Out Come Area UNHCR Education 2022 PDF

11.
Outcome Area: Education

Burundi
Progress Against the Desired Outcome
All refugee children enrolled in school camps follow the Congolese curriculum and system. Some camp-
based refugee children attend Burundian schools located in proximity to the camps and in other urban
areas (Bujumbura in particular). The same applies to urban refugees and according to the RMS, 50 per
cent of the refugee children are enrolled in the national education system.
Statistics indicate that 24, 382 refugee children and youth enrolled in schools in the 5 refugee camps and
were supported in school kits; 132 refugee children with disabilities and 127 unaccompanied refugee
children were supported to pursue education; 350 refugee teachers in camps were trained; 648 girls in
refugee camps and urban areas were assisted in hygienic kit and towel as a strategy of maintaining girls
at school and preventing girls dropouts; 1,781 camp based primary students did the National
Examination sanctioning the end of the primary cycle, 1,278 camp based students did the National
Examination sanctioning the end of the secondary fist cycle and 4,53 camp based secondary students
did the National Examination sanctioning the end of the secondary cycle; school infrastructures and
facilities were constructed/rehabilitated (18 classrooms, 1 administrative office, 1 library, 3 blocks of
latrines, 2 fences).
At higher/tertiary education level, 140 refugee and 29 returnee youth were enrolled in private universities
through DAFI, DAFI/AUF and UNHCR scholarships. Furthermore, UNHCR advocated for 22 refugee
youths to be enrolled in two national universities at the same cost as nationals. Previously, they were
considered as foreigners and therefore, charged tuition fees at the rate accorded to foreigners. The
Jesuit Refugee Services (JRS), UNHCR Implementing Partner for primary and secondary education,
provided support to 2,915 urban refugee students enrolled in fundamental education. These students
attended 20 public schools in the capital city of Bujumbura and Rumonge province.
As a result of advocacy for inclusion of refugee children in the national education system, and in line with
the government’s pledge on the same, the Ministry of Education put in place a joint technical committee,
including UNICEF and UNESCO to develop a strategy on the inclusion of refugees in the national
education system.
As far as returnees and IDPs are concerned, access to education is guaranteed as these are Burundian
citizens. However, apart from those who benefit from DAFI scholarships (refugees and returnees), there
are no records to determine the proportion of other persons of concern who are enrolled in the national
education system.
Challenges to Achieving Outcomes

The Education Management Information System in Burundi exists but does not include refugees. For the
purpose of this annual report, information on education is drawn from the RMS reports. It is, therefore,
difficult to calculate the indicators as the exact number of students enrolled in tertiary/higher education
and those in the national education system (registered in camps and urban areas) at primary education
level are not recorded.
Although informed on the need to shift from the Congolese curriculum to the Burundian one, camp-
based refugees have expressed their reluctancy for this impending switch.
In addition, there is need to diversify the field of education because the Congolese curriculum in the
camps provides for only two fields - Pedagogy and Commerce.
Ethiopia
In 2022, 4,530 (21%F) refugees were enrolled in tertiary education, including 2,793(12%F) in public
universities and 1,734 (48%F) in the public TVET system. Out of the 1,734 TVET refugees, 1,065
benefitted from wage and self-employment opportunities. In the same period, 4,280 (32%F) refugees
were integrated in host community schools in pre-primary, primary and secondary education enhancing
the inclusion of refugees into the national education system.
The year was marked by an increased partnership engagement with development partners, especially
with the World Bank (WB), the Ministry of Education (MoE) and other partners. Under the World Bank
IDA 19 refugee integration program for Ethiopia, UNHCR worked closely with the MoE, the WB, and
RRS towards its the implementation. The MoE established a “National Refugee Integration Steering
Committee” to oversee and monitor the program, with UNHCR as a member of the committee. UNHCR
also participates in the MoE GEQIP-E monitoring taskforces on Quality and Equity, incorporating the
refugee integration program. Further to enhancing the integration of refugees into the national education
system under the WB IDA 19 program, three refugee secondary schools were assessed under the
leadership of the MoE and in conjunction with the WB, RRS, UNHCR and DICAC; one refugee
secondary school (Tsore Arumela secondary school in Asossa) was officially transitioned to the Regional
Education Bureau management by December 2022. The results cover refugees and asylum-seekers of
the age 19-24 years in the tertiary education category, and refugees and asylum-seekers aged 3 – 18
years in pre-primary, primary and secondary education, under the inclusion agenda. In 2022, out of
125,781 refugee youth in Ethiopia aged 19 – 24 years, 4,530 were enrolled in tertiary education,
amounting to a 4% enrolment rate. During the same period179,105 (43%F) out of a total of 432,316
refugee children in Ethiopia aged 3-18 years were enrolled in pre-primary, primary and secondary
education (41% enrolment rate). These results were achieved thanks to UNHCR’s direct contribution to
refugee education, implemented through partners AEEG (for higher education), DICAC (for secondary
education), PLAN International, SCI and IRC (for pre-primary education), and the RRS (for primary
education). UNHCR and GIZ signed a joint agreement to support the GoE in the implementation of its
2019 GRF pledge on inclusion of refugees into the national TVET system. Under this joint initiative,
1,734 refugees received accredited TVET training in the GIZ’s “Qualifications and Employment
Perspectives for Refugees and Host Communities in Ethiopia” Programme (QEP); 1,065 of these
students benefited from wage and self-employment opportunities.

The desired target for water supply of 80% was not achieved. At least an average of 15l/p/d was
provided across all the camps against the desired 20l/p/d. This was mainly due to water supply system
breakdown/aging infrastructure, resulting in interruptions in water supply services. Non-availability of
surface pumps on the local market resulted in procurement delays. Subsequently, some systems took
longer to be repaired and this resulted in reduced water quantities, or no water at all in some locations.
Lack of sufficient funding also meant water systems could not be fully repaired. Drought in the Somali
Region led to increased water needs for both refugees and host communities. This resulted in competing
water use for domestic needs and livestock. This led to disputes over water use between hosts and
refugees. Water network in Sheder was vandalized due to limited water availability. Inadequate funding
has affected construction of household latrines, exacerbated by instances of theft and vandalism of
latrine superstructure materials.
Kenya
In 2022, a total of 141,817 refugees and asylum-seekers attended pre-primary, primary and secondary
schools located within the refugee camps. Participation in schooling remained low with an average gross
enrolment rate of 85 per cent and net enrolment of 49 per cent. School participation is lowest in
secondary schools suggesting low transition from primary schools. Participation by girls and learners
with disabilities is disproportionately low at all levels of education. Despite this, schools are characterized
by inadequate infrastructure and large class sizes, with over 100 learners per classroom in some
schools. In addition, schools have an inadequate number of qualified teachers. In Kakuma the total
number of teachers is 1,348 with an average pupil-to-teacher ratio of 75.2 compared to the
recommended ratio of 40. In 2022, 694 refugees were enrolled in universities across the country,
supported by UNHCR through the DAFI scholarship programme, while an additional 3,000 attended
tertiary education in centres located within the camps.
UNHCR supported construction and rehabilitation of classrooms, ICT training facilities, and wash
facilities, facilitated the provision of teaching and learning materials, school furniture and equipment,
digital devices, learners' kits, and supported the recruitment and remuneration of teachers and other
personnel and the provision of teacher training to support the implementation of the CBC. UNHCR also
supported the costs for registration for national examinations for primary and secondary school
learners. Significant investments have been made on remuneration and capacity development of
teachers, strengthening of Boards of Management in schools, targeted support for girls and children with
disabilities, support to non-formal accelerated education programmes for over-age learners, and delivery
of specialized education services to children with disabilities.
Currently, schools in the camps are managed and funded by UNHCR and the international community.
Camp schools in Kakuma and Kalobeyei are registered with the MoE at the country level, however, this
is not recognised at the national level. Camp schools in Dadaab are not currently registered. Full
registration as public learning institutions, recognised at all levels of government, is a critical step for
inclusion in the national education system, and a pre-requisite for teacher deployment, the disbursement
of public funds (including payment of capitation grants and school feeding programmes) and the
extension of other national initiatives.
UNHCR coordinates implementation of education services through the Refugee Education Working
Group (REWG) which consists of implementing and operational partners, NGOs and donors. UNHCR
co-chaired the local REWG in Turkana and Garissa counties, and collaborated on issues related to
school registration, quality assurance, and identifying qualified teachers.

The main barriers to school participation included socio-economic factors, cultural norms and traditions
that affect both refugees and host communities in Turkana and Garissa County. The existence of a
parallel system of education delivery remains a challenge due to policy barriers that have curtailed
alignment of management of refugee schools to the national system.
Schools were characterized by inadequate infrastructure and large class sizes, with over 100 learners
per classroom. The need for additional infrastructure has been necessitated by the need to establish
junior secondary schools in the camps in line with government policy. One-third of refugee teachers have
recognized teaching qualifications. Refugee teachers are paid an incentive that is lower compared to
salaries paid to national teachers. These challenges have led to high pupil-to-teacher ratios, poor
motivation, lower quality of teaching and learning, and low attendance rates, achievement rates and high
dropouts.
Rwanda
Refugee children in Rwanda have continued to enjoy access to the national education system from early
childhood education to primary, secondary and tertiary levels of education. In 2022, 100% of the refugee
students have been integrated into the national system, through the support of the Government of
Rwanda who have committed to the inclusion of refugee children at all levels. UNHCR, together with
education partners, has been supporting the Government in its efforts to realize education pledges made
at the first Global Refugee Forum (GRF) in December 2019. The implementation of the pledges, which
center around enhancing the capacity, quality, and inclusiveness of national education system, has been
supported by UNHCR and its partners including UNICEF, MINEDUC, Rwanda Basic Education Board
(REB), World Vision International, Adventist Development and Relief Agency (ADRA), Impact Hope,
Maison Shalom, Kepler, and GIZ. Education partners provided scholarships to a total of 313 refugees to
study at higher education level and to approximately 600 at TVET schools across the country. Also,
through DAFI scholarship, UNHCR supported a total of 184 qualified refugees to study higher education
programmes at various universities in Rwanda.
In 2022, UNHCR continued its support to the Government GRF commitment through building
classrooms, science laboratories, libraries and contributing to teachers' salaries in public schools which
are attended by refugee children and nationals in or near refugee camps. As of the end of 2022, 84% of
primary school-aged children are enrolled in primary school (NER), 73% in secondary school (GER) and
about 7.8% in higher education respectively. In addition, over 2,500 children and youths from refugee
camps are enrolled in various boarding schools and learning institutions across the country. UNHCR
also worked with Educate a Child, DAFI and Connected Learning Programs to expand learning
opportunities for refugees in Rwanda. Through Educate a Child, a building with eight classrooms was
constructed Mahama camp in 2022, and the construction of 28 new additional classrooms has started.
These classrooms will enable the school to enrich the educational services offered to the 14,000
students in the school. In addition, UNHCR completed construction of 24 classrooms at Amahoro
College Secondary School in Kiziba camp which greatly improved learning conditions by reducing
crowdedness of classrooms. By working with Connected Learning Program, UNHCR continued to
strengthen the quality of primary education, through improving teachers’ ability to manage classrooms,
use of digital tools and online platforms to enhance the learning experiences of 18,000 refugee and host
community students.

Even though refugee children are included in the national education system, challenges still exist in
accessing quality education. Insufficient classrooms created overcrowded learning conditions where on
average 80 students attend a classroom, meant to accommodate 46 students. Limited school facilities
such as science laboratories, ICT, and libraries prevented secondary students from studying science,
technology, engineering, and mathematics (STEM) subjects. Limited STEMs have contributed to limited
access to scholarship opportunities in higher learning institutions even when chances of scholarships are
available to refugees. Parents who lack income and productive resources could not pay school fees and
supplies, hence were largely dependent on support from humanitarian actors. The costs for secondary
education in boarding schools are very prohibitive for refugee families to cover costs, such as for school
feeding, uniforms, education fees, transportation, and other necessary supplies.
Sudan
UNHCR works with the Ministry of Education (MoE) in supporting the gradual inclusion of refugees into
Sudan’s national education systems as per the national education strategy and in line with UNHCR’s
strategic priority, reaffirming Sudan’s GRF pledges. Furthermore, UNHCR actively works with operational
partners to support refugee education. UNHCR and UNICEF have signed a Letter of Understanding
outlining ways to support refugee children in accessing primary education. The support from the two
agencies remains although this is extremely limited. Humanitarian needs in Sudan are now at record
levels due to the combination of ongoing political instability, economic crisis, a rise in intercommunal
violence, poor harvests, and most recently floods. This together with the limited donor appetite following
the 2021 military takeover has seen the education sector experience decreased funding across the
states. The support from the two agencies is unable to cover the huge gaps in the sector.
Through various partnerships with state-level MoEs as well as other partners, 71,507 children were
supported in primary schools, 3,475 in intermediate level mostly located within the primary schools, and
4,400 children in secondary schools. Support received included textbooks, school uniform, school bags
and examination fees. Additionally, 2,415 children in primary schools and 102 children in secondary
schools received cash assistance through UNHCR’s cash for education program. At the tertiary level,
257 refugee students were supported to continue their university studies in various universities across
Sudan also through UNHCR’s cash for education program.
In Gedaref, access to education and educational opportunities was expanded to reach more refugees. A
Transitional Instructional Programme was implemented by UNHCR and partners to facilitate a gradual
shift from non-formal to formal education. In the Kordofan states, 2,856 primary school students and 228
secondary school students received education assistance. In the Darfur states, UNHCR supported only
a limited number of refugee children for education including 6,910 children enrolled in primary education,
187 students enrolled in intermediate education and 539 students enrolled in secondary education. In
Blue Nile State, UNHCR, Windle Trust International and Save the Children International implemented
education for refugee children in Camp 6 in Damazine where 962 refugee children were enrolled in
primary school. In Khartoum state, the number of children assisted falls far below needs, as 2,000
children were assisted against a population of over 80,000 registered refugee children. In Kassala state,
education programs were provided by the MoE across the camps, targeting both refugee population and
the host community within and around the camps.

