation impossible. Some refugees and displaced and obtain formal qualifcations.13 persons are also faced with a situation where the trustworthiness of their documentation is questioned due to the situation in 6 Ensure adequate and sustainable fnancial resources for their home country. This makes it necessary to fnd alternative RVA ways to establish the veracity of their qualifcations. The Toolkit UNESCO guidelines on RVA of nonformal and informal learning for Recognition of Refugees’ Qualifcations describes various articulate the need for a cost–beneft analysis to develop approaches that could be explored.15 One proven approach evidence on the benefts of RVA for individuals, enterprises, educational institutions—and for society as a whole—and to fnd is the issuing of a UNESCO Qualifcations Passport based on sufcient fnancial resources to build the basic infrastructure of available documentation, analyses of the education system, the RVA system (involving sustainable cost-sharing mechanisms a written self-assessment by the individual, and a structured interview with a specialist.16 14 UNESCO. 2012. UNESCO Guidelines for the recognition, validation and accreditation of the outcomes of nonformal and informal learning. 12 Selee, A. and Bolter, J. 2020. An Uneven Welcome: Latin American and Caribbean 15 NOKUT. 2016. Toolkit for evaluation of refugees qualifcations. European Commission. Responses to Venezuelan and Nicaraguan Migration. Migration Policy Institute. 16 UNESCO. 2024. UNESCO qualifcations passport: inclusive pathways to education 13 UNESCO. What a waste. and employment. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 37 REPOSITORY INTERVENTIONS MENU 8 Digital technologies can lead to more transparent recognition Implementation examples and resources of skills and qualifcations required by employers, but challenges remain.17 Cameroon, Chile, Colombia, Costa Rica, Ethiopia, The development of e-guidance, e-portfolios, and e-assessment Iraq (Kurdistan), Jordan, Lebanon, Peru, Rwanda, has been supporting migrants and refugees, among others, in Countries South Africa, Sweden, Türkiye. N.B; there is limited evidence, evaluation data, or costing getting their prior technical and vocational learning recognized, information validated, and accredited.18 UNESCO has identifed both the benefts and challenges related to quality assurance, duration, cost, security, transparency, and accessibility. They note three Examples All examples are national or regional initiatives at scale main challenges: (1) Few countries have developed RVA processes or systems that cater for the needs of refugees and migrants, (2) Ensuring accessibility represents another challenge, Evaluation Not available given that digital tools facilitating RVA should be accessible to results those who have limited connectivity, limited host language skills, and are digitally illiterate, and (3) Privacy and data security UNESCO, ETF & CEDEFOP. 2023. Global concerns remain a challenge, not least for the refugees and Inventory of National and Regional Qualifcations Information Frameworks 2022 migrants themselves. Finally, there is limited evidence on the links UNESCO. 2018. What a waste: Ensure migrants types of digital platforms and technologies that would best and refugees’ qualifcations and prior learning are enable primary- and secondary-age learners in low- and middle- recognized. UNESCO income contexts to navigate RVA processes. Area experts UNESCO, UNHCR 17 UNESCO. 2018. Digital credentialing: Implications for the recognition of learning across borders. 18 Macauley, M. and Jones, K. 2023. Digitalizing RVA: The case of TVET for migrants and refugees. In UNESCO, ETF, and CEDEFOP. 2023. Global Inventory of National and Regional Qualifcations Frameworks 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 38 REPOSITORY INTERVENTIONS MENU Organize Back-to-School (BTS) Campaigns* Primary aim Target groups Raising awareness and addressing Out-of-school children and youth or access barriers to boost education learners at risk of not enrolling or enrollment and retention attending school Intervention implementation parameters Overview Back-to-school (BTS) campaigns can raise awareness of diferent $ Cost Not available education opportunities available to refugee and host-community learners, identify barriers that learners may face in accessing BTS campaigns can be led by qualifed MoE and Human UN staf with appropriate coordination at national, education, and fnd community-based solutions to support school resources enrollment and attendance. regional, and local levels Additional Campaigns may include outreach, dissemination of information, School kit supplies, freight costs, leafet printing, resources/ television airtime distribution of school kit, and enrollment support. The following materials points synthesize good practices related to BTS campaigns drawing BTS campaigns usually take place in the period upon literature from crisis and refugee contexts: leading up to the start of the school year, but BTS Duration and ⊲ In contexts where refugee inclusion is the policy, the support can be in place year round to support out- frequency of-school children and youth (OOSCY) and learners Ministry of Education (MoE) should take a leadership role on the move in coordination with a wide range of relevant stakeholders. Information and support can be delivered through A high level of MoE visibility and strong commitment from Delivery in-person events and a range of communication modality channels including digital platforms, local media, and local education authorities can enhance credibility, resources, print media and coordination. Relevant actors may include the private MoE, UN, local school community, parents, learners, sector (for example, to support communication), community Implementing agencies local organizations, education clusters (where leaders, political parties, NGOs, parent and student groups. activated) *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 39 REPOSITORY INTERVENTIONS MENU BTS initiatives can use existing education sector or cluster Key considerations coordination mechanisms to execute a timely campaign, enhance government visibility, and raise the profle of the education sector. Intersectoral coordination, for example with 1 BTS campaigns should be based on current constraints public health or child protection eforts, can streamline eforts facing refugee and host-community learners in public communications and reach more families.1 Follow community-led Social and Behaviour Change principles to support short- and long-term BTS goals including codevelop- ⊲ A successful BTS campaign will engage afected ment of campaign strategies, working through local structures, communities, including refugee and host-community and pilot testing before campaign roll-out.4 BTS strategies can children and young people and local education personnel. be informed by school management committees, community Mobilizing community action can promote local ownership of support groups, parental surveys, or data collected that captures the back-to-school agenda; tailor messaging to be culturally the barriers to education registration, enrollment, and access, appropriate; identify the most popular information points (such taking into consideration potential diferences depending on as markets, religious centers), the most accessible languages geographic location, school grade-level, nationality, language, and media channels (radio, newspapers, WhatsApp) for and other demographic diferences. Data collected may inform sharing BTS messaging; and identify which children and young advocacy for policy changes to increase enrollment for vulner- people in their community are most at risk of not returning to able groups. school and fnd community-based solutions to support their return.2 Involving youth clubs in peer-to-peer BTS mobilization can also increase enrollment.3 2 Deliver accessible messages in various languages and formats Campaigns can share messaging through printed materials (for example, posters, leafets,5 and billboards), local media (for example, radio, TV), social media, SMS, school drama presentations, public education meetings, or community and religious centers. Some campaigns involve sending peer educators and volunteers door-to-door in various locations 1 UNICEF. 2013. Back-to-school guide: Evidence-based strategies to resume EiE and post-crisis transition. 2 Global Education Cluster and Global Protection Cluster. 2020. Safe back to school: A 4 UNICEF. 2022. Social & behaviour change at UNICEF. practitioner’s guide. 5 See, for example, this leafet targeting refugee parents in Hungary: UNHCR. 2024. Back 3 UNICEF. Back-to-school guide. to school: Information for refugee parents about school enrollment in Hungary. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 40 REPOSITORY INTERVENTIONS MENU to engage directly with parents and children.6 Invitation cards social mobilization.8 Provide information on how to refer child may be sent to parents who do not send children to school protection concerns.9 inviting them to meetings with schools and teachers to discuss education.7 Importantly, refugee inclusion in national education 4 BTS campaigns should address specifc barriers refugee systems can strain resources and cause tensions leading to learners may face bullying, harassment, and discrimination in school and in the BTS campaigns can share information and support refugee community. Messaging must be confict-sensitive, designed families facing issues such as legal barriers, lack of identifcation, to strengthen social cohesion and build welcoming school lack of recognized previous learning/equivalency documents, environments. difculty enrolling due to lack of language profciency, or being new to the education system.10 Refugee learners who have faced 3 Target outreach and communications to reach vulnerable gaps in their education or who are unfamiliar with the language refugee and host-community learners may need to be referred to specialized services such as bridging BTS interventions can provide an opportunity to expand access programs, language courses, or accelerated learning programs. to marginalized groups. Follow Social and Behaviour Change principles to target messages to encourage marginalized groups 5 Ensure that distribution of school resources is equitable to attend school including girls, young mothers, refugee and and confict-sensitive, including vulnerable learners in both displaced children and youth, children and young people refugee and host communities with disabilities, and others. Include information on resources School supplies may include cash to cover education-related available to support children’s and young people’s return expenses or school kits, which may include school uniforms, to school (such as cash, support services, school feeding, books, stationery, or backpacks. Materials should be procured additional training teachers have received). Highlight any locally, or regionally if necessary. changes that have been made to the school environment to make it more welcoming or supportive of marginalized learners. Girls’ empowerment (GEM) campaigns can be instrumental in getting children back into school and empowering children and youth to play a major role and can be a fagship component to 8 UNICEF. Back-to-school guide. 6 Petra News Agency. 2014. Jordan launches back-to-school campaign for Syrian 9 Global Education Cluster and Global Protection Cluster. 2020. Safe back to school: A children. practitioner’s guide. 7 UNICEF. Back-to-school guide. 10 Türkiye Education Sector Working Group. 2024. 2024. Back to school campaign. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 41 REPOSITORY INTERVENTIONS MENU 6 Increased enrollment must be matched by a commensurate Implementation examples and resources efort to ensure education quality and relevance Increased demand for education is not sustainable unless the education system capacity has been strengthened to Colombia, Iraq (Kurdistan), Jordan, Lebanon, Türkiye, Countries ensure adequate infrastructure, safe and welcoming school Uganda environments, and high-quality relevant learning.11 An efort must be made to ensure that increased enrollment does not have adverse consequences for existing learners (for example, Successful BTS initiatives usually involve the local through overcrowded classrooms or overburdened teachers). Examples community in coordination with regional and national at scale actors Evaluation Not available results UNICEF. 2013. Back-to-school guide: Evidence-based strategies to resume EiE and post-crisis transition Information links Global Education Cluster and Global Protection Cluster. 2020. Safe back to school: A practitioner’s guide Area UNICEF, UNHCR experts 11 UNICEF. 2010. Education in confict and transition contexts: Case studies from the Democratic Republic of the Congo, Nepal and Southern Sudan. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 42 REPOSITORY INTERVENTIONS MENU Provide Cash Grants to Support Education for Refugee Children* Primary aim Target groups To mitigate the direct, indirect, and Learners whose families cannot aford opportunity costs related to education the direct costs of schooling (for example, uniforms, books, transportation) or opportunity costs of schooling (lost earnings or home labor) Intervention implementation parameters Jordan: The No Lost Generation/Min Ila program Additional Cash transfer programs must connect with existing provided US$20/month for ages 5–9 and US$65/ resources/ payment systems3 month for ages 10–14; the DANIDA program materials provided US$100 per child per family per month1 $ Cost Türkiye: CCTE provided 45–90 Turkish Lira [TRY] per Duration and Cash transfers are mostly not a one-of intervention but can become part of an overall social protection month in addition to an additional transfer (100–150 frequency framework TRY) at the beginning of the school term, depending on grade and gender, conditional on at least 80 percent school attendance in a school month Cash is transferred to families through a safe and Delivery accessible platform (for example, mobile money, modality ATM cards) Project management personnel needed from Human IASC, OCHA, or other coordination mechanism to resources align intersectoral systems and reduce costs and Programs can be managed by government, UN, Implementing complexity2 implementing partners, or connect with existing agencies multi-purpose cash transfer programs 1 A cost analysis of this program found that cash transfers constituted 52 percent of program costs with 21 percent of program costs being staf costs during the pilot phase. Per-child costs could decrease after program scale-up if benefciaries can increase without adding personnel (Holla & de Hoop 2023). 3 In many contexts, e-payments can improve transparency, reduce leakage and 2 The World Bank Group. 2016. Cash transfers in humanitarian contexts. decrease costs. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 43 REPOSITORY INTERVENTIONS MENU Overview cash transfer programs, including the capacity of the education system to absorb refugee children and youth in schools, the Cash transfers can be unconditional and conditional. Unconditional enabling policy environment supporting refugee integration in the cash transfer programs provide money directly to recipients education system, safety in and around schools, and the existence (individuals or households) and are unrestricted in terms of use.4 of other schooling programs targeting refugees (for example, Conditional cash transfers for education require benefciaries language training, remedial, and back-up courses).8 to undertake a specifc activity in order to receive assistance Concerns have been raised about the sustainability of programs (often measured by attendance rate). Cash transfers are widely (evidence on the longterm durability of the impact of cash transfers used in low- and middle-income contexts to address demand- is limited). Enablers of cash transfer sustainability can include side constraints and improve school participation outcomes, program institutionalization, availability of a functional exit strategy, including enrollment, attendance, completion, and dropout rates.5 and program acceptability and buy-in.9 However, the evidence on learning outcomes is less clear, for lack of research to support a causal relationship between cash transfers and learning.6 Cash programming can also be used to facilitate Key considerations other objectives such as advancing girls’ or boys’ education, or reducing early marriage or child labor. 1 Cash assistance programs for refugee inclusion should be In refugee-hosting contexts cash transfers can help lessen the high integrated with other interventions addressing barriers that opportunity cost of education for refugees, support the transition are not economic in nature from informal to formal education, motivate families to keep children Refugees may face multiple protection, cultural, and education in school, and increase enrollment.7 However, in refugee-hosting service-related barriers to education which may not be contexts there are number of factors that can afect the impact of addressed by cash transfers (for example, due to legal status, language barriers, motherhood, psychosocial needs, protection 4 This guidance does not cover other cash-like forms of assistance in the education risks). In Türkiye the UNICEF-led Conditional Cash Transfer sector such as cash grants to schools or teacher incentives. for Education (CCTE) included a child protection component 5 Snilstveit, B., et al. 2015. Interventions for improving learning outcomes and access to education in low- and middle- income countries: A systematic review. 3ie Systematic which was triggered if a learner did not meet the 80 percent Review 24. International Initiative for Impact Evaluation (3ie). 6 Baird, S., Ferreira, F. H., Özler, B., and Woolcock, M. 2013. Relative efectiveness of 8 Aygün, A. H., Kırdar, M. G., Koyuncu, M., and Stoefer, Q. 2024. Keeping refugee conditional and unconditional cash transfers for schooling outcomes in developing children in school and out of work: Evidence from the world’s largest humanitarian countries: a systematic review. Campbell systematic reviews, 9(1), 1–124. cash transfer program. Journal of Development Economics, 103266. 7 Aygün, Kırdar, Koyuncu, and Stoefer. 2024; De Hoop, Morey and Seidenfeld. 2021; 9 Owusu Addo, E., et al. 2023. Sustainability of cash transfer programs: A realist case Moussa et al. 2022. study. Poverty & Public Policy, 15(2), 173–198. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 44 REPOSITORY INTERVENTIONS MENU attendance requirement. Evaluation data found higher rates 3 Transfer values should be based on a needs assessment of school attendance in provinces with child protection that considers the direct and indirect costs of schools and programming, suggesting that child protection visits may prevent program objectives and respond to risks children face and facilitate access to Programs objectives may include addressing child marriage, education and other necessary social services.10 incentivizing girls’ education, and so on. Where possible, values should be calculated on a per child basis to ensure the needs of 2 Evidence on the use of conditional versus unconditional cash all school-age children in the household are taken into account. transfers for EiE is mixed, with both types of interventions There is limited evidence on the comparative impact of higher yielding results in terms of increased enrollment and or lower transfer values on educational outcomes.13 attendance11 Unconditional transfers cost less per benefciary.12 Furthermore, 4 Cash transfer amounts may need to be adjusted based on conditionalities may penalize the most vulnerable learners gender, age, disability status, and over time who may be unable to comply with conditions due to distance, Adolescents and youth attend school less regularly than younger disability, discrimination, or extreme poverty. Programs can also children in part due to the higher opportunity cost of education. be designed with a “soft conditionality” approach so that failure A larger transfer amount, top-up payment, or additional support to meet conditions triggers additional services such as child and incentives may be needed to promote regular attendance.14 protection interventions, or more information about how to meet Higher transfer amounts based on gender vulnerabilities may the program conditions. Contextual factors such as the fuidity of encourage boys’ or girls’ school participation. Also, higher the crisis context, the absorptive capacity of the school system, transfer amounts may be required for children with disabilities as well as the cost of monitoring conditionalities (a key challenge to meet additional costs (for example, related to health, assistive for conditional cash transfer programs), need to be taken into devices, transport). Finally, the value of cash transfers may need consideration when deciding which approach to use. to be adjusted over time to account for market price changes. 5 Linking cash transfers for refugees with existing government 10 Ring, H., et al. 2020. Program Evaluation of the Conditional Cash Transfer for social safety nets can support a coherent response for Education (CCTE) for Syrians and Other Refugees in Türkiye. AIR. 11 Cristescu, D. 2019. Cash and Voucher Assistance for Education in Emergencies: 13 Bastagli, Francesca, et al. 2016. “Cash transfers: what does the evidence say.” A Synthesis Report and Guidelines. Global Education Cluster. rigorous review of program impact and the role of design and implementation 12 Mikulak, M. 2018. Cost-efectiveness in humanitarian work: Cash-based programming. features. London: ODI 1.7: 1. UK DfID. 14 Cristescu. Cash and Voucher Assistance for Education in Emergencies. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 45 REPOSITORY INTERVENTIONS MENU refugees and potentially increase sustainability of cash at the school, community, or national levels; this may require transfer outcomes15 providing benefts to both refugee families and under-resourced To support refugee access to education, cash transfers for host communities. education will ideally supplement a larger transfer intended to cover basic needs—so that the education-related transfer Implementation examples and resources is used for its intended purpose.16 Expanding existing national cash transfer programs (or mirroring them for refugees through Cash transfer programs targeting refugees for inclusion nonstate channels) can facilitate host government engagement Countries in national education systems: Egypt, Jordan, Kenya, Lebanon, Peru, South Sudan, Türkiye, Uganda and build on and adapt design features, rules and regulations to meet the needs of refugee families. Such linkages can be a part In Türkiye the Conditional Cash Transfer for Education of longer-term strategies to provide better services to vulnerable (CCTE) program extended an existing government refugee families and foster their self-reliance. program to vulnerable refugee families reaching 1.8 Examples million refugees as of 2021;19 the program has been at scale largely successful and garners institutional support at 6 Ensure cash transfers programs are confict-sensitive and the national ministry level; however, there are concerns around fnancial sustainability and that cessation of the do no harm program could reverse educational gains Distributing cash in resource-scarce environments can introduce or exacerbate safety risks, especially for women and girls. Gender- Evaluation Not available based violence (GBV) risk analysis, mitigation measures, and results ongoing monitoring of safety considerations can ensure transfers Cristescu, D. 2019. Cash and Voucher Assistance safely reach the targeted population and meet the programmatic for Education in Emergencies: Synthesis Report and objectives.17 Evidence suggests that the risks associated with Guidelines cash transfers (for example, theft, diversion, corruption, misuse by Information DG ECHO. 2019. Joint donor statement on links benefciaries) are limited and no worse than for in-kind assistance.18 humanitarian cash transfers The criteria for cash transfer eligibility should be transparent and The World Bank Group. 2016. Cash transfers in humanitarian contexts clearly communicated in a way that does not exacerbate tensions Area Jacobus de Hoop, World Bank: 15 Cristescu. Cash and Voucher Assistance for Education in Emergencies. experts jdehoop@worldbank.org 16 Cristescu. Cash and Voucher Assistance for Education in Emergencies. 17 UNICEF (n.d.). Making humanitarian cash transfer programming safer and more accountable to women and girls. 18 Idris, I. 2017. Confict-sensitive cash transfers: Unintended negative consequences. UK DfID. 19 Aygün et al. Keeping refugee children in school and out of work. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 46 REPOSITORY INTERVENTIONS MENU Distribute School Kits or In-Kind Support* Primary aim Target groups Reducing the fnancial burden of education, Refugee and host-community learners for making sure learners have the school materials whom the direct costs of education represent they need to attend school and learn a barrier to access Intervention implementation parameters Costs vary widely based on the context and School kits can be distributed to families at school, Delivery constitution of the education kit; in Lebanon a in an alternative safe and accessible venue, or linked modality school kit that contained basic grade-appropriate to back-to-school campaign activities $ Cost stationery costs US$6 per student;1 in Iraq, a kit that contained 50 stationery items, a uniform, school Implementing UNICEF, UNHCR, or NGOs working with Ministries shoes, sports clothes, and sports shoes costs agencies of Education $46–79 per student2 Human Project management personnel, supply chain resources managers, MEAL personnel Overview Additional School kit supplies, shipping costs, The distribution of school kits or in-kind (material) support is a resources/ materials administrative costs widespread practice in low-income, crisis and refugee contexts to reduce the cost of education and support education access Distribution usually takes place before the start of and learning. School kits may include a backpack, pens, various Duration and the school year, but services can be in place year- frequency notebooks and stationery items. Supplies must be grade- round to support OOSCY and learners on the move appropriate, for example, students in primary school may receive 1 UNRWA. 