| dc.description.abstract | This study examines the realization of the Right to Education for refugee children in the Kyangwali Refugee Settlement, Uganda, focusing on the effectiveness of legal and institutional frameworks, government interventions, and factors limiting access. Uganda’s legal framework, including the 2006 Refugees Act and 2010 Refugees Regulations, aligns with international conventions. However, challenges persist due to non-ratification of certain UN conventions and an underemphasis on primary and secondary education. The study highlights the collaborative education management model between UNHCR and AAH-U, which supports government and community schools through teacher training, salary payments, and provision of scholastic materials, infrastructure, and capacity-building programs. Despite these efforts, only 12% of refugee children access secondary education, compared to 96% enrolment in primary schools in refugee-hosting districts. In Kyangwali, one secondary school serves the settlement’s large population, leaving 86% of eligible learners without access. Overcrowded classrooms, insufficient resources, and inadequate infrastructure exacerbate the challenges. Barriers to education include financial constraints, logistical difficulties, language barriers, and certification issues. Gender disparities significantly hinder female education due to early marriages and domestic responsibilities, while parental attitudes also influence enrolment and retention. The study emphasizes the transformative potential of education and calls for expanding secondary education infrastructure, introducing vocational training, addressing gender disparities, and fostering community engagement. These interventions are critical to bridging educational gaps, improving access, and fulfilling the educational rights of refugee children. The findings contribute to global discourse on refugee education, offering a framework for effective policy implementation and sustainable solutions | en_US |
