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Promising Practices in Refugee Education: Learning from Innovations in Refugee Education

Thu, March 29, 1:15 to 2:45pm, Fiesta Inn Centro Histórico, Floor: Lobby Floor, Room B

Group Submission Type: Panel Session

Proposal

This session explores the findings of the Promising Practices in Refugee Education research initiative led by Save the Children, UNHCR, and Pearson.

There are 22.5 million refugees around the world, half of which are children. These children have some of the lowest education outcomes of any group. At the primary level at least 39% are out of school, which rises to 77% at secondary. Learning outcome data is lacking, but for those enrolled there are high drop-out and low attendance rates.

Catalysing solutions for refugee education at scale requires increased resource and political will, but also new and improved ways of providing educational services. While innovative practices in refugee education exist, they are often not well known or understood outside of their context. The Promising Practices in Refugee Education initiative aims to increase awareness of the important work happening in the sector; demonstrate the diverse ways in which organisations and individuals are responding to the challenge of providing quality education for refugees; enhance understanding of what works both in individual projects and across them; and use the experiences and insights gained to inform policy and practice.

In 2017, the Promising Practices in Refugee Education initiative partnered with organisations around the world to create 20 case-studies that document innovative, promising practice in refugee education. These practices cover refugee situations in 15 countries, range from early childhood through secondary education, and deal with the themes of equity, access, learning, wellbeing, technology, and system strengthening.

This session has four presentations. First the session will explore the Promising Practices in Refugee Education synthesis report, which draws findings from the complete set of case-studies and makes recommendations for the refugee education sector under three main themes: Approaching the immediate crisis with a long-term perspective; Understanding different contexts and meeting distinct needs; Improving outcomes for all.

This will be followed by presentations from three of the case-studies themselves:

Firstly, Relief International's Social Innovation Labs (SIL) programme in Jordan. With the support of UNICEF Jordan, Relief International has been providing integrated non-formal education support, utilising the Makani approach, to in and out-of-school Syrian refugee children and young people in the two camps in Jordan since 2013. This case study explores the SIL part of the Makani model, which enables Syrian youth to research, design and implement solutions to everyday challenges they face.

Secondly, Teachers College Columbia's Teachers for Teachers provides competency-based, continuous teacher professional development for refugee teachers in Kakuma, Kenya. It is an integrated professional development model that combines teacher training, peer coaching and mobile mentoring.

Thirdly is Save the Children's Programme on the Move in Belgrade & Presevo, for refugees transiting through Serbia to other destinations in Europe. Programme on the Move is a methodology of providing support to refugees by developing and using the innovative toolkit Boxes of Wonder. The boxes are designed as physical boxes but also as concepts to work on, re-design and adjust to the needs of children, facilitators and to the physical space where the activities are being held.

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