Open Access Research Article
ACCESS TO BASIC EDUCATION: AN IMPEDIMENT TO REFUGEE CHILDREN? (By-Maryam)
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Article Details
ACCESS
TO BASIC EDUCATION: AN IMPEDIMENT TO REFUGEE CHILDREN?
Authored
By-Maryam
Abstract
The
refugee crisis is becoming more severe. This violence along
with culminating movement affects all migrants, but it is especially
harmful to migrant children. The biggest hurdles that child refugees encounter
during their refugee experience are discussed in this paper. This paper also
examines efforts to assist children and the urgent need for implementation for overcoming
these obstacles. These challenges will have far-reaching consequences not only
in the near future, but also for decades to come.
It
is critical to make a concerted effort to restoring these children and
reintegrate them into their new communities in order to minimize the impact of
the violence and conflict they experience. If real progress is to be built, the
international community as a whole, shall come together to improve
the livelihoods of child refugees, which will not only benefit the society
but for many upcoming generations.
Keywords: Refugee – Children – Violation – Human
rights – Education – Impediment
Abbreviations
NAME
EXPANSION
CRC Convention
on the Rights of the Child
HRB Human
Rights-Based Approach
ICCPR International
Covenant on Civil and Political Rights
ICESCR International Covenant on Economic, Social and Cultural
Rights
UDHR Universal
Declaration of Human Rights
UNESCO United Nations Education,
Scientific and Cultural Organization
UNHCR United Nations
High Commissioner for Refugees
IP Implementing
Partners
i.e., that is
UN United
Nations
WW II World War II
& And
Estd. Established
Org. Organization
Govt. Government
NGO Non-governmental
organizations
IC International
Community
CDE Convention
against Discrimination in Education
Bibliography
Books:
1.
N Richman, In the midst of the whirlwind: A
manual for helping refugee children.
2.
J Bhabha, Seeking asylum alone: Treatment of
separated and trafficked children in need of refugee protection, Volume 42.
3.
Sharon E Lee, Education as a human right in
the 21st century, Volume 21.
4.
K Tomaševski, Removing obstacles in the way
of education.
5.
K D Beiter, The protection of the right to
education by International law.
6. John
Thomas & Dorothy E. Stubbe, Psychiatric,
Epigenetic, and Public health challenges facing refugee children.
7.
Jeanette Lawrence, Agnes Dodds, Ida Kaplan,
& Maria Tucci, the Rights of Refugee Children and the UN Convention on the
Rights of the Child Laws.
8. S Dryden Peterson, Refugee education: A global
review.
Internet sources:
1.
http://uis.unesco.org/en/topic/international-standard-classification-education-isced
4.
https://en.unesco.org/themes/right-to-education/convention-against-discrimination
5.
https://www.worldvision.org/refugees-news-stories/forced-to-flee-top-countries-refugees-coming-from
7.
https://www.unicef.org/mena/reports/syria-crisis-fast-facts
8.
https://policytoolbox.iiep.unesco.org/library/?page=66&page-len=1&sort=date_desc&id=KVIUD4KQ,
9.
https://www.weforum.org/agenda/2016/05/why-refugee-education-is-a-problem-and-six-solutions/
Table
Of Contents
INTRODUCTION
CHAPTER I - LEGAL PROTECTION OF BASIC EDUCATION IN
INTERNATIONAL LEVEL: A SHIELD FOR A REFUGEE CHILD
1.1. International human rights standards
1.2. The Universal Declaration of Human Rights, 1948
1.3.The Convention on
the Rights of the Child (1989)
1.4. International Covenant
on Economic, Social and cultural Rights
1.5. International
Covenant on Civil and Political Rights
1.6. Geneva Convention
relating to status of Refugees
1.7. The UNESCO
Convention against Discrimination in Education
CHAPTER II - IMPLICATION OF INTERNATIONAL INSTRUMENTS
CHAPTER III - HINDRANCES CONFRONTED TO BASIC EDUCATION
3.1. Mental Health challenges
3.2.
Lack of awareness
3.3. Poor access to
education
3.4. Tribal, cultural,
religious and language barriers
3.5. Radicalization
3.6. Legal Challenges
3.7. Lack of quality
education
3.8.CHAPTER IV - PALLIATIVES: AN URGENT NEED
4.1. Need for Implementation
4.2.