Families continue to grapple with balancing between providing basic needs or sending children to school
due to the socioeconomic situation in Sudan. Almost 70% of basic school and over 90% of secondary
school-age refugee children are out of school. Education-related fees differ by state resulting in
challenges in standardizing support to refugee children. Due to limited resources, access to education at
secondary level has not been prioritized, exposing refugee children to the risk of negative coping
mechanisms including child labor.
Other barriers to education include poor infrastructure, lack of accessibility options for students with
disabilities, lack of school materials such as textbooks, lack of school feeding programs, lack of qualified
teachers, and safety. Language barriers also affect the provision of education to refugees. The use of
corporal punishment, still frequent in schools, presents an additional barrier to education and safe
learning environments.
Somalia
Refugees are normally not considered for limited higher education opportunities that are available in
Somalia, and those considered cannot afford to pay required expense for their studies. In 2022, the DAFI
programme supported 224 students (41% female), ensuring their access to tertiary education. With the
goal of equipping refugee and refugee returnee youth affected by conflict and crises with the skills,
knowledge, and networks to become professionals in their communities, the program promoted self-
reliance, qualified human resources, social, civic, and leadership abilities.
In 2022, five students (two females) graduated in various disciplines; and 50 students (42% women)
were selected and enrolled from 383 applicants. The programme also supported students living with
disabilities. A female scholar at Admas University in Hargeisa with Autism Spectrum Disorder pursed a
degree in Education Management and a male student with physical disability pursed a degree in Social
Work at University of Somalia (UNISO), and both students had good academic performance.
UNHCR provided one-year education support to all returnee children for primary and secondary
education. Additional support was given to vulnerable children, including those with disabilities, to
complete their primary education. To have proper transition of both refugees and returnees into the
national education system, UNHCR increased the absorption capacity of public schools through
rehabilitation of existing infrastructures and construction of 31 classrooms, 16 washroom facilities, and
science and computer labs, as well as trained teachers, education administrators, and school
management committees. Advocacy was also carried out with Ministry of Education to facilitate the
inclusion of all displaced children in the national education planning and data management like
Education Sector Strategic Plan (ESSP) and Education information Management System (EMIS).
In 2022, refugee students in Somaliland [1,937 refugee children (967 female) in primary education and
1,663 children (840 female) in secondary education] were transited to public schools and similar initiative
are ongoing elsewhere. As part of the inclusion efforts, UNHCR also conducted capacity building training
workshop for 200 head teachers on Education Management Information Systems (EMIS) data entry,
documentation waiver, certification, placement, the mandate of UNHCR and rights/obligations of
refugees, identification, and integration of persons with specific needs (PSN). UNHCR Somalia paid the
schools fees for 5,338 students and provided scholastic materials to 7,609 refugees and asylum seekers
children to access primary and secondary education and distributed 9,357 dignity kits to adolescent girls
to improve their school attendance and performance.

The operation did not meet all of its target in primary and secondary education due to lack of public
schools, poor infrastructure, overcrowded classrooms, weak socio-economic conditions, displacement,
evictions, low literacy rates in the communities, prevalence of domestic work, and practice of early
marriages for girls. Language barrier also affected academic performance.
In tertiary education, the available slots were not sufficient compared to the number of applicants. For
example in 2022 a total of 382 (87 female) application forms were received but only 50 slots were
available.
In the DAFI programme, there were 27 (14 female) students who were married or had paternal/maternal
obligation, affecting their attendance and performance. Moreover, low enrollment and completion rate
was observed for girls and women at Universities as they get married early and eventually drop out.
The stateless population in Somalia was unknown; thus, no support was directed to them.
South Sudan
Education for refugee children was provided by UNHCR and partner. National systems were unable to
absorb refugee children or in some locations do not exist. UNHCR and partners enrolled 69 per cent of
primary school-age children (6-13) in national education systems. The existing national education
policies were influenced to guarantee access to the public national education system for refugees at
primary and secondary levels under the same conditions as national students. UNHCR and the
government of South Sudan revised the National Costed Action Plan, which supported the
implementation of the IGAD Djibouti Declaration on the education for refugees and returnees.
To improve the provision of education, UNHCR and partners constructed 14 new classrooms and
equipped them with desks and built 144 latrines in 26 schools to improve school hygiene, installed
kitchen and storage facilities, including water points to support the implementation of school feeding
program, and constructed fences for seven schools to enhance the safety of students and teachers.
Teachers were provided with monthly incentives, teaching materials, school uniform, and learning
materials to newly enrolled children. To improve the enrolment and retention of female students, the
recruitment and training of qualified female teachers were prioritized, and hygiene and dignity kits were
distributed to female students.
UNHCR also implemented the Accelerated Education Program (AEP) to enhance access to primary
education for overaged learners which resulted in 27,016 enrolments in 2022. School governance and
community participation were enhanced through the capacity building of Parents Teachers Association
(PTA), community level awareness raising activities to improve the understanding of girls' education, and
to identify out of school children. Targeted assistance in form of cash-based intervention (CBI) was given
to 2,850 urban refugee children, and 89 scholarships were given to secondary students from Gorom
refugee camp to participate in national secondary schools in Juba.
By the end of 2022, UNHCR and partners enrolled 0.2% of refugee youths in tertiary education in South
Sudan. This was enhanced through the DAFI scholarship program as well as through an MoU signed
with the public universities. A roadmap was developed and operationalized to support progress access
to tertiary education. Internet connectivity was installed in camps to facilitate connected education.
Complementary pathways to education were implemented in partnership with the Mastercard foundation
and the government of Türkiye.

11.1 Access to tertiary education was constrained by limited post-secondary opportunities compounded
by a lack of tertiary institutions, including Technical and Vocational Education Technology (TVET)
centers, in the refugee-hosting areas. In addition, there were limited scholarship opportunities. Internet
connectivity and digital hardware to facilitate connected learning remain limited. The lack of Machine-
Readable Conventional Travel Documents constrained the implementation of complementary pathways
in education.
11.2 The minimum education standard was not achieved in the area of school infrastructure: The 586
available classrooms across the operation remained inadequate to accommodate all the children
enrolled in schools. Learner to classroom ratio stands at 100:1 as compared to the national standard of
50:1. Pupil to latrine ratio stood at 1:127. This problem was exacerbated by unprecedented flooding
which destroyed WASH facilities, specifically in Maban. Access to quality education in safe learning
environments was impacted by a lack of qualified male and female teachers. A lack of assistive devices
for children with special needs contributed to the drop out of the most vulnerable.
United Republic of Tanzania

At the end of 2022, education was provided to 81,605 (50% girls) refugees in 56 camp-based schools
out of 95,028 (50% girls) refugee school age children registered in Tanzania. This represented 3,375
(2%) increase in enrollment number at all education levels compared to the first semester. The increase
is attributed to the continued community awareness and the administration of national examination to the
benefits of 5,329 Congolese and 1,562 Burundian refugee candidates, after two year (2021 and 2022)
due to finance constraint to meet the government of Tanzania request. 52% of school-aged refugees
were enrolled in Early Childhood Development, 93% in primary 18% in lower secondary and 19% in
upper secondary, below the target levels. The DAFI scholarship continues to be the only opportunity for
refugee students to access higher education in Tanzania. In 2022, 130 students were enrolled.
However, 2 students got admission to master’s degree scholarship in two prestigious university in
France (Sorbonne and Bordeaux universities) while 8 new students were selected for the World
University Service Canada (WUSC) scholarship. The proportion of refugees enrolled in tertiary education
therefore remains very low (0.5%) compared to the global level (6%).
The quality of education was supported through the payment of incentives to more than 1,672 teachers
(29% females) and education personnel. 30 classrooms were rehabilitated to improve the learning
environment and children protection at schools and scholastic materials were distributed. However, the
pupil to classroom ratios at all levels remain at over 100 pupils per classroom, twice as high as the
national standard.
The Refugee Education Management Information System (REMIS) was rolled out in Tanzania. In that
regard, the data collection tools were harmonized and linked with proGres V4 for a timely and reliable
education data collection.

In Tanzania, refugees follow the education system of their country of origin. This means that UNHCR
and partners are supporting the delivery of both the Burundian and Congolese systems.
One key challenge has been the administration of exams. While exams delivery in 2022 was good, its
delays in 2020-2021, deeply affected the transition of students to other grades and resulted in high levels
of drop out in secondary schools, leading to rise in child labor, early marriage and early pregnancies.
Despite the appreciable reduction of exam costs in 2022, they remain costly and unsustainable.
The shortage of school infrastructure, hindering access and retention, especially at the secondary
level. Low levels of completion result is partly due to limited available for opportunities for higher
education (less than 0.5%) e.g. secondary education.
Another is poor quality of teaching and learning as a result of inadequate teaching aids and qualified and
motivated teachers due to low levels of remuneration.
Uganda
Proportion of PoC enrolled in tertiary and higher education:

There are challenges in the measurement and monitoring of POCs enrolled in tertiary education. Data
gaps do exist on the number of POCs enrolled in the various universities and institutions offering tertiary
education outside refugee settlements. Data currently used to track this indicator derives from UNHCR’s
DAFI University Scholarship for refugees residing in Uganda. A survey is also underway at the national
level whose results will be used to update data. With new refugee arrivals from DRC and South Sudan in
2022, the number of POC’s in the age bracket 18 -24 was 591,654. The need for tertiary education
scholarships continued to increase. While the number of applicants for DAFI scholarships increased by
27% i.e., from 1,224 in 2021 to 1,558 in 2022, less than 1% of this population is being supported under
programme. In 2022, a total of 400 students (242M & 158F) benefited from the programme. To calculate
the actual for 2022 students that completed the program in 2021 and 2022 (totalling 515 students) were
included. Additional stakeholders offering tertiary education include UK Masters Programme (15) and
World Universities Student Council (WUSC) through the Student Refugee sponsorship/resettlement
programme (35).
11.2 Proportion of PoC enrolled in the national education systems:

This indicator is calculated using the number of POCs enrolled in government public schools divided by
the total number of POCs in primary and secondary school age. However, the results are not
comprehensive since refugees also enrol in schools outside the settlements, where tracking may not be
ongoing. Upon full operationalization of the Education Management Information System (EMIS) by the
Ministry of Education and Sports, tracking of enrolment and education achievements of refugees will be
possible. UNHCR’s inclusion roadmap aspires to advocate for progressive government coding (grant-
aid) of 50 percent of schools in the refugee settlements, with priority focus on facilities that address the
needs of both refugees and hosts community in an integrated manner. Currently, 36% coded and grant
aided are integrated in the national education service delivery system.
A key challenge for refugees is accessing financial aid for tertiary education. Most schemes target
nationals and not refugees explicitly. Certification and documentation of prior learning and qualifications
is another challenge. Whilst no legal or policy barriers bar refugees from accessing certification of their
academic qualifications through the National Council for Higher Education (NCHE), they normally find
costs associated with these processes prohibitive. In addition, the NCHE does not have processes to
certify, equate or recognize lost academic documents. While refugees are able to register with some
professional bodies before practice, those with teaching qualifications are not able to register in the
Teacher Management Information System (TMIS), the online portal for teacher management in Uganda.
Registration into TMIS requires possession of a national identity card.
Despite the strong enabling environment for the inclusion of refugees in the national system, numerous
challenges persist. The number of out of school refugee children remains high, coded schools in the
settlements are few, classrooms are overcrowded, large teacher to pupil ratios are characteristic and
budgets at district level are insufficient to allow for regular school inspections. Analysis reveals gaps in
teacher and classrooms ratios are outside national standards.
Democratic Republic of the Congo

During the 2021/22 school year the gross enrolment ratio for refugees in the national education system
across both the primary and secondary levels reached 42.2 per cent. An increasing number of refugees
now attend public national schools where they study alongside with nationals. The increase from the 24
per cent registered during the previous year is significant but remains well below the national (over 100
per cent at primary level) and global averages. It is however the result of collective effort by the
Government, key education sector development actors, humanitarian actors and donors. For refugees,
UNHCR has directly supported families by offsetting school-related costs, providing teacher incentives,
improving the infrastructure, mobilizing communities and working ceaselessly towards improving
strategic partnerships. Specific projects such as the Instant Network Schools programme with Vodafone
Foundation and the Education Cannot Wait First Emergency Response have enabled sustained
enrolment and support to the national education system. It is important to recognise that data collection
on inclusion beyond the schools in which UNHCR directly intervenes is extremely difficult. There is no
functioning disaggregated national EMIS system currently that can provide this data.
Refugee enrolment in tertiary and higher education remains low at under 1 per cent. While it appears a
decrease from the previous year, over 2022, data sources and calculation methodology have been
harmonised. The difference in denominators between both reporting years is thus causing the apparent
decrease. During the coming 2023/24 school year, UNHCR’s strategic influence with the Ministry of
Education at national level will need to increase to influence the inclusion of refugees in the National
Education Sector Strategy (the current spans 2016-2025). UNHCR’s engagement with key education
sector donors and partners including FCDO, UNESCO, the World Bank to name a few, will be essential
given their large portfolios and leverage at Ministerial level. The new Strategic Framework between
UNHCR and UNICEF will need to play a more pivotal role in increasing programmatic and policy level
collaboration for inclusion of refugees into the national education system. Given the significant
investment required to induce sustainable improvements, UNHCR and UNICEF will encourage other
actors into education programming in particular in large refugee hosting areas of the country. Indeed,
Education Cannot Wait has already committed US$ 2 million to education projects and the Vodafone
Foundation at global and country level is also investing in the education system.

