联合国难民署《2023年教育报告》-释放潜力：受教育和机会的权利

《iyuNHCR

TheUNRefugeeAgency

UNLOCKINGPOTENTIAL

THERIGHTTO

EDUCATIONANDOPPORTUNITY

Universal.Inclusive.Essential.

ABOUTTHISREPORT

The2023UNHCRRefugeeEducationReportoutlinesthechallengesfacedbythenearly15millionrefugee

childrenofschoolage1underUNHCR’smandate,

includingschool-agedVenezuelansdisplacedabroad.Butitalsohighlightstheachievementsandaspirationsofrefugeeyouthwho,withtherightsupport,have

attainedthehighestofeducationalgoalsthroughperseverance,resilience,determination,andsheerhardwork.

DataonrefugeeenrolmentsandpopulationnumbersisdrawnfromUNHCRcountryoperationsandreferstothe2021-2022academicyear.Thereportalso

referencesthelatestavailabledataonenrolmentandout-of-schoolchildrenandyouthfromtheUNESCO

InstituteforStatistics(UIS).

1Calculatedfor2022,countingthenumberofchildrenofpre-primary,primaryandsecondaryageincountriesreporting

dataandapplyingtheratiototheglobalpopulationof

refugeesdisplacedabroad–formoreinformationonrefugeedemographics,seeUNHCR’sannualreportGlobalTrendsinForcedDisplacement2022.

Theincreasingcomplexityofhumanitarian

emergenciesinvolvingforceddisplacementpresentsseveralchallengeswhenitcomestodatacollection.

Inaddition,essentialprogressintheincorporation

ofrefugeesinnationaleducationsystemscreates

additionalchallenges,suchasalackofdataonstudentenrolmentdisaggregatedbyprotectionstatus–an

issuethatislikelytopersistfortheforeseeablefuture.

Whererefugeesareincorporatedintonationalsystems,itisoftendifficulttokeeptrackofwhenandwhere

theyareaccessingeducation.Inothercontexts,wheresomerefugeesattendcampschoolsandotherspublicschools,datareportedbycountryoperationsisonlyoncamp-basedpopulations(andthusnotrepresentativeofallschool-agedrefugees).

Despitetheselimitations,over70countrieshave

provideddata,allowingustobuildthemostcompletepictureyetofrefugeeeducationworldwide,andwhileprogresscanbeseen,itremainsclearthatweremainalongwayfromallowingallrefugeelearnerstoexercisetheirfundamentalrighttoeducation.

IAfghanstudentsattendUNHCR’supgradedGirls

schoolatKhazaanarefugeevillage,KhyberPakhtunkhwa,Pakistan.©UNHCR/MercuryTransformations

CONTENTS

ForewordbyFilippoGrandi,UNHighCommissionerfor

Refugees 4

Dataanalysis:Over50percentofrefugeechildrennotin

school 6

Firstperson:NilabAkhmad,from

Afghanistan 1

4

Firstperson:MonicahMalith,fromSouth

Sudan 1

6

Firstperson:ManarEmad,from

Iraq 1

8

Calltoaction:Stepstowardseducationforall

refugees

20

TheFinalWord:LeonardoGarnier,SpecialAdvisortotheUN

Secretary-General

23

FOREWORD

WITHOUTTHEKEYOFEDUCATION,WEWILLNEVERUNLOCKTHEPOTENTIAL

THATLIESWITHINREFUGEECHILDREN

BYFILIPPOGRANDI

UNHIGHCOMMISSIONERFORREFUGEES

Howdidhedoit?Nodoubt,hehadinnatequalitiesofcourage,determination,leadership,andcompassion.Yetwithoutthechancetogotoschoolanduniversity,

Fullyinclusivenationaleducationsystemsofferrefugeesopportunitiestothrive,withbenefitsforrefugeesandtheirhosts

TheveryfirstHighCommissionerforRefugees,aNorwegiandiplomatcalledFridtjofNansen,setaformidablestandardforhissuccessors.