Creation of a learning environment
4.3. Dissemination of
information: Responsibility on parents
4.4. Tackling and
abolishing various barriers faced
4.5. Teacher training,
remuneration and certification: Key to quality education
4.6. Awareness campaign
4.7. Funding by
International Community
4.8. Coordination and
capacity building: NGOs
CONCLUSION
Introduction
“It
is no exaggeration to say that refugee children’s well-being depends to a major
degree on their school experiences, successes and failures.”[1]
- Richman
Children
make up the largest demographic age group among refugees worldwide. According
to Bhabha, the majority of child refugees travel with their families who are
forced to flee persecution. Unaccompanied minors separated, abandoned, or
orphaned in refugee camps or threat of attack make up a lower percentage of the
total.[2]
Limited or no access to basic education in the host countries is one of
the biggest crimes against humanity that child refugees confront on a daily
basis. Education is a social institution i.e., usually developed as a result of
a shared societal desire to live in civilized and supportive cultures.[3]
Basic
education is not a set or obvious idea, and the lack of a solid definition of
the phrase is a problem that must be addressed immediately. Basic education, according to the
International Standard Classification of Education, covers the first nine years
of formal schooling and is split into two levels: level 1 and level 2. Level 1
should be equivalent to primary education, while Level 2 should be equivalent
to lower secondary education. [4]Level
1 should only correlate to the first six years of school in conditions where
basic education is not divided into levels, and the successive three years
should correspond to lower secondary education. As a consequence of the notion
of basic education, the right to education has been expanded to encompass
everything from initial or basic education through lifelong learning.[5]
With
respect to defining a child, under
common law, a child is defined as a person under the age of 14, albeit this age
today varies from jurisdiction to jurisdiction, According to Black’s Law
Dictionary. When it comes to a child's age, Article 1 of the United Nations
Convention on the Rights of the Child defines a child as someone under the age
of 18, unless the legislation
that
applies to the child specifies that majority is attained earlier. The 1951
Refugee Convention defines refugee
children, as children who have fled their home countries or who, for
various reasons, are unable to return to the country for fear of persecution.[6]
Education
plays a very vital role for personal growth and prosperity. If
these children do not have access to a basic education, they will not have all
of the skills that they need to develop, which will in turn have an
impact on their ability to seek employment, shelter, medical services, and
other social advantages. As a result, it gives opportunity for refugee
children, their families, and communities to undertake the trauma-healing
process as well as develop the skills and values necessary for a more peaceful
future both at the local and national levels.
The
right to education, like all human and civil rights, is fundamental and
indivisible, and it has been codified in international law by various
agreements, putting enforceable obligations on ratifying States.[7]
Article 26 of Universal Declaration of Human Right (hereinafter referred as
UDHR) acknowledges education to be one of most essential rights which states
that Compulsory education shall be provided at the elementary level.[8]
Thus,
the right to education has expanded in size as a result of its scope which now
includes both elementary and then the first three years of high
school expanding it beyond primary education leading into a life
- long learning. The understanding and comprehension of the right to basic
education as expressed in national instruments are closely related to its
execution.
Chapter
I
Legal
Protection Of Basic Education In International Level: A Shield For A Refugee
Child
The
importance of enabling to claim rights and permitting duty-bearers to meet
their commitments is emphasized in the human rights approach. For ensuring
a child's especially refugee child's safe growth and development, basic
education plays a very important role. The access to a basic education is
widely recognized as a vital fundamental human right that must be
guaranteed for all children, regardless of their situations or background.
It
is one of the most significant ways to restore a semblance of normalcy to the
living situations of child refugees, and it can help them overcome the
psychological trauma that many have encountered pre and post persecution,
violent conflict, atrocities, and evacuation.
According
to Tomaevski, education acts as a multiplier, enhancing the contentment and
fulfillment of other rights when the right to education is protected, while
depriving individuals from realization of other rights when the right to
education is infringed.[9]
In
case of Brown v Board of Education of Topeka the Court stated that
if pupils are denied access to education, they are unlikely to improve their
socio economic status and achieve success in life.[10] The
significance of this decision is that basic education is the primary means by
which poor and marginalised children can lift themselves out of poverty,
brighten their futures, and thereby leads to the improvement of their
communities.[11]
There are a slew of concerns and obstacles that can't be handled or mitigated
unless the access to basic education is regarded which then acts as a key
to unlocking other human rights. Basic education can certainly be claimed
regardless of race, ethnicity, socioeconomic class or status and is vital for
all people, especially children, as it provides the necessary foundation for
further education.