Some 38,500 refugee children aged 6-11 years (primary school age) and 38,200 refugee children of
secondary school age, are at potential risk of being out of school however the accuracy of this data is
hampered by the lack of a school based national EMIS system with disaggregated data by status and
UNHCR’s limited capacity to collect up to date enrolment data across extremely remote and large
geographical zones. Presently, UNHCR and partners, through the generous contributions of donors,
assist about 21,000 primary school-aged children (50 per cent). As part of the alternative-to-camps
policy, investment in education is one of the four pillars of the policy (along with WASH, Health, and
Livelihoods).
Huge gaps include the lack of skills development programme support, support for secondary education
which is not free even for nationals, low tertiary enrolment, and challenging data collection to support
good planning and implementation of education projects.
Presently, UNHCR contributes to incentives for over 400 teachers. It is the aim that these teachers be
transitioned onto the government payroll. UNHCR is increasing advocacy with Ministry authorities at all
levels, but also with key education donors and partners for the inclusion of teachers who are not paid
and are teaching in schools where refugees attend onto the national payroll. UNHCR and partners have
begun taking the necessary steps in the Gbadolite sub office with the support of the Provincial
Authorities as a result of the 2022 Provincial Education Sector Review. The process requires school
visits by local authorities, proper preparation of documentation before submission at national/Kinshasa
level. It is hoped that 2023 will show positive results so that this example can be used in the other
geographic areas where UNHCR still supports teacher incentive payment, namely in the Aru sub office
and in South Kivu. This advocacy comes paired with a recognition that the DRC education system is
extremely fragile. As a result, advocacy for system strengthening from key development actors to ensure
refugee hosting areas are included in education programming has increased over 2022 particularly
regarding the upcoming Global Partnership for Education System Transformation Grant for 2023.
While secondary education is not free in the DRC even for nationals, currently the only direct support for
secondary education provided from UNHCR apart specific ear marked projects, is only available for the
costs of taking state exams. There is limited availability for TVET or other skills training particularly for
out of school youth who are overage and cannot reintegrate the formal education system. These are
huge gaps that not only affect the future development and socio-economic autonomy of a future
generation, but also presents salient and immediate protection risks. This is particularly acute in the East
of the country where there are increased risks of recruitment into armed groups. Capacity to collect data
and ensure enrolment to achieve the outcome is thus extremely challenging across all levels.
Continued strategic engagement with education counterparts, donors, partners and the Ministry of
Education, follow-up on GRF education pledges, seeking new funding streams and strategy
development are even more essential moving into 2023-2024.
Republic of Congo
Successful advocacy by UNHCR to the new Departmental Director of Education in Likouala to improve
the learning conditions of pupils who sometimes sit on the floor, has led to the Ministry of Education in
Brazzaville, ordering the delivery order of 3,000 bench-tables from the Likouala Timber company in
Bétou.
Financial allowances from the Lisungi project, particularly the conditional cash transfers (CCTs) which
oblige parents receiving CCTs to send their children to school, has resulted in improvements in school
attendance. In Likouala, 3161 refugee households are beneficiaries of the Lisungi project, which was
officially launched in September 2021.
In Bétou in 2022, 43 young learners in took part in skills training (sewing, catering, mechanics, electricity,
etc.) at the Likouala Timber Catholic Learning Centre (CACLT). In addition, 20 young refugee girls
whose low level of education does not allow them to follow a traditional vocational training course at the
CACLT have been learning the sewing trade at the community sewing centre, which opened in June and
is located at the UNHCR-funded listening centre. The young girls, some of whom are at risk, benefit from
practical training, thanks to the supervision provided by a volunteer, a Central African refugee who was a
dressmaker before fleeing the CAR but who took a diploma course at the CACLT in 2017. To do this, six
machines are made available to these young learners. To achieve gender equality, particular emphasis
is placed on the composition of groups who benefit from financial support.
A higher percentage is given to girls/women who wish to undertake an income-generating activity than to
men. For example, out of the eight groups financed in 2022 in the different areas of activity, four groups
are essentially made up of women, making foufou, selling doughnuts and porridge and selling
agricultural products.
In Bouemba, the policy of inclusion into national education systems is ongoing for 1,200 de facto refugee
children for preschool and primary school children. These children also benefit from free meals at
school canteens, with the support of WFP. This has made it possible to improve the school environment
and the level of school attendance among the children of the de facto refugees from 60 per cent in 2021
to 90 per cent in 2022. UNHCR has also taken on the payment of monthly premiums for 10 voluntary
teachers (from the de facto refugee and host populations) and also has increased the capacity of these
voluntary teachers in training sessions to improve the pupil’s exam scores.

Due to delayed verification/registration in recent times, the figures of children attending school may have
changed. In addition, the low rate of schooling can be explained by several factors related to distance,
insufficient infrastructure and teaching staff, and the socio-economic conditions of families. In addition,
there are very limited opportunities outside of primary and secondary education for children in rural and
cut-off areas.
At secondary level, there is no UNHCR support for students. Similarly for university studies, where no
scholarship programme is available. Also, no literacy programme is implemented in the Likouala
department for the benefit of refugees. In the rural zones of Pool where the new de facto refugees have
arrived, untrained volunteers are recruited to fill in the lack of teachers, cannot be said to increase
undermines education standards.
Mozambique
In 2022, 32 students were enrolled in the DAFI scholarship programme, where 5 students completed
their undergraduate degrees. Sixteen new students joined the DAFI programme in 2022, selected from
44 applicants across the country. DAFI students will join the USAID Career Development Center at the
Universidade Eduardo Mondlane (UEM). The USAID Higher Education Career Development Initiative is
a collaborative partnership between Michigan State University, Universidade Eduardo Mondlane,
Instituto Superior Politecnico de Manica, and Universidade Pungue. This project will increase access to
quality vocational services through the development of sustainable Career Development Centers at the
Mozambican higher education institutions. In 2022, 42 students enrolled in higher education, not
including urban refugees outside of Nampula.
A total of 8,401 out of 15,181 primary and secondary school-age children are enrolled in national
education system (49 percent) (Maratane settlement and Nampula urban areas only). Among the
Maratane refugee settlement population school going-age children (6 to 17 years old) are around 2,984,
and 2,363 (1,132 girls) attend school. Provision of education services to refugees and asylum-seekers is
integrated into the government system through partnership with the Nampula district Department of
Education (DoE). In this regard, 1,643 asylum-seeker and refugee children (823 girls) and 1,242 from the
host-community (600 girls) were enrolled in Maratane Primary School in 2022. Thus, it is estimated that
236 asylum-seeker and refugee children (12.5 percent) are outside the formal school system. A total of
720 asylum-seekers and refugees (309 girls), as well as 475 nationals (269 girls), were enrolled in the
Secondary School. In addition, the Primary School has 51 teachers, and the Secondary School has 40
teachers. In the province of Nampula, UNHCR has partnered with the Ministry of Education and Human
Development (MINEDH) to provide education services to asylum-seekers, refugees, and host
communities in the two public schools of the Maratane Refugee Settlement, the only refugee settlement
in Mozambique. Ministry of Education and Human Development provides school materials through
government funding and UNHCR’s supplementary assistance. UNHCR provides uniforms to all primary
school students and supports teacher training activities as well as cultural and sport activities. UNHCR is
also responsible for the schools’ infrastructure and maintenance and five new classrooms were
constructed in the Secondary School in 2022.
As per the MINEDH/UNHCR Memorandum of Understanding, UNHCR has been implementing the
Instant Network Schools (INS) programme with the support of the Vodafone Foundation in Mozambique
since 2021 aiming to support refugees and host communities’ access to education through technology.
The project has now been established in the 15 Instant Network Schools classrooms supported by
UNHCR and located in 12 secondary schools hosting refugees in Nampula Province, in the three
districts of Rapale, Nampula City and Maratane. In total, 61,307 students (29,437 girls and 31,870 boys)
from all project schools benefited from this and 818 were refugee students and 1105 were internally
displaced students. In order to empower schools in the use of the equipment and build engagement, the
following activities were conducted: 474 teachers trained; pilot launch of the Akelius project, aimed at
helping students improve their language skills with a focus on Portuguese and English with participation
of 108 students; leadership lesson given by a guest public figure, with participation of 150 students from
3 selected schools; preparation for grades 10 and 12 exams with participation of 1,532 students.

The Government does not offer higher education scholarships to non-citizens and UNHCR does not
provide support for enrolment and/or attendance at universities due to limited funding. The DAFI
programme offers fewer slots per year than the number of applications from qualified refugee scholars
received.
Several obstacles to access to education for refugees, such as the lack of pre-primary education
centres, teachers’ absenteeism and irregular attendance, the insufficient number of classrooms to
accommodate the entire student community, and the lack of programs and specialized materials to work
with children with special education needs have been identified not only in Maratane Refugee Settlement
Primary and Secondary Schools but in general in urban schools in Nampula and the rest of the
country. The cost of school supplies, the lack of motivation and focus among children due to hunger,
and the limited water availability remain significant barriers and obstacles to inclusive and quality
education in Maratane and Nampula schools, as identified by respondents during consultations and in
order of priority. For INS, the main obstacles were: Low level of commitment by schools in providing
statistical data for the project annual monitoring; and Low attendance to training sessions by teachers
(due to the dynamics of the schools, where some teachers teach in several schools).
No data is available specifically for Maratane Schools. In Maratane, many households are not able to
meet their essential needs using their own resources and up to 78 percent of households in the
settlement and 83 percent in the host community lack the necessary economic resources to even cover
minimum food needs. Joint UNHCR/WFP Assessment Mission (JAM) Maratane refugee settlement,
Mozambique, 2022, focus group discussions were conducted with children, teachers, principals, and
parents in the Primary and Secondary Schools of the Refugee Settlement of Maratane, as well as in two
urban schools of Nampula district. The Refugee Committee and the District Services for Education,
Youth and Technology also took part in the consultations.
Malawi
Advocacy efforts with the Ministry of Education for refugee inclusion have led to the deployment of
eleven primary school teachers and six secondary school teachers to Dzaleka refugee camp. Advocacy
has also increased refugee visibility in education decision-making circles, leading to increased interest
from the district education team in supporting education interventions in the camp. As a result, the district
education team has taken steps to support the registration and licensing of refugee-led private schools,
measures that will help improve the quality of services offered and ensure children's safety while learning
as they provide legal ground for quality inspection and monitoring by the Government and other
education actors.
In 2022, collaboration among education providers in and around Dzaleka improved, facilitating data
collection and the identification of gaps. Although education targets were not fully met in 2022, UNHCR
was able to efficiently use the limited resources available to reach 86 per cent of pre-primary education
targets, 74 per cent of primary education targets, and 71 per cent of secondary education targets. The
dropout rate was reduced in 2022 as a result of complementary education programs for students facing
language and performance challenges. Through continued engagement of community centres, 3,010
children out of a target of 3,500 accessed Early Childhood Development services. The gender parity
index in preschool and primary education was 1 and 0.9, respectively.
The Digital Inclusion project increased access to durable solutions in education, supporting fifty students
to access remote working opportunities. Over one twenty students received tertiary education
scholarships in Malawi and seven learners were offered scholarships to study in Kenya. Over 300 others
accessed diploma and degree programmes online.
Improved infrastructure, with the construction and furnishing of six classrooms for primary education,
helped increase access to education in 2022. UNHCR and partners also built additional water points and
conducting maintenance of existing ones, ensuring students had access to safe water and helping
prevent disease contamination.
UNHCR and partners expanded connected learning interventions expanded in primary and secondary
schools. Capacity-building activities with teachers to improve teaching through digital learning were
conducted. In addition, 500 tablets we provided to the secondary school and 150 tablets were provided
to the primary school to support digital education.