AstheLeagueofNationsgrappledwiththetumultuousaftermathoftheFirstWorldWar,Nansenwashanded

atrioofHerculeantasks:notjusttohelphundreds

ofthousandsofpeoplewhohadfledviolenceand

revolution,butalsotoorganizetherepatriationof

prisonersofwarandmobilizefaminereliefinRussia.

Ashetackledthisbulgingin-tray,Nansenspentalmostadecadeatthepinnacleofglobaldiplomacy.Well

beforethat,however,hehadshottoglobalattentionasapioneeringpolarexplorer.Andhecouldhavegone

insomanyotherdirections.Afterleavingschool,he

consideredengineering,militaryservice,andforestry,

beforesettlingonzoology(hopingitwouldn’tgetinthewayofhistruepassion,skiing).

hewouldneverhaveventuredintoacademia.Academialedtofieldwork,whichledtoexploration,whichledto

renown,highpoliticsanddiplomacy,andeventuallytheNobelPeacePrize.

Imentionthisgreathumanitariannotonlybecausehewasoneofmypredecessorsbutalsobecause

hismultifacetedcareerhighlightsacrucialpoint

aboutopportunity.Nansenwouldhaveregardedthe

educationthatunleashedhispotentialasanautomaticright.Hadheknownofthestrugglesfacedtodayby

refugeesseekingaccesstoeducation,hewouldhavebeendismayed.

InJune,IwasinKenya,whichhosts624,000refugeesandasylum-seekers,includingthousandsdisplaced

overthepastfewmonthsalone.Anislandofstability

inafragileregion,Kenyahaslittlechoicebuttohandletheconsequencesofconflictandclimatechange.Thisincludeshelpingrefugeechildrengotoschool.Inthisrespect,Kenya’scommendablewillingnesstosupportdisplacedchildrenmustbematchedbyadequate

resources.

4UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation

Secondly,ambitionsofensuringthateverychildhas

accesstoafull,qualityeducationwillnotbefullyrealizedwithoutclosingthisgap.Thisyear,wearehalfwaytothe2030“deadline”fortheUNSustainableDevelopment

Goals.SDG4isoneducation–specifically,equitableanduniversalaccesstoqualityeducationatalllevels.

Refugeechildrenmustsurelybepartofthatgoal,

butunlesstheiraccesstoeducationisgivenamajorboosttheywillbeleftbehind.Thiswillnothelpmeetothergoalsforemployment,health,equality,povertyeradicationandmore.

Comparingrefugeeeducationstatisticswithpreviousyears,itcanfeellikewearerunningtostandstill.Yettherehasbeenprogress–erraticandhalting,but

progressnonetheless.Millionsofrefugeeshavereceivedsomelevelofeducation,andthousandshavemadeitallthewaytothehighestlevels.

“Weneedfullyinclusiveeducationsystemsthatgiverefugeesthesameaccessand

rightsashost-countrylearners.”

IHighCommissionerGrandimeetsarecentlyarrivedSomalifamilyattheDagahaleyrefugeecampinDadaab,Kenya©UNHCR/SamuelOtieno

Justover70percentofprimaryschool-agerefugees

areenrolledinschool.Yet,thehigherupthe

educationalladderyougo,thesteeperthedrop-offin

numbers,becauseopportunitiestostudyatsecondaryandtertiarylevelarelimited.Thepatternisthesame

atthegloballevel,asUNHCR’slatesteducationreportreveals:grossenrolmentratesforrefugeesare65percentforprimary-agechildren,41percentforsecondaryand6percentattertiarylevel;figuresthatarelower

thanenrolmentlevelsfornon-refugeechildren,whicharemarkedlyhigherinallbutthelowest-incomestates.

Thismattersforseveralreasons.

First,around20percentoftheworld’srefugeeslive

intheworld’s46leastdevelopedstates,whichare

somehowexpectedtoshoulderthisresponsibilityeventhoughtheycollectivelyaccountforjust1.3percentofglobalGDP.Theresult?Ofthenearly15millionschool-agerefugees,halfarenotinschool.Withthedisplacedpopulationrisingeveryyear,thereisasignificantand

increasingproportionoftheworld’schildrenwhoaremissingoutontheireducation.