2010. UNRWA and UNICEF distribute back-to-school kits to Palestinian drawing materials (for example, colored pencils, crayons). Basic students in Lebanon. 2 UNHCR. 2008. UNHCR distributes school supplies to Iraqi refugees in Damascus. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 47 REPOSITORY INTERVENTIONS MENU clothing needs may also be included such as a uniform, school Key considerations shoes, sports clothes, and sports shoes.3 These good practices draw on documentation from crisis and There is very limited evidence on the impact of school kit distribution refugee contexts: on access and learning in contexts of forced displacement4 but there is general agreement that the distribution of school kits is one way to reduce the direct cost of schooling and reduce barriers 1 Develop school materials and logistics strategies based on to enrollment. Household education costs, such as for uniforms, needs assessments and preparedness and response plans books, transportation and school supplies, are a well-documented in coordination with government ofcials barrier to education and prevent refugee access to national systems Needs may shift depending on the emergency context, for including in Colombia,5 Jordan,6 and Uganda.7 This is a widespread example during the COVID-19 pandemic, masks and hand challenge especially in lower- and lower-middle-income countries sanitizer were distributed as part of school kits in many locations. where more than one-third of total education spending is from In Malawi and South Sudan, material assistance also included households.8 Although these demand-side constraints are not radios to support distance learning through radio lesson unique to refugee families, they are exacerbated in communities broadcasts.9 Needs assessments may inform advocacy to where refugees are not allowed to enter formal employment and adjust school material requirements in ways that may improve poverty levels are high. school access. For example, in Cameroon advocacy carried out with Ministry of Education ofcials resulted in refugee children being allowed to attend school without having to wear school uniforms.10 3 4 UNHCR. 2008. UNHCR distributes school supplies to Iraqi refugees in Damascus. Burde, D., et al. 2015. What works to promote children’s educational access, quality 2 Ensure school materials distributions are confict-sensitive of learning, and well-being in crisis-afected contexts. Education Rigorous Literature and include both refugee and vulnerable host-community Review, UK DfID. learners 5 Coombes, A., Garcia, M., de Hoop, T., and Holla, C. 2023. Forced Displacement and Education: Building the evidence for what works—Colombia case study. World Bank Supplies must be distributed through a fair and transparent Group. process across all vulnerable groups in the community in a 6 Culbertson, S. et al. 2016. Evaluation of the emergency education response for Syrian refugee children and host communities in Jordan. RAND Corporation. 7 Tulibaleka, P. O. 2022. Refugee Education: Refugees’ Perceptions of Educational Challenges in Uganda. International Journal of Educational Administration and Policy Studies, 14(1), 38–45. 9 UNHCR. 2021. UNHCR–Educate a Child program. 8 World Bank and UNESCO. 2023. Education fnance watch 2023. 10 UNHCR. 2021. UNHCR–Educate a Child program. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 48 REPOSITORY INTERVENTIONS MENU way that considers confict dynamics and avoids contributing 5 Consider menstrual hygiene materials (MHM) as an essential to tensions between groups both inside and outside of schools.11 school resource Access to safe and dignifed menstruation is a fundamental 3 Support local supply chains and markets through the need for women and girls. If it is not met, this can be barrier procurement of local/regional school materials12 to school attendance, causing girls and young women to miss Assess local or regional markets to identify the best sourcing out on their education.15 Consultation with girls and women is options, rather than assuming a broad national assessment of essential to understand the needs, the range of materials that sourcing solutions will be the most appropriate or efective. are available, which ones are preferred for use at school, and Ensure all educational products meet relevant minimum quality what common practices exist around their use. As direct supply standards. Consider UN Procurement strategic objectives in assistance is unsustainable over the longer term, consider school kit sourcing including fairness, integrity and transparency strengthening state, market, and community systems that can through competition, economy and efectiveness, and best value sustainably supply MHM over time. For example, advocate for for money.13 legislation requiring public funding for MHM in schools, or work with local school management committees (SMCs) as needed to 4 Prioritize sustainable procurement, supply, and logistics develop a local recurrent fundraising mechanism to provide MHM arrangements14 through schools.16 Apply low-carbon and eco-responsible procurement consid- erations whenever possible to minimize impact on the local environment. This may include prioritizing suppliers who manufacture environmentally friendly products, packaging, and transportation. 11 For more on confict-sensitive resource distribution, see: INEE. 2013. INEE Guidance note on confict sensitive education. 12 As outlined in UNICEF. 2022. Core commitments for children. 13 UN Global Marketplace. (n.d.). Supplying the UN System. 15 UNICEF. 2013. Guide to Menstrual Hygiene Materials. 14 UNICEF. 2022. Core commitments for children. 16 See previous footnote. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 49 REPOSITORY INTERVENTIONS MENU Implementation examples and resources Countries Armenia, Chad, Lebanon, Syria, Türkiye School kits have been distributed to high volumes of learners (for example, UNRWA distributed kits Examples to 38,619 refugees in Lebanon in 2014);17 however, at scale school kit distribution eforts are most often one-of eforts, dependent on the availability of resources Evaluation Not available results Information Not available links Area UNICEF, UNHCR experts 17 UNRWA. 2010. UNRWA and UNICEF distribute back-to-school kits to Palestinian students in Lebanon. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 50 REPOSITORY INTERVENTIONS MENU Extend School Health and Nutrition (SHN) Programs* Primary aim Target groups Increasing enrollment and retention, better learning, School-aged children and youth with benefts for and improved nutrition through the provision of school the broader school environment including parents, feeding and health and well-being services families, and the wider local community Intervention implementation parameters Costs vary widely by country, extent of services, and costs may be related to the set-up and maintenance of delivery modality;1 in low- and middle-income countries, healthy school physical environment (for example, WASH costs for a standardized 401 kcals cost on average US$41 facilities, safe infrastructure, well-lit classrooms, adequate $ Cost per child per year;2 for costing information in refugee space for play, adapted infrastructure, and materials for hosting contexts including Burkina Faso, Lebanon, Chad, students with disabilities) Rwanda see UNHCR 2022 Develop programs with sustainability in mind: (a) Promote Food management committees (FMCs); cooks & kitchen self-reliance—develop local food production and local Human personnel; nutritionists & health partners; staf to support Duration and economies;3 (b) transition towards implementation resources hygiene & food safety training for cooks & cleaners; frequency arrangements and cost structures aligned with logistics, transportation, MEAL staf government systems; earmarked tax revenue dedicated to support SHN may support this efort Construction/rehabilitation of school kitchen Additional infrastructure, safe food storage, serving & dining area, School-based health and well-being interventions/ resources/ Delivery WASH facilities, supply chain (procurement, transport, learning opportunities, on-site meals/snacks, and take- materials modality and delivery of food, water, soap, and fuel). Additional home rations through the national education system Government, UN, and INGOs, School Management 1 SHN programs have the potential to provide a wide range of individual and social benefts. Implementing Committee (SMC), eFMC,4 Refugee Education Working As such, cost-beneft analysis should be viewed from the perspective of their multi-sectoral agencies Group returns (e.g., to public health, human capital, social protection and economic returns.) See: Verguet, S. et al. 2020. The broader economic value of school feeding programs in low-and middle-income countries: estimating the multi-sectoral returns to public health, human capital, social protection, and the local economy. Frontiers in Public Health, 8, 587046. 3 UNHCR and WFP. 2022. Considerations for programming: School feeding programmes in 2 Researchers found the average program costs of US$41 and median costs of US$29 refugee settings. (min. = 8.6, max. = 270) per child per year, see: Kristjansson, E. A. et al. 2016. Costs, and 4 FMCs ensure that all relevant stakeholders are engaged to plan and follow up on issues cost-outcome of school feeding programmes and feeding programmes for young children. specifcally related to school meals. For more information, see UNHCR and WFP. 2022. Evidence and recommendations. International Journal. Considerations for programming: School feeding programmes in refugee settings. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 51 REPOSITORY INTERVENTIONS MENU Overview Evidence from low- and middle-income contexts suggests that SHN interventions are one of the most reliably efective ways to improve School health and nutrition (SHN) programs aim to protect and school enrollment, attendance,7 persistence, and health outcomes.8 promote the physical and mental health, nutrition, well-being Large numbers of children miss school, or do not learn at school, and development of school-age children and youth through due to largely preventable and treatable illnesses and malnutrition.9 coordinated and comprehensive strategies, activities, and A meta-analysis of 16 experimental and quasi-experimental studies services that are integrated and sustained within the education that evaluated the efect of a school feeding programs in ten low- system.5 Essential school-level elements of SHN policies include: and middle-income countries found signifcant efects on school (a) Education for health and well-being through skills-based curricula attendance.10 For example, evidence from Colombia found school and extracurricular activities; (b) a physical and socioemotional meals reduced the dropout rate (between 10–25 percent), reduced environment that is safe, inclusive and conducive to health, well- grade repetition (between 7–13 percent), and increased high school being and learning, including access to adequate WASH services completion rates (by 39 percent).11 Other health interventions can and; (c) school feeding services that provide healthy school meals play a critical role in ensuring children are able to learn, for example, and efective health interventions. through: (1) Malaria prevention interventions (62 percent reduction The objectives of SHN programs vary depending on the context in absenteeism) and hand-washing promotion (21–61 percent but can include a combination of education, food security, health, reduction in absenteeism in low-income countries);12 (2) free vision well-being, and nutrition outcomes. Possible objectives may include screening and glasses (5 percent higher probability of passing increasing access to education, improving learning, meeting basic food needs, improving nutrition (for example, diet diversity), gender 7 Global Education Evidence Advisory Panel (GEEAP). 2023. Cost-efective approaches equality (for example, increasing attendance for girls) and household to improve global learning. safety-net and livelihood opportunities (for example, creating jobs, 8 Wang, D., Shinde, S., Young, T., and Fawzi, W. W. 2021. Impacts of school feeding on improving livelihood opportunities for women, providing a safety educational and health outcomes of school-age children and adolescents in low-and middle-income countries: A systematic review and meta-analysis. Journal of global net for families, resource transfer to households).6 In addition, health health, 11. services may be included such as oral health promotion, vision 9 UNESCO et al. Stepping up efective school health and nutrition. 10 Snilstveit, B., et al. 2015. Interventions for improving learning outcomes and access to screening and treatment, malaria control, sexual and reproductive education in low-and middle-income countries: a systematic review. 3ie Systematic health services, and menstrual hygiene management. Review, 24. 11 Collante Zárate, S., Rodríguez Orgales, C., and Sánchez Torres, F. 2024. The Power 5 UNESCO, GPE, FAO, UNICEF, UNSCN, World Bank, WFP, and WHO. 2020. Stepping of a Meal. School Feeding and its Educational Efects: Evidence from Colombia. up efective school health and nutrition: A partnership for healthy learners and Documento CEDE No. 24. brighter futures. 12 Bundy, D. A. P. et al. 2018. Optimizing Education Outcomes: High-Return Investments 6 UNHCR and WFP. Considerations for programming. in School Health for Increased Participation and Learning. World Bank. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 52 REPOSITORY INTERVENTIONS MENU reading and mathematics exams)13 and; (3) reduction in inequities about 73 million primary schoolchildren in low and middle-income in access to learning as poor health and malnutrition often intersect countries go to school hungry.18 These conditions translate into loss of with other factors (for example, migration status, poverty, gender).14 learning, grade repetition, and the equivalent of between 200 million There is a strong economic case for SHN programs. A multi-sectoral and 500 million schooldays lost because of ill health each year.19 analysis suggests that the overall benefts of school feeding are several times greater than the returns to public health alone, and Key considerations that the overall beneft-cost ratio of school feeding programs could vary between 7 and 35, with particular sensitivity to the value of These good practices draw from evidence across crisis low- local wages.15 This includes human capital returns from health and income, and refugee-hosting contexts: nutrition, education, social protection benefts and gains to local agricultural economies. Home-grown approaches to school feeding, 1 Formalise SHN programs including school feeding within for example, are seen as mechanisms for creating sustainable national policy frameworks and processes20 markets for local crop production, processing, and procurement In order to promote long-term sustainability of SHN and school that can trigger rural development and beneft not only learners but feeding programs for refugee and host community learners households, small farmers, processors, traders, and governments.16 in national education systems they should be integrated in On the other hand, hunger and malnutrition represent signifcant national laws, regulations, and policies. Policy approaches may risk to human capital development. In low- and middle-income vary from integrating SHN within broader education, health, countries, about 300 million schoolchildren have iron-defciency and nutrition policy frameworks or developing specifc SHN anaemia, causing them to lose around six IQ points per child;17 and polices including the development of national standards for health promoting schools.21 Advocacy, policy guidance, and evidence-based discussions with national and international 13 Glewwe, P., Park, A., and Zhao, M. 2016. A better vision for development: Eyeglasses and academic performance in rural primary schools in China. Journal of Development Economics, 122, 170–182. 14 UNESCO, UNICEF, WFP, FAO, GPE, and WHO. 2023. Ready to learn and thrive: School health and nutrition around the world. 18 Drake, L. J. et al. 2020. Establishing global school feeding program targets: How 15 Verguet, S., et al. 2020. The broader economic value of school feeding programs many poor children globally should be prioritized, and what would be the cost of in low-and middle-income countries: estimating the multi-sectoral returns to public implementation?. Frontiers in public health, 8, 530176. health, human capital, social protection, and the local economy. Frontiers in public 19 The International Commission on Financing Global Education Opportunity. 2016. The health, 8, 587046. Learning Generation: Investing in Education for a Changing World. 16 FAO & WFP. 2018. Home-grown school feeding. Resource Framework. 20 WHO and UNESCO. 2021. Making every school a health-promoting school: Global 17 Bundy, D.A.P. et al. 2018. Re-Imagining School Feeding: A High-Return Investment in standards and indicators for health promoting schools. Human Capital and Local Economies. World Bank. 21 UNESCO et al. Ready to learn and thrive. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 53 REPOSITORY INTERVENTIONS MENU stakeholders to prioritize school feeding may play a critical role development, WASH, energy & environment, child protection, in the institutionalization of SHN and school feeding programs.22 sexual and gender based violence, nutrition & public health and food security.24 In many refugee-hosting contexts, school-feeding 2 SHN programs require multi-year, predictable fnancing can be one of many interventions through the national education to enable proper planning and the sustainability and system including deworming, vaccination, WASH, and HIV continuity of programs awareness. As such, it is critical to at least ensure consultation Multi-year fnancing can be complemented with explicit cost- with the coordinating bodies for key sectors including health sharing or handover strategies between donors and government and food security. early on to support the gradual national ownership of SHN programs. Strategies should be built on robust costing analysis, 4 At the community level, strong participation and ownership address both refugee and host community learners needs, and by parents, teachers and the local community increase the cover who is responsible for what components of SHN and quality, sustainability, accountability and local oversight of school feeding programs. Importantly, cost-sharing/handover school feeding programs25 strategies should be in line with the long-standing principle of For example, Brazil’s National School Feeding Programme equitable and predictable international responsibility sharing (PNAE) aims to purchase at least 30 percent of the food for for refugee hosting.23 school meals from local small-scale farmers with procurement procedures that facilitate farmers’ participation. 26 Local 3 SHN programs require multi-stakeholder multisectoral communities (SMCs, PTAs, village leaders, women’s groups, collaboration to deliver a comprehensive, integrated farmer associations, and student groups) can help facilitate package under the leadership of the government in daily activities, ensure programmes respond to local needs, partnership with UN agencies and NGOs and support the program through in-kind or fnancial support. Given the complex, interconnected and cross cutting nature of SHN and school feeding programs, these should be designed, implemented, and monitored in tandem with other initiatives and sectors as appropriate including: Food and agriculture, local 24 UNHCR and WFP. Considerations for programming, 22 WFP. 2009. Learning from experience: Good practices from 45 years of school feeding. 25 WFP. Learning from experience. 23 For example, see: United Nations General Assembly (UNGA). 2018. The Global 26 FAO and WFP. 2018. Home-Grown School Feeding. Resource Framework. Technical Compact on Refugees, 17 December 2018. United Nations. Document. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 54 REPOSITORY INTERVENTIONS MENU 5 Foster a climate change responsive approach to school Implementation examples and resources feeding27 Increases in climate variability are already having efects Algeria, Burkina Faso, Cameroon, Central African on agricultural systems. For example, increasing extreme Countries Republic, Colombia, Ethiopia, Jordan, Kenya, Lebanon, Mauritania, Niger, and Rwanda weather (for example, foods, drought, heat) can have serious repercussions on agricultural production and rising carbon Almost every country in the world provides some type dioxide concentrations are being linked to decreases in of SHN and school feeding to its school children (see micronutrient densities of some staple crops. Further, 85 percent evaluation results below); fifty-nine governments have Examples of cooking fuel in rural refugee settings is frewood, often used the World Bank’s Systems Approach for Better at scale Education Results (SABER) policy tool to design unsustainably sourced. 28 Climate-sensitive practices may and assess their national school-based health and include strategies to reduce the length of supply chains, identify nutrition programs at scale clean and efcient cooking energy, develop shock-responsive programs, support local agriculture, and reduce waste.29 Evaluation Cameroon, Colombia, Ethiopia, Iran, Lebanon, Liberia, results and Rwanda 6 School feeding programs must meet food safety and quality standards UNHCR and WFP. 2022. Considerations for programming: School feeding programmes in refugee Food safety refers to the conditions and practices that ensure settings food does not cause harm from the way it is procured, WHO and UNESCO. 2021. Making every school transported, handled, prepared, served, and consumed. This Information a health-promoting school: Global standards and links indicators for health promoting schools requires appropriate school kitchen infrastructure which are well UNESCO, GPE, FAO, UNICEF, UNSCN, World Bank, equipped with sufcient water supply for handwashing, cooking WFP, and WHO. 2020. Stepping up efective school food, and cleaning facilities and utensils. For more information health and nutrition: A partnership for healthy learners and brighter futures on operational requirements for school feeding, see UNHCR and WFP 2022. Area School Meals Coalition, WFP, UNHCR, WHO, 27 WFP. 2020. A chance for every schoolchild: Partnering to scale up school health and experts UNESCO, UNICEF nutrition for human capital. 28 UNHCR and WFP. 2022. Considerations for programming. 29 For guidance on environmental sustainability and school feeding see: Batistela dos Santos, E., et al. 2022. Sustainability recommendations and practices in school feeding: a systematic review. Kompass Nutrition & Dietetics, 2(2), 83–102. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 55 REPOSITORY INTERVENTIONS MENU Provide Remedial or Catch-up Programs* Primary aim Target groups Ofering children and youth access to a short-term Children and youth out of school for approximately transitional program to learn content missed because of 3–12 months who had been actively attending disruption and enable re-entry to the formal system school prior to an educational disruption Intervention implementation parameters Catch-up programs can be implemented by $ Cost Not available Ministries of Education (MoE) during nationwide Implementing crises or by NGOs, community, faith-based agencies organizations, and other stakeholders to support Teachers/teaching assistants, school administrators, specifc groups (for example, marginalized learners, Human teacher professional development (TPD) facilitators, refugees, or IDPs) resources and support staf Teacher compensation, benefts, TPD costs Additional resources/ including continuous support costs; monitoring, Overview evaluation, and learning costs; facilities costs; and materials administrative costs Catch-up programs are short-term transitional education oppor- Catch-up programs often span one school year tunities for children and youth who had been actively attending Duration and (6–12 months), condensing roughly one year of school prior to an educational disruption. The program provides frequency learning into six months, after which learners are eligible to enroll in formal education students with the opportunity to learn content missed because of the disruption and supports their re-entry to the formal system. Catch-up programs can be implemented in a range Delivery of formal and nonformal education settings, in The objectives are to: (a) recover lost learning, (b) acquire skills modality missed during the disruption, (c) resume education from the point diferent levels and grades1 they would be if the disruption had not occurred, and (d) transition 1 AEWG. 2020. Catch-up programs: 10 principles for helping learners catch up and return to learning. *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 56 REPOSITORY INTERVENTIONS MENU back into the educational level they were at prior to the disruption.2 2 The learning environment must be physically and emotion- Catch-up programs difer in important ways from accelerated ally safe, and emergency prevention, preparedness, and education programs (AEPs), which target over-age children and response plans in place youth who have been out of school for more than two years and Engage learners, educators, caregivers, and communities in who need to complete the primary curriculum to transition into a developing fexible school reopening plans aligned with national higher educational level (see AEP note). and international guidelines, noting that dates and processes While catch-up programs are widely considered to be an important may be adjusted according to crisis developments.4 intervention for learners whose education has been disrupted, there is not much research and evidence on their impact in general, 3 Prioritize the knowledge and skills learners need to succeed and even less looking in particular at refugee-hosting contexts of in the next grade level or the next phase of education national inclusion. The catch-up program curriculum is a condensed one; therefore prioritize content that will ensure learners remain on grade Key considerations level for their age by covering essential prerequisite skills while integrating and reinforcing grade-level knowledge and skills. Ten principles for catch-up programs:3 Allocate sufcient time, personnel, and funding to condense the curriculum. Ensure involvement of relevant stakeholders 1 Catch-up programs should meet the holistic needs of (for example, Ministry of Education, national curriculum centers, learners whose education was disrupted teachers) to ensure the curriculum is approved and covers all Communities should be consulted to conduct a rapid assessment key content. Consider the inclusion of language skills, social- to identify barriers to a resumption of education. This can include emotional learning, as well as health and safety skills as needed. understanding refugee and host-community learners’ academic, linguistic, economic, health, psychosocial, and safety needs. 