Inadequate support for teaching and learning in Dzaleka refugee camp, in particular for community
and refugee-led schools, affected learning outcomes and student performance. Moreover, a lack of
resources for the training of teachers, the provision of extracurricular activities, and for psychosocial
support services were important obstacles to the achievement of education targets. As a priority, more
advocacy with the Ministry of Education is needed for the deployment of government teachers to schools
in Dzaleka refugee camp.
Due to a lack of travel documents, qualified students selected to receive scholarships to pursue
university studies in Kenya, much like students enrolled in exchange programmes and signed up to
participate in conferences, were unable to travel.
Students completing tertiary education in Malawi are restricted from accessing work opportunities, which
creates feelings of frustration and hopelessness among graduates. Girls' access to and performance in
secondary education remains challenging due to external factors, affecting the percentage of girls
qualifying for tertiary education opportunities.
South Africa MCO

UNHCR submitted joint comments with the Office of the High Commissioner for Human Rights, OHCHR,
to the South African Parliamentary Portfolio Committee on Basic Education regarding the fundamental
Education Laws Amendment Bill. UNHCR also sponsored a DAFI 30th Anniversary Event in
Johannesburg, which brought together over 40 refugees, partners, the Government and UN agencies.
Social and legal partners in South Africa continue to advocate for children to access school as needed
on an ad-hoc basis. UNHCR has supported this process through community engagements on education
and deepening operational partnerships with education-focused organizations such as the Islamic Relief
South Africa (with whom UNHCR has an MoU), ThreeTwoSix (Refugee Children's Education Project)
and UNICEF.
UNHCR partners in South Africa organized English classes in KwaZulu Natal for 57 people, and a
tutoring program in Western Cape served 223 young refugees and asylum-seekers. In Eswatini, UNHCR
covered school fees for 143 learners from families with specific needs. The project paid the monthly
salary for a preschool teacher teaching 32 learners at the reception centre; 93 learners were facilitated to
register in language classes. In Madagascar, three young people were supported with French language
classes, and 42 learners were enrolled in primary and secondary education throughout 2022.
In Botswana, 256 learners registered for primary and secondary education with the support of UNHCR's
partner; 159 uniforms were provided to vulnerable families through the partner project. In Namibia,
UNHCR supported the primary school with four additional ablution blocks and included children in the
International Data Alliance for Children on the Move (IDAC) and World Refugee Day activities.
The DAFI scholarship for tertiary education continued to support refugees in three countries. DAFI
supported 51 new and continuing learners in South Africa, one learner in Eswatini and 13 learners in
Namibia to access higher education.

Refugees and asylum-seekers in South Africa cannot access bursary loans to pay for tertiary education.
Due to a lack of funding, many refugee and asylum-seeking learners decline enrolment or are forced to
drop out.
Learners in all locations, specifically Madagascar, Botswana, Namibia and Eswatini, have been vocal
about the need for increased support for secondary and tertiary education. Most of the scarce
scholarship opportunities largely target nationals, and DAFI slots are very few to meet the demand.
There is no education inclusion for refugees and asylum-seekers in the Indian Ocean Islands; many
parents, therefore, opt to place their children in private schools, and not all can afford to do so. Additional
resources to support asylum systems building could also, in the long run, bear significant fruit for access
to essential social services, including education.
The Namibian Ministry of Education budget in 2022 was drastically reduced during the national
reprioritization exercises; this resulted in cuts to financial support for school fees and a requirement for
parents to cover the outstanding balance. Due to limited movement and livelihood options, this proved
difficult for many refugee parents.
Burkina Faso
Although the situation regarding access to education remains critical, the data show a positive increase
in the access to higher education, which has resulted in a higher percentage of forcibly displaced
persons enrolled in higher education (2.6%) compared to the planned target (2.1%). Moreover, the data
show an even more positive trend, considering the proportion of refugees' students enrolled in tertiary
and higher education increasing from 1.7% in 2021 to 2.6% in 2022. However, it must be also underlined
the proportion of people we served enrolled in the national education system decreasing from 30% in
2021 to 24% in 2022, even though the level reached is higher than the target set for the operation (20%).
As part of the forced displacement integration program, 56 refugee students were reached to support
them in the access to higher education, but activities during the reporting period reached 70 students,
including 36 girls. This result has been reached thanks to innovative projects such as online and
distance training with the Francophonie University Agency and Simplon, and humanitarian professions
implemented by the Bioforce Center in Dakar. In addition, there was an increase in the number of DAFI
scholarships in 2022, enabling the recruitment of 15 new scholars.
Primary and secondary education access indicators (38% and 6% respectively) are critical compared to
the acceptable judicial enrollment rate of 80% and 90%. Compared to 2021, primary school level has
increased 4 points, but secondary school levels have decreased 7 points. This can be explained by the
security situation, which led to the closure of classrooms and kept many students out of school.
In 2022 only 24% children of forcibly displaced and stateless persons and adolescents were enrolled in
the primary and secondary national education system. While the optimal standard of enrollment would
require reaching the rate of 49%, unfortunately the current situation is not conducive to boost this activity
above the baseline (30%), while we have still ensured to reach a higher result than the target planned for
2022. The low enrollment rate is due to the absence of an education project in 2022, such as Education
Cannot Wait, which ended in December 2021. The security crisis also led to the closure of more than
6,200 educational institutions as of December 31, 2022, depriving over 1,070,000 students, including
refugees, to access to education. Access to education will be strengthened in 2023 through “Connected
Education” and “Primary Education” innovative projects, in partnership with the Christian Relief and
Development organization (CREDO), our implementing partner specialized in Education

Persistent insecurity and attacks by non-state armed groups (NSAG) to basic social services, especially
in rural areas and targeting education facilities and personnel, have resulted in the closure of thousands
of educational structures, causing a massive displacement of learners from conflict areas to areas of
refuge that were already suffering from insufficient school infrastructure even before the security crisis.
The deteriorating security and humanitarian situation must be considered as a main factor for the
underachievement of the planned targets. Another main challenge in education is to purchase the
financing of higher education for refugees in addition to DAFI Programme that is enrolling 10 to 15
refugees students per year.
Central African Republic
UNHCR's education strategy in the CAR focuses on the integration of refugees and asylum seekers into
the national education system. In doing so, UNHCR's support is limited to the payment of school kits to
students, due to the resources available. During 2021 - 2022 school year, educational assistance was
granted to all education levels, including primary, secondary, and tertiary. The cash granted represents
the payment of school fees, school clothes and school supplies. This cash is granted to all refugee and
asylum-seeking children recognized and active in the proGres database in CAR in accordance with the
current SOPs updated in 2022.
In September 2022, UNHCR provided cash assistance to all refugee and asylum-seeking children with
active status in CAR progress database. With this assistance counting for the 2022-2023 school year,
out of 1984 children planned, UNHCR supported 1940 refugee and asylum-seeking children.
UNHCR supported pupils and students at the following levels:

- At the primary level, 1,331 refugee and asylum-seeking children, including 900 in Obo and 431 in
Bangui, received cash assistance to cover the need for school kits.
- At the secondary level, 536 children were supported by UNHCR in terms of cash assistance, including
450 in Bangui and 86 in Obo.
- At the tertiary level, 73 students received cash assistance, including 37 girls and 36 boys.
This cash assistance provided amounted to 65,990,000 FCFA.
With the support of the CNR, UNHCR organized a capacity building session for school officials in the city
of Bangui and Bimbo on the legal framework relating to access to education for refugee children in the
same way as national children. This session enabled the school managers to ensure that refugee and
asylum-seeking children are effectively included in the education system of the host country.

Access to education is one of UNHCR's priorities in the Central African Republic, however this is
particularly challenging in in Toko-Kota and Ndele due to:
- Lack of school facilities on the ground;

- Lack of tertiary level facilities in the field offices;
- Lack of scholarships for refugees;
- Lack of funding to cover educational need in Ndele and Toko Kota;
- A large number of students have not continued their studies on to tertiary level due to high costs. Only
the public university in Bangui has a relatively lower cost.;
- Lack of funding for refugees who have opted for vocational courses;
- Lack of dedicated education staff within the organization and in the field offices.
Côte d’Ivoire
To date, refugees have the same access to primary and secondary schools as do Ivorian nationals.
With the objective to allow all refugee children to have access to education, UNHCR in Côte d’Ivoire with
the governmental partner distributed cash to 225 pupils in primary school and 203 students in secondary
school. The amount received allowed them to purchase school material and pay school fees, as
required.
Regarding university studies, refugees still pay 6 times the amount paid by Ivorian nationals. UNHCR
continued to advocate with the Government to allow refugees access to university studies on the same
basis as Ivorian citizen. A tangible result registered is the adoption by the parliamentary Committee in
2022 on the asylum law which provides that refugee has same access to education as nationals,
In 2022, 19 university scholarships were awarded to refugees through the DAFI (German Academic
Initiative Albert Einstein for Refugees), program; and 10 refugees received a lumpsum grants for their
university studies. .Moreover, UNHCR supported refugees to access scholarships from France (distance
learning with Agence Universitaire de la Francophonie) and one full scholarship to study in Germany
(DAAD-German Academic Exchange Service). These two programs cover master’s degree studies.

Nothing to report
Cameroon MCO
For several years, UNHCR Cameroon has been engaged in discussions with the Cameroonian
Ministries of Education, within the Local Education Group (LEG) and in collaboration with other UN
agencies, international and national NGOs and other actors in the education sector, to ensure that
refugees are effectively integrated into national education policies. UNHCR has also worked with some
members of the LEG to improve access and quality of Education for refugees and host populations
through joint initiatives such as Blueprint, jointly developed with UNICEF. UNHCR has strengthened its
collaboration with other stakeholders in the sector, notably with the Ministries of Education and
UNESCO, in the operationalization of the Education Management Information System (EMIS) to
integrate refugee data while ensuring that protection aspects are respected in data management.
As part of developing the National Education and Training Sector Strategy (NETS 2022-2030) and
related plans and budgets, UNHCR contributed to the National Education System Status Report, that
served as the basis for the new NETS currently under development. With the technical support of
partners, including UNHCR, and the Cameroonian Government developed its Multi-Year Resilience
Programme (MYRP) funded by Education Cannot Wait (ECW), -September 2022 to August 2025. Also,
UNHCR is a member of the Consortium in charge of implementing the MYRP-ECW in 64 communes
highly impacted non state armed groups conflicts, including the NWSW and Far North regions.
By the end of 2022, corresponding to the beginning of the 2022-2023 school year, 54,914 refugee and
asylum-seeking children out of 182,870 primary and secondary school children have been identified by
implementing partners as enrolled in public schools in Cameroon. This represents a Gross Enrolment
Rate (GER) of approximately 30%. Globally, thanks to the interventions of UNHCR, ministries of
education, and other education stakeholders, access to education for refugee children has increased
significantly. Globally, access to Education for refugee children has increased significantly with a
national gross enrolment ratio (GER) or the total enrollment in primary and secondary level of education
from 29%in 2021 to 40% (national GER). The GER for girls were about 40%, while boys were at 60%.
However, in primary school, the numberof girls enrolled was almost equal to that of boys. There was only
a 5% difference at this level. The disparity was more important at the secondary level, with a difference
of almost 20% between boys and girls. The GER was almost 80% at the primary level, while at the
secondary level it remained very low at 5%. Despite these low enrolment rates, access to inclusive,
equitable and quality education in Cameroon's education system creates conditions where refugee
children and youth can learn, grow, and develop their potential, build individual and collective resilience,
and contribute to peaceful coexistence and civil society. At the higher education level, the DAFI (a
scholarship Programme funded by the German Government) supported 139 students in 2022, including
62 girls, representing about 45% of girls. Through the complementary education pathways, 18 young
refugees, including 3 girls, were admitted to universities for the master's degree in Italy (UNICORE
project) and in France (UNIV'R project).

UNHCR's main challenges in achieving impact included were having comprehensive and realistic
refugee education data in Cameroon; Efforts have been deployed at all levels for UNHCR to access data
on Education at the beginning of the school year (between September and December) and before the
end of the school year (between March and May). Also, children who do not have refugee status may be
categorized in school collection forms as refugee. Furthermore, parent with limited means need financial
support to send their children to school as school is not their priority. This increases the protection risks
for these children who are, thus, forced to drop out of school.
Mali
Education activities for the children of people under mandate are essentially based on three activities
promoting the full inclusion of children in the formal system:
1st activity is related to children's access to education: this year 2022, the operation has built
infrastructure including (6 classrooms in Gao, 10 improved hangars as part of the Accelerated Schooling
Program/Gateway (SSA/P) in Gao and Ménaka, 17 latrine blocks and 40 SSA/P centers). These actions
have increased the capacity of the schools to create space for the children of those under mandate
enrolled in the host schools. The 40 SSA/P centers have made it possible to recover 1,194 children of
persons under mandate who were not in school or who left school early as a result of forced
displacement.
The 2nd activity is related to the quality of education for children of people under mandate. Funding from
Education Cannot Wait (ECW) has allowed us to provide 24 volunteer teachers to schools serving
children of people under mandate. 254 teachers and school directors have been trained on inclusive
education, education in emergencies, child protection in schools, and the protected environment. 15,000
school kits have been distributed to children of people under mandate and even those from the host
community have benefited.
The third activity is related to education governance: 1,063 households composed of children of persons
under mandate have benefited from cash transfers to meet the needs of learners in SSA/P centers. 350
CGS members, including some parents of people under mandate, have been trained on community
mobilization, particularly on the maintenance and continuity of refugee children in the formal system.
To achieve the goal of 15% of young refugees in higher education by 2030, UNHCR through the DAFI
scholarship to promote access 21 young refugees to universities for the continuity of their studies. In
addition, a young refugee in the Water, Hygiene and Sanitation program received a Bioforce training for
six months in Dakar, Senegal. Education activities are based on the ECW and partly on community-
based protection. All these achievements will contribute to the achievement of the results of the ODD04
which is the quality education by 2030.
One of the major challenges remains the availability of space for children in host schools. Generally,
there is a high concentration of displaced populations in the areas of concentration. Schools are
overcrowded with up to 200 students per class due to lack of fundings to build more classrooms.
Challenges related to the lack of teachers is also very common in areas of high concentration of refugee
children. The mass departure of teachers due to insecurity, has created a teacher shortage;
The lack of school kits and learning materials also remains a major challenge.
The lack of certain minimum living conditions remains a challenge for the maintenance and continuity of
studies, particularly the lack of school food.
Among other challenges:

- The delay in the signing of the ECW PPA which has caused a delay in the start of construction
activities.
- The delay in the equipment of the rooms built
- The loss of JEG funding with which we were able to make more achievements in 2021
- The non-flexibility of the SSAP to be able to open centers at any time of the year in case of forced
displacement movements
- Insufficient training of SSAP actors (state services and partner NGOs, UNHCR), hence the lack of
mastery of the concept.
Niger
In 2022, about 27,942 forcibly displaced children, including 13,242 girls and 14,700 boys, were enrolled
in primary and secondary schools throughout Niger, representing 25 % of school-aged children. Of the
21,481 children aged 4 to 5, only 26 %, or 5,668 (2,905 girls), were enrolled in preschool. For children
aged 6 to 12 years old, out of 59,775 children (30,987 girls), only 36 %, or 21,301 (10,058 girls), were
enrolled in primary school. For children aged 13 to 17, out of 61,338 children (34,685 girls), only 1 %, or
905 (261 girls), were attending secondary school. Among them, 855 disabled children (463 girls) were
enrolled in preschool, primary, and secondary schools, including seven (three girls) in two specialized
schools for the deaf and blind in Niamey.
About 2,203 refugees between the ages of 6 and 30 participated in the 2022 end-of-year exams. Of the
1,472 primary school children, 1,353 passed the end-of-year evaluations for the second year of middle
school, representing a 92 % pass rate. For secondary (college) students, out of 284 who presented for
the national end-of-course certificate exams for first cycle secondary schools (BEPC), only 208 passed,
representing a 73 % success rate. For high school students, out of 134 for the Baccalaureate certificate
exams, only 25 passed (19 %).
About 929 children (527 girls) had access to non-formal education, including 630 (360 girls) in the
process of remediation. In addition, 678 refugee children (399 girls) benefited from cash-based
interventions. Education was facilitated for 11,590 IDP children (5,907 girls) and 29,890 children (15,182
girls) from the host community.
About 54,617 school kits were distributed to refugee, IDP, and host community children, and 59
classrooms were built, with 47 rehabilitated. 230 schools were supported, including 38 preschools, 174
primary schools, and 18 secondary schools. About 194 teachers were trained, including 67 women, and
43 awareness campaigns were conducted.
Out of 30,388 refugees (16,172 girls) aged between 18 and 30, only 83 (20 girls) pursued tertiary
education, representing 0.27 %. DAFI scholarship holders included 15 new beneficiaries selected in
August 2022 and 20 young Nigerian refugees from education centers who were remotely following a
French language bath program at the Andre Salifou University of Zinder, with a view to their inclusion in
the national education system. Five other Nigerian refugees benefited from the MasterCard scholarship
with full support, thanks to the partnership with African Development University.
In Diffa, 313 children participated for the first time in Niger, in the BECE (BEPC) and SSCE (BAC) exams
in the special examination center for Nigerian refugees under the sponsorship of the Minister of National
Education of Niger, the UNHCR Representative, and the Nigerian Embassy in Niger, all under the
supervision of the Nigeria Examinations Service (NECO).

Distance from public schools does not allow some parents to enroll their children, and the training costs
of private schools are too high
Dispersion of students in more than 300 schools in some localities which does not facilitate school
monitoring for the partner
Few alternatives for students excluded for insufficient end-of-year results
Lack of interest of some parents for the school and also the socio-cultural barriers
Insufficient classrooms and also school and teaching materials (kits)
Cultural constraints limiting girls' access to education and child marriage.
Language barriers for some Nigerian and Sudanese refugee children and youth
Inaccessibility of some children with disabilities to school for issues related to the exclusion mentality of
parents
Schools targeted by GANES.
Pendulum movements of the parents
Nigeria
In 2022, the Gross Enrolment rate for primary and secondary schools was at 44% and 33% respectively,
while the Net Enrolment Rate was 29% and 25% respectively. The national education systems in Akwa
Ibom, Benue, Cross River, and Taraba States (ABCT) had enrolled 40% of refugee children, while only
1% of Cameroonian refugee youth had access to tertiary education compared to 12% of Nigerian
nationals. UNHCR and its partners enrolled more than 5,000 Cameroonian refugee children (51%
female) in government primary (3,262) and secondary (1,754) schools across the ABCT states out of the
total 11,829 refugee children enrolled in national education systems. Additionally, UNHCR in
collaboration with partners in Nigeria paid tuition fees and educational levies for 4,794 children (51%
female) attending primary and secondary schools in ABCT.
UNHCR and partners provided scholastic materials and paid examination fees for 5,243 students (50%
female) including 5,000 Cameroonian refugees and 243 Nigerian children in primary and secondary
schools across three States (Benue, Cross River, and Taraba). Additionally, UNHCR facilitated after-
school classes for 423 (52% female) refugee students in all three refugee settlements in Ogoja, Cross
River State. In Taraba State, UNHCR facilitated accelerated learning classes for 386 over-aged out-of-
school refugee children, of whom 52% were female.
UNHCR through an education donor funding provided connected learning in five primary schools in
Benue and Cross River States equipped with ICT equipment to help improve quality of education for
over 3,000 refugee and host community pupils. UNHCR complemented with solar panels in these
schools. Workshops were conducted with 100 participants from the Ministry of Education and State
Universal Basic Education Board officials, head teachers, SEMA, and security experts to align the
donor’s digital curriculum with the National Curriculum (nine-year basic curriculum).
UNHCR supported 108 refugees (46% female) with DAFI scholarships (including 40 new enrolments for
the academic year 2022/23) to promote access to tertiary education and work with the global goal of
achieving 15 per cent of young refugee women and men, or approximately 500,000 refugees access
tertiary education. The allowance covered tuition, accommodation, books, research, local travels,
medical, subsistence allowance, faculty, food, clothing.
Out of 363 (57% female) pupils supported by UNHCR to register for the examination in Cross River and
Taraba States almost all students passed.
UNHCR, in collaboration with its partner, provided assistance to 200 urban refugee children in primary
school and 180 in secondary school by covering their term fees to ensure continued access to
education. This support not only helped prevent children from dropping out of school, but also provided
added protection from risks such as abuse and GBV. In addition, 12 urban refugees were enrolled in
skills training at Lagos State Ministry of Women Affairs and Poverty Alleviation vocational centres, while
eight graduated from the same program and received a monthly cash allowance to support
transportation costs and purchase training materials.

UNHCR’s education support at the primary and secondary levels covered only 19 per cent of the
population of school aged children due to funding constraints and as a result, the proportion of out of
school children at the primary (56%) and secondary (67%) was higher. Similarly, very few refugee youths
had access to tertiary education due to limited scholarship opportunities making it difficult for secondary
school graduates to advance their education. The presence of refugees has also impacted on the
available resources in the schools which are overstretched and confronted with different challenges
including inadequate classrooms furniture, teachers, well equipped libraries and laboratories especially
in the host communities. The DAFI slots provided to Nigeria operation was also quite limited as only 40
new placements were provided for the academic year 2022-23.
Chad
For primary and secondary education, 95,127 refugees out of 198,240 (48%) school-age children were
enrolled in different schools in the camps and the host community. One thousand nine hundred and
thirty-three refugee and local Chadian teachers were recruited and paid incentives across all refugee
camps. In addition to the training to build their capacities in teaching the national curriculum, 30 primary
teachers enrolled in certified in-service training to help them acquire a national education qualification.
Two thousand children with specific needs were supported to enrol at school and received additional
support.
To improve the learning environment, UNHCR, in collaboration with other actors, strengthened schools’
absorption capacities by constructing and rehabilitating several facilities, including 119 classrooms, five
multipurpose sports, seven administrative blocks and five fencings. Regarding WASH (water, sanitation,
and hygiene) services at school, UNHCR and partners built 198 latrines and five boreholes. All these
facilities were constructed in the spirit of considering the inclusiveness aspect to allow all children,
including those with specific educational needs, to have equal access to education.
The enrolment and retention have been facilitated by different activities that UNHCR, in collaboration
with partners, the government of Chad, and other UN agencies such as UNICEF and WFP implemented
to motivate and supplement families to enrol their children. Uniforms, scholastic materials, and kits for
specific groups (girls, SNE) were provided.
The Chadian Government's engagement in Global refugee Forum (GRF) has opened doors to
integrating refugee students into the national education system. Refugee children continued to be
admitted to national schools, follow the Chadian curriculum, and acquire the national certificate equally
as Chadians. Due to this commitment, all children enrolled in primary and secondary schools are
integrated into the national education system. During the reporting period, 733 refugee students sat and
successfully passed their Baccalaureate (BAC) with a success rate of 56 %, while 8,938 (86%) passed
their Fundamental BEF (Brevet d’Etudes Fondamentales)) national exams.
At the tertiary level, 605 students were enrolled in Chadian universities and High schools through several
scholarships and programs such as Mixed Migration Grant (MM), DAFI, scholarships by the French
embassy, complementary pathways such as scholarships and scholarships and family reunification, etc.
DAFI is a scholarship programme that offers qualified refugee and returnee students the opportunity to
earn an undergraduate degree in their country of asylum or home country. Since the start of the
programme in Chad in 2012, 379 youth refugees have benefited from the scholarship, including 252
supported in 2022.
The closure due to lack of funding for all vocational training centres hampers the offer of other
alternatives to the youth.

Although there is a Strategy for Education under the government's leadership involving other
stakeholders, implementing the core actions is slow.
At the primary and secondary levels,
· Many out-of-school children. There is a dire need to ensure that 103,137 (52%) out-of-school
children have access to primary and secondary education
· Persistent influxes and increased number of people of concern to UNHCR or forcibly displaced
persons. For the past nine years, the country has been receiving new influxes.
· The limited number of classrooms: The ratio of students per durable classroom is so high, with 118
children per class per day as opposed to the national standard of 55.
· High budget for teacher incentives: UNHCR pays over 72% of the teacher population against only
5% under the government payroll.
· Low incentive rates for refugee teachers create demotivation and affect the quality of education
· Teacher qualification: only 50% of refugee teachers are qualified,
· Conflicting priorities: teacher salaries and education infrastructures take a significant portion of the
education budget (70%). It is impossible to prioritize other education activities to promote quality
The limited number of scholarships remains a key challenge for improving refugee access to tertiary
education. Out of 776,31 youth aged between 18-24 years, only 605 are enrolled in tertiary education,
and only 1% are enrolled. Further opportunities are needed for youth to pursue technical and vocational
training. The lack of connectivity in the camps hinders other alternatives and opportunities for learning
and doing business.
Bangladesh
UNHCR and partners continued to ensure access to equitable learning opportunities for 69,236 learners
(33,672 girls) aged 3 – 24 years through 573 learning centers and 1,235 community-based learning
facilities in 16 camps and on Bhasan Char island. This figure represents a 22 per cent coverage of the
overall education enrolment requirements. At the same time, 37,588 children (18,409 girls) transitioned
from the informal Learning Competency Framework Approach (LCFA) to the Myanmar Curriculum and
10,254 adolescents and youth (5,134 girls) accessed basic numeracy, literacy, and life skills.
Additionally, 89 adolescents and youth enrolled in online courses through Coursera and a further 625
were enrolled in various online platforms. 39 learning centrs were newly reconstructed with gender-
segregated WASH facilities.
UNHCR, in collaboration with UNICEF, provided technical and strategic leadership within the Education
Sector, co-chaired the Strategic Advocacy Group, acted as a member of all thematic working groups and
led teachers’ professional development initiatives for the entire sector. In collaboration with the BRAC
Institute of Educational Development (IED), BRAC University and Bard College, UNHCR facilitated the
third phase of mentorship training for 72 master trainers, including 48 from the Rohingya community,
resulting in 172 refugees participating in certified mentorship training. Additionally, 2,501 teachers
(including 1,602 Rohingya) from a range of education partners participated in a two-month blended
teacher training on pedagogy. To enhance teaching learning processes and facilitate quality education,
UNHCR provided ongoing professional development activities through its partners for 1,476 facilitators
(1,027 Rohingya), including monthly refreshers, peer learning opportunities through teacher learning
circles, workshops on disaster risk reduction, PSEA, child safeguarding, and trauma care and orientation
on the Myanmar Curriculum. Jointly with the IED, Dhaka University, UNHCR facilitated an effectiveness
study on certified training on pedagogy to identify areas for improvement. Furthermore, together with the
BRAC Centre for Peace and Justice, BRAC University and Bard College, UNHCR launched a bridging
programme targeting 120 adolescents and youth as a pilot for facilitating refugees’ future access to
higher education opportunities.
UNHCR partners supported 639 Community Education Support Groups (CESG) comprising 3,713
members (1,278 females) who were trained on learning centr management and cross-cutting
issues. Moreover, 66,863 refugee parents (37,820 females) participated in peaceful co-existence
activities through meetings, parenting sessions, CESG meetings and community-based programme
sessions. An additional 2,504 secondary students and adolescents in host communities benefitted from
access to four community technology access centers.

