Education in Displacement

In Right Where We Belong: How Refugee Teachers and Students Are Changing the Future of Education, Sarah Dryden-Peterson draws from ethnographic case study research and in-depth interviews to offer a comprehensive analysis of the education challenges refugee youth face globally, as well as solutions for policymakers and practitioners. In her review of Dryden-Peterson’s book, Farzanah Darwish highlights the power and potential of refugee-led education programs, which offer critical opportunities for both teachers and students in conflict-affected countries to drive local solutions.

Published in Childhood Education (Vol. 99, No. 2, 2023)

In April 2023, Quality Holistic Learning Project Teacher Fellows presented a panel discussion as part of the Migration Summit 2023. They shared experiences w...

Itaf AlAwawdeh, Program Director - Chief of Party, Save the Children-Jordan; Diana Woolis, Director, Center for Professional Learning, CE InternationalHolist...

The Quality Holistic Learning (QHL) Project is a response to the on-going desire among teachers for professional learning and leadership opportunities that address concerns of quality, equity, and holistic learning.

Peer-review journal delves into a sustainable learning model for the teachers of refugees...

Development of the competencies of Syrian refugees serving in educational spaces in Egypt. Contact details Submitted by: Julie Kasper, Refugee Educator Academy Program Manager Aya Sa’eed, ECHO Project Manager Email: jkasper@careyinstitute.org Aya.Saeed@plan-international.org Website:

Education Podcast · 6 Episodes

The world is witnessing the biggest refugee crisis since World War ll.

Only 1% of university-age refugees now enroll in higher ed. But two solutions may speed access to quality coursework & verifiable credentials. Learn more.

RENSSELAERVILLE — After its launch in 2016, the Center for Learning in Practice, known as CLiP, at the Carey Institute for Global Good is working to alleviate the global crisis in education. The center has released its first publication, a peer-reviewed journal article written by Director Dr. Diana D.

Refugees have been stripped of their humanity, insofar as it is supposed to grant “inalienable” rights they are denied.

Web-based technology has proven itself indispensable in education, especially in distance education and in developing countries. Technological advances and the Covid-19 pandemic have forced higher education institutions to be innovative in delivering education in their countries. This paper seeks to demonstrate the role and value of e-portfolios as an alternative teaching and learning tool in distance education and the online environment, especially in developing countries. A systematic review of peer-reviewed academic studies of e-portfolios between 2010 and 2020 was conducted. A total of 18 papers were selected according to the inclusion criteria. The review shows that the use of e-portfolios is still a relatively new trend in developing countries. The study also revealed that e-portfolios can infuse important skills such as self-directed learning, critical thinking and lifelong learning. These results have the potential to help institutions to creatively design appropriate support tools and strategies alongside the implementation of e-portfolios in their contexts.

The State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: this generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s glob

Guided Activity Workbook for Children, Families, Teachers for Ukrainian Refugees.This workbook may prove useful to recovery from the impact of displacement and danger when families are settled enough to do something together. It helps the parents as well as the child integrate what they have been through.

Connected higher education (CHE) is an innovative form of higher education that uses information technology to combine face-to-face and online learning to enable students living in remote areas to connect with top universities.

Abstract. Empirical interest in exploring the settlement experiences of people from refugee backgrounds has long been an area of research interest and advo

"It's like going from heaven to hell," says 21-year-old Israa Khaled Hamad, a Syrian refugee from Damascus. Like thousands of other Syrians, Hamad fled her hometown in April 2012 for Jordan. It wasn't...

The purpose of the landscape review is to provide a comprehensive mapping of programmes providing higher education for refugees. The review functions as a standalone resource but is best read in conjunction with the associated report titled ‘Higher education for refugees in low-resource environments: research study’.

Throughout the five-year Syrian refugee crisis, education for refugee children has been prioritized in development, humanitarian aid, media coverage, discussion, and research. Extensive efforts have been made to increase children’s access to basic education to ensure their continued healthy development and provide security and stability during the refugee experience. As the majority of Syrian refugees in the Hashemite Kingdom of Jordan are under the age of 17, this attention is not unfounded.

This paper examines current interventions to reduce barriers to access into higher education for refugees in North America and Europe.