4 Adapt the instructional time, delivery modality and exam- Back-to-school campaigns should provide communities with inations to help learners catch up information and facilitate access to the appropriate programs For example, catch-up programs may add instructional time for their children (see back-to-school campaign note). by extending the school day or year, asking learners to return from holiday early, study on weekends, or have shortened 2 AEWG. Catch-up programs. 3 The 10 principles for catch-up programs as developed by the Accelerated Education Working Group (AEWG), incorporating evidence from low-income, crisis and 4 See UNESCO, UNICEF, World Bank, World Food Program, and UNHCR. 2020. displacement contexts. Framework for Reopening Schools. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 57 REPOSITORY INTERVENTIONS MENU mid-semester breaks. Extending instructional time may help In contexts of teacher shortages, volunteers, parents, tertiary learners gain the skills they missed in the extra time. Distance education students, and strong students (with teacher support learning (for example, by radio, SMS, television, take-home and mentoring) may be recruited to teach catch-up programs.6 materials) can also be used to supplement in-person instruction. Consult with key stakeholders to ensure modifcations meet 7 Ensure teachers have the capacity and resources to re- the needs of refugee and host-community learners and do not engage all learners and implement the catch-up program marginalize some learners. A rapid assessment may be used to identify a teacher’s knowl- edge of and ability to implement the condensed curriculum and 5 Apply best practices in learner-centered pedagogy to help learner-centered pedagogy and provide diferentiation and accelerate the acquisition of knowledge and skills remediation. Pre-service, in-service, and continuous teacher This requires assessing learners’ levels in key competency areas professional development (TPD) should cover engaging learners, and providing diferentiated instruction for learners who are teaching a condensed curriculum, using learner-centered struggling and those who are more advanced. For guidance on pedagogy, facilitating distance learning, and providing difer- adapting curriculum, instructional time, and pedagogical strategies entiation and remediation7 (See TPD note). to support accelerating learning, see: Reigniting learning: Strategies for accelerating learning post-crisis (USAID 2020). 8 Keep learners, families, and communities informed, con- sulted, engaged, and accountable 6 (Re)engage teachers and support their well-being5 Catch-up programs need family and community support to Teachers in crisis or confict-afected areas, or where education re-engage learners, ensure enrollment and attendance, and is disrupted, may have also faced negative impacts on their help learners succeed academically and socio-emotionally. economic, physical, social, emotional, and spiritual well-being. Therefore, their holistic well-being must be supported to enable them to return to teaching efectively. This can mean recruiting new educators (ensuring equitable representation of women, minority groups, teachers with disabilities), ensuring responsibilities are feasible and adequately compensated. 6 Ministry of Education and Science Ukraine and UNICEF. 2023. Guidelines for 5 Falk, D., Varni, E., Johna, J. F., and Frisoli, P. 2019. Landscape review: Teacher well-being in implementation of catch-up programs. low resource, crisis, and confict-afected settings. Education Equity Research Initiative. 7 See INEE. 2016. Teachers in Crisis Contexts Training for Primary School Teachers. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 58 REPOSITORY INTERVENTIONS MENU 9 Ensure that catch-up programs are recognized by and Implementation examples and resources aligned with the national education system and have clear transition pathways to formal education. All catch-up programs, formal or non-formal, should be aligned Cambodia, Central African Republic, Ghana, Countries Jordan, Mali, Rwanda, Ukraine, Zimbabwe with and recognized by the national education system, ensuring they meet national curriculum standards and learning outcomes. This is especially important in contexts of refugee inclusion so Although catch-up programs have been implemented across a wide range of crisis that catch-up classes facilitate transition into the host country Examples contexts, there is little evidence available on education system. Collaborate with appropriate ministries to at scale the impact, scale, or cost-efectiveness of ensure all learners who are in candidate classes/at the end of these initiatives a level can register for and sit national exams. Evaluation Not available 10 Integrate catch-up programs into the national education results system and relevant humanitarian architecture to ensure their quality and sustainability AEWG. 2020. Catch-up programs: 10 principles Information Regardless of whether programs are implemented by MOE or for helping learners catch up and return to links learning NGOs, they should work toward progressive integration with national education strategies, policy, fnancing, management and MEAL systems. Martha Hewison (UNHCR) Chair of INEE AEWG: Area experts martha.hewison@inee.org INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 59 REPOSITORY INTERVENTIONS MENU Ofer Accelerated Education Programs (AEPs) for Out-of-School Children and Youth* Primary aim Target groups Providing accredited learning opportunities Out-of-school children and youth (OOSCY), typically which aford entry or reentry into the formal ages 10–18, who have not been reached efectively by education system the formal system. They may be over-age, underprepared or unfamiliar with the language of instruction. Intervention implementation parameters The Accelerated Education Evidence Review provides AEP rates of acceleration range from covering information on cost per benefciary, noting however Duration and 1.25 to 3 years of the curriculum in one year; most that these costs are not comparable due to diferences frequency commonly, AEPs cover two grades of the primary in methodology;1 in Congo, the VAS-Y Fille! program curriculum in one year3 cost between US$220–290 per benefciary; in Burkina $ Cost Faso, Mali, and Niger, Speed Schools cost US$132 AEPs should be held in safe learning spaces close per benefciary. Myanmar’s Non-formal Middle School Delivery to learners with adequate WASH facilities, furniture, Equivalency Programme cost US$433 and Oxfam’s modality and teaching and learning materials; can be in host- Alternative Learning Programme in South Sudan cost community schools4 US$167 per benefciary Implementing AEPs are often implemented by UN or NGO actors Teachers providing AEPs should be recruited from agencies but are increasingly part of education sector plans target geographic areas, build on learners’ culture, Human language and experience and ensure gender resources balance; provide pre-service and in-service teacher professional development2 Overview Training for facilitators, recurrent materials and Additional textbooks, management and operational costs, and AEPs are widely used in refugee contexts to support enrollment, resources/ retention, completion and learning outcomes of out-of-school procurement of laptops and equipment required for materials vocational training refugee children and youth.5 3 AEWG. 2017. Guide to the Accelerated Education Principles. 1 AEWG. 2020. Accelerated Education Evidence Review. 4 AEWG. 2017. Guide to the Accelerated Education Principles. 2 AEWG. 2017. Guide to the Accelerated Education Principles. 5 Aras & Yasun, 2016; Henderson, Mansour & Hough, 2023; UNHCR, 2019c *This note was produced by the ERICC Helpdesk, with Arianna Pacifco as lead author, and Jefrey Dow and Danni Falk as quality and technical review. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 60 REPOSITORY INTERVENTIONS MENU Key considerations 2 Equity and inclusion This involves the deliberate choice of strategies to remove Learning from country experiences points to the importance of a barriers to enrollment and completion, which may be diferent staged path to strengthening AEP alignment with national systems across marginalized groups. Efective AEPs continuously engage across the nine dimensions below, based on need and readiness:6 refugee families and host communities to ensure the AEP is a workable learning option for OOSCY in the community. In 1 AEP Goals crisis contexts, many AEP students are caregivers, heads of The goal of AEPs is to provide learners with equivalent, certifed households, and parents and may require early childhood competencies for basic education using efective teaching and education (ECE) services connected to AEP programs11 as well learning approaches that match learners’ level of cognitive as fexible class times and locations.12 maturity. The objectives of an AEP may be to: (a) transition to the formal education system to continue their education; (b) enter 3 Curriculum13 and calendar a TVET program; or (c) move directly into the workforce with AEPs use a condensed age-appropriate curriculum—aligned certifed literacy and numeracy skills in place.7 For refugees, with the national curriculum and ideally following it closely. promising practices include: engaging refugees’ home language This would ideally include clear transition pathways into formal alongside support for host-country language acquisition,8, 9 and schools focused on foundational skills in key subjects, notably raising awareness of the educational resources available and literacy, numeracy, and SEL. AEPs provide essential content, providing strategies for accessing them.10 as agreed by curriculum experts, and minimize repetition. Community consultation helps ensure schedules are responsive to local conditions. 6 Education.org. 2022. Accelerated education programs: An evidence synthesis for policy leaders. 7 Shah, R. and Choo, W. 2020. Accelerated Education Evidence Review: Strengthening 4 Assessment and certifcation the evidence base for accelerated education. AEWG. Program completion is marked by certifcation sanctioned 8 Trudell, B., Nannyombi, P., and Teera, L. 2019 (in partnership is SIL Africa). A bridging by the national Ministry of Education (MoE), and enables the program for refugee children in Uganda: Perspectives and recommendations. SIL Africa, 1–40. transition to formal school, additional training, or employment. 9 The AEWG recommends that AEP teachers teach in the mother tongue or home language of learners to help learners gain durable literacy and master content more 11 Oddy, J. 2022. Accelerated Education in the Democratic Republic of Congo, South easily. This is consistent with overwhelming evidence that learning to read frst in the Sudan, Tanzania, and Uganda. AEWG. mother tongue improves students’ literacy in other languages later. 12 Accelerated Education: 10 principles for efective practice. 10 Sommers, M., and Nasrallah, M. I. 2024. Lost Opportunity: Education for out-of-school 13 For guidance on AEP curriculum development see AEWG. 2021. Condensing a youth in emergency and protracted crisis settings. NORCAP. Curriculum for Accelerated Education. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 61 REPOSITORY INTERVENTIONS MENU If AEP students sit for national examinations, AEP calendars and 7 Pedagogy national examination dates should match up. Efective AEPs employ learner-friendly pedagogical approaches to make classrooms welcoming, encourage enrollment and 5 Monitoring and evaluation, and EMIS attendance, and improve learning. To increase efectiveness, Program data ideally should be collected and integrated AEPs generally have class sizes of no more than 40 learners. systematically into the MoE’s Education Management Informa- Consider Teaching at the Right Level (TaRL) approaches including tion System (EMIS).14 The education needs of forcibly displaced (a) regular assessments to determine students’ learning levels, populations difer based on legal status, gender, age-group and (b) reorganizing classrooms into temporary, skill-based groups, disability, necessitating data collection with adequate levels of and (c) delivering targeted instruction using appropriate learning data disaggregation. Program efectiveness should be regularly materials and teaching strategies.16 monitored, such that the data is used to assess and improve the program, and ultimately the pertinent policies. 8 Teacher compensation Rates vary by funding source and local or national regulations. 6 Teacher sourcing and development Timely and fair compensation reduces teacher turnover. It is Gender-balanced recruitment of teachers from the refugee critical to promote recruitment and retention of teachers and to community carries benefts, including closer family and community reach a feasible and reasonably fair compensation approach. engagement and the ability to build on learners’ culture, language and experience.15 Ongoing teacher support is a central tenet of 9 Funding and budgeting efective AEPs, whether teachers are community volunteers Although many AEPs are funded by outside donors, even after with little or no teaching experience, or certifed formal school many years of operation, there is a critical government role in teachers, who also serve as AEP learning facilitators. This can ensuring program quality and that ongoing funding is in line with include supervisor support, teacher working groups, and teacher country priorities and plans. Inclusion of AEPs in the national learning circles (TLCs). budget, even if the source is nongovernmental, will advance the sustainability of programs.17 14 Generally, the degree of data integration is consistent with the level of AEP integration with the system, with programs overseen or managed by government being far more 16 Ismail, I. A., Qadhaf, R., Huza, O., and Yorinda, Y. 2024. Teaching at the Right Level likely to capture data within government information systems. (TaRL) as a Potential Solution for Improving Middle School Education: A Systematic 15 Mendenhall, M., and Falk, D. 2023. National Inclusion Policy Openings/Barriers for Review of the Literature. International Journal of Academic Pedagogical Research Refugee Teachers: Critical Refections from Kenya. Journal of Refugee Studies, 36(4), (IJAPR), 8(4), 126–138. 649–667. 17 Education.org. Accelerated education program. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 62 REPOSITORY INTERVENTIONS MENU Implementation examples and resources Education.org. 2022. Accelerated education programs: An evidence synthesis for policy leaders Colombia, DRC, Ethiopia, Ghana, Jordan, Nigeria, Countries Pakistan, South Sudan, Tanzania, and Uganda Information Education.org. 2024. Steering through storms links AEWG. 2020. Accelerated education evidence review AEWG. 2017. Guide to the Accelerated Education Principles Examples In Uganda, as of 2021, 22,350 learners were enrolled at scale in the AEP program Area Martha Hewison, INEE, Chair of AEWG: experts martha.hewison@inee.org An evidence review that examined impact evaluations from 26 AEPs suggests that AEPs struggle to ensure their learners make the transition into the formal Evaluation education systems due to a range of demand and results supply side factors including lack of primary and secondary schools;18 most AEPs in this study did not target refugees specifcally and data was not disaggregated by refugee status19 18 Shah and Choo. Accelerated Education Evidence Review. 19 There is a need for more robust impact evaluations on AEP and other pathways to formal education which include cost-efectiveness analyses to inform policies and implementation modalities (Abu-Ghaida and Silva 2020). Programs like AEPs track data on dropout, retention, enrollment and transition rates diferently, typically without disaggregation by age, socio-economic status, ability or displacement status, complicating the ability to evaluate the efectiveness and impact of initiatives (Education.org 2022). The use of a common monitoring and evaluation framework like the Accelerated Education Working Group’s Monitoring & Evaluation Toolkit (AEWG 2020) and addressing the fnancing and costing data gap (Education.org 2022) could improve decision-making on how to best support out-of-school children and youth and their pathways to formal education. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 63 REPOSITORY INTERVENTIONS MENU Strengthen Psychosocial Support and Socio-Emotional Learning for Students* Primary aim Target groups Providing a safe and nurturing Refugee students, though students from host educational environment for students communities can also beneft from these programs, experiencing mental distress especially from the national-level socio-emotional learning (SEL) curriculum Intervention implementation parameters Many of the resources are available online at no Interventions like Classroom Drama require trained cost, though would require resources to localize theater professionals who may not be easily and implement the activities; in Lebanon, the Additional found in some parts of the world; other programs resources/ $ Cost implementation of half a year of the Healing materials may have limited availability, such as the Healing Classroom program cost US$249 per child, which Classrooms in-person trainings, which are only included teacher professional development, available in the UK tutoring, and school kit costs1 Duration and The interventions range from being self-paced to Human Educators and school administrators to participate frequency lasting up to six months resources in trainings and/or facilitate and coordinate activities Delivery Can be school-based training, community-based modality training, or teacher-led delivery Many interventions are implemented by NGOs Implementing or a consortium of NGOs and universities, with agencies some SEL programs now embedded in national education systems 1 Tubbs Dolan, Carly, Ha Yeon Kim, Lindsay Brown, Kalina Gjicali, Serena Borsani, Samer El Houchaimi, and J. Lawrence Aber. 2022. “Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon.” American Educational Research Journal 59 (3): 419–60. *This note was authored by Jessica Lee (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 64 REPOSITORY INTERVENTIONS MENU Overview resettlement host countries.5 For example, in Armenia, displaced families reported that only 47 percent of teachers had sufcient Psychosocial support (PSS) can be defned as “a process of knowledge to support children with trauma.6 facilitating resilience within individuals, families and communities” and socio-emotional learning is “the process of acquiring social and emotional values, attitudes, competencies, knowledge, and Key considerations skills that are essential for learning.” Mental health and psychosocial support (MHPSS) and socio-emotional learning (SEL) interventions 1 Train educators to have better insight into the needs of have been increasingly provided to students in recent years, refugee students and promote the importance of mental especially for refugee children who sufer from higher rates of health in schools posttraumatic stress disorder and other behavioral difculties.2 The A recent study of school-based MHPSS interventions in high- two approaches overlap extensively but are discrete, and one of income countries found that successful programs generally had the more distinct features of SEL is that it is usually linked to an three characteristics: (a) they were adapted to the context and academic setting.3 Schools are a good vehicle for providing PSS culturally competent (that is, reaching students and families in a and SEL programming due to their perception as a “neutral” place, way that spoke to their beliefs, identities, practices, and ways of which leads to less distrust. Schools are ideally a calm space where communicating distress); (b) they engaged families and extended refugee children experience everyday realities, and can also act as social circles, not just students, and took a multilayered approach a bridge between host communities and refugee families.4 to mental health; and (c) they cultivated trusting partnerships, Many schools and educators are not well-prepared to support or given that most programs rely on a variety of actors, such as meet the needs of refugee children. A 2023 study found lower resettlement groups, mental health professionals, educators, levels of resources, safety, and social inclusion in educational research teams, and NGOs.7 settings for refugee students in 41 predominantly distant 5 Cooc, N., and Kim, G. 2023. School Inclusion of Refugee Students: Recent Trends 2 Spaas C. et al. 2023. School-based Psychosocial Interventions’ Efectiveness in from International Data. Educational Researcher. 52. Strengthening Refugee and Migrant Adolescents’ Mental Health, Resilience, and 6 UNESCO. 2024. Blog post: UNESCO provides psychosocial support in schools in Social Relations: A Four-country Cluster Randomized Study. Psychosoc. Interv. 2023 Armenia. Aug 7;32(3):177–189. 7 Bennouna, C. et al. 2019. School-Based Programs for Supporting the Mental Health 3 Spaas C. et al. School-based Psychosocial Interventions’ Efectiveness. and Psychosocial Well-being of Adolescent Forced Migrants in High-Income 4 Spaas C. et al. School-based Psychosocial Interventions’ Efectiveness. Countries: A Scoping Review. Social Science & Medicine 239: 112558. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 65 REPOSITORY INTERVENTIONS MENU Though many programs have been implemented in high-income learning ability; and (c) a more specialized intervention for countries there are examples from lower income countries as children who sufer from nightmares and sleep disturbances. well: The program relies on “master trained” counselors and teachers ⊲ Healing Classrooms is a program developed by IRC that who support colleagues at other schools. focuses on training teachers to create a supportive learning ⊲ RefugeesWellSchool is an initiative that promotes refugee and environment. Iterations of it that have an SEL component have migrant adolescents’ mental well-being and is implemented by been used in the Democratic Republic of Congo, Lebanon, diferent partners in six European countries: Finland, Sweden, Niger and the UK. These versions provide teaching and Norway, Denmark, Belgium, and the UK. The program includes learning materials that incorporate SEL into the mathematics a number of interventions, one of which is an in-service and reading curriculum as well as in-service professional training for teachers to help them better understand how training for teachers. The UK-focused website ofers online refugee and migration experiences afect their students. The resources such as SEL lesson plans, teacher briefngs on training runs over the course of 10–12 weeks and consists of conficts in Afghanistan and Ukraine, as well the ability to join three parts: two in-person full-day seminars with an online two diferent online training modules (a basic one and a more course “sandwiched” between them that has roughly 4–5 in-depth one) led by an IRC education specialist. In Lebanon, hours of content. The facilitators for the in-person trainings the implementation of half a year of the Healing Classroom are members of the project team in each partner country. program cost US$249 per child, which included teacher ⊲ The Including Children Afected by Migration program professional development, tutoring, and school kit costs.8 (ICAM) focuses specifcally on school leaders in Europe, and ⊲ The Better Learning Program (BLP) is an initiative headed how they can improve inclusion in their schools. The program by the Norwegian Refugee Council (NRC) that was launched includes professional development for two school leaders in the West Bank and Gaza and in 2022 was established in comprising a four-day training workshop on inclusion and 27 countries where NRC works. BLP aims to equip teachers SEL and six visits for ongoing coaching from ICAM national with skills to help children process trauma. BLP has three facilitators. In addition, facilitators provide a handbook and components: (a) a general classroom approach that provides database with ideas on how to get the program started at psychosocial skills to children; (b) a smaller group approach schools, an online assessment tool to review the school’s that targets children who have reduced concentration and practices, a help line to resolve technical issues, and analysis and comparative data from other schools locally and nationally, 8 Tubbs Dolan et al. “Supporting Syrian Refugee Children’s Academic and Social- Emotional Learning” INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 66 REPOSITORY INTERVENTIONS MENU as well as access to a network of European schools to share where they discuss a range of topics—from friendship, love, good practices. and dating to safety and discrimination. These discussion groups last for 21 weeks with the goal of fostering social 2 Allow refugee children and adolescents to express what cohesion and mutual understanding. they’ve experienced and help them build community ⊲ In Belgium, elementary school-age children—half of whom Research has shown that positive social relationships can have were refugees and half with migration backgrounds— a protective function as well as provide educational support for participated in a creative arts program where they used refugee students.9 However, it is also important to ensure that storytelling, drawing, and drama to express experiences of trained professionals deliver the interventions and that follow-up forced migration. The program involved two-hour workshops support is available to avoid retraumatizing students. Some conducted during regular school hours over 12 weeks, led by examples from Europe include: a qualifed creative arts therapist in collaboration with the class ⊲ Classroom Drama, another intervention from RefugeesWell- teacher. While children who participated in the program did School, is a nine-week program of 75-minute sessions that is not exhibit fewer symptoms than those in the education-as- coordinated by a play director and a team of trained actors usual group, those with high baseline levels of posttraumatic and musicians (with experience in vulnerable communities) stress reported a reduction in trauma symptoms.10 Refugee who develop a theatrical representation of stories shared children, in particular, reported a greater decrease compared by students. Eventually, students join in the story and exert to their nonrefugee peers.11 more control over the narrative. This intervention was found to help improve family relations and perceived family support 3 Enhance positive relationships at school between host for refugee students. communities and refugee students ⊲ Welcome to School (also from RefugeesWellSchool) focuses The Peer Integration and Enhancement Resource (PIER), also on bringing together refugee and migrant students with part of the RefugeesWellSchool program, focuses on developing their teacher as the facilitator. RefugeesWellSchool provides safe and supportive social interactions in multiethnic schools.12 teachers with a manual and students with a workbook that 10 Kevers, R., et al. 2022. The Efect of a School-Based Creative Expression Program allows them to engage in weekly classroom group discussions on Immigrant and Refugee Children’s Mental Health and Classroom Social Relationships : A Cluster Randomized Trial in Elementary School. American Journal of Orthopsychiatry 92 (5): 599–615. 