The
essence of making basic education a human right is based on the belief that
human beings have a moral responsibility for one another, that responsibility
is important regardless of the societal structure one is in, and that claims
basic education is unique and universal. Recognizing basic education as a
universal right can also improve the socio-economic well-being of all children.
More importantly, it can enable refugee children to participate and coordinate
with others in their respective communities for mutual social benefit.
1.1. International human rights standards
The
universality of human rights is reinforced by international human rights law,
which establishes basic standards to which everyone is entitled. These
international tools have aided in the identification of practical legislative
processes that can and have been implemented and reinforced by nation-states,
with the ultimate goal of providing appropriate educational opportunities for
all children.[12] As
evidenced by the variety, of international human rights instruments, every
child has an intrinsic right to education, as evidenced by a range of
international human rights instruments. The right to education is firmly rooted
in international human rights law, giving the accuracy of human rights
standards required to tackle its key attributes on a global scale.[13]
1.2. The Universal Declaration of Human
Rights, 1948 (Hereinafter referred as UDHR)
Human
rights became a topic of discussion around the world after the United Nations
adopted the UDHR in 1948. Article 26 of the UDHR was the first global text to
state that everyone has the right to education. Article 2 proclaims that
everyone has the right to all the rights and freedoms of the UDHR.
Consequently, the UDHR's right to education applies equally to all people,
whether they are citizens or refugees. In other words, it means that no one
should be denied an education.[14]
Article 2 should, nevertheless, be taken to suggest that the state is required
to take affirmative action in connection to the UDHR's rights.[15]
When Article 26 is read in conjunction with Article 2, it is evident that the
state must pass anti-discrimination legislation in order to accomplish legal
equality in the exercise of the right to education.[16] As
a result, the state should take steps to ensure that the right to education is
exercised in a fundamentally equal manner. This would compel the govt. to
ensure that everyone, including refugee children, has equal access to and
treatment in the educational system.
1.3. The Convention on the Rights of the
Child (1989)
The
Convention on the Rights of the Child (Hereinafter referred as CRC) is regarded
as a watershed moment in children's rights history. The notion that children
are the primary victims of human rights violations has long been recognized on
a global scale. The UN High Commissioner for Refugees adopts the CRC as a
framework for meeting the needs of children, and it is the primary foundation
for refugee child's protection. The conception of the right to education is
broadened and deepened by the CRC.
1.4. International Covenant on Economic,
Social and cultural Rights (ICESCR)
The
ICESCR is an international treaty that binds contracting parties to legally
binding responsibilities. Article 13 of the ICESCR was later clarified
by Article 26 of the UDHR. Article 13 paragraph 1 gives everyone the right
to education and thus defines the goals of education.[17]
Article 13 (2) (a) on basic education upholds the high standard estd. in
Article 26 (1) of the UDHR.[18]Primary
education shall be obligatory and free for all. As a result of this need,
primary education must be offered. Of course, compulsory primary education can
only be implemented if there are enough schools to accommodate all of the
necessary pupils.[19]
1.5. International Covenant on Civil and
Political Rights
Not
only the ICESCR protects the right to basic education, but also the
International Covenant on Civil and Political Rights (hereinafter referred to
as ICCPR). In particular Articles 18(4) and 27 are considered in this section.
Article 27 concerns the rights of persons belonging to ethnic, religious or
linguistic minorities. It influences the right to education of refugee
children. Article 18 protects the right to freedom of thought, conscience and
religion.[20]
1.6. Geneva Convention relating to status of
Refugees. (1951 Refugee Convention)
In
the aftermath of World War II (Herein after referred as WW II), the global
refugee crisis was an issue of major concern to the United Nations.