Tocontinueandacceleratethisprogress,weneedfully

inclusiveeducationsystemsthatgiverefugeesthesameaccessandrightsashost-countrylearners.Thatmeans

removingbarriersbasedonfactorssuchasnationality,

legalstatus,anddocumentation,lettingthemfollowan

accreditedcurriculuminregisteredschoolswithqualified

teachers,andotherpoliciestoensuretheyreceiveaneducationthatisnobetterandnoworsethanforeveryoneelse.

Whererefugee-hostingcountrieshaveimplementedsuch

policies,theyneedpredictable,multi-yearsupportfromglobalandregionalfinancialinstitutions,high-income

states,andtheprivatesector–money,technology,

expertise,training–creatingabroaderbaseofsupport.Wecannotexpectoverstretchedcountrieswithscarceresourcestotakethetaskonbythemselves.

Inthisyear’sreport,wehaveaskedthreerefugeesto

tellthestoryoftheirpaththrougheducation,andoftheirhopesandaspirationsforwhatcomesnext.Theyare

storiesofsuccess,butalsoofstruggles,setbacks,and

obstaclesthatmanyyoungnon-refugeesdonothavetothinkabout,letaloneface.Theyareshowingwhatcan

beachieved,buttheyalsomakemethinkofthechildrenwhohavebeen,andarebeing,leftbehind.

Thisisnotjustaboutstatisticsandtargets.It’sabout

development,opportunity,unexpectedconnections,

openingdoors,settingoffchainreactions.Whatwould

wehavelostifayoungNansenhadnotbeenabletogotoschool?Andwhatarewelosing,collectively,becausehalfoftoday’srefugeechildrenarenotinschool?We

canletthesepotentialexplorers,diplomats,engineers,

foresters,andzoologistslanguish,orwecanensuretheyfulfiltheirpotential–totheirbenefit,andtoours.

UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation5

IAyenMalithfromSouthSudanattendsanEnglishclassat

MorneauShepellGirls’SchoolinKenya’sKakumarefugeecamp.©UNHCR/CharityNzomo

OVER50PERCENTOFREFUGEECHILDRENNOTINSCHOOL

Aclearerpictureisemergingofrefugeeeducation

Attheendof2022,thenumberofforciblydisplacedpeopleacrosstheglobehadreached108million,

including35.3millionrefugees.2Theschool-agedrefugeepopulation,whichlastyearwasaround10million,hasjumpedto14.8million.3

Ofthosechildren,51percentareestimatedtobeoutofschool:that’smorethan7millionrefugeechildrenmissingoutoneducation.

Mostaccuratepictureyetofrefugeeeducation

Forthisreportcoveringtheacademicyear2021-22,

over70countrieshostingrefugeesareincludedinourassessmentofaccesstoeducationforrefugees–morethanever,givingusthemostaccuratepictureyet.

Datafromthesecountriesindicatethataveragegrossenrolmentratesforrefugeesstandsat38percentforpre-primary,65percentforprimary,41percentfor

secondary,and6percentfortertiary.4

ThesefiguresdonotincludethesituationforrefugeesfromUkraine(seesection‘Hurdlestolearningfor

Ukraine’schildren’below).

Atfirstglance,thisyear’sfiguresseemtorepresent

adecreaseinpre-primaryandprimaryenrolment,an

increaseinsecondaryenrolment,andnochangeto

tertiaryenrolment,whencomparedtothe2022UNHCRrefugeeeducationreport.However,becauselastyear’sfiguresaredrawnfromasmallernumberofcountries

(justover40wereincluded)itisimpossibletodrawdirectcomparisons.

2UNHCR,“GlobalTrendsReport2022”(Copenhagen:UNHCR,2022),

/global-trends-report-2022

.