Lengthy approval procedures regarding the construction of additional classrooms, along with limited
space in the camps, slowed the transition from a three-shift to two-shift approach in some of the
Learning Centres. The lack of approval regarding the use of education technology such as tablets
prevented the full and efficient utilization of the available education workforce, particularly in the camps
where Learning Centers are unevenly distributed.
The retention of girls at higher grades was negatively impacted by the absence of girls’ classrooms due
to a lack of resources, shortage of qualified Rohingya female teachers and restrictive cultural practices.
Furthermore, low teacher capacities in pedagogy, subject content, and the Myanmar language
negatively impacted the quality of the implementation of the Myanmar Curriculum, as the cessation of
the National Curriculum remained a major cause of poor enrolment and attendance rates in the
registered camps.
Thailand MCO
In 2022, UNHCR, continued to provide Thai language classes in partnership with COERR through the
Good Shepherd Sisters School in urban areas. The programme equipped 22 children with the skills
required to integrate into Thai public schools. Onsite classes resumed after a one year closure due to the
improved COVID-19 situation
 
Referrals to the formal education system saw 541 children enrolled at the primary education level – a
decrease of 4 per cent from 2021 while the number of students at secondary education level increased
by 7 per cent from 110 in 2021 to 118 in 2022. This increase can be attributed to many students at the
primary level moving to the secondary level when the new academic year started in June 2022. Of the
659 refugees and asylum-seekers enrolled in the national education system, 4 per cent were over 17
years old and accepted on an exceptional basis based on excellent academic performance and steady
attendance.
Despite efforts to include Rohingya children in the national education system, none were enrolled in local
Thai schools in 2022. UNHCR organized small classes for 22 Rohingya children in the government
shelter to ensure some continuity in their education. UNHCR provided educational materials and the
subjects taught included Thai, English, Mathematics, and Social Studies.
 
Stateless people in Thailand benefit from the RTG’s “Education for All Policy” and the 2005 Cabinet
Resolution on Education for Unregistered Persons and associated procedures on the enrollment of
persons without civil registration documentation or Thai nationality have been implemented to facilitate
equal access to education for stateless persons. In 2022, the number of students enrolled in the national
education system increased although there are gaps in accessing this right, particularly for those seeking
higher and tertiary education. One of the main factors is the ineligibility of stateless people a to apply for
the government’s education loan due to their lack of nationality and legal status.
 
Although Thailand pledged to promote access to education for stateless children at the 2019 High-Level
Segment on Statelessness, there has been limited progress to strengthen access to education in
2022. To redouble efforts to support the RTG, UNHCR and UNICEF agreed for Thailand to become a
prioritized country under the UNHCR-UNICEF coalition to end childhood statelessness. In this regard, a
Joint Strategy for Addressing Childhood Statelessness was developed for implementation in 2022-24.
Activities include a national stocktaking seminar on ending childhood statelessness intended to address
some education-related issues and a study on access to education for stateless children. Both activities
were planned for 2022 but postponed to 2023 due to budget-related issues.

The travel allowance was not sufficient to cover the cost to send the children to Thai public schools. With
additional resources, the Office could have provided an appropriate amount of financial assistance to
allow children to get to school.
 
Education-related 2022 activities under the Joint UNHCR-UNICEF Strategy for Addressing Childhood
Statelessness were postponed to 2023. COVID-19 as well as difficulties in securing additional donor
support to expand access to higher and tertiary education for stateless people were also noted. This
activity will be pursued in conjunction with the education-focused initiatives under the joint UNHCR-
UNICEF strategy in 2023.
Afghanistan
The unpredictable situation in Afghanistan continues to have a devastating impact on the education
system. An estimated 6 million children, 60 per cent of them girls, have been left without access to
education. The inadequate number of schools coupled with the long travel distances to the available
schools are major barriers, particularly in rural areas. In response to these challenges, UNHCR sought to
improve access to education for school-aged children in the PARRs through school construction and
rehabilitation. According to a socio-economic vulnerability assessment, the lack of nearby educational
facilities was a contributing factor to the low school enrollment rates.
To address this issue, UNHCR constructed 13 new schools (10 high schools including 6 girls’ schools, 3
boys’ schools and 1 mixed school, two secondary schools, and one mixed primary school) and upgraded
10 existing schools with new extensions and additional facilities (solar-powered water facilities, new
classroom and boundary wall constructions, sanitation and child-friendly spaces).
These interventions improved access to education for more than one million school-aged children in the
PARRs. In addition, UNHCR implemented other initiatives to support education, including the
CODE4FUN programme (which taught 600 boys and girls how to code), internet and computer skills
training for 19,000 women and girls and literacy training for over 500 women.
Moreover, the DAFI programme continued to be implemented despite the challenging education context
in Afghanistan. In-kind assistance such as educational equipment (10 high quality projectors, two color
printers, one plotter and 15 different types of stationery) was handed over to Kabul University. 20 new
DAFI slots in Nangarhar and Balkh universities were also created and Memoranda of Understanding
signed with these universities. Due to the lack of an asylum legislative framework for refugees, refugee
children cannot officially enroll into public schools nor obtain graduation certificates.

Education continued to be severely affected by a range of factors, with the situation becoming more
precarious following the ban on women attending university. The ban on girls attending grades 6 to 12
and women attending university not only had a negative effect on women at present but also undermined
Afghanistan’s future by denying women the opportunity to study in formal institutions.
It is estimated that 4.2 million children are not in school – 60 per cent of whom are girls. Children with
disabilities have also been particularly affected by this because of the various institutional, social,
physical, and financial barriers they face and the lack of individualized support on offer. All this has had a
psychological impact on girls’ well-being. Although the future of the DAFI scholarship programme
remains unclear, the operation will continue efforts to expand the programme in other return areas.
Islamic Republic of Iran

For decades, Iran has maintained inclusive policies allowing refugees and other displaced persons
access to education services within the national system, regardless of their documentation. UNHCR
continued to support refugees’ access to safe learning spaces by co-funding the construction of schools
with the Ministry of Education to ease the pressure put on overcrowded classrooms in refugee-hosting
areas. The construction of 32 schools in 16 provinces was completed in 2022, providing additional safe
learning spaces for around 23,040 refugee and host community children. UNHCR also supported with
educational equipment for schools in five provinces and collaborated with the Literacy Movement
Organization on the provision of non-formal education, targeting 6,985 out-of-school children and over-
aged students. Students were also provided with educational kits (including books, notebooks, pencil,
erasers, etc.). In addition, some 4,506 refugee and host community students received tablets. In close
collaboration with BAFIA and a partner NGO, , 612 male and female refugee university students were
supported through the DAFI scholarship scheme.

Although the Government of Iran promotes inclusive education policies, refugees and asylum-seekers
continue to face challenges in accessing education A shortage of schools and classrooms made it
difficult to accommodate all refugee and undocumented school-aged children, leading overcrowded
classrooms in areas highly populated by refugees, while many newly arrived Afghan children have been
unable to enroll. An increase in the number of children needing a space in school also led to a high
teacher-student ratio (1:50) which has also impacted the overall quality of education for Iranian students
who are studying side-by-side with Afghan students. This situation could create social tensions between
the host community and refugees, as parents may perceive a negative correlation between their
children’s school performance declining and the increased number of Afghan students.
Given the severe economic downturn impacting the country, the government is finding it more and more
difficult to maintain their level of investment in education support for refugees. Reportedly, the cost of
construction materials increased by 46 per cent last year, therefore increasing the cost of constructing
additional schools.
UNHCR also continued to advocate with the Government of Iran on the situation for refugee university
students, who face protection risks when they have to forfeit their Amayesh status to receive student
visas.
Pakistan
In 2022, UNHCR continued supporting 144 refugee village schools in Balochistan (35), KP (101), and
Punjab (8), reaching 49,352 primary and 6,057 secondary aged children, with 39% female enrolment. In
line with the multi-year strategy UNHCR advocates for the inclusion of refugee children in national
systems and in November saw the closure of two RVs and mainstreaming of students into nearby
government schools in KP. All RV schools were registered with provincial education authorities and
UNHCR convened a national refugee data workshop in Islamabad, bringing together for the first time
federal and provincial authorities, to identify ways to improve refugee data disaggregation.
The transition to the Pakistani curriculum was successfully completed in all RV schools up to primary
grade, thus providing a vital pathway for students to progress to public schools. 1,195 teachers (385F,
810M) received continuous professional development training in enhancing their language skills to
implement the SNC and classroom management. In KP, new teacher training was provided on blending
learning through digital platforms; 89 LED sets and 612 tablets were distributed across 89 RV schools
and new partnership with University of Peshawar was established to improve teaching competencies.
To strengthen accessibility and absorption capacities of the national education system, UNHCR
supported 40 public schools with school improvement, construction of new classrooms and provision of
school furniture across KP and Balochistan, reaching 14,914 students (15% Afghan and 85% host). RV
school environments were also improved, including the provision of new furniture to 68 schools in KP.
Both RV and ALP students received 151, 942 notebooks in KP and 9852 sweaters were provided in
Balochistan.
To increase girls’ access to quality education, 1185 girls were supported through the Accelerated
Learning Programme (ALP) in KP with 412 girls on track to complete their primary education and 773
girls completing up to Grade 8. To mitigate the economic barriers, UNHCR provided transportation
allowance to 2,818 girls to access nearby government secondary schools, which included a new pilot in
KP supporting 825 adolescent girls. Community awareness remained critical in advance access to girls’
education and 280 sessions were held and 406 trainings were provided to school level communities.
UNHCR supported 684 students (480M, 204F) under the DAFI programme. 504 students received
financial assistance and mid-year 180 new scholarships were launched. UNHCR and INSPIRE
conducted a comprehensive advocacy and outreach campaign and reached a new benchmark where
49% of new scholarships were awarded to female Afghan refugees, more than doubling the previous
enrolment rate of 23%. New strategic cooperation agreements were signed with the University of
Balochistan, Sardar Bahadur Khan Women’s and BUITEMS to increase refugee enrolments, including
supporting four infrastructure facilities in the universities.

Refugees’ access to education remained a significant challenge, especially for girls. Socio-economic and
cultural barriers prevent girls enrolling. Because of the high drop-out rates, literacy rates remained low
among refugee girls. As a result, there are fewer female teachers which makes it increasingly difficult for
each generation to break the learning crisis cycle.
While efforts transition to the Pakistani curriculum have largely been positive and received favorably by
refugee communities, both teachers and students face language barriers. UNHCR continues to invest in
in-service teacher training to improve language acquisition. In addition, gaps in national data have also
constrained UNHCR’s ability to report on the outcome indicators on national enrolment since
government authorities do not collect disaggregated refugee data.
Türkiye
In Türkiye, refugee children can attend state schools free of charge. The enrolment rate of refugee
children in primary schools for 2022/23 was 78% and in secondary schools 61%, with little change from
before. The figures are lower than that of national enrolment, for whom both levels reached around
100%. Keeping refugee children in schools is a challenge as there is a high dropout rate particularly in
upper secondary schools and there seems to be an increasing number of young people who fall under
“youth not in employment, education or training” (NEET). The future of, reportedly, over 750,000 Syrians
born in Türkiye is of a concern.
UNHCR played a role in tertiary education, including scholarships, higher-education grants, language
and life-skills training courses. UNHCR’s support allowed 5,000 refugees to benefit from Turkish
language and life-skills courses through 17 public education centres and partners. Refugee students’
enrolment in higher education increased despite the challenges of having to pay foreign student fees,
which increased by 200% during the year. UNHCR contributed to the increase of tertiary education
participation from 8% at the end of 2021 to 11% in 2022 with its Higher Education Cash Grants to 2,700
students and tertiary education scholarships (DAFI) to 767 students. In addition, Presidency of Turks
Abroad and Related Communities (YTB) with UNHCR’s support appointed 26 higher education advisors
who mentored 15,000 students. With the above inputs, UNHCR opened opportunities for refugees to
gain knowledge and skills, learning alongside local people; thus, contributing towards impact on
participation and self-reliance of refugees and mutual understanding in the community.
The worsening household economy cast a shadow on progress towards this outcome. The 3RP
education sector conducted a survey which demonstrated cases of negative coping mechanisms of
youth working and dropping out of education. Work takes priority over participation in training without
incentives, although the courses continued to be popular among refugees. The same survey also noted
an increase in reported difficulties at school such as bullying and the unsupportive attitude of teachers
towards Syrian children, indicating additional fragility of social cohesion.
Iraq
After years of advocacy, the KRG Ministry of Education (MoE) officially launched the implementation of
the Refugee Education Integration Policy (REIP) in July 2022, to enhance access to inclusive and quality
education for all children in the KRI. As of September 2022, refugee and asylum seeker children
attending primary school in grades one to four have been enrolled in public schools and followed the
KRG curriculum taught in Kurdish. In November 2022, the number of refugee school-aged children (5 to
17 years old) reached 75,330. UNHCR, together with the Education Sector and KRG’s MoE successfully
implemented the first phase of the REIP. As a result, the number of Syrian refugee children enrolled in
schools increased by 11% in November 2022 compared to June 2021. According to the MoE’s education
management information system, 44,937 Syrian children were enrolled in school for the academic year
2022. Among them, 38,713 are enrolled in primary and 4,113 children in secondary level.
Comprehensive data from refugee schools in KRI shows a notable increase of 20% of Syrian refugee
children enrolled in grades 1-4 after the REIP implementation. In addition, in a breakthrough, the KRG
recruited 393 qualified refugee lecturers with the same salary as national lecturers – a unique approach
in the region and beyond. To improve the quality of education, UNHCR continued supporting school
construction and rehabilitations in KRI to welcome new students and reduce overcrowded classrooms.
Capacity-building activities were delivered to 306 Parent-Teacher Associations and 551 teaching and
non-teaching staff benefited from a range of topics including PSEA, GBV, child safeguarding and
blended curriculums, including MHPSS for social workers. Additionally, 5,021 individuals (444 teachers,
727 parents, and 3,850 children) benefitted from Kurdish language courses to ease their shift from
Arabic to Kurdish as the language of instruction in public schools. To facilitate refugee children’s access
to formal schools, UNHCR and partners also supported 3,029 students with transportation costs, mostly
in urban areas and provided catch-up, remedial and numeracy and literacy classes to 4,207 children in
both camp and urban settings. In addition, 6,302 teaching and learning materials were also distributed
across KR-I schools based on education needs identified. UNHCR has and will continue supporting
refugees’ enrolment through ongoing activities, such as through case management, awareness-raising
activities focusing on the REIP implementation, and monitoring to identify out-of-school children. UNHCR
will continue advocating with donors to increase investment to support refugee integration in public
schools. Engagement with UNICEF on the Blueprint Joint Plan of Action and reporting had been
strengthened to support the REIP. UNHCR and UNICEF coordinated with the MoE and education
partners for the launch of the Back to Learning campaign. Concerning refugees' access to higher
education, UNHCR continues supporting 145 DAFI scholars across Iraq (21 scholars graduated
successfully). UNHCR also supported UNESCO’s efforts to pilot the UNESCO Universal Qualification
Passport (UQP) in Iraq.

