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Refugee research on post-primary education: evidence and reflections from Voices of Refugee Youth, a longitudinal study in Rwanda and Pakistan

Sun, February 19, 4:45 to 6:15pm EST (4:45 to 6:15pm EST), Grand Hyatt Washington, Floor: Constitution Level (3B), Burnham

Group Submission Type: Formal Panel Session

Proposal

CONTEXT AND RELEVANCE

Research for education in emergencies has consistently documented the positive impact of education for refugee youth, both in short- and long-term displacement. There remains, however, a significant gap in the provision of post-primary education for refugees. The latest UNHCR education report (2021) indicates that opportunities to access education decrease as refugees get older: while 68% of refugee children were enrolled in primary education in 2021, the average gross enrollment for secondary school dropped significantly to 34% and then to a further 5% for higher education. This has been attributed to an oversight in funding and policy provision for post-primary education (Martinez and Van Esveld, 2017) and is further reflected in the lack of research beyond primary level (Arar, 2021).

The Voices of Refugee Youth research study is a longitudinal panel study, primarily aimed at building the evidence base for post-primary education for refugees through a youth-centred, participatory research design. Running from 2019-2022, the study has involved a cohort of over 1,100 refugees in secondary and higher education across two countries - Pakistan and Rwanda - tracking their experience both of post-primary education and as they transition into employment and/or further studies. The research was designed and implemented, in collaboration with the refugee youth researchers, by four partner organisations, all working in the refugee education and research sectors: Jigsaw, Refugee Education UK and UNHCR, with funding from Dubai Cares.

Central to the Voices of Refugee Youth study is its participatory design: a cohort of 31 youth researchers (young refugees in Pakistan and Rwanda) were recruited and have been involved in all stages of the research process while gaining an accredited, graduate-level qualification in social science research. Such an approach can offer a valuable way to overcome some of the challenges of refugee education research as well as encouraging more equitable opportunities. Participatory research has been found to promote participant agency (Gilhooly & Lee, 2016) and build trust that results in a higher level of quality and sustainability in research (Jagosh et al, 2015). Furthermore, peer-to-peer, youth-led research presents refugees with an opportunity to amplify their own voices, while encouraging greater inclusion and diversity within the research sector.

SESSION OBJECTIVES AND STRUCTURE

This panel will explore such topics of participation and equity in refugee education research alongside the presentation of the study’s findings. Specifically, the panel will be guided by two overarching questions “What is the impact of post-primary education for refugees?” and “What are effective methodologies for conducting equitable and inclusive research in refugee education?”.

The panel will be made up of representatives from four key partners, presenting three papers on core elements of the study: the findings, the participatory approach and the accredited social science training course.

Paper 1 reports the findings of the Voices of Refugee Youth research study. It provides a detailed overview of the evidence generated from the longitudinal study and complementary qualitative data in Pakistan and Rwanda, unpacking the contextual nuances of the data and the related recommendations for policymakers and practitioners.

Paper 2 critically reflects on the participatory design of the study, exploring the affordances and challenges of the approach. In doing so, it will facilitate wider conversations about increasing the equity of refugee education research.

Paper 3 explores the development, delivery and learnings from the accredited training course - a core component of the study which sought to increase education and employment opportunities for refugees. It will also reflect on the impact of COVID-19 on the design of the course and the opportunities afforded by a hybrid learning approach.

Structured to allow opportunities for interaction, the session will feature:

- An overview of the session context, objectives and format by the Chair (5-10 mins)
- Paper presentations and related questions/discussion (15 + 5 mins, x3)
- Chair reflections (5-10 mins)
- Audience-wide discussion around equitable approaches to refugee education and research (15 mins)

CONTRIBUTION AND SIGNIFICANCE

The panel represents a culmination of three years of research into the impact of post-primary education for refugees in Pakistan and Rwanda, thereby offering the chance to reflect on the evidence generated and the approach undertaken. In addition to the individual presentations, the panel will encourage discussions about equitable approaches to both refugee education and refugee inclusion in research and evidence building. It will seek to facilitate a wider dialogue about these issues and create a space to share practices from across the sector.

Sub Unit

Chair

Individual Presentations