JDC Literature Review
The JDC literature review contains summaries of recent publications and academic scholarship on issues relating to forced displacement.
Local Constructions of Gender-based Violence amongst IDPs in Northern Uganda
An assessment of prevalence of Gender-Based Violence (GBV) in IDP camps in Northern Uganda found that 50 percent of women reported experiencing some form of violence in the previous year, 40 percent reported forced sex with an intimate partner and 5 percent reported...
Addressing Gender-Based Violence (GBV) in FCV Situations
This note highlights best practices in designing, implementing and evaluating a project addressing GBV. It makes the case for focusing on GBV in FCV situations, noting the high prevalence of GBV and its long-term consequences (e.g. low birth weight babies, higher...
Caring for Male and LGBTI Sexual Violence Survivors: Learning from Local Organisations
Awareness of the vulnerabilities of boys and men and of lesbian, gay, bisexual, transgender and intersex (LGBTI) individuals to sexual violence has increased among humanitarian actors responding to the Syrian crisis, however targeted services remain scarce....
Navigating Curricula Choices for Palestine Refugees
There are longstanding disputes over the curricula taught to Palestine refugee who learn in schools run by the UN. Disagreements focus on the teaching of the geography and history of Palestine in UNRWA schools and in government and private schools that enroll...
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...