UNHCR and education sector partners continue advocating for full implementation of REIP and the
enrolment of the additional 30,393 refugee school-age children in grades five and above in the public
system. However, the inclusion of the 44,937 Syrian refugee children in school comes with challenges in
delivering quality education given -overcrowded classrooms, shortage of qualified teachers and non-
teaching staff, language barrier (from Arabic to Kurdish as the teaching language) and the lack of
desks/chairs and teaching-learning materials, including computer devices. Dropouts and out-of-school
children remain a key challenge to address, including through enhancing the quality of education and
putting in place specific measure to retain children in school. The lack of civil documentation is still a
challenge for refugees to enrol children in public schools, and major gaps persist in terms of refugee
students’ access to psychosocial support due to the lack of social workers in schools.
Jordan
In 2022, UNHCR finalized the Registration Guidelines for Education data, to improve the quality of the
education data collected at registration and better support the Ministry of Education information
management system (OpenEMIS) and education programming. UNHCR closely worked with the Ministry
of Higher Education and academic partners to promote and provide Technical Vocational and
Educational Training (TVET). The latter is a core pillar of UNHCR's 15by30 roadmap, which aims to
achieve 15 percent enrolment of young refugees in tertiary education by 2030. UNHCR also supported
the implementation of the 10-Year Inclusive Education Strategy (the Jordan Declaration June 2022)
embracing inclusion and diversity. UNHCR successfully advocated and coordinated with the education
donor’s community and MoE the promotion of the One Refugee Approach for school enrolment. As part
of such efforts, UNHCR invested in community-based education using technology to advance innovative
approaches for learning recovery. UNHCR also advocated for the expansion of complementary
pathways to higher education opportunities and invested in engagements with the private sector.
UNHCR ensured a youth-centered approach and supported the establishment of the 1st UN Advisory
Council to inform the work of the UN on Youth Affairs.

Gaps in education data continue to preclude effective planning. Data on refugees is not yet part of the
MoE OpenEMIS (Education Management Information System). This is key to establish solid SDG4
monitoring mechanisms on access, learning, protection, and safety.
Lebanon
Preliminary data indicates that there was an increase in refugee enrolment in the 2022-23 School Year.
UNHCR contributed through large scale community mobilization campaigns. Education Community
Liaisons (ECLs) covered 97% of second shift schools. They helped children to enrol, mitigated bullying
and facilitated parents’ communication with school administrations. Over three-fourths of surveyed
second shift students said that ECLs had a positive impact on the school environment and around half
reported decreased levels of violence in schools. ECLs also referred around 3,500 children receiving
UNICEF’s cash for education who were not attending school for follow-up, supporting the reduction in
absenteeism.
Community-based education programs supported children at risk of drop-out to remain in school and
build social skills. 4500 refugee students participated in homework support and 2000 children in targeted
retention support, including exam preparation. Pre- and post-tests showed improvements for more than
50% of children. Around 2600 out-of-school children and youth were supported through Basic Literacy
and Numeracy Programs, with high levels of satisfaction reported by children and parents.
With Sector partners, UNHCR supported the Ministry of Education (MoE) to implement a summer school
project to mitigate learning losses in a fun, safe and inclusive learning environment. Over 98,000
students (27% Syrian) participated in 455 schools. UNHCR implemented recreational activities, including
sports and art, reaching around 45,000 children (36% Syrian) in 185 schools.
UNHCR provided 18 vocational courses to 310 out-of-learning refugee, vulnerable Lebanese and
stateless youth, including in electricity, care for older persons and, as of 2022, the installation of solar
panels. Certificates are provided by the National Centre for Vocational Training, Ministry of Labour, and
Ministry of Energy. The courses included work placements, for example, with an industry expert, Liban
Cables. Six months after graduation, 78% had found work, while 10% continued further education.
UNHCR continued efforts to reach 15% of refugees accessing tertiary education by 2030. The DAFI
scholarship program supported 112 students (69% female), including with cash. In September 2022, 28
students graduated. Due to challenges in the public university related to the socio-economic crisis,
UNHCR facilitated DAFI students to also study at the private Lebanese International University. First-
year scholars were provided with laptops. Additionally, 26 refugee students departed for scholarships in
Japan, Canada and France.
In collaboration with MoE, the Universities Association of Lebanon and UNESCO, UNHCR organized a
workshop on Instructional Design for e-Learning to build the capacities of 50 faculty members from
different Higher Education Institutions in Lebanon. The workshop contributed to initiating discussion on a
legal framework on Digital Learning Pedagogy.

Increasing poverty and the high cost of transportation are putting increasing pressure on refugee families
affecting refugee children’s and youth’s ability to access education at all levels. The 2022 VASyr and
protection monitoring confirm that costs associated with education are the most predominant barriers to
education.
Due to shortfalls in domestic and international funding, public education institutions face significant gaps
in their ability to operate and provide quality education. The devaluation of the currency had a significant
impact on salaries of teaching and non-teaching staff at primary, secondary and tertiary level who were
on strike for a prolonged time in 2022.
Many higher education institutions have document requirements affecting the ability of students to enrol,
as according to VASyr 2022 only 17% of individuals above 15 hold a residency permit.
Syrian Arab Republic

Through DAFI scholarship programme and in partnership with the Ministry of Higher Education, UNHCR
supported 75 students to continue their university studies for the academic year 2021/2022 in public
universities. As a result, six scholarship holders successfully graduated from Syrian universities. On the
other hand, 13 students have discontinued their university studies due to different reasons. (2
repatriated, 2 failed multiple times and 9 dropped out). In 2022/2023, DAFI has allocated new
scholarship slots for Syria where 28 students have been newly enrolled in this programme. This brings
the total number of students who have benefitted from the DAFI programme to 84.
UNICEF is the lead of the education sector. It engages in school rehabilitation, capacity building and
non-formal education activities through its learning centres in different governorates. In 2022, UNHCR
and its partners supported the Ministry of Education (MoE) by providing training for teachers and social
counsellors. By the end of 2022, 3,091 MoE personnel had benefitted from trainings on early childhood
interventions, mental health and psychosocial support (MHPSS), self-care, active learning, learning
difficulties, and applied behavior analysis. The training sessions assisted education personnel in
developing knowledge and skills to identify children facing psychosocial and mental health difficulties, to
provide support, and to make referrals to specialized service providers. Trainees were selected based
on an assessment carried out by the MoE.
In 2022, total of 71,078 internally displaced, returnee, refugee and asylum seeker students benefitted
from remedial and catch-up classes in UNHCR-supported community centres and governmental
facilities. 13,289 students benefited from homework café activities provided in the network of community
centres supported by UNHCR across different Governorates. Catch-up classes and homework café
activities helped enhance the students’ learning performance and prevent school dropouts. Students in
catch-up classes received a kit of stationery, facemasks, and hand sanitizer to support their learning and
safety. These activities provided learning support to returnee and displaced students struggling with their
school performance, enhanced the enrolment of out-of-school children in primary and secondary
education, and facilitated the reintegration of out-of-school children back into the public education
system.
32 damaged schools were rehabilitated as planned in returnee areas benefiting around 22,400 students
in Rural Damascus, Aleppo, Quneitra, Dar’a, Homs, Hama, Deir Ezzor, and Lattakia Governorates. The
rehabilitation work included repair of damaged classrooms and WASH facilities in gender-sensitive and
disability-friendly manners to address the protection needs of boys, girls, and children with disabilities
and to allow adequate access to school premises.

Due to budget constraints, asylum-seekers could not receive education cash grants, which increased the
risk of school drop-out and child labour. Due to the economic crisis, lack of teachers, many of whom
have left the country, inadequate educational materials and lack of functional schools in many areas,
many displaced and returned children did not receive adequate schooling. Vulnerable students were not
able to accommodate the sharp increase in the cost of educational materials and transportation which
caused interruption in their school attendance.
It should be noted that according to the HNO, 2 million children are out of school while 1.6 million at risk
of dropping out. Inflation made the pocket money value low and insufficient for DAFI university students
to cover the essentials.
Yemen
UNHCR's education program for asylum-seekers and refugees and asylum seekers enrolled 9,473
children in primary and secondary education, of which 7,817 were supported with educational materials.
34 schools were supported with educational tools and materials, IT equipment, solar panels and
infrastructure upgrade.
Through the DAFI scholarship program, UNHCR supported 172 students (81 men and 91 women), 132
students with tertiary scholarships (64 ongoing, 58 graduated students, 9 dropped out and 1 resettled),
and 40 TVET students (20 ongoings and 20 newly admitted). A total of 104 students (64 DAFI and 40
TVET) are still enrolled in the scholarship program.
As part of UNHCR's promotion of an inclusive approach, 163 children living with disabilities were
provided with assistive devices to prevent their drop-out of schools and supported to access inclusive
education. 21 awareness sessions on the importance of education and documentation were conducted
and targeted 502 individuals, mainly parents, and caregivers. Protection training was provided to 40
student councils and volunteer groups established in the targeted 28 schools.
3,156 refugee children were supported with primary (2,634 children) and secondary education (522
children) in Kharaz camp. Education activities were supported through provision of monthly incentives for
238 education staff (170 male and 68 female), training for 82 teachers and 76 parent teacher
associations member. Opportunities for community-based non-formal education were also offered to
children and adults, supporting life skills and personal development for 578 adults, children, and young
refugees. With UNHCR's support, the refugee committee in Kharaz refugee camp organized preschool
language classes, English classes, and adult literacy classes.
31 students were supported with tertiary scholarships across Yemen.Access to tertiary/post-secondary

education in Yemen remains challenging for asylum-seekers and refugees. Only a limited number of
spaces available through the DAFI scholarship programme, and families often struggle to pay even
modest tuition fees as a result of the overall economically depressed environment. Lack of prospects
after graduation, and the need to support their families, leads many students to eschew secondary
education, and there also continues to be a significant taboo among some members of the community in
respect of female participation in higher education.

The growing socio-economic vulnerability of refugee families was a primary obstacle to prioritizing
education across the country.
The lack of documentation for refugees and asylum-seekers remains a challenge to register their
children in schools. In the North, requirement for authorities’ permission to conduct teachers' training and
out-of-school-children surveys has impacted the identification of the most vulnerable out-of-school
children to re-enroll them in education.
In the South, access to the regular implementation of education activities n Kharaz camp was faced due
to host community request for scholarships and access to tertiary education.
In the South, the beginning of the school year 2022/2023 was delayed due to teachers' strike demanding
a salary increase. Shortage of teachers in urban public schools remained a challenge.
Algeria
UNHCR and education partners in the camps pursued their efforts towards improving the quality of
education and retention of students in schools within a safe learning environment. Progress was made
through the timely delivery of schoolbooks to primary and lower secondary students. The objective ratio
of 1 book per child was maintained. Quarterly payment of incentives to some 1, 244 teachers and non-
education staff, with a slight increase of teachers compared to 2021, enabled the education system to
reduce absenteeism. Gross enrollment rate for primary and secondary education remained in the
approximation of 92%.
Teachers, inspectors, and school directors benefited from 15 training courses on innovative teaching
techniques. 292 in total enrolled in the capacity development plan. The equipment of the three training
centres for teachers contributed significantly to the smooth running of such training. Procurement of
school supplies and equipment maintenance was also provided for 37 schools. However, limited
quantities of school uniforms were delivered in 2022 compared to the actual needs. UNHCR through
Association des Femmes Algériennes pour le Développement (AFAD) maintained support for printing
centres with consumables for printing additional adapted learning manuals to the Sahrawi context (i.e.,
Math, Civics, History, and Geography). UNHCR was able to support rewarding distinguished students at
the end of the school year. For tertiary education, 117 students enrolled in DAFI scholarship programme
graduated from Algerian universities.
UNHCR supported the inclusion and retention of urban refugees and asylum seekers in the Algerian
education system, helping the enrollment of 38% of persons under UNHCR’s mandate of school age. In
the urban context, access to school and retention of refugees and asylum seekers is carried out on a
case-by-case basis, in the absence of a systematized and standardized school-enrollment procedure by
the Algerian government. In 2022, refugees and asylum-seeking children in urban areas were
individually accompanied by UNHCR’s partner to integrate into the Algerian public education system and
benefited from scholastic assistance according to their needs. UNHCR and partners were able to provide
transportation, school supplies and daily meals for 319 refugee children currently enrolled in schools.
Regarding enrollment in tertiary and higher education, while UNHCR’s global target is 15% enrollment in
higher education for refugee women and men by 2030, only 3% of refugees and asylum seekers in
Algiers had access to quality technical, vocational and tertiary education, including university.

