Peter Ssimbwa1*, Asiimwe Solomon1, and Michael Mawa1
1Directorate of Post Graduate Studies and Research, Nkumba University, Uganda.
*Correspondence: email@example.com (Peter Ssimbwa, PhD Student, Directorate of Post Graduate Studies & Research, Nkumba University, Uganda).
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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 the 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, the 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.
Keywords: Patterns, Self-reliance, Double-vulnerability, Expectations, Output, and Education providers.
Citation: Ssimbwa P, Solomon A, and Mawa M. (2022). Level and patterns of access to education by refugees in refugee communities of Uganda, Br. J. Arts Humanit., 4(6), 183-193. https://doi.org/10.34104/bjah.02201830193
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