📋 Tender Overview
For most of the world’s learners, progress towards achieving Sustainable Development Goal (SDG) 4 is consistently measured through a variety of international and national monitoring systems. However, many marginalised populations remain excluded from national education policies and corresponding monitoring systems—by design or by default—for a variety of political, sociocultural, technical, and administrative reasons. This is especially the case for refugee children. In the light of ever-increasing numbers of refugees fleeing conflict, the deliberate and timely inclusion of refugees in education policies and data systems appears increasingly necessary (UNESCO-UIS & UNHCR, 2021).
As part of global efforts to ensure and monitor the provision of safe and quality education to refugees,
UNESCO-HQ’s Section for Migration, Displacement, Emergencies and Education (EME), in partnership with UNHCR, explored the extent and scope of refugee inclusion in national education systems. Building on the initial report on Refugee Education Statistics (UNESCO-UIS & UNHCR, 2021), the project aimed to enhance the evidence base and sharpen understanding of refugee education policies and data in top refugee-hosting countries.
Between July and December 2022, case study research was conducted with the aim of generating evidence on the process of inclusion in seven refugee-hosting countries from a policy and data perspective. The following sections provide an overview of the research design, case study selection process, research methodology, and limitations. Key findings were incorporated in “Paving Pathways to Inclusion: Towards evidence-based policymaking for refugee education,” with summative insights from the case studies presented in country profiles in Appendix II of the report, along with in-depth findings from the country-specific case study research presented in seven background reports.