9 Dryden-Peterson, S., Dahya, N., and Adelman, E. 2017. Pathways to Educational 11 See previous footnote. Success Among Refugees: Connecting Locally and Globally Situated 12 Watters, C., Soye, E., and Meier, I. 2021. Peer Integration and Enhancement Resource Resources. American Educational Research Journal, 54(6), 1011–1047. (PIER) Manual. University of Sussex. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 67 REPOSITORY INTERVENTIONS MENU The intervention is a series of group discussions that lasts eight Implementation examples and resources weeks and each session generally runs between 45 and 60 minutes. Usually, an experienced facilitator is recruited to run West Bank and Gaza, Lebanon, Democratic the program, though the class teacher is also present during Countries Republic of Congo, Niger the sessions. In some instances, the program can be facilitated by the teacher, if they have experience doing group work with Examples Limited examples of programs implemented at children and talking about sensitive issues. The purpose of the at scale scale in low-income or FCV contexts intervention is to develop more understanding of migrant and refugee experiences as well as encourage the integration of There are evaluations available for: migrant and refugee youth in host communities. Healing Classrooms in Lebanon, DRC, and Niger Evaluation Better Learning Program in West Bank and Gaza, results Kenya, and Central Sahel countries Some RefugeesWellSchool interventions have also been evaluated (citations available in this paper) Harvard University PSS-SEL Toolbox EU Working Group schools—Flash Report on “Psychosocial Support for Refugee Learners” National Association of School Psychologists. Supporting Refugee Children and Youth: Tips for Information Educators links Trauma and Learning Policy Initiative Education Cannot Wait: Technical Guidance Note on Mental Health and Psychosocial Support (MPHSS) in Education in Emergencies and Protracted Crises (EiEPC) International Rescue Committee (IRC) Area experts Ofce of the United Nations High Commissioner for Refugees (UNHCR) INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 68 REPOSITORY INTERVENTIONS MENU Use Adaptive1 EdTech Solutions to Build Foundational Literacy and Numeracy Skills* Primary aim Target groups Using technology to improve education access Refugee children in formal/informal education or out and quality (in alignment with national policy) of school, typically grades 1 to 5 (ages 6–14) who may not have acquired the necessary skills for their age Intervention implementation parameters Varies according to the solution but ranges from EdTech solutions are often implemented by $ Cost less than US$1 (Curious Learning) to US$250 per Implementing development partners, philanthropic groups, or learner (onebillion) NGO actors, but some governments are starting agencies to incorporate them at scale into the education system (such as Malawi, Jordan, Ukraine) Human Trained facilitators/teachers, IT helpline, MEAL resources personnel Additional EdTech solutions require some level of hardware Overview resources/ (smartphone, tablet, computer, power source); Of the world’s 43.3 million refugee children today, just 50 percent materials some might require connectivity, but many do not have access to formal education. Even for those who do manage to Throughout the school year but it can also be attend school, overcrowding and under-resourcing are signifcant implemented during school breaks obstacles, with many children failing to acquire basic literacy and Duration and frequency Preliminary research on optimal dosage indicates numeracy skills. EdTech provides innovative solutions to these an average of 30 to 60 minutes per day (onebillion, constraints by addressing challenges such as limited space for new Can’t Wait to Learn) educational infrastructure, mixed learning levels within classrooms, EdTech solutions can be implemented in various difculty in recruiting qualifed teachers, lack of prior schooling Delivery spaces, depending on the target population: experience among refugee students, and language barriers modality schools, community centers, homes; learning can also be self-directed or delivered through teachers between students and teachers. 1 Adaptive learning software often adjusts content to match the level of the learner—incorporating both assessment and instruction—often mixed with gamifcation (Proctor 2019). *This note was authored by Justine Bailliart (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 69 REPOSITORY INTERVENTIONS MENU EdTech, or educational technology, involves the use of hardware, school system, which is strained by the infux of refugees, as well software, digital content, data, and information systems to enhance as in alternative learning centers. teaching and learning while improving education management The interface was localized to align with children’s experiences and delivery.2 In refugee contexts, EdTech solutions have proven through culturally relevant characters, design, and storyline, valuable in maintaining access to both formal and informal enhancing engagement, especially for those new to technology. education for children.3 A key area where EdTech has shown strong The game reaches children who may be deterred by traditional evidence of impact is in helping students acquire foundational education due to being over-age. In formal settings, it enables skills—both literacy and numeracy—through adaptive learning students of diferent levels to learn at their own pace; in nonformal programs. These can help address educational access challenges settings, it remains fexible, motivating, and accessible. The game in refugee settings by supplementing formal classroom education delivers high-quality education consistent with national standards, (for example, Malawi), enhancing nonformal learning in community ensuring even the most disadvantaged children can beneft. centers (for example, Jordan), and ofering remote learning options when students cannot attend school (for example, Ukraine). The Between September 2018 and January 2019, research involving key strength of EdTech lies in its fexibility, enabling educational 709 children (ages 6–13) in Learning Support Centers showed continuity during displacement and in remote areas, and within signifcant learning gains comparable to outcomes from traditional low-infrastructure or informal learning environments. government curricula. While the impact on psychosocial outcomes varied, children in program schools experienced a greater increase In Jordan, The Ministry of Education partnered with War Child in in hope. 2017 to implement the “Can’t Wait to Learn” program, which ofers Arabic reading and mathematics education (Grades 1–3) for host and refugee communities.4 This curriculum-based, self-guided Key considerations game, accessed via tablets, allows children to study Ministry- The Rapid Evidence Review (RER) by the EdTech Hub highlights approved material and work toward primary certifcation. The both the opportunities and challenges of using technology for program supports a range of learning levels in both formal and education in refugees settings. nonformal settings, providing fexibility and motivation, with the objective to decrease dropout rates and promote progression into formal primary and secondary education. It operates in the formal 1 Modalities and pedagogies The literature suggests that how content is delivered matters 2 World Bank. 2022. Education Technology or ‘EdTech’. more than the specifc technology used. Blended learning 3 EdTech Hub. 2020. Refugee Education: A Rapid Evidence Review. approaches that support rather than replace teachers are vital, 4 Can’t Wait to Learn Jordan. 2019. Closing the education gap through technology. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 70 REPOSITORY INTERVENTIONS MENU but these can be difcult to implement in refugee settings, ensure that EdTech does not exacerbate the pressures already where traditional teacher-centered methods are more common. faced by teachers in these challenging environments. Engaging refugee communities in the design of EdTech content, especially teachers, is crucial to ensuring that the tools and 3 Psychosocial Support pedagogies are localized and adopted (for example, War Child’s EdTech can contribute to the psychosocial well-being of refugee Can’t Wait to Learn initiative). Adaptive learning EdTech solutions children by fostering social connections and creating a sense can allow teachers to track student progress and target support, of global belonging.8 Beyond the positive outcome on their which is particularly valuable in multilevel classrooms common mental health, heightened psychosocial well-being can lead to in refugee contexts (for example, TIGER girls program). better learning outcomes.9 Learner-centered pedagogies, often included in EdTech interventions, encourage active participation 2 Support to educators of refugee children and the development of life skills, which are essential in helping EdTech should support, not replace, teachers and other learning children cope with traumatic experiences. Emerging evidence facilitators, even if they lack full qualifcations. Teachers play suggests that game-based EdTech and creative activities in a critical role in the success of EdTech interventions; they digital spaces can support children’s emotional well-being. must therefore get ongoing support and training to efectively Digital storytelling, for example, has shown promise in helping integrate EdTech into their practices, particularly in contexts refugee students process traumatic experiences (for example, where technology and learner-centered approaches are onebillion’s onecourse software). However, more research unfamiliar. There is evidence that EdTech interventions work is necessary to fully explore the potential impact of these better when teachers are involved in the design process,5 if there interventions. There is evidence, however, that peer learning is is adequate training for teachers (continuous training, not one-of a critical element of psychosocial well-being.10 training),6 and when the EdTech intervention design dovetails with existing teaching practices.7 Mobile technology has shown promise in ofering practical support and aiding educators in 8 TIES for Children, Global. 2023. Lessons and Impacts of Ahlan Simsim TV Program data collection and analysis. Nonetheless, it is important to in Pre-Primary Classrooms in Jordan on Children’s Emotional Development: A Randomized Controlled Trial. fgshare. Preprint. 5 UNESCO. 2024. Global education monitoring report, 2024/5, Leadership in 9 Corcoran, R. P., Cheung, A. C., Kim, E., and Xie, C. 2018. Efective universal school- education: lead for learning. based social and emotional learning programs for improving academic achievement: 6 World Bank. 2020. Cost-Efective Approaches to Improve Global Learning: What does A systematic review and meta-analysis of 50 years of research. Educational Research recent evidence tell us are “Smart Buys” for improving learning in low- and middle- Review, 25, 56–72. income countries?. 10 Mazari, H. et al. 2023. Learning continuity in response to climate emergencies: 7 UNESCO. Global education monitoring report, 2024–25. Pakistan’s 2022 foods [Technical Report]. EdTech Hub. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 71 REPOSITORY INTERVENTIONS MENU 4 Design EdTech programs to support integration in national existing hardware and using adaptive or self-paced software that systems targets learning at the level of an individual child can be cost- Refugee education programs, as enshrined in the Global efective.12 Also, leveraging technology that is already available Compact on Refugees, seek to open up quality accredited in many households, like mobile phones, can be a cost-efective education opportunities. To facilitate this, the EdTech program way to reach students and their families and improve learning should engage with the Ministry of Education from the outset, outcomes.13 including when operating as nonformal education (for example, accelerated or catch-up education). Engagement with the 6 Planning to implement EdTech solutions Ministry will ensure alignment with national education policies, Several key stakeholders, such as the IRC and Imagine Worldwide, ensure feasible implementation design and facilitate handover. have developed toolkits and reports for implementing EdTech activities in refugee contexts. While each setting may require a 5 Consider sustainability unique approach, the following essential questions and steps Cost and logistical feasibility are critical concerns, with careful should guide planning: attention also given to the design and ongoing maintenance ⊲ Assessing the relevance of EdTech: Is the pedagogical goal of EdTech tools and content. These factors signifcantly afect clear, and can EdTech contribute meaningfully to achieving it? cost appraisals over time. The main drivers of costs vary based ⊲ Selecting the EdTech tool: What is the current landscape on the implementation modalities selected and the stage of of EdTech solutions? What minimum logistical requirements the project: while localization and hardware might be the main (for example, connectivity, electricity, devices) must be met cost drivers at the beginning of a project, maintenance and to ensure correct implementation in the refugee setting? implementation costs would likely become the main drivers in How adaptable is the solution? Is the content localized and future stages if the project purchases hardware and provides aligned with the local curriculum? Have refugee stakeholders learning through facilitators.11 Sustainability considerations should been involved in the localization of the content? What role do thus be prioritized from the outset to avoid further disruptions teachers play in the implementation and is there adequate in refugee children’s educational progression. Leveraging teacher training to support implementation? existing EdTech infrastructure is the most efective approach, especially in low-income contexts. For example, tapping into 12 Angrist, N. et al. 2020. How to Improve Education Outcomes Most Efciently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling 11 EdTech Hub. 2021. HELPDESK RESPONSE 32 Cost-Efectiveness and EdTech Metric. Policy Research Working Paper No. 9450. World Bank. Considerations and case studies. 13 Mazari et al. Learning continuity in response to climate emergencies. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 72 REPOSITORY INTERVENTIONS MENU ⊲ Designing the activity: How can equity be guaranteed for ⊲ Scaling the activity: How can the pilot’s learnings be leveraged the most vulnerable refugee learners? Who will facilitate the to scale the intervention successfully? Which education systems learning experience (for example, teachers, close members of stakeholders will need to be engaged as you scale? Do you the refugee community)? Where will learning take place in the have an engagement and collaboration plan in place with refugee setting (in a safe, conducive environment)? Where will the Ministry of Education to ensure approval and longer-term hardware be securely stored? What are the projected costs sustainability of EdTech for refugees? Have you calculated of scaling the activity? What is the community and caregiver the cost of fnancing the approach at scale and understood sensitization and engagement strategy in place? How is it how this could be integrated into the Ministry of Education’s responding to the concerns and interests of the refugee annual budget and donor fnancing? community? Lastly, advanced AI technologies have the potential to transform ⊲ Piloting the activity: What is the deployment plan for the education and enhance equity, inclusion, and learning outcomes, technology? How will communication with participating especially for vulnerable populations, when implemented refugee communities and schools be handled to ensure ethically and contextually. Examples of their applicability in smooth implementation? What capacity-building eforts will education include acting as virtual tutors, personalizing learning be ofered to refugee facilitators/teachers? How will data experiences, and flling gaps where teacher availability is limited. privacy and safety be guaranteed, particularly given the New AI technologies can streamline content creation, generating heightened sensitivity of refugee data? What indicators will culturally and linguistically relevant materials quickly and be used to monitor and evaluate learning and socio-emotional afordably. Additionally, AI-driven translation tools break down outcomes? What are the data-sharing protocols with partners? language barriers, improving access to educational resources What strategies will be used to maintain engagement (for for diverse learners. These innovations hold strong promise for example, motivational messaging)? Have you set up a system creating more inclusive and efective learning environments. to measure and model cost-efectiveness? ⊲ Monitoring and evaluating the activity: Reach: are the intended children being taught or gaining access to the EdTech solution? Engagement: are learners using the system regularly and as intended? Learning Outcomes: how much are children actually learning? INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 73 REPOSITORY INTERVENTIONS MENU Implementation examples and resources EdTech solutions are being used in numerous refugee contexts, for example in: Countries Chad, Jordan, Lebanon, Malawi, South Sudan, Uganda, Ukraine, among others Examples Vodafone Instant Network Schools, onebillion, at scale Curious Learning, Can’t Wait to Learn, Kolibri Evaluation Curious Learning, onebillion, Can’t Wait to Learn results WB Edtech Knowledge Pack on Technologies for Information Personalized and Adaptive Learning links Save the Children Review on EdTech for Learning in Emergencies and Displaced Settings Inter-Agency Network for Education in Emergencies (INEE) Area experts Robert Hawkins, Senior Economist and EdTech Team Lead, World Bank: rhawkins@worldbank.org EdTech Hub INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 74 REPOSITORY INTERVENTIONS MENU Include Refugees in Education Management Information Systems (EMIS)* Primary aim Target groups Collecting and accessing relevant data on All refugee children in school refugee learners in a timely manner Intervention implementation parameters Overview As refugee children often complete most of their schooling in $ Cost US $1 million–$7 million for developing an EMIS1 host countries, integrating them into national education systems is essential to uphold their fundamental right to education. This Human Statistics staf in the Ministry of Education, EMIS integration requires a strong policy—data nexus, where robust resources focal points in schools, IT capacities policies are informed and measured by accurate, timely data from arrival to local integration. National education data systems Additional resources/ IT hardware and software, connectivity (EMIS), which provide systematic, quality data in a well-structured materials enabling environment that facilitates utilization of the information produced in planning and policy dialogue, are a key tool to achieve Duration and this nexus. Unfortunately, refugee learners are frequently excluded Throughout the education of a refugee child frequency from them and the broader education data ecosystem (see Include Refugees in National Data Systems note), creating critical data Delivery modality Through national EMIS gaps that impede efective planning, monitoring, and support. A recent analysis covering 41 of the largest low- and middle-income refugee hosting countries revealed that refugee inclusion in EMIS Implementing Statistical unit within the Ministry of Education, agencies National Statistical Ofces, schools, UNHCR scored an average of 2.41 out of 4, indicating lagging progress in 1 GPE. 2019. What can we learn from EMIS diagnostics?. *This note was authored by Justine Bailliart (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 75 REPOSITORY INTERVENTIONS MENU data integration compared to other policy strands such as use of By 2018, SIMAT incorporated a “country of origin” variable to host-country curricula or access to certifcation.2 collect data on Venezuelan Colombian returnees, and migrants of With the average duration of exile now exceeding a decade, it other nationalities living in Colombia, supporting comprehensive is essential for host governments to include refugees in EMIS responses to mixed migration fows. Public enrollment data is to ensure equitable access to quality education for all children available via government open data platforms, like the National and youth. Reliable data on refugee enrollment, attendance, Observatory of Migration (ONM). In 2021, MEN launched a “Pathway and learning outcomes enable governments to make informed for the Educational Support of Students from Venezuela,” detailing decisions, allocate resources efectively, and design educational steps families and school staf should take to secure their enrollment programs that address the needs of all learners. in schools. For example, Colombia hosted over 2.4 million Venezuelan refugees Colombia also collects data on student learning outcomes. and migrants, making it the largest host country for displaced While disaggregated data for the Saber 3, 5, 7, and 9 exams Venezuelans as of 2022. From a data perspective, there has been a are not available, the Saber 11 exam results for upper secondary positive trajectory since 2015 in the inclusion of Venezuelan refugee students are linked to SIMAT and disaggregated by country and and migrant data in national education data systems.3 documentation type. In 2017, the Ministry of National Education (MEN) and Migración Public data on students from Venezuela is made available through Colombia issued Circular 1, mandating schools to enroll all the Colombian government’s open data platforms, including the non-nationals, including undocumented children, and report their DNP’s National Observatory of Migration (Observatorio Nacional enrollment through the System for Reporting of Non-Nationals de Migración, ONM), which gathers data collected by diferent (SIRE) and the national enrollment database, SIMAT. Additionally, agencies providing services to Venezuelan refugees and migrants undocumented students were assigned a temporary identifcation onto one platform. Enrollment data is also disseminated through number (NES) to facilitate school enrollment, preventing principals Response for Venezuelans (R4V) platforms and reports published from denying admission to Venezuelan students. Circular 16 (2018) by its working groups and partners, including the Interagency Group provided updated guidelines for enrolling refugee and migrant on Mixed Migration Flows (GIFMM). students in SIMAT. The Colombian experience suggests several enablers of success: 2 Levels of inclusion are coded on a scale of 1–4. In Zeus, B. 2018. Refugee education ⊲ National Initiatives: The Colombian government prioritizes between humanitarian and development assistance. A confgurational comparative refugee data collection through various mechanisms, such analysis across low- and middle-income host countries. D Phil Thesis, University of Oxford. as the SIMAT. 