Module 6 Video: Forced displacement. Evidence in the education sector

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The 6th module of the Learning from the Evidence on Forced Displacement training program focuses on education. Led by the American Institutes for Research (AIR), the training draws on the Forced Displacement and Education project to better understand effective approaches to including displaced populations into national education systems.

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00:00 Depending on where you're journey from.

00:02 Welcome to the 6th module of a training

00:05 named Learning from the Evidence of Force Displacement.

00:08 Uh,

00:08 the training is organized by the UK government,

00:11 UNHCR World Bank Building the Evidence on Force Displacement Research Program

00:15 in collaboration with the Joint Data Center on Force Displacement,

00:18 the World Bank,

00:19 UNHCR Joint Data Center on Force Displacement.

00:22 My name is Paula Elise.

00:23 I am an evaluation with the Building the Evidence Program and the and the World Bank,

00:27 uh,

00:27 SCV Group.

00:29 Today,

00:29 I'm joined by uh Serenia Chavez Villegas,

00:32 Education Officer at the UNHCR,

00:35 Andy Coombs,

00:36 senior researcher at the American Institute for Research,

00:40 Chinmayahola,

00:41 researcher at the American Institute for Research,

00:43 Hannah Ring,

00:45 principal researcher at the American Institute of Research,

00:48 and Noah Yarrow,

00:49 who is a senior education specialist in the World Bank.

00:52 This team has been leading the development of today's learning session

00:56 on forces placement and education,

00:58 as I mentioned earlier,

00:59 uh,

00:59 the 6th,

01:00 uh,

01:00 in a series of 8,

01:02 training sessions.

01:03 And um,

01:05 uh,

01:05 the training session is based on a global study that,

01:07 that,

01:07 that same team has,

01:08 uh,

01:09 has been leading and has been working on for the past few years.

01:12 The goal of today's training is,

01:14 is twofold.

01:15 Um,

01:16 to participants are expected to,

01:18 uh,

01:19 walk away,

01:19 uh,

01:20 with a better understanding of what's the state of

01:22 the evidence on force displacement and education which is available

01:26 and how this evidence can be used,

01:28 uh,

01:28 in their,

01:29 uh,

01:29 day to day,

01:30 um,

01:31 uh,

01:31 jobs,

01:32 as practitioners.

01:35 Before I hand over to our first speaker,

01:37 I would like to cover some logistical aspects,

01:40 uh,

01:40 be informed that this session is being recorded,

01:42 uh,

01:42 the conversations you will have and discussions you will have in

01:45 the breakout rooms instead are not are not being recorded.

01:48 Feel free to keep your camera on,

01:50 uh,

01:50 throughout the,

01:51 uh,

01:51 duration of the training session.

01:53 Um,

01:54 and,

01:54 uh,

01:55 kindly,

01:55 um,

01:56 ensure you're,

01:57 you're on mute when you're not speaking.

01:59 We're going to have 90 minutes for the session and you're welcome to,

02:02 uh,

02:03 submit your questions to the chat,

02:04 uh,

02:05 which will be monitored,

02:06 as well as,

02:06 um,

02:07 uh,

02:07 come in and raise your hand.

02:09 Um,

02:10 uh,

02:11 kindly,

02:11 if you see that,

02:13 uh,

02:13 Zoom has,

02:14 uh,

02:15 let you in with a name that's not,

02:17 uh,

02:17 um,

02:18 uh.

02:20 Your,

02:20 your name.

02:21 Uh,

02:21 kindly remind yourself and uh also add your affiliation in parenthesis.

02:25 Um,

02:26 I'd like to also invite everyone to,

02:28 to use the chat to introduce yourselves,

02:30 uh,

02:30 tell us where you're joining from,

02:31 uh,

02:32 which organizations you work with,

02:34 um,

02:34 so that we get,

02:35 um,

02:36 acquainted with,

02:36 uh,

02:37 with one another before we start.

02:39 Again,

02:39 welcome to today's module on for sustainment and education.

02:43 And it is my pleasure to leave the floor now to our first speaker,

02:47 uh,

02:47 Sirena Chavez Villegas,

02:49 education officer

02:50 in the UNHCR.

02:51 Uh,

02:52 thanks,

02:52 uh,

02:52 Sirenia,

02:53 and,

02:53 uh,

02:53 over to you.

02:55 Great.

02:56 Thank you so much,

02:57 Paula.

02:57 If we can have the next slide,

02:59 please.

03:02 Yeah.

03:03 Next.

03:05 Great.

03:06 So,

03:06 for the agenda,

03:07 we're gonna start with a menttimeter,

03:10 then we're going to

03:12 have a mini quiz and go through some of the

03:14 findings of some case studies in Colombia and Chad,

03:17 and then we're gonna go through a second mini quiz.

03:21 Then we will go for recommendations for practitioners,

03:24 and for the end of the session,

03:26 we will have a breakout room

03:28 discussion on the feasibility of the recommendations that came out

03:32 of the research that will be presented,

03:33 and then finally end with summary and conclusion.

03:37 So next slide,

03:38 please.

03:40 Great.

03:41 So,

03:41 as I mentioned,

03:42 we are going to start off with a menttimeter that

03:45 has two questions that are featured on the slide.

03:48 If you could kindly navigate

03:51 to the menttimeter link that you can see displayed here,

03:55 and that has also been posted in the chat by my colleague Chinmaya.

04:01 So,

04:02 Can we go to the mntimeter on the screen?

04:09 Oh,

04:09 yes,

04:09 yes,

04:10 give me one second.

04:33 Great.

04:34 So I see people are already starting to submit answers.

04:38 So the first question is,

04:40 how much evidence do you think there is on education for

04:43 forcibly displaced

04:46 populations?

04:46 From no evidence to a ton of evidence.

04:50 OK,

04:50 so we see an average of 31.2.

04:53 We're gonna give it

04:55 maybe 2 more minutes,

04:56 um,

04:57 just so we see a little bit more people submitting answers.

05:01 Great.

05:03 OK.

05:05 It seems like it's leaning more towards no evidence.

05:10 Or midway.

05:12 And we have 14 answers so far.

05:18 Great.

05:21 Just give it one more minute.

05:38 And

05:39 hasn't moved very much.

05:48 Great.

05:50 OK.

05:51 Can we move maybe to the next question?

05:55 Second question,

05:56 how much of that evidence do you think focuses

06:00 on including displaced learners in national education systems?

06:04 Again,

06:05 from a scale of no evidence to a ton of evidence,

06:08 and we'll give it

06:09 2 minutes for people to respond.

06:15 Mhm.

06:32 Great.

06:34 We see more people that are

06:37 leaning towards

06:38 no evidence.

06:41 Um,

06:44 Less so than in the previous question.

06:48 I give it one more minute.

07:00 Great.

07:02 OK.

07:03 So it seems of the 17 folks that have answered,

07:06 most are leaning towards

07:08 No evidence or very little evidence,

07:10 um,

07:11 which is accurate.

07:12 There isn't,

07:13 there's a limited amount of evidence,

07:14 um,

07:15 on including displaced learners in national education systems,

07:17 so I think people know what we're talking about.

07:21 Great!

07:21 It's really good to see people participate.

07:24 and to see how well informed folks are already

07:27 about the topic.

07:28 So,

07:29 just to kick us off,

07:30 after the mentee,

07:31 we're just gonna give a couple of background statistics to sort of frame the,

07:35 the,

07:36 the session.

07:37 Can we go to the next slide,

07:38 please?