Appropriately, in 1951 the Convention Relating to the Status of Refugees was
passed.[21]
Article 22 of this Convention gives all refugees the right to equal treatment
in receiving States on the basis of equality afforded to nationals with regard
to primary education. In particular, the guarantee of access to primary
education in the 1951 Refugee Convention is broader than the related right
under Article 13(2) (a) of the ICESCR.[22]
1.7. The UNESCO Convention against
Discrimination in Education (1960)
The
importance of the Convention against Discrimination in Education (Hereinafter
referred as the CDE)[23] is
not wholly supported by its modest definition as a convention against
discrimination in the field of education.[24]
Despite the fact that the CDE's goal is to prevent discrimination in education,
the rights it provides are far broader. In effect, the CDE codifies the right
to an education.[25] The
many UNESCO instruments on the right to education have been considered as the
core of an international code of education.
CHAPTER
II
Implication
Of International Instruments
The
role of government in education, affirmed in international and national human
rights law, provides a powerful antidote to the risk of education remaining a
public good and school remaining a public service.[26] The
law is balanced, and there can be no rights without accompanying
responsibilities. State obligations are thus the conceptual complement of human
rights. In case of Minister of Home Affairs v
Watchenuka, it was held that human dignity has no citizenship. It is
inherent in all human beings, citizens and non-citizens, simply because they
are human. Learned Judge Nugent continued: “The relevance of this ruling is
that refugee children are now entitled to equal opportunities in accessing the
educational facilities available,
on the same basis as child citizens of the host country.[27] Different obligations are associated with the
relationship between rights and duties. The assertions about human rights are
claims, not promises or freebies. As the principal duty bearer, the state has
three responsibilities in connection to each and every human right.[28]
2.1.
Obligations to protect: In
terms of the duty to protect, states must guarantee that state agencies or
non-state actors do not contradict or violate the right to basic education.
States can protect refugee children's access to basic education by supporting
policies and adopting legislation that generate mechanisms to stop denial and
violation of this fundamental right. Practical actions should be taken to
enhance the safety of the right to basic education in mandate, to ensure that
all children, comprising refugees in the host country, have equal rights and
access to this right.
2.2.
Obligation to respect: The
obligation to respect requires a state not to approve laws or adopt policies
that deny refugee children their rights or engage in actions that would
jeopardize the choices and freedoms of such persons. Respecting the right to
basic education for refugee children therefore means avoiding interference with
the exercise of the right.
2.3.
Obligation to fulfill: Fulfillment of the right to basic education
requires active steps by the state to establish and establish institutions and
procedures, including the allocation of available resources, so that refugee
children can enjoy this fundamental right. The state can ensure the fulfillment
of the right to basic education by ensuring that education is available,
accessible, acceptable and adaptable for all children including refugee
children.
The
right to basic education is an internationally recognized right. Many
standard-setting tools have been offered for this, ranging from the UDHR to
various international and regional conventions, declarations and
recommendations. States that have signed these agreements believe that every
child has the right to an education. This chapter looked at the international
criteria that ensure refugee children's right to basic education is protected,
respected, and fulfilled.
CHAPTER
III
Hindrances
Confronted To Basic Education
The
refugee crisis is a worldwide challenge that affects more than one country or
region. [29] The
neurodevelopmental impacts of stress effects refugee children
whose experience can be transferred on to their children and sometimes
even their children and grandchildren. Every day, millions of infants are
born into a volatile world and encounter victimization firsthand. Furthermore,
there are numerous other pressures, such as a lack of security, inconsistent or
non-existent schooling, and unstable familial and social support systems.[30]
Uncertainty about the future is the most significant and long-lasting stressor.[31]
3.1. Mental health challenges
Apart
from neurological difficulties, psychological difficulties are also borne by
refugee children. They face a lot of physical and emotional trauma at every
phase due to the harsh living conditions and violence witnessed by them in
their respective home countries. Several people were deprived from
fulfilling their basic amenities of food and drinking water.[32]
Children were not attending schools that overall effected the standard
development and future.[33]
Furthermore, some children during migration were separated from their
caretakers.[34]
After migration, refugee children and families face new challenges. Upon
arrival in a new country, refugee children may face severe stress related to
their family's adjustment and acculturation, family conflicts, difficulties in
learning a new language, and experiences of social exclusion and
discrimination.[35]
3.2. Lack of awareness
This
is one of the major challenge as the disadvantaged and vulnerable groups,
particularly refugees, often find it difficult or impossible to challenge
violations of their rights, simply due to the reason that they are unaware of
their rights and often lack the financial procedure to seek redress. Few
refugees are aware of their rights in host countries. Worse still, they are
unaware
of
the mechanisms available to them to exercise their rights.