3 Lobos, J. 2023. Understanding trajectories of refugee inclusion in national education systems: Policy and data perspectives from Colombia. Paper commissioned by the Section for Migration, Displacement, Emergencies, and Education. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 76 REPOSITORY INTERVENTIONS MENU ⊲ EMIS Adaptations: The addition of a “country of origin” Key considerations variable and temporary identifcation numbers enables accurate tracking of Venezuelan students. Several countries have successfully managed to include refugees in their EMIS. Key steps4 include: ⊲ R4V Platform: The collection and systematization of benefciary data as well as provision of supplementary data enables informed decision-making. MEN makes aggregated education 1 Assessing refugee inclusion in education data systems information on students from Venezuela publicly available; Start by conducting an assessment to determine the current meanwhile, the R4V platform provides complementary state of refugee data inclusion. Responses to the following information (such as population projections) based on the work questions can provide a baseline to guide planning: of partners throughout the country. ⊲ Is data on refugees captured in national education data ⊲ Donor Support: Through investments in data systems and systems? policy expertise, the national data systems have grown more ⊲ Is refugee data disaggregated by relevant categories (for powerful. example, enrollment, learning outcomes, protection status)? ⊲ International Collaboration: Intensive support by international ⊲ Are there national policies or strategies supporting the stakeholders has strengthened capacity for inclusive policy inclusion of refugee data? implementation. ⊲ Do recent education sector plans include indicators specifcally for refugee education? 2 Adopting a dual policy–data approach Efective incorporation of refugees into EMIS requires both policy frameworks and robust data mechanisms. 4 UNHCR, UNESCO, and UNICEF Innocenti. Brief: Building Inclusive Education Systems for Refugees. UNHCR, UNESCO, and UNICEF Innocenti. 2023. Blog post: Counting what matters: examining refugee inclusion in national education data systems. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 77 REPOSITORY INTERVENTIONS MENU 3 Policy development infrastructure, such as ICT resources, textbooks per pupil, Establish policies to ensure that refugees are systematically curriculum alignment, and classroom size. Also, monitor teacher- included in the education data system. For instance, assigning related data, including the number of trained teachers, those unique identifcation codes for refugee students (regardless of trained in psychosocial support, female teacher ratios, and their documentation status), can facilitate data integration. refugee teacher integration. 4 Data collection, disaggregation, and safety 8 Safety and protection Include in EMIS variables such as “country of origin” or Assess the safety of school infrastructure, including the “documentation” to identify refugee students. Decisions on presence of WASH facilities, transportation safety, and protection disaggregation should be made further to careful consideration of indicators, such as the incidence of peer violence, corporal refugees’ safety. Lastly, develop strong guidelines and implement punishment, and psychosocial well-being support, including procedures to ensure data privacy and safety throughout the access to counseling. data’s life cycle, from collection to analysis to storage. 9 Enabling and constraining factors for inclusion in policy 5 Collecting a range of education indicators and data These should preferably go beyond enrollment to cover quality, Several factors infuence the successful inclusion of refugees learning, safety, and protection, as these factors are essential in EMIS: to a comprehensive education strategy for refugee learners. ⊲ Political Will: Government commitment to inclusive education policies is crucial. 6 Access and enrollment ⊲ Interagency Cooperation: As refugee identifcation is often Collect data on enrollment, attendance, participation in host- handled by another ministry, interoperability between diferent country language classes, access to nonformal programs, school ministries is vital to ensure refugee learners are efciently type, inclusion type, and infrastructure for access (for example, integrated into EMIS. Underpinning that, efective coordination ramps for wheelchair accessibility). between national and subnational agencies, as well as collaboration with international organizations, remain crucial. 7 Quality and learning ⊲ Capacity of National Education Systems: Technical skills, Track foundational skills (for example, reading, basic numeracy) human resources, and experience with displaced populations and higher-level learning. Collect information on inputs and impact the feasibility of refugee data integration. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 78 REPOSITORY INTERVENTIONS MENU ⊲ Financing: Adequate funding, from both domestic and Implementation examples and resources international sources, is essential to support inclusive measures. Colombia, Ecuador, Peru, South Sudan, Zambia, ⊲ International Cooperation: Partnerships with global organi- Countries Türkiye zations strengthen the integration of refugees in education policies and data systems. Examples Colombia, Ecuador, Peru, and Türkiye at scale Evaluation Not available results UNESCO global overview of refugee education data UNESCO/UNHCR Refugee Education Statistics Information links World Bank review of EMIS operations UNESCO/GPE Efciency and Efectiveness in Choosing and Using EMIS Area UNESCO Institute for Statistics (UIS) experts INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 79 REPOSITORY INTERVENTIONS MENU Include Refugees in National Data Systems* Primary aim Target groups Collecting data on refugees across the All refugees entire education data ecosystem Intervention implementation parameters Overview Varies depending on the data collection Accurate and inclusive education data is essential for designing $ Cost exercise (DCE) efective policies, yet refugee populations are often left out of national data systems, leaving critical gaps in our understanding of Human Technical assistance (statisticians), their educational needs and progress. Indeed, UNESCO reviewed resources data collection staf 1,109 questionnaires from 621 data collection exercises (DCEs) in 2021 across 35 low- and middle-income refugee-hosting countries, Additional Data infrastructure/ ecosystem, awareness resources/ covering 80 percent of the global refugee population. The report campaigns, and technology for data collection materials found that only 38 percent of these questionnaires included refugee identifcation questions. It also highlighted signifcant gaps Duration and in refugee education data: while access data is somewhat more Throughout a survey implementation cycle frequency readily available, detailed information on education quality, safety, progression, and higher education access remains scarce. This is Delivery modality Through national statistical system often due to the exclusion of refugee populations from the targeted population during these data collection eforts.1 World Bank, UNHCR, National Statistical Ofce, Implementing National Commission for Refugees, Ministry of agencies Education, and other agencies in the national statistical system 1 UNESCO and UNHCR. 2023. Paving pathways for inclusion: A global overview of refugee education data. *This note was authored by Justine Bailliart (Education Consultant, World Bank). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 80 REPOSITORY INTERVENTIONS MENU Inclusion in national education systems involves integrating data include modernizing the civil registration system and incorporating from various sources—ranging from humanitarian actors to national relevant populations into the ffth Rwanda Population and Housing household censuses, Education Management Information Systems Census (RPHC-5), held in August 2022.2 (EMIS), and other administrative records. These diverse sources— Aligned with the third National Strategy for the Development of and their harmonization—are crucial for understanding refugee Statistics (NSDS3), the RPHC-5 included questions on country of education, as the availability of data is infuenced by factors such origin, duration of stay, nationality, and identifcation documents, as national capacity and the scale and timing of crises. This note with options for refugee-related documentation. This approach focuses on national data collection exercises like household facilitated the inclusion of refugees in the census. The results, censuses, while a complementary note addresses the role of EMIS published in December 2023, enabled the identifcation and in supporting refugee education. disaggregation of refugee data, allowing for comparisons with the Accurate estimates of displaced populations are critical for ensuring national population. A stand-alone report, “Socio-Economic Status that education data systems in host countries adequately refect of Refugees in Rwanda,” was also published, ofering valuable the needs of forcibly displaced individuals and that ofcial insights into refugees’ educational characteristics, including access statistics support evidence-based decision-making. Incomplete or and enrollment, literacy, and educational attainment.3 inadequate data on refugee and displaced populations undermine The successful execution of the census involved the collabora- the accuracy of population-based statistics, such as enrollment tion of various stakeholders, including the Directorate General of rates or per capita education expenditures, and hinder efective Immigration and Emigration, the Ministry of Emergency Management, planning and budgeting. Robust statistics on refugees are essential the National ID Agency, the Human Rights Commission, local authori- for designing evidence-based education interventions that address ties, and both regional and international partners. Key to this success the unique challenges faced by displaced populations, including were awareness campaigns, quality training, and technology-driven limited school enrollment, disrupted learning trajectories, language data collection. barriers, and psychosocial needs. These data enable policy makers in host countries to allocate resources equitably, improve access The NISR relied on the International Recommendations on Refugee to quality education, and support the transition from emergency Statistics (IRRS) and the draft International Recommendations on assistance to sustainable development through educational and Statelessness Statistics (IROSS) to guide the census, ensuring economic inclusion. demographic disaggregation by refugee status. In Rwanda, for example, the Government and the National Institute 2 EGRISS. Including refugees and statelessness in the population census: Rwanda case study. of Statistics of Rwanda (NISR) have made signifcant eforts to 3 National Institute of Statistics of Rwanda. 2022. Socio-Economic-Status-Refugees improve national statistics on refugees and statelessness. These Rwanda. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 81 REPOSITORY INTERVENTIONS MENU Key considerations ⊲ Coverage of Education: This pillar assesses the extent to which existing data sources provide a complete understanding A critical frst step in implementing refugee inclusion in education of refugee education. A key question is: Does the DCE include data systems is assessing the extent to which refugees are already questions on access, quality of learning, safety, and well-being? integrated into these systems. UNESCO (2023) has developed an Additionally, data collection involving refugees raises critical analytical framework to guide this assessment, consisting of four considerations about data privacy and protection risks. Refugees key pillars (see Figure 2.1): are often in vulnerable situations, and mishandling their data ⊲ Methodology and Inclusion by Design: This pillar focuses could lead to unintended consequences, including stigmatization, on determining whether refugees are systematically included discrimination, or security threats. It is crucial to evaluate the in statistical tools. Key questions include: Are refugees extent to which national data systems incorporate robust privacy represented in sample frames and samples? If so, is the safeguards and adhere to principles such as those outlined in sample nationally representative of the refugee population the 2015 Policy on the Protection of Personal Data of Persons of in the country? Concern to UNHCR (DPP). ⊲ Disaggregation (Refugee Identifcation): This pillar examines whether refugees can be reliably identifed, either directly or indirectly, within existing datasets. Key questions include: Does the DCE ask if the respondent identifes as a refugee? Does it require the respondent to present identifcation documents that could confrm refugee status? Does the DCE include questions that help classify individuals as refugees, or incorporate proxy indicators (for example, nationality) when direct questions are not possible? ⊲ Disaggregation (Socio-economic): This pillar aims to identify overlapping inequities afecting subpopulations. A key question is: Does the DCE allow for disaggregation by characteristics such as gender, age, socio-economic status, disability, and other relevant factors? INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 82 REPOSITORY INTERVENTIONS MENU Figure 2.1. Framework for assessing the inclusion of refugees The International Recommendations on Refugee Statistics (IRRS, in education data systems 2018) provide essential guidance for countries and organizations working to improve the quality and coverage of refugee data. Developed collaboratively by afected countries and international Methodology and Disaggregation inclusion by design (Profling) experts as part of the Expert Group on Refugee, IDP, and Statelessness Statistics (EGRISS). ⊲ Inclusion in sample frame ⊲ Self-identifcation Key recommendations from IRRS that align with the UNESCO ⊲ Representativeness ⊲ Documentation framework include: ⊲ Criteria ⊲ Proxy 1 Create a data ecosystem Align data production and collection with the needs of key stakeholders (for example, governments, development partners) to inform policy-making. Disaggregation Coverage of (Socioeconomic) education 2 Apply the refugee statistical framework Rooted in the legal defnition of “refugees,” it consists of three ⊲ Age ⊲ Self-identifcation groups: persons in need of international protection, persons with ⊲ Gender ⊲ Documentation a refugee background, and persons returned from abroad after ⊲ Disability ⊲ Criteria seeking international protection. ⊲ Socioeconomic ⊲ Proxy status 3 Select and produce stock and fow statistics Producing reliable statistics on refugees requires strategic investments in technical, fnancial, human resources, and infrastructure capacities at individual, organizational, and institutional levels throughout the data value chain.4 Statistics should be disaggregated by variables such as sex, age, Source: UNESCO, UNHCR, and UNICEF. 2023. Counting what matters: examining refugee inclusion in national education data systems. 4 UNESCO. 2023. Conceptual Framework for Education in Emergencies Data. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 83 REPOSITORY INTERVENTIONS MENU country of birth, ethnicity, and other relevant factors. The 5 Foster statistical coordination produced statistics should allow for comparisons between The national statistical ofce (NSO) should coordinate the refugees, nonrefugee migrants, and host communities, using national statistical system (NSS) to ensure consistency and standardized indicators to facilitate global comparability. For efciency across data-collecting agencies. Key principles include education, indicators should cover all three key outcome areas: independence, credibility, confdentiality, and dissemination. access, quality, and safety/well-being.5 Additionally, the data ⊲ Statistical strategy: Embed refugee statistics into National should represent population groups across the three phases Strategies for the Development of Statistics (NSDS) or similar of displacement: frameworks to produce user-responsive refugee data, integrate ⊲ Initial Displacement: For recently displaced persons in camps sectors into the national statistical system, enhance coordina- or host communities, administrative, census, and survey data tion, and address data challenges. should focus on immediate needs and living conditions. ⊲ Legal foundation: Establish a robust legal framework defning ⊲ Settled Status: As refugees settle through asylum claims, responsibilities for collecting, analyzing, and disseminating statistics should derive from population registers, administra- refugee statistics while ensuring confdentiality and privacy tive records, censuses, and surveys, refecting their ongoing protections. needs, living conditions, and integration. See practical ⊲ Partnerships: Strengthen collaborations examples and ⊲ Return to the Country of Origin: Data for returnees should through memoranda of understanding, strategies on be collected through censuses and surveys, focusing on basic working groups, and interagency committees incentivizing needs, living conditions, and reintegration. with entities like UNHCR and UNRWA to collaboration and enhance data sharing and cooperation. data sharing. 4 Leverage diverse data sources ⊲ Data quality: Ensure the transparent dissemination of refugee The IRRS encourage the use of sources both traditional statistics by prioritizing timeliness, accessibility, contextual (censuses, surveys, administrative data) and nontraditional relevance, and user-friendliness. Regular quality assessments (big data, spatial data) to fll critical gaps and reduce response and adherence to international statistical standards are burdens. necessary for maintaining credibility and reliability. ⊲ Data privacy and safety: The national data ecosystem must incorporate robust privacy safeguards and adhere to 5 Non-exhaustive list of education indicators in refugee contexts elaborated by UNESCO in table 2 (p.19). In UNESCO Institute for Statistics and UNHCR. 2021. principles such as those from UNHCR DPP. Refugee Education Statistics: Issues and Recommendations. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 84 REPOSITORY INTERVENTIONS MENU Implementation examples and resources Central African Republic (2021 EHCVM), Colombia (2023 Pulso de la Migración), Chad (2018 and 2021 Countries EHCVM), Ethiopia (2021 SESRE), and Uganda (2022 DHS and 2023/24 NHS) Examples Central African Republic, Chad, Colombia, and Rwanda at scale Evaluation Not available results EGRISS International Recommendations on Refugee Statistics EGRISS Compilers’ Manual Information Joint Data Center Data Inclusion Activity links EGRISS examples of implementation UNESCO Global overview of refugee education data Policy on the Protection of Personal Data of Persons of Concern to UNHCR (DPP) Area Expert Group on Refugee, IDP and Statelessness experts Statistics (EGRISS) Secretariat: egrisstats@unhcr.org INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS II. 85 III. Evidence Note on Refugees and Education EVIDENCE NOTE CONTENTS Contents Introduction ............................................................................................................... 3 1. Impact of Forced Displacement on Refugees’ Human Capital 4 2. Factors Predicting Educational Outcomes of Refugees .......... 6 3. Impact of School Environment on Refugees’ Psychosocial Adjustment .......................................................................... 10 4. Impact of Refugees’ Educational Attainment on Longer- Term Integration Outcomes ..................................................................... 12 5. Impact of Refugees on the Educational Outcomes of Host Communities ......................................................................................... 13 6. De Jure and de Facto Access to Education ................................... 17 7. Impact of Refugee Education Policies ............................................... 19 8. Impact of Education Interventions Targeting Refugees and Host Communities .............................................................................. 21 9. Cost of Refugee Educational Inclusion ............................................ 27 References .............................................................................................................. 28 Annex: Inclusion and exclusion criteria ................................................. 34 Ghazza. Butterfy Exhibit: Promoting Peace Through the Arts, 2017. On loan from the UNESCO Regional Ofce – Beirut Lebanon INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 2 EVIDENCE NOTE CONTENTS Introduction* The global refugee crisis continues to escalate, with UNHCR Questions that will be addressed include: recording over 37.9 million refugees as of October 2024.1 Among them, the school-age refugee population is estimated at 1. What is the impact of confict and displacement on the 14.8 million children, nearly half of whom (7.2 million) are out of human capital of refugees? What are the long-term and school.2 Data from 65 refugee hosting countries indicates that intergenerational efects? the average gross enrollment rates for refugees for the academic 2. What are the individual, household, and school-level year 2022–23 stood at 37 percent for preprimary, 65 percent for factors associated with the educational outcomes of primary, 42 percent for secondary and seven percent for tertiary refugee students? education.3 3. How does the school environment afect the psychosocial adjustment of refugee students? This literature review synthesizes existing empirical evidence on refugees and education to inform policy decisions and 4. What are the long-term integration outcomes interventions aimed at improving educational access, quality, and associated with refugees’ educational attainment? outcomes for refugee children. 5. What are the impacts of refugees on the educational outcomes of host community children? 6. How does refugees’ de jure and de facto access to education vary across host countries? 7. What is the impact of refugee education policies on educational outcomes? 8. Which interventions have been efective at improving the educational outcomes of refugee children? 1 UNHCR 2024a. 9. What are the costs associated with the educational 2 UNHCR 2024b. 3 UNHCR 2024b. inclusion of refugees? *This review was authored by Zara Sarzin (Consultant, GTFS2) INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 3 EVIDENCE NOTE CONTENTS 1. Impact of Forced Displacement on Refugees’ Human Capital Confict and displacement often interrupt schooling, leading to increase in the likelihood of fnishing primary school. This positive lower enrollment rates and higher dropout rates; nevertheless, efect is attributed to the access to UNHCR-funded schools in host country policies can help refugee children resume their refugee camps in Tanzania.6 education after displacement. For example, Syrian refugees in Jordan experienced accelerated dropout rates during the peak Forced migration can also lead to a shift in preferences away confict years (2011–2013) when most refugee children were still in from material possessions toward investment in portable human Syria or in the process of moving to Jordan. However, subsequently capital. A study investigating the impact of the 1947 partition (2014–2016) enrollment rates and school progression recovered of India and Pakistan found that school-age children forcibly to pre-confict levels as displacement became protracted (though transferred from India to Pakistan were more likely to complete secondary school enrollment rates for Syrian refugee children fve and 10 years of education than their native counterparts. in Jordan remain comparatively low).4 This recovery has been The positive efects on the educational attainment of forced attributed to concerted eforts by the Jordanian government to migrants occurred despite the absence of state support. The include Syrian refugee children in the national education system.5 study’s authors suggest that these efects were due to migrant families placing a higher value on education and/or the acquisition In some contexts, refugees may have better access to educa- of equal citizenship, property, and other rights, which provided tional opportunities than their counterparts who remain in them with the resources and opportunities to outperform their countries of origin, leading to better educational outcomes. For peers.7 Additionally, a study comparing refugees and economic example, in Burundi, returning refugees were more likely to have immigrants in the United States found that in 1980 refugees completed primary school than their contemporaries who never earned less and worked fewer hours than economic immigrants left the country. Each additional year spent as a refugee during upon arrival. However, over time, refugees made greater gains school age was associated with a four to six percentage point in earnings, hours worked, and English profciency, surpassing 4 Kraft et al. 2022. 6 Fransen, Vargas-Silva, and Siegel 2018. 5 Kraft et al. 2022. 7 Ayesh 2024. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 4 EVIDENCE NOTE CONTENTS economic immigrants by 1990. This is attributed to higher rates And, in the United States, while economic migrants tend to arrive of human capital accumulation among refugees.8 with greater human capital skills than refugees, the children of refugees have educational attainment outcomes on par with This shift in preferences toward transferable human capital can those of the children of economic immigrants.12 be long-lasting, with intergenerational efects. For example, Poles whose ancestors had been forcibly relocated in the aftermath of World War II had signifcantly higher educational attainment than other Poles; on average they had one extra year of schooling, driven by a higher propensity to fnish secondary or higher education. These descendants of forced migrants also valued material goods less and placed a stronger emphasis on educating their children, possessing fewer physical assets than they could have aforded to buy if they had so desired.9 Similarly, a study on the economic integration of Germans expelled from Poland’s Western Territories into West Germany found that second-generation migrants tended to acquire more education than their native peers. This was possibly because the loss of family wealth, businesses, and farms forced the children of migrants to compete in the wider labor market and seek work outside agriculture, making formal education more crucial for economic success.10 A study of the Finnish population resettled after World War II from land ceded to the Soviet Union found that forced migration increased the likelihood of completing secondary education among the children of displaced farmers.11 8 Cortes 2004. 