Migrants, Refugees and Internally Displaced Persons

UNESCO’s 2019 Global Education Monitoring Report, Migration, displacement and education: Building bridges not walls, highlights countries’ achievements and shortcomings in ensuring the right of migrant and displaced children to benefit from a quality, inclusive education, a right that serves the interests of both learners and the communities they live in. 

Read the report, here.

This paper was commissioned by the Global Education Monitoring Report as background information to assist in drafting the 2019 GEM Report, Migration, displacement and education: Building bridges, not walls.

General comment No. 20: Non-discrimination in economic, social and cultural rights (art. 2, para. 2, of the International Covenant on Economic, Social and Cultural Rights)

In 2018, the international community will meet to adopt a new Global Compact on Refugees; a product of the New York Declaration for Refugees and Migrants.

This report is the first of a three-part series addressing the urgent issue of access to education for Syrian refugee schoolchildren in Turkey, Jordan, and Lebanon. The series will examine the various barriers preventing Syrian children from accessing education and call on host governments, international donors, and implementing partners to mitigate their impact in order to prevent a lost generation of Syrian children.

“Her Turn”, a new report from UNHCR, the UN Refugee Agency, reveals that refugee girls at secondary level are only half as likely to enrol in school as their male peers, even though girls make up half of the school-age refugee population. 

Access to education is a fundamental human right. Yet, for millions of women and girls among the world’s growing refugee population, education remains an aspiration, not a reality.