| dc.description.abstract | The study sought to find out the effectiveness of education interventions for refugees in refugee communities in
Uganda’s Districts of Kiryandongo and Kampala. It explored practices used in management of education
programs, how programs enabled refugees to become self-reliant, the efficiency ratios obtained across
education initiatives implemented by mandated organizations in the beneficiary schools. Stories of change
through output of education in terms of relevant training and solving major refugee challenges of mutual
existence with host communities in diverse and complex refugee settlement environments. For example, the
implementation of Refugee regulations (2010) and the refugee response framework called for integrated
support and cooperation of all stakeholders including the beneficiaries. 193 persons participated in the studies
which were students, staff of education civil society organizations, teachers and district education leaders and
heads of schools. Implementation mechanisms were examined to ascertain facts about creative initiatives,
participation of parents, community leaders as well as efficiency ratios achieved in performance of students.
The study revealed educational facilities provided and enrolment rates at different educational levels.
Significance of impact and outcomes made through education infrastructure available in schools, and
competencies built for students among refugee communities to be able to reconstruct their life increased.
Enrollment in several practical education programs increased and students gained useful knowledge and skills
to resolve the major challenges in refugee settlements or returned home capable of getting employed or starting
their own businesses. | en_US |
