Level and patterns of access to education by refugees in refugee communities of Uganda

dc.contributor.authorSsimbwa, Peter
dc.contributor.authorAsiimwe, Solomon
dc.contributor.authorMawa, Michael
dc.date.accessioned2024-04-26T16:13:13Z
dc.date.available2024-04-26T16:13:13Z
dc.date.issued2023
dc.description.abstractThe 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
dc.identifier.issn2663-7782 (Online)
dc.identifier.issn& 2663-7774 (Print)
dc.identifier.urihttp://hdl.handle.net/20.500.12280/3137
dc.language.isoenen_US
dc.publisherUniversePGen_US
dc.relation.ispartofseriesBritish Journal of Arts and Humanities;4(6), 183-193, 2022
dc.subject:Patternsen_US
dc.subjectSelf-relianceen_US
dc.subjectDouble-vulnerabilityen_US
dc.subjectExpectationsen_US
dc.subjectOutputen_US
dc.subjectEducation providersen_US
dc.titleLevel and patterns of access to education by refugees in refugee communities of Ugandaen_US
dc.typeArticleen_US

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