07:41 So,

07:42 as of May 2023,

07:43 um,

07:44 there were 110 million people around the world who

07:47 were forcibly displaced due to issues such as conflict,

07:50 persecution,

07:51 and violence.

07:52 We know that these figures now

07:54 look

07:54 differently,

07:55 um,

07:55 but these are the figures that we have for May 2023.

07:58 Of these,

07:59 76% of forcibly displaced persons are hosted in low and middle income countries

08:05 that have

08:06 limited

08:07 administrative and fiscal

08:09 capacities.

08:11 Children account for approximately 40% of forcibly.

08:14 Displaced people,

08:16 though we don't have age demographics for

08:19 every single country that hosts refugees,

08:21 UNHCR estimates indicate that around 1.9 million children

08:26 were born as refugees in the period between 2018

08:29 and 2022.

08:31 And then the next slide,

08:32 please.

08:35 A couple of statistics on access to education,

08:38 so an average of 65% of refugee children access primary education,

08:44 yet only 41% of refugee children have access at the secondary level,

08:49 and only 6% have access to tertiary education.

08:53 UNHC

08:54 UNHCR estimated in its last education report that

08:57 there are 14.8 million school-aged refugee children,

09:01 which is an increase from 10 million reported last year.

09:04 And that 51% are out of school.

09:07 Quality of education still remains

09:09 an important concern.

09:11 While pass rates for national examinations in the countries that report data

09:16 are high,

09:17 very few refugees sit these exams to begin with,

09:20 and very few countries can provide that data.

09:23 The availability of qualified teachers is also an issue.

09:26 Just to give you an example,

09:28 in Dadaab refugee camp in Kenya,

09:30 72% of refugee teachers

09:32 are not trained to teach and are not adequately supported

09:35 with training and materials,

09:37 and this is just to give you

09:38 a little bit of a background,

09:40 and I'm going to pass it over to

09:42 Hannah.

09:43 Thank you.

09:48 Great.

09:49 Thank you so much,

09:50 Sorenia.

09:50 We can move to the next slide.

09:54 Um,

09:55 hello,

09:56 everyone.

09:56 I'm so sorry that I can't be on camera today.

09:59 Um,

10:00 my,

10:01 my computer had other plans,

10:03 uh,

10:03 for this morning.

10:04 Um,

10:05 so,

10:05 unfortunately,

10:06 my camera is not working,

10:07 but very pleased to be with everyone.

10:09 Um,

10:10 now that we have,

10:12 uh,

10:12 heard from you a little bit about how much evidence you think there is,

10:16 um,

10:17 related to forced displacement and education.

10:20 Um,

10:21 we wanted to look at the findings from a recent evidence synthesis,

10:26 um,

10:26 that we conducted on this topic.

10:29 So,

10:30 AIR,

10:31 the American Institutes for Research,

10:33 and New York University produced an evidence synthesis

10:36 to systematically document and summarize the existing evidence

10:42 on education for forcibly displaced populations,

10:45 um,

10:46 and that includes identifying critical gaps that exist,

10:50 uh,

10:50 in the evidence base,

10:52 uh,

10:52 one of which was hinted at,

10:54 uh,

10:54 in,

10:54 in the previous mentee poll.

10:57 Next slide.

11:02 Our evidence synthesis was part of a larger project,

11:06 uh,

11:06 that aimed to answer one

11:08 overarching research question,

11:10 which was,

11:11 how can education systems be prepared and strengthened.

11:15 To become inclusive and resilient,

11:18 and thus expand and deliver education services to both displaced

11:22 uh and host country children and youth,

11:25 uh,

11:25 in both the short and the long term of a crisis.

11:30 So it was divided into

11:33 two phases.

11:34 The first phase included this evidence synthesis,

11:37 um,

11:38 and the second phase,

11:39 which we'll come to a bit later,

11:41 uh,

11:42 in,

11:42 in today's training,

11:43 uh,

11:44 was

11:45 country-level case studies that reviewed policies and programs

11:49 supporting refugee

11:51 and IDP inclusion in national education systems.

11:55 Because

11:55 we are presenting several sections of this

11:59 multi-year,

12:00 multi-phase project,

12:03 um,

12:03 I'm going to present key findings as I go along.

12:06 I'm not going to present one overarching conclusion

12:09 up front.

12:12 So with that next slide.

12:17 We used 3 complementary methods to

12:21 um answer the research question

12:23 on the previous slide.

12:25 Um,

12:26 and the systematic review,

12:27 uh,

12:28 also known as an,

12:29 an evidence synthesis,

12:30 was one of these three methods,

12:32 uh,

12:32 that we use to answer.

12:34 The other two were country-level case studies

12:37 examining the inclusion of displaced populations in national education systems.

12:43 And then thirdly,

12:44 we did a cost analysis,

12:46 um,

12:47 with available cost data.

12:50 To better understand the

12:52 uh expenditures on education in force

12:55 displacement settings.

13:02 So before we dive into the results from the systematic review,

13:05 we wanted to quickly

13:07 remind everyone,

13:08 um,

13:10 or,

13:10 or brief everyone on what a systematic review is,

13:14 and how it is different from a standard literature review.

13:19 So,

13:19 the first step in a systematic review is

13:22 to

13:23 conduct comprehensive database searches

13:26 using previously established search terms and inclusion criteria.

13:33 Once the literature or the evidence has been gathered.

13:37 The research team applies tools to critically

13:40 appraise the quality of the studies that meet

13:43 the inclusion criteria.

13:45 And then lastly,

13:46 the studies that meet both the

13:47 inclusion criteria and the methodological standards,

13:52 uh,

13:52 quality standards.

13:54 Those are synthesized to generate key findings and lessons learned.

14:00 So synthesis can be done thematically.

14:03 They can include a meta-analysis,

14:06 which refers to the statistical pooling of

14:10 uh summative information on effect sizes,

14:14 um,

14:14 or they can be done in a narrative synthesis

14:18 of study results.

14:24 OK,

14:25 I promise we're going to come to,

14:27 to our results,

14:28 the findings soon,

14:29 but

14:29 very quickly before,

14:31 before doing so,

14:31 we're going to use the word inclusion a lot today,

14:35 um,

14:35 during the training.

14:36 So I think it's important that we have a shared understanding,

14:40 um,

14:40 of what we mean by it.

14:42 So,

14:42 when we refer to inclusion

14:44 in the context of

14:46 education for forcibly displaced

14:48 learners,

14:50 We're talking about the extent to which refugees,

14:53 IDPs,

14:54 um,

14:55 and stateless people

14:56 are included in

14:58 the national education system of the host country.

15:03 Uh,

15:04 another note about inclusion is that it's best thought of

15:07 as a continuum,

15:09 uh,

15:09 rather than

15:10 than a binary,

15:11 either inclusive or not inclusive.

15:15 Um,

15:15 and the Global Partnership for Education,

15:18 um,

15:19 illustrated this point well with their,

15:22 um,

15:23 Within their report from 2021,

15:26 uh,

15:26 which states that inclusion is best thought of as a continuum,

15:30 moving from a minimal approach,

15:32 uh,

15:32 which can include allowing certain elements

15:35 of curriculum sharing or co-learning,

15:38 uh,

15:38 co-location of learning,

15:40 um,

15:40 to a more holistic approach,

15:42 uh,

15:43 approach wherein

15:44 the educational opportunities offered to a refugee child

15:48 are fully aligned with those offered to

15:52 children in the host country.

15:58 So after all of that,

16:00 uh,

16:00 preamble,

16:01 what does the evidence say?

