The goal of integration, outlined in Ethiopia's, was to improve and sustain the quality of education for refugees in hosting areas. Refugee camp schools would get the same government grants as national schools and have more qualified teachers. Integration would also bring additional development assistance into Ethiopia's education sector from the World Bank'sThe new system was expected to improve teaching, learning and financial support for refugee schools.
We found that the implementation had become mired in turf wars between the national refugee agency and the education ministry. The expected benefits were largely unrealised, most certainly for the school-going refugee children. The policy lesson here is that bureaucratic structures and interests can make or break well-meaning reforms. The actors involved may enable reforms when they stand to benefit directly. But they can also stand in the way when they feel threatened.We conducted most our interviews in 2019, which was the most active period of reform development. COVID-19 and the conflict in Tigray slowed progress towards refugee integration. But the overall goals had already been narrowed.
The education ministry was going to assume full responsibility for refugee education. Instead, it was left to manage only certain academic components. Its role was limited to periodic school inspection , supply of textbooks and teacher guides, administering national examinations, and publishing statistics.
The refugee agency kept control over the management and financing of refugee education. It controlled the education funds from humanitarian partners, the management of teachers, access to schools in the camps and oversight of education in camps.
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Source: BBCAfrica - 🏆 23. / 61 Read more »