The
Refugee Act states that refugees have all of the rights and are subject to all
of the duties outlined in the articles of the 1951 Refugee Convention.[36]
Despite the fact that refugee children have the right to basic education and
are even provided with both primary and secondary schools, many refugee
children in many states are still not attending school due to a lack of
knowledge and awareness of this inherent right that they possess.[37]
3.3. Poor access to education
Access
to meaningful education is endangered in conflict regions. In 2011, Syria
reported universal primary school enrollment and nearly universal lower
secondary enrollment.[38] As
of August 2021, over 2 million children (1/3 of the Syrian child population)
are out of school in Syria and 1.3 million children are at risk to drop out of
school.[39] In
refugee host countries, over 800,000 children are not in school.[40]
Several factors contribute to a lack of enrollment and the threat of more
students dropping out. For refugees living in rural areas outside of refugee
camps, access to schools can be severely limited.[41] Any
refugees in remote regions do not even have a nearby school, so their children
are unable to make the journey due to a lack of reliable transportation.[42]
When refugee children relocate to neighboring countries, they must learn a new
curriculum as well.[43]
Often, the new curriculum is in a foreign language, requiring refugees to learn
it before continuing their education.[44]
During school enrollment, many children face discrimination and harassment from
other students. Resources are frequently in short supply in host-country urban
areas. Some host countries are already experiencing capacity issues when
enrolling their native children; assimilating refugee children would overburden
these schools.[45]
It
is the responsibility of duty bearers (both state and non-state actors) to
ensure that all school-age children have access to basic education facilities.[46]
Compulsory primary schooling makes sense only if there are enough schools to
accommodate all students in need of education. While the government is not the
only investor, international human rights law requires it to be the primary
investor in order to ensure that primary schools are available to all
school-age children.[47]
Every government is responsible for ensuring that the basic infrastructure and
environment of every school stimulates students to come to school and learn and
teachers to teach. In other words, to ensure that children have access to a
basic education.
3.4. Tribal, cultural, religious and
language barriers
Because
of negative cultural and religious constraints, as well as tribal differences,
refugees in particular may be hesitant to encourage their children to attend
school in the host country. This challenge applies not only to refugees in
camps, but also to refugees in urban areas who are part of a self-settlement
policy. Further, most refugee children struggle in the early years of primary
school because they must learn a new language. The learning methodology and the
system of learning differs from country to country which becomes another main
barrier for the refugee children. Learning a new language takes time, as a
result students may fall behind.
3.5. Radicalization
Refugee
children are at threat of radicalization as well. The system of becoming
attached to political or religious ideologies that advocate for variation
through violence is referred to as radicalization.[48]
When refugee children are elucidated to trauma, they may expand post-traumatic
stress disorder and anger. If no psychosocial intervention is provided, this
trauma can lead to complaints of injustice and perceived threats, which are
both risk considerations for radicalization.[49]
3.6. Legal challenges
In
addition to neurological and psychological challenges, refugee children also
face legal challenges. The main obstacles that create legal challenges are not
so much the creation of protocols and policies as the implementation of those
protocols. There are various leading authorities that provide these protocols
and guidelines. Among them are the United Nations (UN), including the UN
Refugee Agency (UNHCR).[50]Modern
refugee rights are rooted in the 1951 Convention relating to the Status of
Refugees.[51] The
convention was developed to address the numerous refugee situations around the
world after WW II and included time and geographic restrictions and geographic
restrictions.[52]
Along
with the creation of the Convention, the United Nations created the United Nations
High Commissioner for Refugees (UNHCR), whose mission is to provide, under the
auspices of the United Nations (Herein after referred as UN), international
protection and permanent protection to refugees who fall within the scope of
the present Statute to seek solutions to the refugee problem by supporting
governments and, subject to the consent of the governments concerned, private organizations
to facilitate the voluntary repatriation of such refugees or their assimilation
into new national communities.[53]
Despite
the almost universal commitment to the Convention on the Rights of the Child,
many states fail to implement these guidelines in their national immigration
and legal systems. There are economic, political and technical constraints on
the implementation of the Convention. [54]
Certain countries have a poor refugee policies and facilities and do not avail