16:02 Um,

16:03 based on our review of 244,

16:07 uh,

16:08 relevant

16:09 qualitative and quantitative studies

16:12 on educational access,

16:14 quality,

16:15 and the well-being of forcibly displaced students.

16:19 We find that official policies

16:22 of inclusion

16:24 often contrast with the practical and socio-cultural

16:28 exclusion of refugee students.

16:31 Um,

16:31 so the laws that exist,

16:33 uh,

16:33 and the policies that exist

16:35 might not match the experience of,

16:38 uh,

16:38 students in the classroom.

16:41 Secondly,

16:41 we see that

16:43 programs

16:44 uh designed to support social and emotional learning

16:48 have the potential

16:50 to reduce depression

16:51 and post-traumatic stress disorder

16:54 uh among displaced learners.

16:57 Thirdly,

16:58 we see that technology and education programs

17:01 have the potential to improve learning outcomes,

17:04 but there are issues of access,

17:06 uh,

17:07 in terms of technology,

17:09 because

17:09 refugees and,

17:10 and IDPs and stateless persons,

17:13 um,

17:14 often do not have access to the technology

17:17 required to participate in these programs.

17:20 And fourth,

17:21 uh,

17:22 community-based education,

17:23 um,

17:24 programs may be cost effective in improving

17:27 access and learning for IDPs and refugees,

17:30 um,

17:31 and transferring,

17:33 uh,

17:33 a community-based approach,

17:36 um,

17:37 from

17:38 international NGOs to local governments,

17:41 uh,

17:42 is,

17:42 is also

17:43 a more cost-effective approach.

17:53 So our evidence that this is also identified

17:57 three critical gaps in the existing literature.

18:01 Um,

18:01 the first,

18:02 um,

18:02 and,

18:03 and one that we were kind of hinting at with that Mini poll.

18:06 Is that the current research focuses on education interventions that run

18:11 parallel to national education systems as opposed to running through them.

18:16 Um,

18:16 so these could be,

18:18 uh,

18:18 programs that are run,

18:19 um,

18:20 by UNHCR,

18:21 for example,

18:22 in a camp as opposed to through,

18:24 uh,

18:24 nationally run schools.

18:28 The evidence on the effectiveness of government-supported programs,

18:33 uh,

18:33 for displaced learners is quite limited.

18:35 So,

18:36 um,

18:37 while we see a lot of evidence on,

18:39 um,

18:40 the effectiveness of,

18:41 of parallel interventions,

18:43 we don't see a lot,

18:44 uh,

18:45 coming from

18:47 Uh,

18:47 evaluations of government-supported programs.

18:51 And then lastly,

18:53 the,

18:53 um,

18:53 there are evidence gaps in understanding the,

18:57 both the cost

18:58 and the cost effectiveness of education

19:00 programs in forced displacement contexts.

19:04 Um,

19:04 so on this final point about the limited evidence on cost-effectiveness,

19:08 um,

19:09 I'm going to hand it over to Chinmaya to talk in a little more detail about

19:14 some of the challenges and limitations

19:16 related to obtaining.

19:18 And analyzing cost and expenditure data

19:21 in this space.

19:23 Hey,

19:23 Hannah,

19:23 I'm gonna jump in just as moderator here,

19:26 uh,

19:26 if I can for a second.

19:27 Chris Ferry of FCDO had a question on,

19:31 uh,

19:31 the evidence on why inclusion is the best option.

19:35 Um,

19:35 do you mind just taking a few moments

19:38 to,

19:38 to tell us what evidence we have that supports inclusion?

19:45 So,

19:45 that is a very good question,

19:47 and I think actually it would be

19:49 most interesting,

19:50 I think,

19:50 to hear from our UNHC UNHCR colleague um about that because

19:56 um I know that there

19:58 Um,

20:00 There is a robust recent history of discussion around why inclusion is so

20:05 so important.

20:06 So,

20:07 um,

20:07 Serenia,

20:07 I think you might be

20:09 more eloquent than I am answering that.

20:12 Thanks,

20:12 Hannah,

20:12 and thanks Chris for the question.

20:14 And I think there's a general understanding that having parallel systems that run

20:21 beside government programs is not a sustainable or cost effective option.

20:27 Um,

20:27 for UNHCR,

20:28 it had been the policy for,

20:30 for many years,

20:32 um,

20:33 and it was simply not sustainable,

20:35 not just from a financial perspective,

20:37 but also because the integration of refugees into their host communities

20:43 is also dependent on them

20:45 being in schools

20:46 with the host community,

20:48 and this is why it's understood that

20:50 this is the best approach and the one that is now incorporated into the.

20:55 Refugee education strategy

20:57 for 2030.

20:59 I will share the link to that in a second.

21:01 I hope that clarifies,

21:02 but happy to discuss this more maybe in the discussion session or

21:06 also bilaterally.

21:08 Thanks.

21:08 Over to you.

21:09 Thank you so much,

21:09 Seren.

21:09 Yeah,

21:10 I think,

21:10 I think it's definitely something we should turn to,

21:12 but what I hear you saying is it's both,

21:14 uh,

21:14 a cost efficiency as well as an outcomes-based advantage.

21:18 Um,

21:19 but,

21:19 uh,

21:19 let's,

21:20 uh,

21:20 let's please continue.

21:21 Uh,

21:22 I think,

21:22 uh,

21:22 Chin Maya,

21:23 you're up next.

21:25 Thanks,

21:26 thanks,

21:26 thanks,

21:26 thanks,

21:27 Noah and Hannah.

21:29 Specifically,

21:30 specifically on,

21:31 uh,

21:32 cause,

21:32 uh,

21:33 uh,

21:33 it was challenging to obtain access to education expenditure data.

21:38 Sorry,

21:38 Chin,

21:38 we're getting a lot of feedback.

21:39 Is it possible you have two mics open or that somebody else,

21:43 uh,

21:43 isn't muted?

21:44 Apologies for the interruption.

21:47 Oh

21:48 I have,

21:48 I have only one.

21:52 So is it any,

21:53 any better now?

21:55 No,

21:56 no,

21:56 uh,

21:57 uh.

21:58 Let me,

21:59 let me just move my,

22:00 my one,

22:01 give me one second.

22:21 Um,

22:21 um,

22:22 uh,

22:22 uh,

22:23 any,

22:23 any better.

22:26 I'm not sure.

22:28 So,

22:28 OK,

22:29 if you go to the mute button,

22:31 uh,

22:31 arrow point up,

22:32 uh,

22:33 and then you have audio settings on the end.

22:37 In the new window that it will open

22:40 in the middle of that,

22:42 please choose personalized audio isolation.

22:45 Uh,

22:46 uh,

22:46 sorry,

22:46 could you repeat that?

22:48 Uh,

22:48 uh,

22:48 where is it?

22:50 OK,

22:51 so,

22:51 uh,

22:52 on mute,

22:53 arrowpoint up,

22:54 audio setting

22:56 is the last option

22:58 in the new window.

23:00 In the middle of it,

23:01 choose the second option.

23:06 Uh.

23:09 I'm in I'm in audio.

23:11 I'm in audio.

23:12 Yes,

23:13 audio.

23:14 You have speaker microphone,

23:15 and then you have audio profile.

23:17 You can choose a zoom background noise removal.

23:22 OK,

23:22 it's,

23:22 it's already selected,

23:24 uh,

23:24 uh.

23:29 I'm wondering whether in the interest of time,

23:31 perhaps we should,

23:32 um,

23:33 we should,

23:34 I'm,

23:34 I'm happy to continue,

23:36 uh,

23:36 and Chinmaya,

23:37 perhaps you can jump in to clarify anything,

23:40 um.

