| dc.description.abstract | The study sought to examine factors influencing refugee access to education and the programs of education
available for students in refugee communities of Uganda namely Kiryandogo and Kampala. It explored the
levels and patterns of access to education programs in settlements. As such to find out how refugees and leaders
of institutions engage in initiatives aimed to ensure that national education objectives for refugees enshrined in
the Uganda Refugee Act, (2006) are achieved. A sample of students and education administrators in the
districts and refugee education mandated organizations were involved in the study. Structured questionnaires,
interviews and focused group discussions were administered to 193 study participants. A descriptive study
revealed that education of refugees had a positive impact. Despite bottlenecks experienced, education programs
are accessible to refugees from primary school, vocational colleges to universities. Early childhood development centers (ECDCs), students’ clubs and adult literacy centers increased education opportunities for refugees
irrespective of age or socio-economic status. Partnerships created with beneficiaries, international development
institutions, local governments, and host communities ensure that each makes a contribution to refugee
education. Education programs available to refugees enabled the outcomes of education achieved by UNHCR
and implementing partners. Results show improved efficiency ratios in school enrollment, ratio of refugees to
nationals, education infrastructure, and funding opportunities for refugees to reconstruct school life significantly eliminated factors limiting refugees’ education. Refugees accessed education programs and gained
useful knowledge and skills to resolve community challenges. They are capable of getting employed or starting
their own businesses. | en_US |
