Monari, Kennedy;
(2025)
Policymakers' perceptions of Uganda's progressive approach to refugee education.
Education and Conflict Review
, 6
pp. 79-88.
10.14324/000.ch.10216110.
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Abstract
This paper presents a grounded theory study of policymakers’ perceptions of Uganda’s progressive educational approach to refugee educational outcomes. The study involved interviews with key stakeholders, including the Parliamentary Committee on Education, the Ministry of Education and Sports (MoES) - policy desks, key staff from the development sector (UNICEF, and Finn Church Aid (FCA). Using qualitative methods, the analysis generated two broad themes: perceptions of the inclusivity, and appropriateness of framework for secondary education. The findings revealed varied views. Some policymakers saw the framework as adequate for integrating refugee children into the national education system, while others criticized citing limited resources, overcrowded classrooms, and insufficient teacher training to handle refugee children. The study highlights that improving infrastructure, teacher training, resource mobilisation, and community engagement can strengthen a more inclusive and equitable education system for all children, including refugees.
| Type: | Article |
|---|---|
| Title: | Policymakers' perceptions of Uganda's progressive approach to refugee education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/000.ch.10216110 |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Refugee education, policy perceptions, progressive education, Uganda |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10216110 |
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