23:42 So we wanted to talk quickly about the specific

23:45 evidence,

23:46 uh,

23:46 gap,

23:47 uh,

23:48 related to expenditure data,

23:49 um,

23:50 and the data limitations that we face,

23:52 and,

23:53 and that are quite common actually in,

23:55 um,

23:56 in

23:57 cost analysis of,

24:00 uh,

24:00 education for,

24:02 uh,

24:02 displaced groups.

24:03 So,

24:04 Detailed education data are extremely difficult to,

24:08 to obtain,

24:09 um,

24:09 and they can be very difficult to,

24:12 uh,

24:12 link to specific education policies and programs.

24:16 Um,

24:17 and this is a problem because without those detailed education expenditure data,

24:22 um,

24:23 it can be difficult to make informed

24:27 funding decisions,

24:28 um,

24:29 that are based on

24:31 The evidence related to how effective uh different programs are.

24:36 Um

24:38 A second challenge we faced was that governments are

24:41 not typically distinguishing between education expenditures per student.

24:46 Um,

24:47 for,

24:48 uh,

24:48 displaced populations versus host populations,

24:51 um,

24:51 and a lack of mon monitoring data on

24:55 Um,

24:55 to what extent displaced learners are

24:58 participating in national education system.

25:01 Um,

25:02 makes it very difficult to track this.

25:11 Next slide.

25:15 So some of the lessons we learned about um expenditure data,

25:19 um,

25:20 Where that larger education expenditures,

25:24 uh,

25:24 not surprisingly,

25:25 are likely to contribute to the ability of countries to include refugees,

25:29 uh,

25:30 into their national systems.

25:32 So this is something we'll touch on a little bit when we come to the case studies,

25:35 uh,

25:36 but having

25:37 a larger expenditure on education,

25:40 um,

25:41 is helpful in,

25:42 in being able to provide education to refugee students as well as,

25:46 as host country students.

25:48 Um,

25:49 a second lesson learned is that UNHCR allocates a larger amount

25:54 of education budget to

25:56 low-income and lower middle income countries,

25:59 um,

25:59 which is,

26:01 is not

26:01 terribly surprising because of their weaker,

26:04 um,

26:05 education systems,

26:07 uh,

26:07 and because they tend to

26:09 host,

26:10 uh,

26:10 the majority of displaced people.

26:18 Um,

26:19 so if we look at our five case study countries,

26:21 which are Chad,

26:22 Sudan,

26:24 Pakistan,

26:25 Jordan,

26:25 and Colombia.

26:27 Um,

26:27 we can see.

26:30 Quite a bit of variation in

26:32 um the overall,

26:34 uh,

26:35 the overall budget amount put towards primary and secondary schools.

26:39 So figure one shows us the unit costs

26:42 um of government education for refugee children,

26:46 um,

26:46 if they were to receive the same government education as host

26:51 populations.

26:52 Um,

26:53 so,

26:53 we see Chad at the very low end of the spectrum and

26:57 uh Columbia

26:59 towards the higher end of the spectrum,

27:00 which again,

27:01 we'll,

27:01 um,

27:02 we'll discuss a little bit more once we come to the individual case studies.

27:15 Um,

27:16 I did see a question in the chat.

27:17 Um,

27:18 let me just

27:21 Pull this up here and I think we also have,

27:24 um,

27:25 at this point,

27:25 uh,

27:26 our first brief

27:27 mini quiz for,

27:29 for everyone to take.

27:30 So,

27:31 um,

27:31 if you could,

27:33 let's start with the quiz.

27:35 Uh,

27:35 if you could click the,

27:36 the link in the chat to the mentee,

27:39 uh,

27:39 you should be taken to,

27:41 to the quiz.

27:50 Chinmaya,

27:50 are you sorted with your mic,

27:52 or?

27:54 I,

27:54 I am not sure.

27:56 Are you still hearing feedback.

27:57 OK.

27:59 OK.

27:59 OK,

28:00 OK.

28:04 All right.

28:04 So our first question,

28:05 um,

28:06 I see the,

28:07 the answers coming in.

28:08 Um,

28:10 It was a true false statement.

28:12 Most research on forcibly displaced populations focuses on how to include them

28:17 in national education systems.

28:21 So most of you,

28:23 um,

28:23 of course,

28:23 this is anonymous,

28:24 who,

28:25 who can't know who is,

28:26 um,

28:26 entering what answer,

28:27 but most of you are correct that that this is false.

28:31 Um,

28:32 this is,

28:33 this is a key gap

28:34 in the existing literature.

28:36 It's,

28:36 it's heavily focused on parallel,

28:39 um,

28:39 parallel systems,

28:41 uh,

28:41 not necessarily,

28:43 uh,

28:43 what works to include them into national education systems.

28:53 Next question is,

28:54 is another true or false?

28:56 Education provided by NGOs in camp settings is an example of

29:01 a parallel education system.

29:25 Great.

29:25 Again,

29:26 I think we have most people

29:27 um getting this one.

29:30 Uh,

29:30 getting this one right.

29:32 Um,

29:33 education provided by an NGO in,

29:35 in a camp is indeed

29:37 an example of a,

29:38 a parallel approach.

29:45 Third question,

29:47 um,

29:47 because evidence on the effectiveness of government

29:50 supported programs for displaced learners is limited,

29:53 it suggests these programs are ineffective.

30:08 OK,

30:09 so we have

30:10 mostly false,

30:11 but some truths.

30:13 Uh,

30:13 this is a very important point.

30:15 This,

30:15 um,

30:16 the,

30:17 the answer to this one is false,

30:19 just because,

30:20 um,

30:21 we don't have evidence about whether,

30:24 um,

30:26 government-supported programs are effective or not,

30:28 does not by any means mean,

30:30 mean that they're not effective.

30:31 It just means they're under-researched.

30:34 Um,

30:35 so that is why this is a,

30:37 a really important evidence gap.

30:39 Given the push towards inclusion,

30:41 um,

30:42 we would,

30:44 we would expect to see and,

30:45 and need to see research on these,

30:48 um,

30:49 government-supported programs.

30:56 OK,

30:57 this is a,

30:57 a multi-part question.

30:59 Um,

31:00 high quality education expenditure data should be

31:04 Um,

31:04 and I think you can select,

31:06 um,

31:07 individual answers or,

31:09 or all of the above

31:10 to be disaggregated,

31:11 it should be program specific,

31:13 it should be publicly available.

31:16 All of the above.

31:23 OK,

31:23 so we have a few individual votes

31:26 here,

31:27 um,

31:28 for disaggregated

31:30 program specific,

31:31 publicly available,

31:32 uh,

31:33 but most people

31:36 Most people coming in with

31:38 the correct answer,

31:39 which is,

31:40 uh,

31:40 all of the above,

31:41 uh,

31:42 we need it,

31:43 um,

31:44 to be disaggregated.

31:45 We need to know if costs are supporting,

31:47 uh,

31:48 host or displaced learners or both.

31:50 We need it to be ideally specific to

31:54 individual programs so that we can make claims about cost effectiveness,

31:58 um,

31:59 and of course,

31:59 we need it to be publicly available so we can actually use it,

32:02 um,

32:03 to

32:04 do those types of analysis.

32:11 OK,

32:12 um,

32:13 I believe this is our final question.

32:15 Um,

32:16 inclusion can range from minimally allowing certain elements,

32:20 oopsies.

32:26 Uh

32:27 fine.

32:38 Here we go.

