Globally, about 1 in 8 people are internal migrants, about 1 in 30 are international migrants (almost two-thirds in high-income countries), and about 1 in 80 are displaced by conflict or natural disaster (9 in 10 in low- and middle-income countries). This report...
JDC Literature Review
Results for: Literature Reviews
Feasible Measurement of Learning in Emergencies: Lessons from Uganda
This article describes lessons learned from piloting a new education assessment tool in education centers and schools in the Rwamwanja and Kyangwali refugee settlements in western Uganda. The tool aims to provide a rapid, holistic understanding of displaced learners’...
Improving Learning Environments in Emergencies through Community Participation
This article describes an education in emergencies toolkit developed by Save the Children that uses participatory assessments to improve learning environments in humanitarian settings. Assessments cover five areas: emotional and psychosocial protection; physical...
The New World of Work and the Need for Digital Empowerment
This article makes the case for empowering refugees with relevant digital skills to support their integration. The authors begin by describing the digital divide in terms of both access to technology as well as digital skills. The authors identify five types of...
Refugee Children with Communication Disability in Rwanda: Providing the Educational Services They Need
‘Communication disability’ (CD) refers to the barriers to participation in society experienced by people who have difficulties understanding what others are trying to communicate to them or being understood when they try to communicate with others. Education and early...
Gender Equality in Education in Emergency
Conflict usually reinforces existing barriers to education and gender disparities. Evidence from Oxfam IBIS’ education in emergencies (EiE) programming identifies several barriers to gender equality in education including: (a) gender stereotypes and the devaluing of...
Child-friendly Spaces: Enhancing their Role in Improving Learning Outcomes
In crises, child-friendly spaces (CFS) can promote psychosocial wellbeing and provide a safe space for learning but research has shown that their quality, relevance, effectiveness and sustainability vary widely. Red Crescent and Red Cross programs in Yemen and Kenya...
Early Childhood Development and Psychosocial Support in Syria
This article describes an initiative of the Aga Khan Development Network (AKDN) to address widespread mental health issues among IDPs in the Salamieh District in the eastern Hama Governorate of Syria, by integrating psychosocial support into their early childhood...
Feeling Safe Enough to Learn in a Conflict Zone
In protracted displacement crises such as in Afghanistan, children are not only coping with past trauma, but are also experiencing ongoing fear and stress due to distressing experiences in their daily lives. In these contexts, psychosocial programming must depart from...
Schooling Gaps for Syrian Refugees in Turkey
This article discusses gaps in the provision of education to Syrian refugees in Turkey. Education services for Syrian refugees in Turkey were initially provided through temporary education centers (TECs) established in refugee camps as well as in communities with...