28 April 2026, 13:00-14:00 BST
The Inter-Agency Network for Education in Emergencies (INEE), University College London (UCL)’s Institute of Education, and the Education Research in Conflict and Protracted Crises (ERICC) consortium invite you to a virtual seminar as part of a series which aims to promote dialogue and synergy between emerging findings from the ERICC programme and the work of scholars and practitioners in the field.
The world is currently experiencing the highest number of conflicts since WWII, with 117.3 million people displaced, including 36.4 million refugees. Providing education to refugee learners is essential to prevent a ‘lost generation’ and to offer a sense of normality amid instability. Yet, delivering education in refugee contexts is profoundly complex. Refugees often live ‘in-between’ situations, caught in limbo amidst political uncertainties.
Refugee Education 2030’s vision states that the inclusion of refugee learners in national education systems is the best policy option for ensuring equity and sustainability of their education (UNHCR, 2019). However, in many refugee-hosting countries, educational integration and the curricular provision for refugees are politically contested.
This seminar brings together research into educational provisions in diverse refugee contexts: Rohingya communities in Cox’s Bazar, Bangladesh and Syrian refugees in the Bequaa Valley in Lebanon and separately in a London school in the UK. While Rohingya refugee learners follow the national curriculum of their native Myanmar, Syrian learners access that of the host community. By centering refugee voices, the presentations highlight challenges around negotiating sense of belonging in these contrasting settlement contexts.