3UNHCRcountryoperations.AllfiguresspecifictorefugeesarecalculationsoftheauthorwithdatafromUNHCRcountryoperations.

4UNHCRcountryoperations.

6UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation

Refugeeenrollmentrates

Averagereportingcountries,2021–22

5

今

Source:UNHCRoperations

Strivingforgenderparity

Onaverage,thereisgenderparitywithsimilarmale-femaleaccessratesforrefugeelearners.

Ofthecountriesthatprovidedgenderdisaggregated

data,theaverageprimaryenrolmentratesformales

stoodat63percent,whiletherateforfemaleswas61percent.Atsecondarylevel,thecorrespondingfigureswere36percentand35percent.5

Genderdisparitiesinprimaryeducationaccess

Countrieswithlargestgaps,refugeeenrollmentrates

Refugeegrossenrollmentrates

Averagereportingcountries,gender

63"

<上

3

工

二

..

<

However,thisdoesnotmeanthatgenderparityhas

beenachievedineveryrefugee-hostingcountry.The

graphicbelowillustratessomeofthedisparities,with

longerlinesindicatingbiggergendergaps.Senegal

andGabonshowthegreatestdisparities:inSenegal,forexample,enrolmentratesare53percentforfemales

and36percentformales;conversely,inGabonthesituationisreversed,with100percentenrolmentforboysand78percentforgirls.6

V

female

pointdiference

.Female.Male

.103%

Source:UNHCRoperations

Angola:–10pp93%

100%99%

Gabon:–22pp78%●

Botswana:+3pp96%eo

Uganda:–9pp82%91%

Kenya:–12pp65%77%

Iraq:+5pp73%●●78%

Liberia:+3pp68%71%

Jordan:+3pp65%68%

Philippines:+8pp64%72%

44%

Ethiopia:–13pp

Cameroon:–11pp41%

.57%

Senegal:+17pp36%

.52% .53%

20%40%60%80%100%

5UNHCRcountryoperations.

6UNHCRcountryoperations.

UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation7

Accessproblemspersist

Cleardisparitiesareobservedwhencomparingaccess

ratesforrefugeesversusnationalaveragesatthe

primaryandsecondarylevels.Whiletheglobalaverageprimarygrossenrolmentratesformalesandfemales

were103percentand101percent,7respectively,they

wereonly63percentand61percentforrefugeemalesandfemales,respectively.8Atthesecondarylevel,thesedifferencesarealsoapparentwiththeenrolmentrate

forrefugeemalesandfemales,whicharelessthanhalftheglobalaverage.

Grossenrollmentrates

Globalaveragesandrefugeereportingcountries,gender

o3

4

、4

6

4

4

<

Refugees

GlobalaverageSource:UNHCRoperationsandUNESCO-UIS

Adeeperdiveintothesituationinthetoprefugee-

hostingcountriesfurtherhighlightsthegapin

educationalaccessforrefugees.Asillustratedbelow,thecountrieswiththelargestdiscrepanciesarePeru,

Colombia,andBangladesh,wherethereisadifferenceof80,80,and74percentagepoints,respectively,

betweenrefugeeenrolmentandthenationalaverage.9

7UNESCO-UIS,“UISStatistics,”2023,

/

;

Enrolmentratescanexceed100%becauseofover-agelearnerssuchasstudentsrepeatingyears,orthosecatching-uponmissedyearsofschooling.

8UNHCRcountryoperations.

9UNHCRcountryoperations.

10UNESCO-UIS,“UISStatistics.”

Thedataalsoshowsthatupper-middle-income

countrieswithlargeforciblydisplacedpopulations,suchasTürkiye,ColombiaandPeru,havenationalaverage

secondaryenrolmentratesthatexceed100percent,10

whileratesforrefugeesandVenezuelansdisplaced

abroadaredramaticallylower.InColombia,forinstance,secondaryenrolmentratesfordisplacedVenezuelans

areclosetoonefifthoftheratesforthehostpopulation.

Inothersettings,suchasUgandaandEthiopia,while

averagesecondaryenrolmentratesarelowingeneral,theyarestillmarkedlylowerforrefugees.