9 Becker et al. 2020. 10 Bauer, Braun, and Kvasnicka 2013. 12 Sarvimäki, Uusitalo, and Jäntti 2022. 12 Shaeye 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 5 EVIDENCE NOTE CONTENTS 2. Factors Predicting Educational Outcomes of Refugees The empirical literature provides evidence linking several factors with the educational outcomes of refugee students including: The results suggest that early arrival allows for better language acquisition, social integration, and ⊲ Age at arrival. In Türkiye, refugee children who arrive just adaptation to the educational system, leading to a few years after the typical school starting age experience better educational outcomes for refugee students. notable defcits in educational attainment compared to native children. Specifcally, those who arrive at or before age eight Syrian women pursuing higher education.15 In Uganda, gender show no diferences in enrollment rates compared to native disparities in learning achievement are evident among South children. In contrast, refugee children who arrive after age Sudanese refugees.16 eight are more likely to either not enroll in school or drop ⊲ Socio-economic status of refugee households. In Türkiye, out.13 The results suggest that early arrival allows for better socio-economic diferences between Syrian and Turkish language acquisition, social integration, and adaptation households account for a signifcant portion of the enrollment to the educational system, leading to better educational gap, with about half of the gap for boys and two-thirds for outcomes for refugee students. girls attributed to these diferences.17 In Uganda, having a ⊲ Sex/gender. In Bangladesh, girls are less likely to attend source of income other than UNHCR stipends positively learning centers if they face risks such as sexual abuse, child afects refugee students’ English test scores.18 marriage, and psychological distress.14 In Lebanon and Jordan, displacement has altered Syrian families’ views on gender 15 Fincham 2022. relations, afecting women’s access to higher education. 16 Sakaue and Wokadala 2022. Specifcally, fnancial hardships and the prevalence of female- 17 The primary reason for the native–refugee gap in school enrollment is the higher likelihood of Syrian refugees never enrolling in school. However, once enrolled, headed households have led to greater cultural acceptance of Syrian refugees are no more likely to drop out than their native counterparts, even after considering socio-economic diferences. Despite this, refugee students do not progress through grades as quickly as native students. Both refugee boys and girls fall behind their native peers in terms of grade for age, even when socio-economic 13 Kırdar, Koç, and Dayıoğlu 2023; Dayıoğlu, Kırdar, and Koç 2024. diferences are taken into account. Kırdar, Koç, and Dayıoğlu 2023. 14 Hossain 2024. 18 Sakaue and Wokadala 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 6 EVIDENCE NOTE CONTENTS ⊲ Parental education and literacy. In Jordan, seeing someone reading at home and more frequent school attendance were associated with positive reading attitudes among refugee children, while maternal education and literacy were predictors of child literacy.19 The level of education of a household head in Uganda has a positive impact on refugee students’ mathematics scores.20 In Türkiye, students’ educational aspirations showed an Barthelemy Toguo, Cameroon. Our planet, let’s live together this new association with parental education. 21 generation, 2018. Acrylic on canvas. World Bank permanent collection, PN 2108281.a, b., c., & d. ⊲ Country of origin. In Kenya, oral reading fuency in English Working across painting, drawing, sculpture, photography, performance, and varied across cohorts of refugee students from diferent installation, Barthélémy Toguo addresses enduring and immediately relevant issues of borders, exile, and displacement. At the core of his practice is countries of origin. Educational experiences can difer widely the notion of belonging, which stems from his dual French/Cameroonian across countries of origin, refecting education policies and nationality. Through poetic, hopeful, and often fgural gestures connecting nature with the human body, Toguo foregrounds concerns with both practices (including language of instruction), education ecological and societal implications. Place of Birth: M’Balmayo trends, and socio-economic status of households. These in turn afect refugee students’ adaptation to the education Evidence from Türkiye suggests that children who system in countries of asylum. A better understanding of arrive closer to school starting age have better refugee students’ educational histories, and those of their educational outcomes. Those arriving later are parents, could inform policy responses and instructional more likely to not enroll in school or drop out. practices for students from diferent countries of origin.22 ⊲ Length of stay in host country. In Kenya, diferences in oral reading fuency in English across cohorts of students 19 Hadfeld et al. 2024. 20 However, the household head’s education has no efect on the English test score, from diferent countries of origin may also refect length of possibly refecting the fact that South Sudanese refugees educated before 2017 stay in Kenya. For example, Somali refugees, who performed completed their studies before independence and the change of national language from Arabic to English. Sakaue and Wokadala 2022. 21 Mammadova and Aypay 2023. 22 Piper et al. 2020. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 7 EVIDENCE NOTE CONTENTS better than average, have been in Kenya longer, and these students are more likely to have siblings or parents who Overall, these results point to the importance were educated in English in Kenya.23 In Uganda, there is of the early schooling environment and suggest a positive efect of a longer stay on the English test score that aspects of the elementary school itself may for refugee students.24 Among Syrian refugee students in contribute to high school success.27 Türkiye, a sense of school belonging depended on their duration of stay in the country.25 that high school achievements were signifcantly related to ⊲ Return intentions. Refugee children’s expectations of community characteristics such as income per capita, the returning to their country of origin infuence their investment welfare rate, and the average passing rate on matriculation in schooling. In Kenya, expectations of returning home exams. Overall, these results point to the importance of are associated with lower oral reading fuency in English. the early schooling environment and suggest that aspects Additionally, restrictions on refugees’ rights to move and of the elementary school itself may contribute to high work in Kenya may limit the perceived usefulness of a Kenyan school success.27 education, leading to lower educational investment.26 ⊲ Refugee teaching assistants. In Uganda, there is a positive ⊲ Early school environment. A study of Ethiopian refugees efect of hiring untrained refugee teaching assistants on the airlifted to Israel and allocated randomly to absorption centers English test scores of refugee pupils.28 and schools across the country found that attending an ⊲ Language of instruction. Refugee students in Kenya elementary school with high pre-immigration mathematics demonstrated higher reading fuency when the language scores reduced the chances of a student dropping out of of assessment matched the primary language used for high school by four percentage points relative to an average instruction at their school. Although Kenyan policy mandates dropout rate of 10 percent, and increased the passing rates = English as a primary language of instruction, teachers of on high school matriculation exams by 8 percentage points refugees sometimes lack the language skills to teach in relative to an average of 27 percent. The study also found English or choose to use other languages to ensure their 23 Piper et al. 2020. students understand the lessons. Teachers could beneft from 24 Sakaue and Wokadala 2022. 25 Mammadova and Aypay 2023. 27 Gould, Lavy, and Paserman 2004. 26 Piper et al. 2020. 28 Sakaue and Wokadala 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 8 EVIDENCE NOTE CONTENTS have living parents of the same sex. Notably, having an Teachers could beneft from training in educated household head was more protective against ‘translanguaging’ practices, which would allow child labor when children were in Syria than in Türkiye. them to leverage languages shared with refugee This disparity is likely due to the challenges adult Syrians students while simultaneously exposing refugee face in accessing the formal labor market and having their students to the language of instruction. credentials recognized in Türkiye, which diminishes their ability to shield their children from entering the labor force.31 training in ‘translanguaging’ practices, which would allow them to leverage languages shared with refugee students, such as Arabic or other home languages, while simultaneously exposing refugee students to English and Kiswahili.29 ⊲ Child labor. Child labor is closely linked to school persistence among refugees. In Türkiye, there is a strong association between the timing of school dropouts and the timing of labor market entry for refugee boys, suggesting similar factors drive these decisions.30 Refugee boys in Türkiye are more likely to be in paid employment than native boys. Refugee children are less likely to be in paid employment if they arrive in Türkiye before the age of eight, come from wealthier households, have a household head with higher educational attainment, and live in households with a lower dependency ratio. Conversely, children are more likely to work if they have a young or female household head, come from rural areas in Syria, speak Turkish, and 29 Piper et al. 2020. 30 Kırdar, Koç, and Dayıoğlu 2023. 31 Dayıoğlu, Kırdar, and Koç 2024. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 9 EVIDENCE NOTE CONTENTS 3. Impact of School Environment on Refugees’ Psychosocial Adjustment Evidence from high-income settings has demonstrated that a positive school environment—including enjoyment of school, a sense of belonging, and strong support from teachers—plays a signifcant role in helping refugee children recover from trauma and build resilience. A study in Poland found that the school environment, including enjoyment of school and strong support from teachers, signifcantly contributes to resilience in Ukrainian refugee children.32 In the United States, a greater sense of school belonging was associated with lower depression and higher self- efcacy among Somali refugee adolescents, regardless of their past exposure to adversity.33 A study of refugees in Australian high schools concluded that a sense of belonging and support at school is crucial for building a resilient environment, and school support practices are connected to whether refugee youth feel a broader sense of belonging in their family or cultural community.34 Good peer relationships in school are also essential for a refugee’s successful psychosocial adjustment to a new country. A study in Germany found that refugee adolescents were less socially integrated than their ethnic majority and non-refugee ethnic minority peers. Refugees had fewer friends and were more 32 Korcz, Cieśla, and Urbański 2024. unknown. Butterfy Exhibit: Promoting Peace Through the Arts, 2017. 33 Kia-Keating and Ellis 2007. On loan from the UNESCO Regional Ofce – Beirut Lebanon 34 Miller et al. 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 10 EVIDENCE NOTE CONTENTS often rejected as desk-mates than their classmates. However, violence from peers.38 Nearly one in 10 students screened positive in more ethnically diverse classrooms, refugee adolescents for depressive symptoms. The study found that more frequent were better socially integrated, having more friends and being interactions between students and teachers were associated rejected less frequently as desk-mates compared to refugees in with higher levels of school violence, possibly refecting an less diverse classrooms. Notably, this higher social integration environment where corporal punishment is considered an in more diverse classrooms is not solely due to the preferences acceptable form of discipline. However, higher teacher self- and higher shares of ethnic minority students, but also due to efcacy was associated with a lower likelihood of depressive variations in the preferences of majority group adolescents.35 symptoms in students, suggesting that confdent teachers may A study of Ukrainian adolescents in the Czechia found that better support students’ emotional well-being.39 students had a strong tendency to form friendship ties with individuals of the same ethnicity, though overall there was a lower Attitudes toward refugees afect teachers’ self-efcacy and tendency of Ukrainian students to form and receive friendship enthusiasm for teaching refugees. A study in Germany found that ties than their Czech counterparts. The study also found that the preschool teachers with more negative stereotypes toward newly increasing percentage of Ukrainian students in the classroom was arrived refugee children and less agreement with multicultural associated with poorer integration in social networks, as students beliefs reported lower self-efcacy and enthusiasm for teaching were more likely to form friendships along ethnic lines.36 newly arrived refugee children. Moreover, both teachers’ stereotypes and self-efcacy were associated with their perceptions However, schools are also places where children may experience of externalizing behavior problems among refugee children.40 violence, from both teachers and peers. A study on the factors contributing to school-based violence and depressive symptoms among refugee students in the Nyarugusu Refugee Camp in Tanzania found that refugee children experienced high levels of violence from school staf,37 and had also faced signifcant 35 Boda et al. 2023. 38 Over their lifetime, 28 percent of students had experienced physical violence, 36 Lintner et al. 2023. 31 percent had encountered emotional abuse, and eight percent had sufered sexual 37 Over their lifetime, 81 percent of students had encountered physical violence, abuse perpetrated by peers. 34 percent had faced emotional abuse, and three percent had sufered sexual abuse 39 Fabbri et al. 2022. perpetrated by school staf. 40 Chwastek et al. 2021. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 11 EVIDENCE NOTE CONTENTS 4. Impact of Refugees’ Educational Attainment on Longer-Term Integration Outcomes There is limited evidence linking educational attainment to stemming from repression.44 However, acquiring host-country long-term mental health outcomes for refugees. Most studies human capital is crucial for improving labor market outcomes. A do not fnd a signifcant association between education and cross-country European study found that host-country education mental disorders.41 Of the few studies that do report a signifcant is particularly important for disadvantaged groups such as association in univariate analyses between education and mental refugees and family migrants, increasing their probability of disorders (all conducted in high-income settings), all indicate gaining access to the labor market and improving the quality of lower education to be risk factors for mental disorders, but these work.45 A study conducted in Denmark and Sweden found that associations often disappear after adjusting for other potential secondary school completion was a mediating factor in the labor confounders.42 However, a recent study of Syrian refugees in market marginalization of refugee and majority youth, suggesting Jordan found that low educational attainment was highly predictive that eforts to assist young refugees through secondary education of elevated mental distress, particularly among women.43 are likely to have long-lasting positive efects on their socio- economic trajectories.46 Additionally, a study in Austria found Investments in human capital in host countries can improve the that obtaining a formal degree in Austria signifcantly reduced labor market prospects of refugees. Refugees in high-income the probability of working below educational attainment and in countries often work in poorly paid jobs, regardless of the low-skill employment for two decades after arrival, with stronger education they obtained in their home countries. For example, efects observed for women.47 a study in the Netherlands found that higher education acquired at home generally does not pay of during the frst fve years in the Dutch labor market, likely due to language barriers, lack of certifcation for home country qualifcations, and health issues 44 Hartog and Zorlu 2009. 41 Bogic, Njoku, and Priebe 2015; Andersson et al. 2024. 45 Zwysen 2019. 42 Bogic, Njoku, and Priebe 2015. 46 Montgomery et al. 2022. 43 Atrooz et al. 2024. 47 Ludolph 2023. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 12 EVIDENCE NOTE CONTENTS 5. Impact of Refugees on the Educational Outcomes of Host Communities* Africa—Tanzania, Rwanda, and Uganda Evidence from Rwanda and Türkiye suggests Studies in African settings indicate that the immediate and that in protracted refugee situations where short-term efects of large refugee infows on host children may eforts have been made to integrate refugees be negative. For instance, a study in Tanzania on the short-term into local school facilities and to strengthen these impact of large infuxes of refugees from Rwanda and Burundi, facilities by building extra classrooms or providing measured one year after their arrival, found that children ages 0 to additional materials and teachers, the efects on 5 at the time of the infux experienced a reduction in schooling by host children can be positive. 0.2 years (7 percent) and a decrease in literacy by 7 percentage points (9 percent).48 In Uganda, the inclusion of refugees in government schools during a large-scale refugee infux led children can be positive. For example, in Rwanda, the presence to poorer test scores among Ugandan children. Specifcally, a of Congolese refugees in protracted displacement has had an one percentage point increase in refugee concentration was overall positive impact on the education of children living near associated with a 0.012 and 0.009 standard deviation decrease in refugee camps. Children living within 10 km of a refugee camp English and mathematics test scores of native pupils, respectively.49 are signifcantly more likely to attend school and have better educational outcomes. Additionally, children in these areas beneft However, in protracted refugee situations where eforts have from school feeding programs, especially in camps with more local been made to integrate refugees into local school facilities and integration. These positive efects are attributed to the integrated to strengthen these facilities by building extra classrooms or approach to education pursued by the Rwandan government, providing additional materials and teachers, the efects on host coupled with increased national spending on education.50 48 Baez 2011. 49 Sakaue and Wokadala 2022. 50 Bilgili et al. 2019. *This section does not cover studies in high-income settings (United States—three studies; Denmark; Norway; the Netherlands; and Italy). INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 13 EVIDENCE NOTE CONTENTS Türkiye An investigation into the test scores of Turkish Large infuxes of Syrian refugees led to increased school students found that mathematics, science and enrollments among Turkish boys and improved academic reading scores of Turkish adolescents increased results for Turkish school students, precipitated by increased following the Syrian refugee infux, conditional competition in the labor market. The Syrian refugee infux on parental education (a proxy for unobserved displaced working-age Turkish youth from the informal labor ability). The increase in test scores was most market, resulting in higher school enrollment among boys. Specifcally, the arrival of every 10 refugees pushed three boys pronounced among students in the lower half of from work to school and four boys from combining school and the test score distribution and those with mothers work to school only. In households with more educated parents, who had less than a high-school education. the arrival of 10 refugees pushed three boys from being “neither in employment nor in education or training” (NEET) into school.51 Turkish girls do not beneft to the same extent as Turkish boys. Moreover, an investigation into the test scores of Turkish While girls were also displaced from the informal labor market, students found that mathematics, science, and reading scores there was only an increase in school enrollment for boys. of Turkish adolescents increased following the Syrian refugee Specifcally, for every 10 incoming refugees, about three Turkish infux, conditional on parental education (a proxy for unobserved girls no longer combine school and work, and about three Turkish ability). The increase in test scores was most pronounced among girls are pushed into NEET status. The increase in girls with NEET students in the lower half of the test score distribution and those status occurs in families with less educated parents. Consequently, with mothers who had less than a high-school education. These the arrival of refugees has a negative efect on the human capital efects may arise due to increased competition in the low-skill accumulation of working-age Turkish girls, particularly girls from labor market, which motivated Turkish adolescents, who would less privileged backgrounds.53 Additionally, the improvement in normally perform worse in school, to invest more intensively in test scores is more pronounced for males than females.54 their human capital.52 51 Çakır, Erbay, and Kırdar 2023. 53 Çakır, Erbay, and Kırdar 2023. 52 Tumen 2021. 54 Tumen 2021. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 14 EVIDENCE NOTE CONTENTS The large infux of Syrian refugees also prompted some extent, by opening new schools in camps. This appears to have Turkish students to move from public to private schools. mitigated the exposure of Jordanian students to Syrians and Turkish children switch from public to private primary schools left the student–teacher ratio and the classroom density among in response to increased Syrian-refugee concentration in Jordanian students largely unafected. 57 However, a more their province of residence. A 10 percentage-point increase in recent study based on a richer dataset found that the Syrian refugee-to-population ratio at the province level generated, on refugee infux caused a small decline in school enrollments average, a 0.12 percentage-point increase in private primary for Jordanian youths, primarily among males and youths with school enrollment. This roughly corresponds to one Turkish less educated parents. A one percentage-point increase in the child switching to private education for every 32 refugee children share of refugees results in a 0.88 percentage-point (1.4 percent) enrolled in public schools. The efect is slightly larger among decrease in the likelihood that young Jordanians enroll in school. males than females.55 The efect is concentrated among males and among youths with less educated parents. The decline in school enrollment among the young native population was accompanied by a 0.65 Jordan percentage-point (5 percent) increase in their employment in The educational outcomes of Jordanian students in public public services and defense, suggesting that labor market forces schools were not signifcantly afected by exposure to the played a role in youths’ decision to stay in school or not. This mass arrival of Syrian refugees, except for small declines study also demonstrates that the decline in enrollment would in school enrollments. More than a million Syrian refugees have been larger in the absence of investments in educational fed to Jordan, causing the share of non-Jordanians in public infrastructure as part of the refugee response. 58 schools to increase from four percent in 2012 to 13 percent in 2017. 56 However, the presence of Syrian refugees had no efect on grade completion at various levels, fnal exam scores, grade repetition, and entry to secondary and tertiary education. The Jordanian government responded to the Syrian infow by enrolling Syrians in evening shifts, and to a lesser 55 Tumen 2019. 57 Assaad, Ginn, and Saleh 2023. 56 Almuhaisen 2024. 58 Almuhaisen 2024. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 15 EVIDENCE NOTE CONTENTS Chile In Chile, diferences in language spoken and Infuxes of Venezuelan forced migrants negatively afected stretched school resources (evidenced by higher the academic performance of Chilean students. A study in student-to-teacher ratios) might explain negative Chile examines the efects of mass migration on the academic impacts on the test scores of Chilean children. performance of Chilean students, focusing on the infux of Venezuelan (Spanish-speaking) and non-Spanish-speaking (mainly Haitian) migrants between 2016 and 2018. Overall, the migrant shock negatively impacted the academic performance of Chilean students, with larger efects for male students. The arrival of migrant students between 2016 and 2018 led to a much larger decrease in reading scores for native boys when the sudden infux was of non-Spanish-speaking migrants, rather than Spanish- speaking Venezuelan migrants. This suggests that the language spoken by immigrants plays a role, with non-Spanish-speaking migrants causing a larger decline in test scores. Limited school resources, indicated by an increased student-to-teacher ratio, may contribute to this efect. However, there is no evidence of native fight or “cream-skimming,” as native students with higher socio-economic status or better academic performance did not disproportionately transfer to private schools in response to the migrant infux.59 59 Contreras and Gallardo 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 16 EVIDENCE NOTE CONTENTS 6. De Jure and de Facto Access to Education There is substantial variation in how low- and middle-income countries regulate refugee access to education, refecting national-level actors’ understandings of refugees’ futures. A comparative case study conducted in 2014 across 14 low- and middle-income host countries60 identifed multiple models of inclusion. These ranged from no access to government schools (no inclusion), to access to national schools but with separation from nationals either geographically or temporally, to full access to government schools where refugees and nationals share the same classrooms simultaneously. These models refect diferent national perspectives on refugees’ futures: active resistance to inclusion, based on the belief that refugees’ futures lie elsewhere; pragmatic inclusion for logistical and fnancial efciency without long-term integration intentions; and inclusion as a means for refugees to integrate and create futures in long-term exile.61 A 2022 study of 48 developing region countries hosting more than 10,000 refugees also found signifcant variation in the regulations governing refugees’ access to schooling. Host states fall into one of three categories: no restrictions on refugee education access; some restrictions in domestic law that constrain refugees’ ability 60 Bangladesh, Chad, Egypt, Ethiopia, Iran, Kenya, Lebanon, Malaysia, Pakistan, Rwanda, Douris. Butterfy Exhibit: Promoting Peace Through the Arts, 2017. South Sudan, Sudan, Uganda, and Yemen. On loan from the UNESCO Regional Ofce – Beirut Lebanon 61 Dryden-Peterson et al. 2019. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 17 EVIDENCE NOTE CONTENTS to access formal schooling; and complete prohibition of refugees The inclusion of refugee students in the same learning environ- from accessing public schooling.62 These regulations ultimately ments as their nonrefugee peers can be a misleading measure determine whether and what type of education refugees receive. of educational opportunity. A study covering 41 resettlement Additionally, access to quality education for refugees, which may countries examined the extent to which schools and classrooms be supported by inclusive education policies for refugees, is often provide refugee students with equitable educational opportunities lacking within national education systems that are themselves of compared to nonrefugee students, and whether teachers feel low quality.63 prepared for and engaged in culturally responsive instructional practices. The results show that refugee students in resettlement 62 Dupuy, Palik, and Østby 2022. 63 Dryden-Peterson et al. 2019. countries mostly attend schools and classrooms with nonrefugee peers.64 However, schools with refugee students reported higher levels of delinquency and violence than schools without refugee students, alongside challenges with school resources and personnel. Classrooms with refugee students were more likely to be taught by teachers with fewer years of experience than those without refugee students. Notably, classrooms with refugee students tended to have larger enrollments and more students from marginalized backgrounds. A positive fnding is that, regardless of teacher experience, education, self-efcacy, and other background characteristics, teachers of refugee students tended to report more multicultural preparation and practices as well as a desire for additional training.65 64 Approximately 15 percent of schools included refugee students, and a Helen Zughaib, Lebanon. Midnight Prayer, 2018. Giclée on paper. similar percentage of classrooms within these schools also included refugee World Bank permanent collection, PN 2027451 students. 65 Cooc and Kim 2023. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 18 EVIDENCE NOTE CONTENTS 7. Impact of Refugee Education Policies Impact of de jure rights De jure rights to education are closely related to Refugee children in countries with more generous educational the educational participation of young refugees. rights are more likely to attend school. A World Bank study examining nine refugee-hosting countries across four diferent type of class attended (newcomer vs. regular class), the type contexts 66 found that the liberality of education policy, as of school attended (other school forms vs. Gymnasium), and measured by the Developing World Refugee and Asylum Policy whether students are enrolled in age-appropriate settings. The Dataset (DWRAP), positively infuences the likelihood of refugee results demonstrate that legal regulations are closely related children being in school and their ability to read and write.67 This to the educational participation of young refugees. Specifcally, confrms that de jure rights to education have signifcant real-world these regulations strongly infuence refugees’ chances of implications for refugees.68 attending a higher school track (Gymnasium).69 Due to the low permeability of the German education system, this creates path In Germany, regional regulations signifcantly infuence dependencies that afect the further education and career paths refugees’ chances of attending higher school tracks, creating of new immigrant students.70 path dependencies. A German study investigated the impact of regional educational policies on adolescent refugees’ educational participation and the extent to which these policies limit or enable The results demonstrate that legal regulations are individual agency. Regional educational policies within Germany closely related to the educational participation of vary in several respects: the duration until school enrollment, the young refugees. 66 (1) Lebanon, Jordan, and the Kurdistan Region of Iraq (KRI), which all host refugees from the Syrian and Iraqi civil wars; (2) Chad and Niger in the Sahel region; (3) Uganda and Ethiopia in East Africa; and (4) Peru and Ecuador in Latin America. 69 Refugee students in federal states which tend to assign newly migrated students to 67 The 28-point diference between the DWRAP education score of Uganda (.5) and lower school types are, with a probability of around 16 percentage points, less likely to Ethiopia (.22) would be associated with an almost three-percentage-point increase of attend a Gymnasium than students in federal states that are more fexible in assigning the likelihood of being in school and being able to write. students to diferent school types. 68 World Bank 2023. 70 Will, Becker, and Winkler 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 19 EVIDENCE NOTE CONTENTS Two studies examine the efects of the Deferred Action for Childhood Arrivals (DACA) initiative in the United States, which provides work authorization and temporary reprieve from deportation to eligible immigrants. The frst study found that DACA reduced the probability of school enrollment among eligible higher-educated individuals and provided some evidence that it increased the employment likelihood of men, in particular. These fndings suggest that a lack of work authorization may lead individuals to enroll in school when working is not an option. Thus, when employment restrictions are relaxed and the opportunity costs of higher education rise, eligible individuals may reduce their investments in schooling.71 The second study fnds that DACA incentivizes work over educational investments, with the efect depending on how easily colleges accommodate working students. At four-year colleges, DACA induces undocumented students to choose between attending school full-time and dropping out to work. At community colleges, undocumented students have the fexibility to reduce their coursework to accommodate increased work hours. Overall, the results suggest that the precarious and temporary nature of DACA creates barriers to educational investments.72 Helen Zughaib, Lebanon. Abaya Series #3, 2005. Giclée on paper. World Bank permanent collection, PN 2027538 71 Amuedo-Dorantes and Antman 2017. 72 Hsin and Ortega 2018. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 20 EVIDENCE NOTE CONTENTS 8. Impact of Education Interventions Targeting Refugees and Host Communities Expanding education infrastructure children found that it improved educational outcomes, including transitioning from nonformal to formal schooling.75 The program Investments in educational infrastructure can help mitigate also improved health outcomes for preprimary and school-age the adverse impacts of sudden increases in refugee student children, decreased child labor, and reduced the likelihood of populations. A study in Jordan, which found that the infux of early marriage for girls ages 15–19 years.76 A more recent study of Syrian refugees led to a small decline in school enrollment the MPC program77 found that the efects of reduced child labor among Jordanian youths, also demonstrated that the efect would and increased school enrollment were more prominent among have been larger in the absence of investments in educational boys, and that the benefts of the program were short-lived. The infrastructure in the most impacted areas. The study demonstrated substantial increase in consumption during the program dissipated that there was an increase in educational infrastructure in areas within six months after the assistance ended, leading families to with more refugees. Estimates holding these investments constant revert to negative coping strategies, including child labor.78 show that the increase in refugees would have resulted in even larger decreases in school enrollment rates of natives had it not Demand-side interventions alone may not achieve desired been for these investments.73 outcomes unless coordinated with supply-side interventions. An Cash transfers 75 Compared to children in nonrecipient households, MPC assistance increased enrollment rates in formal education by 7.6 percentage points for children in In Lebanon, cash transfers led to improvements in educational discontinued households and children in long-run recipient households and 8.8 percentage points for children in short-run recipient households. There were also outcomes, but these gains may not be sustained after signifcant decreases in enrollment in nonformal education among MPC recipients in the program ends. An impact evaluation of a large-scale the discontinued and long-run groups, indicating that MPC assistance is associated with a shift from nonformal to formal education. multipurpose cash (MPC) transfer program74 for Syrian refugee 76 Moussa et al. 2022. 77 Provides US$175 per month to eligible households plus a food voucher of US$27 per 73 Almuhaisen 2024. person per month. 74 Cash assistance amounting to US$175 per household per month over 12 months. 78 Altındağ and O’Connell 2023. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 21 EVIDENCE NOTE CONTENTS evaluation of the No Lost Generation (NLG) cash transfer program79 the most vulnerable households.83 The program addressed both in Lebanon found no evidence that NLG increased overall school the opportunity cost and direct cost of schooling, with the former enrollment of Syrian children who were recipients of the transfer. being more signifcant.84 Another evaluation found that the ESSN This may be due, in part, to the fact that school enrollment among program increased spending on education and school attendance Syrian children rose rapidly across all governorates during the for the most vulnerable households, although these benefts evaluation period, leading to supply-side capacity constraints dissipated over 18 months. Unexpectedly, the program led to a that could have dampened the positive enrollment impacts of the net movement of children from larger, worse-of nonbenefciary program. However, the program did increase school attendance households into smaller, better-of benefciary households, among enrolled children by 0.5 to 0.7 days per week, an resulting in a substantial decline in poverty and inequality in the improvement of about 20 percent relative to the control group.80 entire study population. 85 In Türkiye, the Emergency Social Safety Net (ESSN) program, A study in Denmark found that reducing welfare benefts for which provides unconditional cash transfers, led to increases refugee households led to a 19 percent increase in school in school enrollments and decreases in child labor. 81 An absences. This increase was primarily due to absences not evaluation found that the ESSN program reduced child labor related to sickness or without parental permission. Specifcally, and increased school enrollment among both male and female the number of absence days increased by 0.16 days per month refugee children,82 with the most pronounced efects among during the frst school year, totaling approximately 1.76 additional days of absence over the entire school year.86 79 Provided monthly cash transfers for each Syrian child enrolled in an afternoon shift at a primary school. Children ages 5–9 received benefts of US$20 a month, which was estimated to be sufcient to ofset the cost of commuting to school. The beneft for children ages 10–14 of US$65 a month was estimated to be sufcient to ofset a considerable portion of the average monthly indirect costs of schooling and the forgone earnings of a working child. 83 The impact on child labor and education is larger in magnitude for households with 80 De Hoop, Morey, and Seidenfeld 2019. lower income and education level of the household head. In particular, the efect on 81 For the average Syrian family with six members, the monthly payment was around child labor is much more pronounced among households in the lowest consumption US$105. quintile, and the efect on schooling is much stronger for households in the lowest 82 Being a benefciary household reduces the share of children working from 14 percent two consumption quintiles. to 1.6 percent (a decrease of 88 percent) and the share of children ages 6 to 17 not 84 Aygün et al. 2024. in school from 36.2 percent to 13.7 percent (a reduction of 62 percent). The efect on 85 Özler et al. 2021. school enrollment was strongest for children ages 12 to 14. 86 Andersen, n.d. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 22 EVIDENCE NOTE CONTENTS School feeding programs The fndings indicate that the early establishment of CYLCs during the initial months of the refugees’ stay at Buramino Camp provided In addition to enhancing dietary diversity and food security, substantial educational benefts for attendees, with notable gains in school feeding programs can signifcantly improve attendance literacy and numeracy over the study period. Additionally, caregivers and retention rates for both refugee and host students. In of children attending the CYLC reported fewer unmet needs. The Lebanon, the World Food Program (WFP) implemented an study also highlighted positive impacts on the psychosocial well- emergency school feeding program (SFP) targeting Lebanese being of children and protection concerns, although these benefts children attending morning sessions and Syrian refugee children were primarily observed among younger children.88 attending afternoon sessions in public schools. The program resulted in higher dietary diversity in intervention schools Implementation and contextual challenges, such as irregular compared to control schools for both morning and afternoon attendance, teacher turnover, and a lack of teaching and learning sessions. Additionally, child-reported food insecurity was lower materials, may hinder the efectiveness of supplementary among children attending the afternoon sessions of intervention education programs in improving learning outcomes in refugee schools compared to control schools. The SFP intervention was settings. A randomized controlled trial of weekend and holiday linked to increased school engagement and a stronger sense of booster classes for 7th and 8th grade girls was conducted school community in the morning sessions. While the SFP was in Kakuma refugee camp, Kenya, aimed at enhancing girls’ notably associated with higher attendance for children in the educational outcomes and increasing transition rates from afternoon sessions, it also signifcantly improved school retention primary to secondary school. The booster classes failed to for children in both morning and afternoon sessions.87 produce statistically signifcant efects on learning outcomes, school attendance, or noncognitive skills. However, qualitative fndings indicated several benefts, including greater freedom to Remedial and nonformal education ask questions, smaller class sizes, and more supportive teachers. Mixed-methods research suggests that the limited impacts may A study conducted in Ethiopia on the outcomes of Child and Youth Learning Centers (CYLCs) in Buramino Camp, Dollo Ado, found signifcant improvements in both literacy and numeracy. 88 Children ages 6–11 years experienced a 3.77 mean decrease in difculties—as measured by the strengths and difculties questionnaire (SDQ)—if attending the CYLC 87 Jamaluddine et al. 2022. as compared to a mean decrease of 1.0 for nonattenders. Metzler et al. 2021. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 23 EVIDENCE NOTE CONTENTS stem from implementation challenges, such as irregular attendance children in CWTL villages improved, unlike those in comparison at booster classes and a lack of suitable teaching materials.89 villages.91 In Lebanon, the CWTL program for out-of-school children resulted in signifcant increases in numeracy and self- esteem, and a reduction in psychological symptoms, despite low Technology in education attendance. The program also positively infuenced psychosocial A meta-analysis of technology-in-education programs with outcomes, improving self-esteem, and reducing psychological diverse implementation models showed positive efects on symptoms.92 learning outcomes, particularly for out-of-school children (though A game-based learning approach is an efective, cost-efcient displaced persons often lack access to technology). Qualitative way to teach refugee children essential cognitive, language, evidence indicates that integrating educational technology coding and other skills. An evaluation of “Project Hope”, an with gaming can enhance children’s learning and well-being. online game-based learning intervention for Syrian refugee Key factors for program efectiveness include sophisticated yet children in Türkiye, found signifcant improvements in Turkish simple game design, entertaining learning experiences, efective language acquisition, coding, executive functioning, and overall rewards, clear progress communication, and fostering a sense of hopefulness.93 control and achievement among students.90 Digital game-based learning programs can lead to positive Contract teachers educational and psychological outcomes for out-of-school children. In Sudan, the “Can’t Wait to Learn” (CWTL) program uses A randomized trial embedded within a nationwide reform of digital gaming technology to deliver educational content aligned teacher hiring in Kenyan government primary schools found that with the national curriculum to out-of-school children in remote new teachers ofered fxed-term contracts by an international villages. This program, facilitated by local Learning Directors, led NGO signifcantly raised student test scores, while those ofered to signifcant improvements in mathematics and Arabic literacy competencies compared to state-provided education for out-of- school children. Additionally, the psychosocial well-being of 91 Brown et al. 2023. particularly in low- and middle-income countries. This paper shows quasi-experimental evidence that a digital game-based learning programme (‘Can’t Wait to Learn’). 89 Brudevold-Newman et al. 2023. 92 Turner et al. 2022. 90 Burde et al. 2023. 93 Sirin et al. 2018. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 24 EVIDENCE NOTE CONTENTS identical contracts by the Kenyan government had no impact.94 Observable diferences in teacher characteristics explained little of this gap. Instead, data suggests that bureaucratic and political opposition to the contract reform led to implementation delays and a diferential interpretation of identical contract terms. Additionally, contract features that produced larger learning gains—in both the NGO and government groups—were not scaled up by the government beyond the experimental setting.95 Teacher training A cluster-randomized controlled trial of the EmpaTeach violence prevention intervention in Nyarugusu Refugee Camp, Tanzania, found no evidence that the intervention efectively reduced physical violence by teachers toward primary or secondary school students. The intervention, which included empathy- Suhaib Attar, Jordan. untitled, 2018. Acrylic on canvas. World Bank building exercises and group work, aimed to equip teachers permanent collection, PN 2108285 with self-regulation skills, alternative discipline techniques, and classroom management strategies. The primary outcome was students’ self-reported experience of physical violence from violence from school staf in the prior week. At midline, the teachers. Secondary outcomes included reports of emotional prevalence of prior-week violence was not statistically diferent violence, depressive symptoms, and school attendance. At between intervention and control schools, and no efect was baseline, 54 percent of students reported experiencing physical detected on secondary outcomes.96 94 The NGO treatment arm resulted in a signifcant increase in overall learning of approximately 0.2 standard deviations, controlling for baseline covariates, whereas the government treatment arm showed no efect. 95 Bold et al. 2018. 96 Fabbri et al. 2022. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 25 EVIDENCE NOTE CONTENTS Social and emotional learning language test scores. The improvements are attributed to enhanced perspective-taking abilities and better self-regulation Social and emotional learning programs have the potential to of impulsivity among children.98 improve the mental health of refugee students. The Building the Evidence for Forced Displacement Program published a synthesis of evidence on interventions to support education for forcibly Other99 displaced people and to include them in national education A study in Germany investigated the integration of families systems, covering 194 education interventions in 22 countries. seeking asylum in Germany between 2013 and 2016, fnding that Their meta-analysis of programs aiming to improve social and early childhood education and care (ECEC) services had positive emotional learning demonstrates that these interventions have the integration outcomes for the refugee mothers of young children. potential to reduce depression and posttraumatic stress disorder.97 The size of the estimate is substantial and is particularly strong for improved language profciency and employment prospects.100 Social cohesion An evaluation of an educational program in Türkiye aimed at developing social skills and cohesion in schools found it efective in creating a cohesive classroom environment. Implemented in schools with rapidly changing ethnic compositions due to an infux of refugee children, the program addressed issues of increased peer violence and ethnic segregation. It signifcantly reduced high-intensity peer violence and victimization in school grounds; and decreased social exclusion and ethnic segregation in the classroom. The program fostered trust, reciprocity, cooperation, and altruism among students, benefting refugees the most. 98 Alan et al. 2021. Refugee children who participated also achieved better Turkish 99 This section does not cover the impact of education interventions in high-income settings (United States—three studies; Canada—two studies; Germany—three studies; and Greece—one study). 97 Burde et al. 2023. 100 Gambaro, Neidhöfer, and Spiess 2021. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 26 EVIDENCE NOTE CONTENTS 9. Cost of Refugee Educational Inclusion A World Bank report highlights the signifcant fnancial require- ments for providing quality education to refugee children in The average unit cost (that is, per child) for low- and middle-income countries. The report estimates the cost refugee education is US$1,051. The cohort- of educating refugees ages 5–17 in their current host countries, average annual refugee education cost focusing on low- and middle-income countries hosting 7,000 represents 3.8% of public expenditure on primary or more refugees. The estimates assume that refugee students and secondary education in host countries. receive education comparable to host-country students in terms of teacher quality, school infrastructure, access to learning materials, and other inputs. The average annual cost of providing education for the existing cohort of refugee students in low-income countries (LICs), lower middle-income countries (LMICs), and upper middle-in- come countries (UMICs) is estimated at US$4.85 billion. Although LICs and LMICs host half of the school-age refugees, they account for only 20 percent of the fnancing envelope. The average unit cost (that is, per child) for refugee education is US$1,051. The cohort- average annual refugee education cost represents 3.8 percent of public expenditure on primary and secondary education in host countries.101 The authors also note that fnancial resources alone are insufcient for universal access and completion of education, and that improvements in quality and learning outcomes are not directly correlated with increased education expenditure.102 101 It averages 4.7 percent, 2.1 percent, and 4.3 percent in LICs, LMICs and UMICs, respectively. However, these averages mask large variations between countries. 