32:38 Inclusion can range from minimally

32:40 allowing certain elements of post-country education

32:43 to a more holistic approach,

32:45 uh,

32:46 to education,

32:46 depending on the context.

32:53 And again,

32:53 a lot of people saying true,

32:55 uh,

32:56 which is indeed the correct answer.

32:59 Um,

33:00 inclusion is best thought of as a continuum as opposed to a binary,

33:04 and,

33:05 um,

33:06 there are a range of inclusive approaches that countries can take,

33:09 um,

33:10 or not take,

33:11 and,

33:12 and range from,

33:14 um,

33:15 being not at all inclusive to to fully inclusive.

33:29 So with that,

33:30 I believe I'm handing over to Andy at this point.

33:35 Yeah,

33:35 thanks very much,

33:36 Hannah,

33:36 and thanks for um taking over those cost slides.

33:39 Um,

33:39 I hope it was informative to everyone.

33:41 Um,

33:41 at this point,

33:42 we'll also do a deeper dive

33:44 into some of the findings,

33:46 um,

33:47 from the systematic review results that Hannah went over

33:50 through case studies,

33:51 um,

33:51 that we conducted as part of this project.

33:54 So,

33:54 we wanted to basically find out

33:56 how some of the results from,

33:58 from the systematic review apply in

34:01 5 cases.

34:02 We looked at

34:03 Chad,

34:04 Colombia,

34:04 Jordan,

34:05 Pakistan,

34:05 and Sudan.

34:07 Um,

34:07 we selected these countries,

34:09 um,

34:10 to understand a mix of different types

34:13 of,

34:14 uh,

34:14 refugee contexts and to understand different geographies

34:18 and the ways that,

34:19 um,

34:20 people are approaching inclusion for refugee

34:22 populations in the education system.

34:24 Um,

34:25 so,

34:25 today,

34:25 we'll talk specifically about two examples,

34:28 which are Colombia and Chad.

34:29 Uh,

34:30 the reason we selected these examples for this training

34:33 is because Colombia was one of the,

34:35 was the exemplary case,

34:37 um,

34:37 among the case studies that we looked at,

34:39 and Chad had,

34:41 um,

34:41 among other the countries,

34:43 um,

34:44 a lot of the,

34:45 uh,

34:45 most profound challenges with including refugee

34:48 populations into their education system.

34:51 Um,

34:52 so just to discuss a little bit here

34:54 about the theoretical framework that we developed,

34:57 um,

34:57 as part of this project,

34:59 um,

35:00 we have here,

35:01 uh,

35:01 a regular sort of theory of change where you have,

35:04 um,

35:04 activities

35:05 that take place at the national level,

35:08 um,

35:08 which should,

35:09 should lead to outputs at the local level

35:11 and then outcomes at the school level

35:14 and impacts at the student level.

35:16 Um,

35:16 so you'll see here that the activities at the national level

35:19 is in a different color than the rest of the,

35:22 um,

35:23 outputs,

35:24 outcomes,

35:24 and impacts.

35:25 That is because in most of the cases that we looked at,

35:28 uh,

35:29 the countries are at the stage of only implementing activities.

35:33 So,

35:33 they're concentrated on what they're doing to address

35:36 education for refuge for refugee and displaced populations,

35:39 um,

35:39 as opposed

35:40 to how this is leading to outputs at the local level,

35:44 let alone outcomes at the school level and impacts on students.

35:48 So,

35:48 you'll see as I speak through the case studies,

35:51 um,

35:52 activities include having an open policy environment,

35:55 um,

35:56 having good interagency coordination on,

35:58 on effective practices,

36:00 including communication to the local level,

36:03 and the provision of resources.

36:05 Um,

36:05 I think because of a lot of acute,

36:07 um,

36:07 refugee crises,

36:08 which are in both of the case studies that,

36:11 that we'll discuss today,

36:12 um,

36:13 these activities,

36:14 the provision of resources is,

36:16 is on the front of the mind for,

36:18 um,

36:19 for people who are implementing education for refugees and,

36:22 and trying to include them in the host country systems.

36:24 Um,

36:25 you'll see,

36:26 um,

36:26 as we discussed that,

36:27 um,

36:28 sufficient local level understandings of the policies is less there,

36:33 and the outcomes at the school level are also,

36:35 um,

36:36 extremely challenging,

36:37 um,

36:38 let alone any impact on,

36:40 on,

36:40 uh,

36:41 yeah,

36:42 full educational inclusion or student outcomes.

36:46 Um,

36:46 I think we can go ahead and go to the next slide.

36:51 So,

36:51 here is just a brief summary of how we approached

36:54 the case studies in all five of the countries.

36:56 Um,

36:56 we had a general framework for doing interviews with 3 levels of analysis,

37:02 that's at the macro level,

37:03 so policymakers and international actors who are working in this space.

37:08 We did interviews at the mezzo or institutional level,

37:11 so this would be subnational officials,

37:13 NGO actors,

37:14 or program officials and liaisons.

37:16 And then we did interviews uh at the school level,

37:19 um,

37:19 with school administrators,

37:21 teachers,

37:21 students,

37:22 and parents.

37:23 So,

37:23 the,

37:23 the idea behind this approach to our case studies

37:26 was to try to get an understanding of the goals from the macro level,

37:30 um,

37:30 sort of how that's being translated at the institutional level,

37:33 um,

37:34 and then how,

37:35 uh,

37:36 local-level administrators

37:38 are,

37:38 are able to implement these activities in schools.

37:42 Um,

37:43 if you go to the next slide,

37:45 Um,

37:46 I'll discuss a bit about how we applied this in the case study of Colombia.

37:51 So,

37:51 at the time,

37:51 just to give a little background,

37:53 um,

37:53 at the time of the case study,

37:55 Colombia was hosting

37:56 over 1.8 million of the approximately 6

37:59 million forcibly displaced Venezuelans in the world,

38:02 um,

38:02 which was the largest number of any other country.

38:06 Um,

38:06 there

38:07 is a disparity in access to education for Venezuelans.

38:10 Um,

38:11 the primary gross enrollment for Venezuelans in Colombia was estimated at 53%

38:16 in 2021 and 2022,

38:18 and the corresponding national enrollment rate in Colombia was over 100%.

38:24 So,

38:24 with this context,

38:26 um,

38:26 we selected research questions to explore more

38:29 about what's going on in consultations with

38:32 experts from the Colombian government,

38:33 with UNHCR

38:35 and um other agencies that we,

38:38 um,

38:39 that our local contacts recommended.

38:41 Um,

38:42 so you'll see here from our questions,

38:43 uh,

38:44 what are the norms and structures around,

38:46 uh,

38:47 protection of migrants from xenophobia and stereotypes?

38:50 How do parents,

38:50 families,

38:51 and communities participate in education,

38:53 and how are they protected?

38:55 How are migrant students being integrated into existing educational plans?

38:59 What are The key considerations for

39:01 sustainability and performance of migrant students,

39:03 and what are the costs of providing education

39:05 services to host country populations and Venezuelan migrants,

39:09 and how do these costs vary?

39:11 There are a lot of questions um

39:13 as to how,

39:14 uh,

39:15 education is being delivered,

39:16 um,

39:16 in this context and elsewhere.

39:18 So,

39:19 um,

39:19 obviously,

39:19 this was an ambitious,

39:20 um,

39:21 set of questions,

39:22 um.

39:23 We took a qualitative approach where we looked

39:26 at the situation in three

39:29 areas,

39:30 specifically,

39:31 uh,

39:31 Bogota,

39:32 Cartagena,

39:33 and Medellin.