The primary challenge of the Sahrawi education system is the high turnover of qualified teachers caused
by low incentives. Education facilities are lacking recreational and sport spaces that would be conducive
to the well-being of children or fostering their social and emotional education. More than 60% of schools
are in need of rehabilitation. Regarding tertiary education, additional scholarship opportunities remain
critical to provide support to 1,997 Sahrawi students in the five camps.
In the urban context, the inclusion of refugee and asylum-seeking children, including UASC, into the
national education system remains challenging. Despite Algeria being a signatory to the CRC and having
adopted national legislation on child protection ensuring access of all children to school, limited
enforcement led to more than 60% of 2,544 refugees and asylum-seeking children remaining out of
school in 2022. UNHCR and partners are currently only able to mitigate and intervene on a case-by-case
basis.
Egypt
In 2022, the Office successfully advocated with the Ministry of Education (MoE) for the continuation of
the exceptional Ministerial Decree allowing Syrian and Yemeni refugee and asylum seeker children to
enroll in Egyptian public schools in the academic year 2022-2023, on an equal footing to nationals. In
2022, UNHCR provided some 56,200 education grants to school age refugee children allowing them to
enroll in all types of schools. A total of some 46,400 education grants went to students enrolled in basic
education and over 9,200 to students enrolled in upper secondary education. In addition, approximately
600 children with disability were provided with an enhanced education grant allowing them to enroll in
specialized schools that have the model of education and care suitable to their needs. The Office also
supported the enrolments of 1,800 unaccompanied and separated children for the academic year
2022/2023. The UNHCR education grant support was instrumental in increasing the number of refugee
children enrolled in all types and levels of education, as it allows children to buy school unforms,
stationary and helps to pay part of the tuition fee.
UNHCR continued to support the capacity of the MoE during 2022, in particular in the area of digital
education solutions aimed at improving the quality of education for both refugees and nationals enrolled
in public schools. Moreover, the Office trained 220 Enrollment and Certification officials and 200 Social
Workers working in schools hosting refugee children. In partnership with MoE and Vodafone
Foundation, UNHCR also refurbished 30 classrooms, established digital solutions in the same schools
and built four (4) playgrounds in public schools hosting a high number of refugee children.
In view of the challenging funding landscape, in 2022 UNHCR Egypt adopted more innovative
approaches to increase enrolment rates of refugee children and youth into certified technical education
schools. The Office supported 20 refugee youth to enroll in the German Hotel Technical Secondary
School in Hurgada on the Red Sea. This three-year course which is accredited by both Egypt and
Germany, guarantees students a contract of employment with the school’s five-star hotel following
successful graduation. Enrolment of refugee youth in Tertiary Education continued to expand. The
operation was able to secure an additional 200 DAFI scholarships for the academic year 2022-2023,
bringing the total of DAFI scholarship beneficiaries in Egypt to 596 scholars from Syria, Sudan, Yemen,
South Sudan, Iraq, Eritrea, and Somalia. UNHCR continues to Co-Chair the Education Working Group
with UNICEF with a focus in 2023 to develop a sustainable mainstreaming education strategy for all
refugee school children MoE school system.

Among the nationalities registered with UNHCR in Egypt, only Sudanese, South Sudanese, Syrians and
most recently Yemeni children have access to education in public schools on equal footing to nationals.
While enrolment at primary school level is considered high (approximately 85% across the board) drop-
out levels at secondary school level is at 20%.
Funding limitations coupled with the deteriorating socio-economic conditions in Egypt, meant that some
key challenges affecting refugees and asylum-seekers in the education sector could not be addressed
such as more support for improving the quality of education through teacher training, provision of
education materials and supporting the creation of a conducive learning environment. Lack of funding
also meant that awareness raising for possible risks related to Child Protection and GBV for parents of
community schools’ students were not carried out.
Libya
Access to national education system for non-Libyan children remained challenging mainly due to lack of
documentation and residence permit. Through various identification channels, UNHCR continued
identifying children in need of education support. To this end, an education survey was conducted with
more than 150 households caring for over 400 school-aged children, who were then referred to UNICEF
under the Blueprint for Joint Action. Based on the circumstances of each child, they were supported for
their enrolment either in public schools through advocacy or in non-formal education in Bayti centres run
by UNICEF. Throughout the year, 77 UNHCR school kits were distributed to children who were screened
by UNHCR and enrolled in public schools by UNICEF.
In the enrolment period for the school year 2022-2023, 130 refugee and asylum-seeking children were
newly enrolled in public schools, who were referred by UNHCR to UNICEF for enrolment.
Under the Blueprint for Joint Action, UNHCR and UNICEF completed the rehabilitation of 17 February
School in Al-Awianat, Imsaad School in Imsaad and 17 February School in Ejdabia where more than
2,700 students pursue their education. School renovations included new electrical systems, replacement
of windows and doors, work on water, sanitation, and hygiene facilities, installation of shaded areas,
repainting of the premises, improved access for children with disabilities, installation of water filtration
system and building of additional rooms for social and health workers.
While on an individual level, parents and caregivers noted challenges linked to financial difficulties
including not being able to afford the costs of transportation, school materials, and uniforms, large-scale
advocacy efforts for granting refugee and asylum-seeking children access to the national education
system through the recognition of UNHCR documents remained also challenging throughout the year.
UNICEF within the Blueprint Initiative took several attempts for advocacy with Ministry of Justice, which
did not yield to any positive results. Advocating for the enrolment of Eritrean children in public schools
remained challenging throughout the year in comparison to Sudanese and Syrian children mainly due to
language barriers and/or the age of the children and the school years they missed.
Mauritania
A limited number of refugees access tertiary education. This can be explained by the low number of
refugees ending secondary education as well as the financial and language barriers they face to access
tertiary education in Mauritania. UNHCR’s scholarships can only support students. Access to national
education is also limited as the refugee students in Mbera campcurrently follow a parallel system using
the Malian curriculum. Inclusion in the Mauritanian education system is being considered and should
happen in the coming years. Currently, only refugee students in host communities access the national
schools.
UNHCR continued supporting access to education for children in urban areas and in Mbera camp.
Additionally, thanks to additional capacities provided but the ProNexus project, UNHCR further engaged
with the government in the framework of the ongoing education reform by actively participating in
sectoral working groups. The operation refined its inclusion strategy, which was supported by technical
and sectoral studies and missions on the inclusion in the education management information system
(EMIS) as well as consultations with stakeholders on inclusion. Additionally, together with UNICEF and
UNESCO, the operation engaged in the development of the national strategy for out of school children.
In urban areas, following the facilitation in 2020 by the authorities to enroll refugee students in public
schools, UNHCR continued to support their access by shifting its strategy. Similarly to the 2021-2022
school year 2021-2022, children enrolled in previous years continue to benefit from cash to cover school
fees), all newly recognized refugee children and those reaching school-age received a one-off cash
support at the start of the school year and were accompanied to facilitate their enrolment into public
schools. To address the needs of refugees living in various areas, UNHCR and its partner enhanced and
improved the modalities of follow-up and developed a solid monitoring mechanism for educational
activities, enabling to measure both performance and impact of the project (follow-up school attendance,
academic success, etc.) and strengthen advocacy with communities on the importance of schooling for
children. As a result of the expansion of the protection space in Mauritania, the school-age population in
urban areas increased considerably between 2019 and 2022, from 734 to more than 1,700 at the end of
the 2021-2022 school year (+140%).
In Mbera camp, students are still following the Malian curriculum, in French, and have access to Arab
language courses. Eight primary schools, two secondary schools and 22 preschool centres are up and
running. The educational staff is composed of 238 people including 219 primary school teachers and
professors, ten directors and nine deputies, mostly refugees. UNHCR, in collaboration with the
Mauritanian Ministry of Education and the humanitarian partners is coordinating the education
activities. UNHCR is responsible for the remuneration of primary school teachers , two educational
consultants and 32 security guards. At the end of 2022, 5,334 children (2,708 boys and 2,226 girls) were
enrolled in primary school. The school feeding program ran regularly throughout 2022, ensuring one
meal per day for all primary and preschool students. During the year, teachers were trained by the
Ministry of Education through its local services (Regional Direction for Education and Departmental
Inspection for Education) with the technical and financial support of UNICEF, UNHCR, ESD and Save
the Children. These trainings aimed at improving teaching and learning methods and child protection.
Support was also provided to the Student Parents Association through training on child rights and
development.
The target averaging Basikounou (60%) and urban (49%). This number is based on number of refugees
in school "reported" by our partner ALPD / No of refugees 6-18 years old. The number of next year is
calculated on the basis of: expected 85% increase in the people we serve population. 20126 -201760 of
6-18 years old.
The literacy programme continued in 2022; in collaboration with its partners, UNHCR supported adult
literacy classes inside and outside the camp, as some 1,500 adults have been enrolled in Arabic and
French classes.

T
The discrepancy between the language of instruction and PoCs’ mother tongues, especially in the
public education system posed challenges to many refugee children.
- Lack of alternative forms of education (accelerated learning programme for out-of-school children)
- Refugees remain not included in the EMIS which impedes efforts of inclusion
- Lack of community engagement to support educational activities
- Lack of suitable infrastructures to ensure a safe and pleasant learning environment
- Educational staff lack professional training; gaps cannot be covered with short term trainings.
- The nomadic lifestyle of many of the refugees leading to children's low attendance at school, as they
need to follow their parents in the search for pasture lands.
- Child work, which is culturally approved and promoted, prevents schooling/ regular schooling of
children
- Child/early marriage forces girls to abandon their studies
- Capacity building of the teachers and community structures related to education needs to be reinforced
- The funds to support the Education of the refugee students have been reduced, which creates
difficulties regarding the development of a quality education in the Mbera camp.
Ecuador
In Ecuador, UNHCR had a strategic approach to education from a community-based protection
perspective. Significant efforts were made in the framework of the Multi-Year Resilience Programme
(MYRP) funded by Education Cannot Wait, aiming to get refugee and migrant children included in
education. In terms of access to education, in the 2021-2022 school year, 60,100 school-age
Venezuelan children were enrolled in the education system, while in the 2022-2023 school year, 55,800
school-age Venezuelan children were enrolled. Based on other sources, UNHCR estimated that the
proportion of displaced children enrolled in the national education system for the academic year 2022-23
was approximately 39% (49.2% boys and 50.8% girls).
To address socioeconomic barriers, the Office supported people UNHCR serves through the distribution
of 4,000 educational kits destined for school-aged children, 1,600 connectivity kits, and cash assistance
destined for 400 families. The cash assistance was accompanied by a monitoring process of the families
to observe the educational inclusion of the concerned children.
The identification of the families and individuals receiving this support was done through actions in the
community. Children at risk of being or were outside the education system were identified and then they
were targeted for material support. In addition, they were also accompanied by a comprehensive
intervention that included information on access to education, the importance of education, identification
of protection needs and other vulnerabilities of the children, as well as referral to the protection system
for the most appropriate actions. Furthermore, psychological, and psycho-pedagogical support was
provided according to the identified profiles as well as a periodic follow-up of these families and children.
In this process, UNHCR reached a total of 4,800 people.
Discrimination and xenophobia were two of the central problems that kept children out of the educational
system. In this context, the strategy “Respiramos Inclusión “(Breathing Inclusion) was launched, which
developed intervention plans to address discrimination within the school through joint reflections among
different educational community actors. UNHCR developed participatory methodologies to work with
children, such as inclusive playgrounds, among others. In 2022, “Respiramos Inclusión” was
implemented in 153 school facilities hosting 196,000 students, including 10,200 displaced children.

This academic year saw the physical return of children to schools that required adjustments to the
intervention by reducing the distribution of connectivity kits, which were designed for times of COVID-19
and virtual classes. Return to schools also implied new demands from children regarding mental health
and well-being, underlining the importance to incorporate a mental health and psychosocial approach
with a community-based protection perspective. This was a prioritized element, guiding towards a more
comprehensive and integrated process in the next year. Structural weaknesses persisted in the
educational system, especially in terms of the educational offer capacity and in the adaptation of
programmes and curriculums to the needs of refugee and migrant children. There were programmes for
educational acceleration and levelling, but the offer had yet to meet the demand. Moreover, the security
situation impacted the return to schools in certain areas; some schools had been closed.

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11.

Outcome Area: Education

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

United Republic of Tanzania

Challenges to Achieving Outcomes

Proportion of PoC enrolled in tertiary and higher education:

11.2 Proportion of PoC enrolled in the national education systems:

Challenges to Achieving Outcomes

Democratic Republic of the Congo

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

South Africa MCO

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

UNHCR supported pupils and students at the following levels:

This cash assistance provided amounted to 65,990,000 FCFA.

Challenges to Achieving Outcomes

- Lack of school facilities on the ground;

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Among other challenges:

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Islamic Republic of Iran

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Syrian Arab Republic

Challenges to Achieving Outcomes

31 students were supported with tertiary scholarships across Yemen.Access to tertiary/post-secondary

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

Challenges to Achieving Outcomes

- Lack of community engagement to support educational activities

- Lack of suitable infrastructures to ensure a safe and pleasant learning environment

- Child/early marriage forces girls to abandon their studies

Challenges to Achieving Outcomes

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