The 1993-2005 civil war in Burundi led to the displacement of an estimated 700,000 refugees, most of whom settled in refugee camps in northwestern Tanzania. The majority of the refugees returned to Burundi after the war. This paper examines differences in educational...
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Short- and Long-Term Impact of Violence on Education: The Case of Timor Leste
This paper analyzes the impact of conflict and forced displacement on educational outcomes in Timor Leste, focusing on the last wave of violence in 1999 during the withdrawal of Indonesian troops from the territory. The authors examine the short-term impact of the...
Is the Education of Local Children Influenced by Living near a Refugee Camp? Evidence from Host Communities in Rwanda
This paper examines the effects of the presence of Congolese refugees in Rwanda on access to schools and educational outcomes for host community children. The majority of the nearly 75,000 Congolese refugees in Rwanda (UNHCR, 2017) have been in protracted displacement...
Refugees and ‘Native Flight’ from Public to Private Schools
This paper exploits the large-scale arrival of Syrian refugees into Turkey after 2012 to estimate the impact of refugees on public-private school choice of natives in Turkey. As of the 2017/18 academic year, there were an estimated 970,000 school-age refugee children,...
How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey
This article compares how Syrian refugee children are included, or not included, in the educational systems in two Northern European countries (Sweden and Germany), one South European country (Greece) and two neighboring countries of Syria (Turkey and Lebanon). These...
Can Communities Take Charge? The Assessment of Learning Outcomes and Social Effects of Community-Based Education: A Randomized Field Experiment in Afghanistan
This report presents the Phase Two results for the Assessment of Learning Outcomes and Social Effects of Community-Based Education in Afghanistan (ALSE) project. ALSE is a multiyear, mixed-methods set of randomized controlled trials that assess strategies to improve...
Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan
The Can’t Wait to Learn (CWTL) program uses digital gaming technology to deliver educational content. In Sudan, CWTL delivers educational content aligned with the national curriculum in a non-formal classroom setting to out-of-school children, with local facilitators...
JDC newsletter, December 2020
The socio-economic consequences of Covid-19 globally and in Mashreq, and the educational outcomes of forcibly displaced and their hosts – three new publications. Dear Colleague, The socioeconomic consequences of COVID-19 are becoming apparent around the globe. Yet,...
Monthly Update of Forced Displacement Literature Review, November-December 2020
Improving statistics on statelessness
Improving statistics on statelessness Background and context A significant “data gap” exists between the number of stateless people reported in UNHCR’s statistical publications (some 4.2 million people as of the 2019 Global Trends Report) and the often cited but...