Secondarygrossenrollmentrates

Refugeesandnationalaverages,tophostingcountries

2·

4

Refugees

Nationalaverage

source:UNHCROperationsandUNESCO-US

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<上

8UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation

Achangingpicture?

Thecustomary,ifdepressing,pictureisforsecondary

enrolmentforrefugeechildrentobemarkedlylowerthanforprimary–andforthegapatsecondarylevelbetweenrefugeesandnon-refugeestobesignificant.Thelatest

figure,of41percent,showsapotentiallyencouraging

improvementonlastyear,whenitwas37percent,albeittheanalysisisnotbasedonthesamecountries11

Butthepictureisverymixed.InTürkiye,injusttwoyears,refugeeenrolmentrocketedfrom27percenttoover60percent.InPakistan,bycontrast,thefiguredippedfrom5percentto1percentandbackupto3percentover

thesameperiod12InColombia,meanwhile,enrolmentfordisplacedVenezuelansfellto22percent,downfrom30percenttheyearbefore13

Thequestionofquality

Enrolmentisastart,butwhererefugeesareinschool,weneedtoaskiftheyarereceivingqualityeducation.

Thereareindicationsthatrefugeelearnerscanexcel

withtherightopportunities.Whilefewrefugeessitfor

nationalexaminations,wheretheyareabletodoso,theirpassratesatalllevelsarehigh,attimesexceedingthe

nationalaverage.Inourreportingcountries,78percentofrefugeestudentswhositprimaryexamspassthem.

Thefiguresare71percentand61percentforloweranduppersecondary,respectively14Attheprimarylevel,passratesarehigherformalesthanforfemales,at83percentand78percent,respectively15

Nationalexaminationrefugeepassrates

3

Averagereportingcountries

5

8

Primaryeducation

Lowersecondaryeducation

Uppersecondaryeducation

Source:UNHCRoperations;N=23countries

11UNHCRcountryoperations.

12UNHCRcountryoperations.

13UNHCRcountryoperations.

14UNHCRcountryoperations.

15UNHCRcountryoperations.

IntheDemocraticRepublicoftheCongo,anastounding

96percentofrefugeeswhotakeprimarynationalexami-nationspass,wellabovethenationalfigureof71percent16

Primarynationalexaminationpassrates

Tophostingcountries,comparisonrefugeesandnationalaverages

8

Refugees

Nationalaverage

Source:UNHCRoperationsandRossiter&Konate

Manyfactorsaffectlearning,butoneofthemostobviousisthequalityofteaching.Welacksufficientdatatoknowtheproportionofteachersengagingwithrefugeelearnerswhohaveacquiredaminimumlevelofqualifications,butotherindicatorscanserveasusefulproxiesforquality

education,suchaspupil-to-teacherratios.

Thereisnoconsensusontheidealratio,whichinanycasevariesbetweenagegroups.Howeveritisagreedthat

youngerchildrenandlearnersfromdisadvantagedback-

groundsbenefitfromalowerpupil-to-teacherratio17Whilefewcountriesareabletoreportreliablefigures,some

appeartohaveveryhighratios–Uganda,forinstance,hasanaverageof73refugeepupilsforeachteacher18

Thedifferenceswithnationalaveragesarealsomarkedinsomecases.Forexample,whilethenationalaveragepupil-to-teacherratioinBurundiis43,19forrefugeesitis62.20

16UNHCRcountryoperations.

17OECD,“EducationGPS:ClassSize&Student-TeacherRatio”(Paris:OECD,2022),

https://bit.ly/3R0Sbvk

.

18UNHCRcountryoperations.

19WorldBank,“WorldBankOpenData:Pupil-TeacherRatio,

Primary,”WorldBankOpenData,2018,

.

20UNHCRcountryoperations.