proper resources to implement the rights that are set out in the Convention on
the ROC.[55]
Countries that ratify shall submit a report to the Committee on the same every
five years. The committee not only reviews each country's reports, but also
information from non-governmental organizations and UN sources to identify
areas of progress and concerns and recommend steps the country should take to
improve the lives of children. These mechanisms of holding countries
accountable are not enforceable on them, the committee only offers suggestions
and guidelines for countries to improve themselves when they fail to meet the
standards set out in the convention
3.7. Lack of quality education
The
education attained during an exile is the only scope for most of the refugee
children and hence quality education is very crucial.[56]
There is an urgent desire to center on investment on both quality lecturers and
education for these children. Providing quality education begins once the child
commences his/her schooling and encompasses the teaching and learning
altogether.[57]
Education without quality is neither meaningful nor useful, for the individual
nor for society and can be harmful.[58]
When refugee children leave school with low skills, their education will not
translate into the future livelihoods, they envision for themselves or into
social and economic dividends for their societies.[59] It
is evident that the poor quality of education children receive is actually
becoming a barrier to refugee children attending or being sent to school.
Refugees, unlike citizens of host countries, tend to give up easily when they
do not see the value of some aspect of life.[60]
When refugees cannot appreciate the value of the education they are receiving,
they drop out and turn to menial jobs to earn a living.[61] In
fact, there is little point in investing in an education that does not add
value and provides these children with a prosperous and healthy future.
Chapter
IV
Palliatives:
An Urgent Need
“Education is like a lamp, if you don't
provide enough paraffin, the lamp won't work”
4.1. Need for Implementation
The
existing international instruments and legislative frameworks are inadequate
with respect to specifically the right of basic education to refugee children.
The existing international instruments and legislative frameworks are
inadequate with respect to specifically the right of basic education to refugee
children. These actions would provide legal certainty for refugee children's
rights. Establishing such an international instrument, and hence regional
implementation tools, will undoubtedly necessitate centralized compliance
mechanisms similar to those created by leading human rights documents such as
the ICESCR and ICCPR. This improvement would make it easier for refugees,
particularly refugee children, to obtain remedies available under international
human rights law when their right to education is violated, which is the focus
of this study.
4.2. Creation of a learning environment
The
greatest challenge in accessing basic education for refugee children can be
mitigated by the enabling learning environments that can be created by teachers
and education authorities who ensure that these children ensure that their
behavior does not deny or violate other children's right to basic education. In
this context, it is recommended that teachers and education authorities create
an environment in which their own rights are valued and taken into account in
order to make children aware of the reciprocity of the right to basic
education. In doing so, children promote the perception of responsibility and
in turn respect other children's rights at school. With regard to inter-ethnic
struggles, it is recommended that refugee parents teach their children to be
careful that their behavior does not violate other children's right to basic
education. The researchers believe that the intervention of teachers, education
officials and parents can help curb inter-ethnic fighting in the school
environment.
Furthermore,
School infrastructure must develop both on a large scale and at a sufficiently
rapid pace to immediately impact the right to basic education for refugee
children on a large scale. It is therefore recommended that the state invest in
the development and construction of school infrastructure in the camp, with the
help and cooperation of non-governmental organizations and other stakeholders.
4.3. Dissemination of information:
Responsibility on parents
Refugee
parents play an important role in disseminating information to refugee children
and sharing information with other refugees in their communities. Without the
participation and cooperation of refugee parents and other caregivers, refugee
children's chances of gaining access, advancing educationally, and maintaining
an unwavering commitment to basic education are significantly diminished. It is
therefore recommended that NGOs educate refugee parents, who in turn motivate
and educate their children about the benefits and benefits of education, and
thereby organize and coordinate awareness campaigns to educate other refugees
(both parents and children) about their fundamental right Basic education. This
can be achieved by first ensuring that refugee communities are well informed
and adequately educated about the right to basic education. Strengthening the
capacity[62] of
refugee parents to claim the right to basic education is therefore crucial.
