INSPIRE Guide to Refugee Inclusion in National Education Systems
| dc.creator | World Bank | |
| dc.date | 2025-06-24T18:53:35Z | |
| dc.date | 2025-06-24T18:53:35Z | |
| dc.date | 2025-06-24 | |
| dc.date.accessioned | 2026-07-01T00:31:03Z | |
| dc.description | The guide is structured into three main sections: guidance notes. This section acts as a primer, offering clear, concise, and practical information on policy and process issues related to refugee inclusion. It discusses the why of inclusion, highlighting the benefits for both refugees and host countries, and the shift from parallel education systems to national inclusion. It also delves into the practical aspects of inclusion, including legal frameworks, policies, and interventions, and emphasizes the importance of understanding the refugee population's characteristics and needs. The political economy of inclusion, including financing and the changing roles of national and international actors, is also explored. Section two is the intervention repository. This section curates short notes on on-ramp inclusion interventions. These interventions are categorized into addressing policy/financing, supporting schools, supporting students, and monitoring and evaluation. Each note provides details relevant to design and implementation, such as cost estimates, human and material resource requirements, and evidence of impact. Examples of interventions include strengthening identification documentation systems, increasing school capacity through double-shift systems, training teachers in school safety, engaging refugee teachers, providing teacher professional development, recognizing prior learning, organizing back-to-school campaigns, offering cash grants, distributing school kits, extending school health and nutrition programs, providing remedial/accelerated education, strengthening psychosocial support and socio-emotional learning, and using EdTech solutions. The third section is the evidence note. This section synthesizes empirical evidence on refugees and education to inform policy decisions and interventions. It covers the impact of forced displacement on human capital, factors predicting educational outcomes (age at arrival, sex/gender, socio-economic status, parental education, country of origin, length of stay, return intentions, early school environment, refugee teaching assistants, language of instruction, and child labor), the impact of the school environment on psychosocial adjustment, the link between educational attainment and longer-term integration outcomes, and the effects of refugees on the educational outcomes of host community children. | |
| dc.format | application/pdf | |
| dc.format | text/plain | |
| dc.identifier | http://documents.worldbank.org/curated/en/099062225151044217 | |
| dc.identifier | https://hdl.handle.net/10986/43368 | |
| dc.identifier | 10.1596/43368 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/405080 | |
| dc.language | English | |
| dc.language | en_US | |
| dc.publisher | Washington, DC: World Bank | |
| dc.rights | CC BY-NC 3.0 IGO | |
| dc.rights | https://creativecommons.org/licenses/by-nc/3.0/igo | |
| dc.rights | World Bank | |
| dc.subject | ECONOMIC GROWTH | |
| dc.subject | SUSTAINABLE CITIES AND COMMUNITIES | |
| dc.subject | QUALITY EDUCATION | |
| dc.subject | REFUGEE INCLUSION | |
| dc.subject | EDUCATIONAL OUTCOMES AND HUMAN CAPITAL | |
| dc.title | INSPIRE Guide to Refugee Inclusion in National Education Systems | |
| dc.type | Report |