25p

,:8pp

88

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UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation9

REGIONALSPOTLIGHT:

ACCESSINTHEAMERICAS

Attheendof2022,thereweremorethan700,000refugeesand5.3millionothersinneedofprotectionintheAmericas.21MostwereVenezuelansdisplacedabroad:Colombia(2.5million),Peru(976,400)

andEcuador(555,400)hostthelargestdisplaced

populationsintheregion.22Refugeeenrolment

Thedataindicatesthatrefugeeenrolmentinthe

Americasislow.Foronething,enrolmentratesdropoffinthetransitionfromprimarytosecondaryeducation

invirtuallyeveryreportingcountry.Therearealsobigdifferencesbetweennationalaveragesandrefugee

enrolment.Asthegraphbelowshows,inPeru,for

example,theprimaryenrolmentrateforrefugeesisonly42percent,23whilethecorrespondingnationalfigureis

121percent.24

Assessments/learning

Therehavebeeninterestingadvancesinthe

measurementoflearningforforciblydisplacedpopulationsintheAmericasregion.

InColombia,theSaber11examevaluatescompetenciesatthe11thgradeandisarequirementtoaccess

highereducation.Availabledisaggregateddatafor

VenezuelansindicatesthattheyareperformingsimilarlyonthesubjectstestedincomparisontoColombian

nationals.Inresultsfor2020,Venezuelansscoredanaverageof46pointsinEnglishonSaber11,whilethecorrespondingscoreforColombianswas47.Inmaths,theaveragescoreforVenezuelanswas49,whilethescoreforColombianswas51.25

Furtherprogressinassessmentoflearningis

anticipated.In2025,thenexteditionofa16-country

regionalsurveythatmeasures3rdand6thgraders’

achievementinmathsandreadingwillincludeforciblydisplacedpopulationsforthefirsttime,generating

importantnewdata.

Refugeeenrollmentrates

Regionalsnapshot

--—83

53o

18

8

Primary

Secondary

Source:UNHCRoperations

55

22

83

53

5

85

3

今

s2·

31

5

21UNHCR,“GlobalTrendsReport2022.”

22UNHCR.

23UNHCRcountryoperations.

24UNESCO-UIS,“UISStatistics.”

25R4V,“GIFMMColombia:AnálisisdeResultadosDelExamendeEstadodeLaEducaciónMedia,ICFES–Saber11(2022)EnPoblación

EscolarRefugiadayMigrantedeVenezuela,”2022,

/es/document/gifmm-colombia-analisis-de-resultados-del-examen-

de-estado-de-la-educacion-media-icfes-0

.

10UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation

Primaryeducation:pupiltoteacherratios

Nationalandrefugeeaverages

RefugeeNational

Source:UNHCRCOMPASSandWorldBank

HurdlestolearningforUkraine’schildren

AsofJune2023,therewerealmost6millionUkrainianrefugeesacrossEurope.26Anestimated40percent,

ornearly2.5million,arechildren.27Mosthavefledtoneighbouringornearbycountries,includingPoland,Germany,Moldova,Romania,andCzechia.

TheEuropeanUnionhastakendecisiveaction

toensurethatrefugeechildrenfromUkraineare

welcomeinhostcountriesthroughtheactivationof

theTemporaryProtectionDirective(TPD),whichgrantsresidencypermitstoeligibleindividuals,givingthem

accesstogovernmentservices,includingeducation.

Foravarietyofreasons,however,aroundsixin10Ukrainianrefugeechildrenarenotinhostcountry

schools.Thelevelsvary:forexample,theestimatedgrossenrolmentrateinprimaryandsecondary

educationacrossBulgaria,Czechia,Hungary,Moldova,Poland,Romania,andSlovakia(whichcollectively

hostedjustover2.5millionUkrainianrefugeesasof14June,2023)is

43percent

,withawiderangein

individualcountriesofbetween4and59percent.

Datainothercountriesvariesbutisnotencouraging.