39:34 Um,

39:35 again,

39:35 these areas were selected,

39:36 um,

39:37 in consultation with the,

39:39 the local,

39:40 um,

39:40 consultants who we,

39:42 who we worked with,

39:43 as well as,

39:43 um,

39:44 our colleagues from UNHCR and the Colombian government.

39:47 Um,

39:47 we

39:48 spoke to people from the MOE,

39:50 from UNHCR,

39:51 UNICEF,

39:51 World Bank,

39:52 and principals,

39:53 teachers,

39:53 parents,

39:53 and students,

39:55 um,

39:55 in all three of these areas.

39:57 Um,

39:58 we had 14 KIIs and 20 FGDs,

40:01 um,

40:02 in the end.

40:04 So next slide,

40:05 please.

40:09 The,

40:09 the,

40:09 first we'll concentrate on what worked well in Colombia.

40:12 As I said earlier,

40:13 this is sort of an exemplary example

40:15 of um

40:17 providing education um for displaced populations

40:20 within the national education system.

40:22 So,

40:22 Colombia prioritized education,

40:25 educational inclusion for Venezuelan migrant and refugee children

40:28 by facilitating access to their institutions

40:31 irrespective of nationality or migration status.

40:34 This is encoded in the law.

40:35 Um,

40:35 you can see the quote from the MOE,

40:37 uh,

40:38 respondent who,

40:39 who said that this is a priority.

40:41 Um,

40:41 so the,

40:42 the

40:42 policy support from the Colombian,

40:44 Colombian government was extremely strong.

40:46 Um,

40:47 as such,

40:47 there was also strong government leadership in terms of funding,

40:50 coordination with partners,

40:51 policy rollout,

40:52 and follow-through at the local level.

40:54 Um,

40:55 there was also strong interagency coordination,

40:57 um,

40:58 between the government of Colombia and development partners.

41:01 Um,

41:02 they provide,

41:03 for example,

41:03 they provided training and programming support to schools.

41:06 Um,

41:07 and then,

41:08 obviously,

41:09 this is all,

41:10 um,

41:10 I think this refers to also a question in the chat earlier.

41:13 This is

41:14 all related to how much,

41:16 uh,

41:17 was being spent,

41:18 um,

41:18 and there was a large education expenditure,

41:21 um,

41:21 and compared to our other case study countries in Colombia,

41:24 um,

41:24 which likely contributed to the greater ability of

41:27 government to include refugees in the national system.

41:31 Um,

41:32 next slide,

41:33 please.

41:36 Uh,

41:36 we also found some key challenges,

41:38 um,

41:39 to inclusion in Colombia.

41:40 So,

41:40 although there was sort of an exemplary case that in terms of the policy level and,

41:44 and,

41:45 um,

41:45 among the five case studies that we did in terms of

41:47 trying to roll out these policies at the local level,

41:50 uh,

41:51 there were still difficulties.

41:52 So,

41:53 um,

41:54 obviously,

41:54 there was not,

41:55 um,

41:56 enough funding as there never is,

41:58 but,

41:59 but The government didn't allocate additional funds for

42:01 departments with higher concentrations of Venezuelan students.

42:04 So,

42:05 there was a lot of classroom overcrowding and

42:07 not enough resources at the school level.

42:09 So,

42:09 although this,

42:10 um,

42:11 sort of,

42:11 uh,

42:12 enthusiasm for inclusion was,

42:14 was great,

42:15 it didn't translate into actually

42:18 being able to host,

42:19 um,

42:19 the number of displaced students that were in the country.

42:23 Um,

42:23 there was a heavy burden on teachers,

42:25 obviously still related,

42:26 um,

42:26 with high pupil to teacher ratios.

42:29 Um,

42:30 and we heard from teachers,

42:32 as well as administrators,

42:33 they just didn't know how to handle this.

42:35 So,

42:35 essentially coming from the

42:37 national level,

42:38 um,

42:38 there was instruction to include,

42:40 uh,

42:40 displaced populations,

42:42 but then at the local level,

42:44 there was no,

42:45 um,

42:45 actual way to do this because of resource constraints.

42:50 There were also differences between Venezuelan and Colombian curricula,

42:53 which led to uh learning gaps and

42:56 complicated grade placement and led to demotivation.

42:59 Um,

42:59 we heard from a lot of respondents that

43:01 the Colombian curriculum was more difficult than,

43:05 uh,

43:05 the Venezuelan cur curriculum at various levels.

43:08 Um,

43:09 this came a lot from the students and the parents,

43:11 um,

43:12 who were experiencing

43:13 difficulties in,

43:14 in learning at the,

43:15 at the grade levels where students were placed.

43:17 At the same time,

43:18 students did,

43:20 did not want to be placed in the grade lower

43:22 than,

43:23 um,

43:23 they were in,

43:25 uh,

43:25 Venezuela.

43:27 Lastly,

43:29 although obviously both populations are Spanish speakers,

43:31 there were linguistic differences,

43:32 and um this,

43:34 I,

43:34 we pulled this out because this came a lot from the students where

43:38 they felt marginalized in the schools because of their,

43:42 um,

43:42 the differences in how they speak Spanish,

43:44 the,

43:44 the cadence,

43:45 the,

43:46 um,

43:46 the way they understand various words.

43:48 Um,

43:49 so that was an important piece because it,

43:51 um,

43:52 In terms of inclusion,

43:53 feeling included from the student level,

43:55 um,

43:56 that was a difficult,

43:57 uh,

43:57 piece for them.

44:00 Uh,

44:00 next slide,

44:01 please.

44:03 So that was obviously a very um

44:05 uh

44:06 high-level overview,

44:07 and you can read more in um some of the

44:10 resources that we linked on the Columbia case study.

44:13 But,

44:13 um,

44:14 I'll turn now to the Chad case study that we did,

44:16 and,

44:17 um,

44:17 although it's not a 1 to 1 comparison,

44:19 we're not comparing apples to apples here,

44:21 um,

44:22 it is useful to sort of see two of the situations,

44:25 um,

44:26 especially because there are some similarities as well between the two,

44:30 cases.

44:31 So,

44:31 at the time of our study,

44:32 um,

44:32 Chad was hosting

44:33 Um,

44:34 close to 600,000 refugees,

44:36 primarily from Sudan,

44:37 the Central African Republic,

44:39 Cameroon,

44:40 and Nigeria.

44:41 Um,

44:42 Chad also has 400,000 IDPs,

44:45 um,

44:46 re,

44:46 residing in areas that border Cameroon,

44:48 Nigeria,

44:49 and ***,

44:50 um,

44:50 most of whom are in the Lak province,

44:52 which is one of the provinces where we did the study.

44:54 Um,

44:55 refugees and IDPs in this case are integrated in private,

44:58 public,

44:59 and community schools in Chad,

45:00 depending on the location,

45:02 and the camp schools have been integrated into the national system.

45:05 So,

45:06 they're still

45:07 separate and based in camps,

45:08 but they are

45:10 officially part of the national system.

45:12 Um,

45:12 this is complicated because,

45:14 um,

45:15 none of the schools,

45:16 including those who are

45:18 not camp schools in the national system,

45:20 are funded well enough to,

45:22 uh,

45:22 be running.

45:23 So,

45:23 even though,

45:24 uh,

45:25 the government says that they,

45:26 um,

45:27 pay for teachers' salaries,

45:28 um,

45:29 in,

45:30 in government schools and,

45:31 and across all of these schools,

45:33 a lot of the schools are funded by the community,

45:35 um,

45:35 or

45:36 obviously by,

45:37 um,

45:38 external donors.