102 World Bank and UNHCR 2021. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 27 EVIDENCE NOTE CONTENTS References Alan, Sule, Ceren Baysan, Mert Gumren, and Elif Kubilay. 2021. “Building Assaad, Ragui, Thomas Ginn, and Mohamed Saleh. 2023. “Refugees and Social Cohesion in Ethnically Mixed Schools: An Intervention on the Education of Host Populations: Evidence from the Syrian Infow to Perspective Taking*.” The Quarterly Journal of Economics 136 (4): Jordan.” Journal of Development Economics 164 (September):103131. 2147–94. https://doi.org/10.1093/qje/qjab009. https://doi.org/10.1016/j.jdeveco.2023.103131. Almuhaisen, Abdulmohsen. 2024. “Refugee Infux and School Enrollment Atrooz, Fatin, Omar F. Khabour, Fidaa Almomani, Sally Aljararwah, Batool among Native Youths in Jordan.” Journal of Population Economics 37 H. 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Capital: Evidence from Post-WWII Population Transfers.” American 2023. “The Efects of Booster Classes in Protracted Crisis Settings: Economic Review 110 (5): 1430–63. https://doi.org/10.1257/ Evidence from Kenyan Refugee Camps.” Journal of Development aer.20181518. Efectiveness 15 (3): 287–301. https://doi.org/10.1080/19439342.2023 .2229294. Bilgili, Özge, Craig Loschmann, Sonja Fransen, and Melissa Siegel. 2019. “Is the Education of Local Children Infuenced by Living near Burde, Dana, Andrea Coombes, Thomas de Hoop, Ozen Guven, a Refugee Camp? Evidence from Host Communities in Rwanda.” Otgonjargal Okhidoi, Hannah Ring, Victoria Rothbard, and International Migration 57 (4): 291–309. https://doi.org/10.1111/ Chinmaya Holla. 2023. “Forced Displacement and Education : imig.12541. 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Chwastek, Sandy, Birgit Leyendecker, Anna Heithausen, Cristina Ballero Reque, and Julian Busch. 2021. “Pre-School Teachers’ Stereotypes Bold, Tessa, Mwangi Kimenyi, Germano Mwabu, Alice Ng’ang’a, and and Self-Efcacy Are Linked to Perceptions of Behavior Problems in Justin Sandefur. 2018. “Experimental Evidence on Scaling up Newly Arrived Refugee Children.” Frontiers in Psychiatry 11 (January). Education Reforms in Kenya.” Journal of Public Economics 168 https://doi.org/10.3389/fpsyt.2020.574412. (December):1–20. https://doi.org/10.1016/j.jpubeco.2018.08.007. Contreras, Dante, and Sebastián Gallardo. 2022. “The Efects of Brown, Felicity L, Alawia I Farag, Faiza Hussein Abd Alla, Kate Radford, Mass Migration on the Academic Performance of Native Students. Laura Miller, Koen Neijenhuijs, Hester Stubbé, et al. 2023. “Can’t Wait Evidence from Chile.” Economics of Education Review 91 to Learn: A Quasi-Experimental Mixed-Methods Evaluation of a Digital (December):102314. https://doi.org/10.1016/j.econedurev.2022.102314. Game-Based Learning Programme for out-of-School Children in Sudan.” Journal of Development Efectiveness 15 (3): 320–41. https:// doi.org/10.1080/19439342.2020.1829000. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 29 EVIDENCE NOTE CONTENTS Cooc, North, and Grace MyHyun Kim. 2023. “School Inclusion Fabbri, Camilla, Timothy Powell-Jackson, Baptiste Leurent, Katherine of Refugee Students: Recent Trends From International Rodrigues, Elizabeth Shayo, Vivien Barongo, and Karen M. Devries. Data.” Educational Researcher 52 (4): 206–18. https://doi. 2022. “School Violence, Depression Symptoms, and School Climate: org/10.3102/0013189X221149396. A Cross-Sectional Study of Congolese and Burundian Refugee Children.” Confict and Health 16 (1): 42. https://doi.org/10.1186/s13031- Cortes, Kalena E. 2004. “Are Refugees Diferent from Economic 022-00475-9. Immigrants? Some Empirical Evidence on the Heterogeneity of Immigrant Groups in the United States.” The Review Fincham, Kathleen. 2022. “Syrian Refugee Women’s Negotiation of Economics and Statistics 86 (2): 465–80. https://doi. of Higher Education Opportunities in Jordan and Lebanon.” org/10.1162/003465304323031058. International Journal of Educational Development 92 (July):102629. https://doi.org/10.1016/j.ijedudev.2022.102629. Dayıoğlu, Meltem, Murat Güray Kırdar, and İsmet Koç. 2024. “The Making of a ‘Lost Generation’: Child Labor among Syrian Refugees in Fransen, Sonja, Carlos Vargas-Silva, and Melissa Siegel. 2018. “The Turkey.” International Migration Review 58 (3): 1075–1113. https://doi. Impact of Refugee Experiences on Education: Evidence from org/10.1177/01979183231171551. Burundi.” IZA Journal of Development and Migration 8 (1): 6. https:// doi.org/10.1186/s40176-017-0112-4. De Hoop, Jacobus, Mitchell Morey, and David Seidenfeld. 2019. “No Lost Generation: Supporting the School Participation of Displaced Syrian Gambaro, Ludovica, Guido Neidhöfer, and C. Katharina Spiess. 2021. Children in Lebanon.” The Journal of Development Studies 55 (sup1): “The Efect of Early Childhood Education and Care Services 107–27. https://doi.org/10.1080/00220388.2019.1687875. on the Integration of Refugee Families.” Labour Economics 72 (October):102053. https://doi.org/10.1016/j.labeco.2021.102053. Dryden-Peterson, Sarah, Elizabeth Adelman, Michelle J. Bellino, and Vidur Chopra. 2019. “The Purposes of Refugee Education: Gould, Eric D, Victor Lavy, and M Daniele Paserman. 2004. “Immigrating Policy and Practice of Including Refugees in National Education to Opportunity: Estimating the Efect of School Quality Using a Systems.” Sociology of Education 92 (4): 346–66. https://doi. Natural Experiment on Ethiopians in Israel.” Quarterly Journal of org/10.1177/0038040719863054. Economics. Dupuy, Kendra, Júlia Palik, and Gudrun Østby. 2022. “No Right to Hadfeld, Kristin, Mays Al-Hamad, Rinad Bakhti, Rana Dajani, Amal El Read: National Regulatory Restrictions on Refugee Rights to Formal Kharouf, Julia Michalek, Joana Mukunzi, et al. 2024. “Predictors Education in Low- and Middle-Income Host Countries.” International of Literacy and Attitudes Toward Reading Among Syrian Refugee Journal of Educational Development 88 (January):102537. https://doi. Children in Jordan.” International Journal of Early Childhood 56 (1): org/10.1016/j.ijedudev.2021.102537. 19–39. https://doi.org/10.1007/s13158-022-00334-x. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 30 EVIDENCE NOTE CONTENTS Hartog, Joop, and Aslan Zorlu. 2009. “How Important Is Homeland Korcz, Agata, Elżbieta Cieśla, and Piotr Urbański. 2024. “The Role of Education for Refugees’ Economic Position in The Netherlands?” School Functioning, Physical Activity, BMI, Sex and Age in Building Journal of Population Economics 22 (1): 219–46. Resilience among Ukrainian Refugee Children in Poland.” Scientifc https://doi.org/10.1007/s00148-007-0142-y. Reports 14 (1): 5308. https://doi.org/10.1038/s41598-024-55933-6. Hossain, Mobarak. 2024. “Risk Factors Associated with Rohingya Kraft, Caroline, Maia Sieverding, Nasma Berri, Caitlyn Keo, and Mariam Refugee Girls’ Education in Bangladesh: A Multilevel Analysis of Sharpless. 2022. “Education Interrupted: Enrollment, Attainment, and Survey Data.” The British Journal of Sociology 75 (4): 656–67. Dropout of Syrian Refugees in Jordan.” The Journal of Development https://doi.org/10.1111/1468-4446.13117. Studies 58 (9): 1874–92. https://doi.org/10.1080/00220388.2022.207 5734. Hsin, Amy, and Francesc Ortega. 2018. “The Efects of Deferred Action for Childhood Arrivals on the Educational Outcomes of Lintner, Tomáš, Tomáš Diviák, Klára Šeďová, and Petr Hlado. 2023. Undocumented Students.” Demography 55 (4): 1487–1506. “Ukrainian Refugees Struggling to Integrate into Czech School Social https://doi.org/10.1007/s13524-018-0691-6. Networks.” Humanities and Social Sciences Communications 10 (1): 1–11. https://doi.org/10.1057/s41599-023-01880-y. Jamaluddine, Zeina, Chaza Akik, Gloria Safadi, Sara Abou Fakher, Nehmat El-Helou, Soha Moussa, Dominique Anid, and Hala Ghattas. Ludolph, Lars. 2023. “The Value of Formal Host-Country Education for 2022. “Does a School Snack Make a Diference? An Evaluation of the Labour Market Position of Refugees: Evidence from Austria.” the World Food Programme Emergency School Feeding Programme Economics of Education Review 92 (February):102334. https://doi. in Lebanon among Lebanese and Syrian Refugee Children.” Public org/10.1016/j.econedurev.2022.102334. Health Nutrition 25 (6): 1678–90. Mammadova, Nigar, and Ahmet Aypay. 2023. “Syrian Refugee https://doi.org/10.1017/S1368980022000362. Students’ Sense of School Belonging and Educational Aspirations.” Kia-Keating, Maryam, and B. Heidi Ellis. 2007. “Belonging and Connection International Journal of Educational Development 102 to School in Resettlement: Young Refugees, School Belonging, and (October):102876. https://doi.org/10.1016/j.ijedudev.2023.102876. Psychosocial Adjustment.” Clinical Child Psychology and Psychiatry 12 Metzler, Janna, Mesfn Jonfa, Kevin Savage, and Alastair Ager. 2021. (1): 29–43. https://doi.org/10.1177/1359104507071052. “Educational, Psychosocial, and Protection Outcomes of Child- and Kırdar, Murat Güray, İsmet Koç, and Meltem Dayıoğlu. 2023. “School Youth-Focused Programming with Somali Refugees in Dollo Ado, Integration of Syrian Refugee Children in Turkey.” Labour Economics Ethiopia.” Disasters 45 (1): 67–85. https://doi.org/10.1111/disa.12392. 85 (December):102448. https://doi.org/10.1016/j.labeco.2023.102448. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 31 EVIDENCE NOTE CONTENTS Miller, Emily, Tahereh Ziaian, Helena de Anstiss, and Melanie Baak. Sakaue, Katsuki, and James Wokadala. 2022. “Efects of Including 2022. “Ecologies of Resilience for Australian High School Students Refugees in Local Government Schools on Pupils’ Learning from Refugee Backgrounds: Quantitative Study.” International Journal Achievement: Evidence from West Nile, Uganda.” International of Environmental Research and Public Health 19 (2): 748. Journal of Educational Development 90 (April):102543. https://doi.org/10.3390/ijerph19020748. https://doi.org/10.1016/j.ijedudev.2021.102543. Montgomery, Christopher Jamil de, Marie Norredam, Allan Krasnik, Sarvimäki, Matti, Roope Uusitalo, and Markus Jäntti. 2022. “Habit Jørgen Holm Petersen, Emma Björkenstam, Lisa Berg, Anders Hjern, Formation and the Misallocation of Labor: Evidence from Forced Marit Sijbrandij, Peter Klimek, and Ellenor Mittendorfer-Rutz. 2022. Migrations.” Journal of the European Economic Association 20 (6): “Labour Market Marginalisation in Young Refugees and Their Majority 2497–2539. https://doi.org/10.1093/jeea/jvac037. Peers in Denmark and Sweden: The Role of Common Mental Shaeye, Abdihaft. 2022. “Education Attainment of Children of Economic Disorders and Secondary School Completion.” PLOS ONE 17 (2): and Refugee Immigrants in the United States.” Migration Letters 19 e0263450. https://doi.org/10.1371/journal.pone.0263450. (4): 413–22. https://www.researchgate.net/publication/362352500_ Moussa, Wael, Nisreen Salti, Alexandra Irani, Rima Al Mokdad, Zeina Education_Attainment_of_Children_of_Economic_and_Refugee_ Jamaluddine, Jad Chaaban, and Hala Ghattas. 2022. “The Impact Immigrants_in_the_United_States. of Cash Transfers on Syrian Refugee Children in Lebanon.” World Sirin, Selcuk, Jan L. Plass, Bruce D. Homer, Sinem Vatanartiran, and Development 150 (February):105711. Tzuchi Tsai. 2018. “Digital Game-Based Education for Syrian Refugee https://doi.org/10.1016/j.worlddev.2021.105711. Children: Project Hope: Vulnerable Children and Youth Studies: Vol Özler, Berk, Çiğdem Çelik, Scott Cunningham, P. Facundo Cuevas, 13 , No 1 - Get Access.” Vulnerable Children and Youth Studies 13 (1): and Luca Parisotto. 2021. “Children on the Move: Progressive 7-18. https://doi.org/10.1080/17450128.2017.1412551. Redistribution of Humanitarian Cash Transfers among Refugees.” Tumen, Semih. 2019. “Refugees and ‘Native Flight’ from Public to Private Journal of Development Economics 153 (November):102733. Schools.” Economics Letters 181 (August):154–59. https://doi.org/10.1016/j.jdeveco.2021.102733. https://doi.org/10.1016/j.econlet.2019.05.030. Piper, Benjamin, Sarah Dryden-Peterson, Vidur Chopra, Celia Reddick, ———. 2021. “The Efect of Refugees on Native Adolescents’ Test and Arbogast Oyanga. 2020. “Are Refugee Children Learning? Early Scores: Quasi-Experimental Evidence from PISA.” Journal of Grade Literacy in a Refugee Camp in Kenya,” March. Development Economics 150 (May):102633. https://doi.org/10.33682/f1wr-yk6y. https://doi.org/10.1016/j.jdeveco.2021.102633. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 32 EVIDENCE NOTE CONTENTS Turner, Jasmine S., Karine Taha, Nisreen Ibrahim, Koen I. Neijenhuijs, Eyad Hallak, Kate Radford, Hester Stubbé-Alberts, Thomas De Hoop, Mark J. D. Jordans, and Felicity L. Brown. 2022. “A Proof-of-Concept Study of Can’t Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon.” Journal on Education in Emergencies 8 (1): 76. https://doi.org/10.33682/8v7u-q7y3. UNHCR. 2024a. “Key Statistics.” UNHCR Refugee Data Finder. October 8, 2024. https://www.unhcr.org/external/component/header. ———. 2024b. “UNHCR Education Report 2024 – Refugee Education: Five Years on from the Launch of the 2030 Refugee Education Strategy.” https://www.unhcr.org/media/unhcr-education-report-2024- refugee-education-fve-years-launch-2030-refugee-education. Will, Gisela, Regina Becker, and Oliver Winkler. 2022. “Educational Policies Matter: How Schooling Strategies Infuence Refugee Adolescents’ School Participation in Lower Secondary Education in Germany.” Frontiers in Sociology 7 (June). https://doi.org/10.3389/ fsoc.2022.842543. World Bank. 2023. “Do Legal Restrictions Afect Refugees’ Labor Market and Education Outcomes? Evidence from Harmonized Data.” World Bank Poverty and Equity Global Practice. https://documents1. worldbank.org/curated/en/099062123080037343/pdf/P1780290f9f 100f20994e093835a004429.pdf. World Bank and UNHCR. 2021. “The Global Cost of Inclusive Refugee Education.” World Bank. https://doi.org/10.1596/35238. Zwysen, Wouter. 2019. “Diferent Patterns of Labor Market Integration by Migration Motivation in Europe: The Role of Host Country Human Capital.” International Migration Review 53 (1): 59–89. https://doi.org/10.1177/0197918318767929. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 33 EVIDENCE NOTE CONTENTS Annex: Inclusion and exclusion criteria Inclusion criteria Exclusion criteria Peer-reviewed articles published in high-quality (Q1 and Q2) Working papers (including World Bank policy research working journals and World Bank reports in English papers), articles published in poorly rated journals (Q3 and Q4), and grey literature Full text available through the World Bank Library - Quantitative methods Qualitative and theoretical articles Low- middle- and high-income settings - Education from preschool through to tertiary level Vocational and adult education Population of focus includes refugees Studies focused exclusively on IDPs, voluntary migrants, and confict- afected populations - Health education programs INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS III. 34 INSPIRE Guide authors Justine Bailliart is an Economist Consultant in the World Bank’s Education Global Practice, where she is engaged in lending operations in West Adamseged Abebe is a Junior Professional Associate at the World Bank Africa. She specializes in education in fragile contexts, skills and workforce East Africa Education Global Practice Unit. Prior to that, he was a doctoral development, and education technology across Africa. She previously World Bank Africa Fellow, where he supported education projects in Kenya, worked in the Bank’s Poverty Global Practice, conducting analytical work Tanzania and Somalia. Adam recently completed his PhD in Education at the on youth at risk as well as on disparities in access to public services in University of Oxford. His research focused on the role of education in ethnic fragile settings. Prior to joining the World Bank, Justine served as a Program conficts and peacebuilding in East Africa, particularly on notions of nation- Associate with the United Nations Development Programme in Timor-Leste, building and history education. Adam is the frst Ethiopian Rhodes Scholar delivering programming on peace, justice, and strong institutions. She holds and one of two Global Rhodes Scholars chosen from the 125 countries that a Bachelor’s degree in International Relations and History from the London had not been historically eligible for the Rhodes Scholarship. Before his Ph.D. School of Economics and a Master in Public Policy, with a specialization in study at Oxford, he completed his frst and second degrees at the University economic development, from the Harvard Kennedy School. of Pennsylvania (UPenn), majoring in Health Care Market and Finance, along with a master’s in Non-Proft Leadership. He has taught in classrooms in Jefrey Dow is a Senior Technical Advisor for the International Rescue Ethiopia, the United States, and the UK, spanning primary to high schools Committee (IRC), with more than 15 years of experience working in education and higher education. in fragile and confict afected states, with a specifc focus on the Middle East and Asia. Jefrey co-chairs the global INEE Steering Group, and has a Master’s Selamawit Alemayehu is currently the Education Facility Advisor at Degree in Education from the City College New York and in International International Rescue Committee, leading a Technical Assistance call- down Development Management from the London School of Economics. mechanism, ensuring that policy and practice interventions are evidence based; under the Education Research in Confict and Protracted Crisis Ritika DSouza is an Economist in the Ofce of the Chief Economist for the (ERICC) program. She has over 16 years of experience providing strategic People Vice Presidency at the World Bank. She co-leads the Human Capital leadership and implementation for various education initiatives across Index (HCI) program and related analytics, including methodologies for the 23 sub-Saharan Africa countries. Managing diverse regional and country socioeconomic and spatial disaggregation of the HCI. She is engaged in World teams, building partnerships with Ministries of Education and education Bank lending operations in Africa, with a focus on education in fragile contexts. development organizations. She has worked across varied regional and She also works on refugee education as part of the Inclusion Support Program country operations including Ethiopia, Mauritius, Kenya, and Nigeria. She for Refugee Education (INSPIRE) that’s supports the integration of refugee holds an MA in International Relations focusing on Development Studies from children into host country education systems. Previously, she worked in the USIU, Kenya, and a BSc from Williams Baptist College, Arkansas. South Asia Chief Economist Ofce, where her research covered nutrition, education, gender, and jobs. She has also managed the feld implementation of impact evaluations of agriculture, food security, and nutrition projects in Nepal and Rwanda with the World Bank’s Development Impact Evaluation (DIME) group. She holds an MA in public administration from the School of International and Public Afairs at Columbia University. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS Danielle Falk is an Education Researcher at the International Rescue Ola Hisou is a forced displacement expert and has over than twelve years Committee. Her research focuses on the lived experiences of teachers in of experience in international and human development at the World Bank complex crises as well as the policy environment infuencing their work. She under diferent global practices and units including Poverty Reduction and has led qualitative and mixed methods research on teacher professional Economic Management (PREM), Micro Economic Trade and Investment (MTI), development (TPD), teacher management, teacher well-being, and school Finance Competitiveness and innovation (FCI) and lately Fragility, Confict leadership in Ethiopia, Kenya, Uganda, South Sudan, Tanzania, Myanmar, and Violence (FCV). She contributed to many World Bank analytical reports Bangladesh, and Jordan, and designed and implemented multi-modal related to economy, forced displacement, migration and diaspora, gender, TPD in refugee and host communities in East Africa. She received her MA private sector, trade, and regional development and integration. and PhD in Comparative & International Education at Teachers College, Columbia University. Peter Holland is a Lead Education Specialist working in the Africa Region of the World Bank. Previously, Peter served as the Human Development Halimatou Hima is the Fragility, Confict and Violence (FCV) country Program Leader based in Mozambique, and the Program Manager for REACH, coordinator for the Gulf of Guinea countries with the World Bank Group, the Bank’s results-based fnancing initiative in the Education Global Practice. based in Abidjan, Côte d’Ivoire. She leads the Prevention and Resilience Since joining the Bank in 2004, he has been a Task Team Leader in Argentina, Allocation (PRA) processes for Togo and Benin as well as support with the Haiti, Lebanon, Madagascar, Mexico, Mozambique, and Uruguay, and was response to the growing forced displacement crisis in the region. Previously, based in Haiti from 2007-2009. Prior to joining the Bank, Peter served as the as expert counselor at the Permanent Mission of Niger to the United Nations, Resident Representative for Oxfam Quebec in the Middle East, managing she was the principal negotiator on the UN Security Council resolution 2601 projects in the West Bank, Gaza, Lebanon, and Jordan. He has a degree in (2021) on the protection of education in armed confict. She was an Echidna international economics from Johns Hopkins SAIS and a business degree Global Scholar at the Brookings Institution, where her research investigates from Carleton University (Canada). the impact of insecurity on educational systems in fragile and confict afected contexts, notably in the Sahel and the Liptako-Gourma area. Halimatou holds Jessica D. Lee is a consultant at the World Bank Group with over a decade of a Ph.D. in Development Studies from the University of Cambridge, an M.A. experience in education policy and international development. Her work spans in Public Policy from Harvard University, and a B.A. in International Relations, a diverse range of topics, including student assessment, higher education Economics, and Africana Studies from Wellesley College. She is from Niger governance, education fnancing, and girls’ education. Jessica has contributed Republic and speaks Hausa, Zarma, French, English and Portuguese. to numerous publications in these areas, helping shape global conversations on education reform. She holds a B.A. in Film and Television from UCLA and an M.A. in Education Policy from Teachers College, Columbia University. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS Arianna Pacifco is an Education Researcher at the Airbel Impact Lab, Kanae Watanabe currently co-leads the World Bank’s global engagement for supporting the International Rescue Committee’s global research agenda education in fragility, confict, and violence, as well as for Refugee Education, including the Education Research in Confict and Protracted Crisis (ERICC) through the Inclusion Support Program for Refugee Education (INSPIRE). programme, an ambitious FCDO-funded project that aims to build a INSPIRE supports the integration of refugee children into host country rigorous body of research evidence about what works to improve access, education systems. She is also the Partnership Advisor for the Education quality, continuity of education, and learning children in confict afected Global Practice of the World Bank. In this capacity, she leads the World Bank’s settings. Arianna’s work examines how to support education for the world’s engagement with external partners on global education and is also Program most vulnerable populations in ways that are at scale, cost-efective and Manager of the Foundational Learning Compact, an umbrella trust fund for contribute to sustainable peace and development across a range of contexts early childhood, primary, and secondary, which is the World Bank’s facility including Uganda, South Sudan, Ethiopia, Tanzania, Lebanon, Türkiye, for collaboration with partners in global education. Syria, and Jordan. Previously she coordinated the Standards and Practice Working Group at the Inter-Agency Network for Education in Emergencies She has extensive experience in country strategies and operations in fragile, (INEE) building inter-agency coalitions to advance the global education in and confict afected situations. She has served as the World Bank’s Senior emergencies agenda. She received her PhD in International Comparative Country Ofcer for Morocco, Tunisia, Libya, and Algeria and before that as Education from Teachers College, Columbia University and her MS in Global Country Ofcer for Haiti. She is a co-author and co-editor of, The Long Road Afairs at New York University. to Inclusive Institutions in Libya: A Sourcebook of Challenges and Needs. She has led the development of World Bank country strategies for Libya, Karishma Silva is an Economist at the World Bank working across the Algeria, and Haiti. She has also been responsible for the country program education, poverty and fragility, confict and violence (FCV) global practices. coordination and portfolio management for programs in Morocco, Tunisia, She supports the development of programs and policies for sustainable Libya, Algeria, and Haiti. Before joining the World Bank, she worked at the refugee hosting through the promotion of refugee self-reliance and United States Institute of Peace doing research on peacemaking and state economic inclusion. Other analytical work has focused on education for building. And she worked in the United States Senate as a foreign relations forcibly displaced populations and education fnancing. She has worked on fellow for a Senator on the Senate Foreign Relations Committee. education operations in Malawi, Ghana, and the Pacifc Islands across ECD, basic, secondary and TVET education. She holds a MSc. in Economics from the London School of Economics. INSPIRE GUIDE TO REFUGEE INCLUSION IN NATIONAL EDUCATION SYSTEMS