Access and utilisation of primary education services among children in Bidibidi Refugee Settlement, Yumbe District of Northwestern, Uganda

Abstract

This study aimed to investigate the access and utilization of primary education as a service among refugee children in Bidibidi settlement, Yumbe district of north-western as well as explore their perceptions and experiences towards primary education services. To achieve these objectives, the study employed a mixed-methods approach, using both quantitative and qualitative data collection methods. The sample comprised of 150 refugee children from 6 schools in Bidibidi refugee settlement in Uganda, along with key stakeholders, including policy makers, service providers, implementers, and NGO representatives. Findings show that the number of refugee enrolled in primary schools within the settlement are higher as reported by all head teachers of the schools visited, refugee children reported that they felt safe at school, scholastic materials were provided by organisations to the refugee schools, schools in the settlement were reported to have conducive learning environment and children were able to progress from one level to another. However, challenges related to language barriers, absence of meals for learners while at school, long distances between schools and homes, inadequate infrastructure to serve large pupil populations, and financial constraints limiting refugee parents’ In conclusion, the government and partners have managed to achieve access as seen through the availability of primary schools within the settlement, refugee enrolment in schools, availability of learning infrastructure and presence of teachers. Despite these efforts, utilisation and quality are still lacking as a result of setbacks like long distances to school, absence of meals at school, high learner to teacher ratio, and inadequate learning infrastructure to accommodate learners’ population. The study recommends; increased infrastructure investment to match the growing population of refugee children, inclusive education policies to cater for the diverse refugee needs, integration of trauma-informed education approaches, investment in teacher training and recruitment to address the barriers of high learner to teacher ratios, engagement of refugee parents in income generating activities to boost their financial capacity and enable them support their children in schools and a meal provision plan for learners while at school.