JDC Literature Review
The JDC literature review contains summaries of recent publications and academic scholarship on issues relating to forced displacement.
Breaking the Silence: Sexual Coercion and Abuse in Post-Conflict Education
Conflict exacerbates the already poor state of education in many war-affected countries, and ensuring children’s safety in educational contexts continues to be difficult. This article highlights the ‘hidden’ problem of sexual abuse of children by teaching staff, and...
Inter-sectoral Cooperation for Afghan Refugee Education in Iran
There are up to two million undocumented Afghans living in Iran. While documented refugee children have always been able to access public education in Iran, undocumented Afghan children were only granted access to primary education in 2015 through the ‘blue card’...
Strengthening Education Systems for Long-Term Education Responses
Street Child’s implementation of Education in Emergency (EiE) programs in Lusenda refugee camp in eastern DRC and in communities hosting IDPs in northeastern Nigeria demonstrate how the building blocks for long-term improvements in education can be laid in the...
Promising Practices in Refugee Education
This report synthesizes key findings and lessons learned from a 2017 joint initiative by Save the Children, UNHCR and Pearson to identify, document and promote innovative ways to effectively reach refugee children and young people with quality educational...
Restoring Hope, Rebuilding Futures: A Plan of Action for Delivering Universal Education for South Sudanese Refugees in Uganda
The majority of South Sudanese refugee children in Uganda are either out-of-school or attending overcrowded schools lacking teachers and books required for effective learning. The report warns that an entire generation of refugee children could be deprived of the...
Learning in the Face of Adversity: The UNRWA Education Program for Palestine Refugees
The United Nations Relief and Works Agency (UNRWA) operates nearly 700 schools educating more than 500,000 students each year in West Bank, Gaza, Jordan, Lebanon and Syria. In 2007 UNRWA students outperformed their peers at public schools by the equivalent of one...
The Importance of Access and Accreditation: Learning from the Thailand–Myanmar Border
A large population of refugees and migrants from Myanmar has settled around Mae Sot in western Thailand; in the 1990s refugee teachers established informal schools called Migrant Learning Centres (MLCs). MLCs are not accredited, do not receive government funding, and...
Balancing the Rights of Displaced, Returning and Remaining Populations: Learning from Iraq
The return of 3.1 million IDPs to their places of origin in Iraq is seen as a benchmark of success. The article highlights critical questions related to mitigating competing rights and protection needs of those who stayed, returned IDPs, and those still displaced....
Turkey’s Education Policies towards Syrian Refugees: A Macro-level Analysis
This study discusses the transformation of Turkey’s education policies towards Syrian refugees. The author analyzes education policies towards refugees in countries hosting large numbers of Syrian refugees and identifies five common challenges: (1) the language...
Child Labour and School Attendance in Turkey
The author argues that the emphasis on the ‘self-sufficiency’ of Syrian refugees in Turkey “trivialises education in comparison with work and fosters a belief among Syrian adults and children that education will not immediately improve their quality of life and is...