45:40 So,

45:40 um,

45:41 for this case study,

45:42 we did the same consultations to understand what were the key pressing questions,

45:46 and I think it's,

45:47 it's evident that these questions are even more broad

45:50 than those that we had in Colombia.

45:51 So,

45:51 what is the state of financing for education,

45:54 and how does it vary for host and host communities and displaced populations?

45:59 How are migrant students being integrated into public and private schools?

46:02 And how does gender affect enrollment,

46:04 particularly among Nigerian refugees and IDPs in the lack province?

46:09 Uh,

46:09 so for this case study,

46:10 um,

46:11 we concentrated in,

46:12 uh,

46:13 the Lac Province,

46:14 in Jamena,

46:15 and in Moanchari province,

46:17 um,

46:18 again,

46:18 with varying,

46:19 uh,

46:19 levels of inclusion in each of them and varying types of displacement,

46:23 um,

46:24 across the,

46:25 um,

46:26 across the three provinces.

46:27 Um,

46:28 next slide,

46:29 please.

46:33 Um,

46:34 so,

46:36 as I said before,

46:37 the government of Chad is,

46:38 was also extremely open to inclusion.

46:40 Um,

46:41 however,

46:41 this political openness to inclusion was not enough

46:44 to make it a consistent reality,

46:46 um,

46:46 in Chad.

46:47 Now,

46:47 why is this?

46:48 Um,

46:50 policy implementation was inconsistent and differed regionally.

46:53 Um,

46:53 so,

46:53 as we discussed in Colombia,

46:55 there was,

46:55 there was a strong and um

46:58 clear policy coming from the national level,

47:00 which really facilitated the understanding of the policy

47:03 at the lower levels,

47:04 even if it was difficult to implement those policies.

47:06 Here,

47:07 there's no official policy,

47:09 um,

47:09 aside from being,

47:10 uh,

47:11 encouraging really of,

47:12 um,

47:13 displaced populations into the national system.

47:15 There's no official policy,

47:17 um,

47:17 of doing so.

47:20 Um,

47:20 obviously,

47:20 there are profound resource constraints,

47:22 um,

47:22 in the country which limited efforts to improve

47:24 refugee and host community education.

47:27 Um,

47:27 these include obviously physical infrastructure,

47:30 teacher remuneration,

47:31 and ped pedagogical materials.

47:34 Um,

47:35 there's heavy reliance on donor funding and management to support

47:38 the delivery of education to refugee and Chadian students,

47:41 including paying teachers.

47:42 Um,

47:43 you'll see across all of these findings,

47:45 um,

47:46 they're not specific to displaced populations.

47:48 This is also for Chadian students,

47:50 um,

47:51 and you'll see in the next bullet as well,

47:53 there's very limited access to

47:55 secondary,

47:56 uh,

47:56 school,

47:57 which hindered education continuity and inclusion.

47:59 Um,

48:00 You'll see there the numbers 11% of refugees,

48:03 24% of Chadian students,

48:05 um,

48:06 extremely low numbers across.

48:08 Um.

48:10 Then,

48:10 finally,

48:11 one positive note,

48:12 um,

48:12 teachers were,

48:13 uh,

48:14 well perceived and they were trying to

48:16 support inclusion despite severe research shortages,

48:19 poor learning environments,

48:21 uh,

48:21 and unmet psychological

48:23 needs.

48:24 Um,

48:26 If you can

48:28 uh go ahead to the next slide,

48:29 please.

48:31 Finally,

48:32 um,

48:32 we'll talk a bit in focus about one of the main challenges,

48:35 which was the language of instruction.

48:37 Um,

48:37 all refugees and IDPs in Chad follow the Chadian curriculum

48:40 with Arabic and French as official languages of instruction.

48:44 However,

48:44 this is extremely problematic,

48:46 um,

48:47 in the LAC region,

48:48 where refugees from Nigeria

48:50 do not speak Arabic or French.

48:51 You'll see a,

48:52 a quote here from a teacher in the LAC region,

48:55 um,

48:56 and,

48:57 as well,

48:58 some Chadian students don't speak French or Arabic upon,

49:02 uh,

49:02 entering primary school.

49:04 So,

49:04 um,

49:05 the schools are also not not accounting for,

49:07 uh,

49:08 local languages that the students teach.

49:10 This is extremely problematic because it's not obvious

49:13 as to what the official language should be,

49:16 even if students are included um in the national education system.

49:20 Research shows that it's important to use

49:22 culturally relevant curricula and languages to support learning

49:25 and promote integration among

49:27 students,

49:28 refugees,

49:28 and IDPs.

49:29 However,

49:30 this is,

49:31 uh,

49:31 practically extremely challenging.

49:33 Um,

49:34 even if there are refugee teachers,

49:36 let's say in the camp schools who could speak the language of

49:39 the students,

49:40 um,

49:41 they

49:42 are

49:42 then unable to read the curriculum,

49:44 the national curriculum,

49:45 uh,

49:45 in French or Arabic,

49:47 um,

49:47 and instruct students in the national curriculum.

49:50 Um,

49:50 so this,

49:51 uh,

49:51 given the various,

49:52 uh,

49:53 refugee situations across the country,

49:55 um,

49:56 in Chad is,

49:57 is,

49:57 uh,

49:58 an extremely difficult point.

50:02 Um,

50:03 again,

50:04 thanks to Maya.

50:05 Um,

50:05 yeah,

50:05 you can go to the next slide,

50:06 please.

50:07 Um,

50:07 again,

50:08 this was,

50:08 uh,

50:08 an extremely high-level overview,

50:10 but you'll see,

50:11 um,

50:11 some of the main challenges,

50:12 um,

50:13 are,

50:13 are

50:14 consistent across both of those countries,

50:16 um,

50:17 despite being,

50:18 um,

50:19 open to inclusion in both of them.

50:20 So,

50:21 Shamaya,

50:21 if you can go to the next slide,

50:23 please.

50:25 Um,

50:25 which is our second mini quiz,

50:27 um,

50:29 so,

50:32 I believe there should be a link.

50:35 In the chat,

50:36 yep.

50:37 Um,

50:38 so for the first question,

50:39 if you could all please click the link,

50:41 um,

50:42 between Colombia and Chad,

50:43 which

50:45 Countries inclusion of refugee and migrant students differed by region.

50:50 This is a good question to just test for listening,

50:53 so

50:54 I'm glad that it seems uh most people are getting this right,

50:57 um,

50:57 where Colombia had the,

50:59 the policy that um was

51:01 pretty consistently implemented across the country,

51:03 and in Chad,

51:04 um,

51:04 it's differing,

51:05 uh,

51:06 by region,

51:07 despite,

51:07 um,

51:08 the politic the political will.

51:12 Um,

51:12 next question.

51:17 Um,

51:18 so,

51:19 this is a true or false question.

51:20 Uh,

51:21 both Chad and Columbia struggled to secure adequate resources at

51:24 the school level to support refugee and migrant learners.

51:35 Getting mostly true.

51:39 Um,

51:39 and this is indeed true.

51:41 I'm just gonna go a little bit fast through this,

51:42 uh,

51:43 for time purposes.

51:44 Um,

51:46 we,

51:46 uh,

51:47 saw that even though,

51:48 um,

51:48 Columbia's,

51:49 um,

51:50 is obviously richer than Chad in terms of the money

51:54 that they're able to provide for the education system,

51:56 the resources are still extremely constrained,

51:58 especially at the classroom level.

52:01 Um,

52:01 the next question,

52:02 uh,

52:03 while more pronounced in Chad,

52:05 language was an obstacle to inclusion in both Chad and Colombia.