NumberofUkrainianrefugeeschoolagedchildren

Enrolledbyhostingcountry

Republicof

PolandCzechiaBulgariaMoldovaRomaniaSlovakiaHungary

Enrolled

Notenrolled

Source:Compiledfromseveralsources

050,000100,000150,000200,000250,000300,000350,000400,000

26UNHCR,“UkraineSituationFlashUpdate#46,”UNHCROperationalDataPortal(ODP),2023,

/en/documents/details/100493

.

27UNHCR,“RegionalRefugeeResponsePlanfortheUkraineSituation,”2022,

https://bit.ly/3qXvSf5

.

UNLOCKINGPOTENTIAL|Therighttoeducationandopportunityeducation11

IMasha,12,fromDniproinUkrainereadsabookinherroomatarefugeeshelterinKraków,Poland.

©UNHCR/AnnaLiminowicz

Lackofclarity

Thelackoftake-upofeducationalopportunitiesis

partlydowntodifferentapproachesbetweenmemberstatestosomerightsunderTPD,whilerefugeeshave

alsoencounteredvariousobstaclessuchasalackof

informationonavailabilityofschools,languagebarriers,andalackofrelevantdocumentationsuchaspreviousschoolrecords.

Compoundingthesituation,Ukraine’seducationministryhasencouragedtheuseofane-learning

programmedevisedinresponsetotheCOVID-19

pandemic,calledtheAll-UkraineOnlineSchool.28IntheperiodbetweenFebruaryandJune2022,hoststates

tookdifferentapproaches,fromimmediateenrolment

inlocalschoolswhererefugeesandnon-refugeeslearnalongsideeachother,toacombinationofhostcountryandUkrainiancurricula,tofull-timeremotelearning

usingUkraine’se-learningplatform.

DataonhowmanyrefugeesfollowtheonlineUkrainiancurriculumislimited.However,insummer2022,over

50percentweredoingsoinMoldova,SlovakiaandRomania,whilelessthan30percentwerefollowingitinPoland.Thereisageneralizedunderstandingthatanon-segregatedsettingisabetterapproachsince

itallowschildrentointeractwiththeirclassmatesandreceiveappropriatesupport.29

Mixedblessings

Onlinelearninghasprovedamixedblessing.Some

evidencesuggeststhatfewchildrenareusingit,orthattheyarefollowingbothonlinecoursesandthehost

countrycurriculum,doublingtheirworkload.30

However,inMoldova,onlinelearningprovidedby

theUkrainianeducationministryisthemostwidely

accessededucationservicebyrefugeeprimaryand

secondaryschool-agedchildren:upto61percentwerestudyingonline31notincludingpreschoollearners.32

Accordingtooneassessment,82percentofparents

saidtheypreferredtheirchildrentostudyviaUkrainianonlineplatformsratherthangotoprimaryschools.In

Georgia,anestimated45percentstudyonlinewhileinRomaniathefigureis71percent.33

Additionalbarriers

Despitetherightpoliciesbeinginplace,thereare

otherbarrierstoaccessingschoolforUkrainianrefugeechildren.WithmanypartsofUkrainearestillaffectedbywar,itisdifficultforrefugeefamiliestoplanforareturnhome,34whichalsoaffectsdecisionsonwhethertoputchildrenintohost-countryeducationsystemsorstick

withtheUkrainiancurriculum.

Inaddition,capacityinhostcountrynationaleducationsystems–includingshortagesofteachersandother

staff–isachallenge,particularlyintownsandcities.

Czechia,PolandandHungaryarefacingsevereteachershortages,35whilesomecountriesarestrugglingtofindenoughprofessionalstoprovidementalhealthand

psychosocialsupport.36

28SavetheChildren,“‘ThisIsMyLife,andIDon’tWanttoWasteaYearofIt’:TheExperiencesandWellbeingofChildrenFleeingUkraine,”SavetheChildren’sResourceCentre,2022,

https://bit.ly/3EiUvWQ

.

29EuropeanCommission,“SupportingtheInclusionofDisplacedChildrenfromUkraineinEducation:Considerations,KeyPrinciplesandPracticesfortheSchoolYear2022-2023,”2022.

30SavetheChildren,“‘T