4.4. Tackling and abolishing various
barriers faced
There
are some refugees who are reluctant to encourage their children to go to school
in host countries because of negative cultural, religious barriers and ethnic
group issues. This challenge is not only limited to refugees in camps, but also
to refugees in urban areas in a self-settlement policy. It is recommended that
refugees in these areas be made more aware of how some of their cultural and
religious beliefs and practices affect their children's right to basic
education. As refugees become more educated, they become more aware that their
cultural and religious practices affect their children's rights. Regarding
fighting between ethnic groups in refugee camps, camp officials must take
measures to protect children from fighting on the way to and from school.
Imposing severe punishment on perpetrators of such fights can serve as a
deterrent strategy.
4.5. Teacher training, remuneration and
certification: Key to quality education
Reduced
teacher morale, absenteeism, and a lack of enthusiasm in the profession results
from a lack of sufficient teacher salary, training, and certification, all of
which have a negative impact on the quality of basic education for refugee
children. Beyond short-term emergency training, there is an urgent need to
invest more extensively in teacher quality for refugee education. Teachers'
rights must be recognized and protected in order to provide quality education
and to promote a healthy and supportive learning environment. When teachers are
valued and respected, it is simpler to create a respectful and supportive
educational atmosphere in the classroom.
4.6. Awareness campaigns
In
view of the serious lack of awareness-raising campaigns on the right to basic
education for refugee children, comprehensive awareness-raising on the issue is
essential. All stakeholders involved in refugee education, teachers and the
refugee community at large should participate in these campaigns. In general,
intensive awareness campaigns on the right to basic education will encourage
refugees to change their attitudes and gain insights into the importance and
benefits of basic education in their children's lives. States, as primary duty
bearers, with the help and cooperation of non-governmental organizations, have
an urgent responsibility to encourage host country citizens to respect and
protect the right to basic education for refugee children.
4.7. Funding by international community
The
international community (Herein after referred as IC) is a key player that
cannot afford to be ignored when it comes to making the right to basic
education a reality for refugee children in each of the host countries
surveyed. There is a strong basis for the widespread assumption that the lack
of positive outcomes in refugee education is due to a lack of financial
resources. Schools, especially in camps, are underfunded and under-resourced.
Therefore, it is recommended that the IC allocate more resources to fund basic
education in such schools.
4.8. Coordination and capacity building:
NGOs
Under
contract with UNHCR, a multitude of national and international implementing
partners (hence referred to as IPs) undertake field-level educational
programmes. There is a significant imbalance in the quality of services
provided by these IPs. In the execution of these programmes, there is a paucity
of regular collaboration amongst IPs. As a result, it is recommended that
UNHCR, national and international IPs establish and coordinate plans more
effectively in mandate to ensure the actual implementation of adequate and
excellent basic education for refugee children.
Conclusion
All
incremental measures required have been directed and taken by the IC to build
global legal frameworks to ensure that all children's right to a basic
education is protected, respected, and realized. However, there is a need of
giving more emphasis on the implementation and advancement of legislative
frameworks for refugee children. The paper seeks to find a solution to the
myriad obstacles that still persist as impediments to refugee children's right
to a basic education, which can no longer be overlooked.
The
neurological, psychological, and legal challenges that refugee children
confront today and in the future hurt not only the individual children, but
also society. Furthermore, the well-being of refugee children affects more than
just conflict-affected areas; it has global ramifications. Many of these
children will have to work to support themselves and their family once they
have settled down permanently in a location. It is critical to provide
long-term solutions for the rehabilitation and reintegration of these children
in order to improve their chances of leading better lives and contributing to
society in the long run.
Governments,
international organizations, non-governmental organizations, and local
communities must all work together to improve the well-being of refugee
children. Developed countries have the ability to make large contributions to
humanitarian aid in a variety of ways, including monetary donations, undertaking
research and data analysis, and providing physical support.
Article Information
ACCESS TO BASIC EDUCATION: AN IMPEDIMENT TO REFUGEE CHILDREN? (By-Maryam)
Authors: Maryam
- Journal IJLRA
- ISSN 2582-6433
- Published 2022/07/08
- Volume 2
- Issue 7
About Journal
International Journal for Legal Research and Analysis
- Abbreviation IJLRA
- ISSN 2582-6433
- Access Open Access
- License CC 4.0
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