52:10 Um,

52:10 we're getting mostly truths from this,

52:12 um,

52:12 and it is indeed

52:13 true and,

52:14 um,

52:15 uh,

52:16 continues to be important because

52:18 it's,

52:18 um,

52:19 a challenge for the students at the student level and,

52:21 um,

52:22 we did focus groups with students in order to hear their perspectives,

52:25 and this was,

52:26 uh,

52:26 the main thing that made them feel excluded

52:28 despite,

52:28 um,

52:29 the inclusion at the,

52:30 at the local level.

52:33 Uh,

52:34 I believe.

52:36 Next question.

52:37 Um,

52:38 so,

52:38 a question on the theory of change,

52:40 um,

52:41 to which level should both Chad and Columbia shift

52:44 their focus to improve education for displaced populations?

52:49 This is a challenge referring back to

52:51 um the theory of change that we

52:54 made for the project,

52:55 where we had activities being focused at the national level.

52:59 Um

53:00 Outputs

53:04 Which were basically the accomplishment of the activities,

53:06 and then we have outcomes at the administrative

53:09 level and impacts at the student level.

53:14 This is a hard question,

53:16 um,

53:16 and I think it's a,

53:17 a trick question as well because,

53:19 um,

53:19 uh,

53:20 if you all remember the,

53:21 the,

53:21 um,

53:21 activities was a different color.

53:23 Um,

53:24 so,

53:24 should they focus on outputs?

53:25 It is the next thing,

53:27 but really,

53:27 what,

53:28 what I think the answer to this is that,

53:31 um,

53:31 there needs to be more,

53:33 um,

53:33 facilitation at the local level

53:35 to,

53:36 um,

53:37 Increase outcomes,

53:38 so among the administration and the teachers,

53:40 so that there can eventually be um impacts.

53:43 So,

53:43 I think everyone is right here,

53:45 that there needs to be increased um focus in all the areas.

53:50 And then the final question,

53:52 um,

53:53 what were some similarities between the two cases?

53:56 Um,

53:57 the options here are

53:59 low resources,

54:00 heavy teacher burden,

54:02 um,

54:02 high political support,

54:04 language differences,

54:05 and all of the above.

54:11 Yeah,

54:12 it is all the above.

54:13 Um,

54:14 and just to point out that,

54:16 uh,

54:17 for each of these issues,

54:19 I think the,

54:19 the key takeaway was that even though Colombia was a,

54:22 was a strong case and Chad a challenging case,

54:25 um,

54:25 they're still addressing a lot of the same,

54:27 um,

54:28 challenges,

54:29 um.

54:30 In various ways,

54:32 so.

54:34 Thank you everyone very much for your participation.

54:36 Um,

54:38 We can go to the next slide.

54:40 I think I will now,

54:41 um,

54:41 hand it over to Noah.

54:43 Great.

54:43 Thank you so much,

54:44 Andy.

54:45 Um,

54:45 I hope everybody can hear me.

54:47 I wanted to encourage people either in the chat or through,

54:52 um,

54:53 uh,

54:53 unmuting themselves to talk about,

54:57 um,

54:57 some of the ways that these findings could,

55:01 uh,

55:01 be used by practitioners and policymakers.

55:05 And,

55:06 you know,

55:06 this is,

55:06 this is not a challenge unique to this particular,

55:09 uh,

55:09 body of research.

55:10 It's,

55:10 it's something that,

55:11 um,

55:12 Uh,

55:12 folks face,

55:13 uh,

55:14 in,

55:14 in many different contexts with many different topics,

55:16 but

55:17 we find it particularly important here,

55:20 where

55:21 there is so little evidence,

55:22 and so,

55:23 uh,

55:23 it,

55:23 it is,

55:24 I think,

55:25 therefore especially

55:26 important to share the evidence that we have.

55:29 Um,

55:29 and in,

55:30 in examining this and talking about this,

55:32 um,

55:33 I think it can also be helpful to identify some of the barriers.

55:36 That can prevent the uptake of research.

55:39 So,

55:40 um,

55:40 I don't know who

55:42 would like to get us started,

55:44 but you're

55:45 welcome to take yourself off mute or um

55:48 Uh,

55:49 drop something in the chat.

55:50 I know we have folks from IFC,

55:52 ILO,

55:53 World Bank,

55:54 FCV,

55:55 FCDO,

55:56 UNHCR,

55:57 um,

55:58 some

55:58 colleagues from a Ugandan NGO.

56:00 So I think there's a lot of,

56:02 of strong experience out there,

56:03 and

56:04 I'm

56:05 really interested in digging into a little bit about,

56:08 um,

56:09 how,

56:09 how these findings could be,

56:11 could be operationalized and inform

56:13 uh both practitioners and policymakers.

56:28 Hi,

56:29 I have a,

56:29 I,

56:29 I don't know.

56:31 I don't know if it's a question,

56:33 like maybe it's more of a comment.

56:36 I understand that data is mostly

56:39 um

56:41 Towards public sector and public policies.

56:44 Uh,

56:44 I totally understand that and I totally agree,

56:47 but as part of IFC,

56:48 I

56:49 always wonder

56:51 how could we use this data

56:53 to think about an approach with

56:56 the private sector.

56:58 Um,

56:59 and

57:00 Again,

57:00 I'm not an expert in education,

57:03 but

57:04 maybe it would be very interesting to see

57:08 how much or how,

57:11 how much of the share of,

57:13 you know,

57:13 refugees

57:14 and forced displaced people

57:17 could afford.

57:19 A private institutions and then try to build a

57:22 link for specific programs so they could also join

57:27 private sector universities.

57:29 I wonder if how hard it is

57:33 to build a case study like this,

57:34 but I feel

57:35 that

57:36 uh

57:37 in,

57:37 in most of the conversations that we have,

57:39 we are very

57:40 uh public sector driven,

57:42 and again,

57:42 I agree,

57:43 but I think that maybe we are kind of missing an opportunity to

57:47 include and,

57:47 and,

57:48 and,

57:49 you know,

57:49 approach,

57:50 the private sector.

57:51 So

57:52 I'll stop here.

57:53 Thanks.

57:54 Thank you so much,

57:54 Anna.

57:54 I appreciate you jumping in.

57:56 Why don't,

57:56 why don't we take a couple of,

57:58 of comments and maybe there's some folks who,

58:00 who would like to respond.

58:01 I see Chris,

58:02 go ahead.

58:07 Just,

58:08 just getting off

58:09 video,

58:09 putting an off mute,

58:10 uh yeah,

58:11 listen,

58:11 I think this is great actually,

58:12 um.

58:14 I,

58:14 I,

58:15 I think it's fantastic that you've turned this into a kind of interactive,

58:20 you know,

58:20 it,

58:20 it makes the research come alive.

58:23 I mean there's a lot more we need to do,

58:24 I think,

58:25 um,

58:26 on the research side,

58:27 but this is a great start.

58:29 So,

58:29 so my,

58:30 I mean I'm thinking of two things,

58:31 one is how do we get this out further.

58:34 So you know,

58:35 obviously the,

58:36 the,

58:36 I think there's potentially interest in the in the in in the education advisor,

58:40 maybe humanitarian advisors in FCDO more broadly,

58:43 we were restricted

58:45 to 3 people

58:46 on this particular call,

58:48 so that's one bit,

58:49 and then the other,

58:49 The bit is we've got the GRF coming,

58:51 right,

58:52 and we're pushing uh with you guys on uh

58:55 on refugee inclusion in national education systems,

58:59 so how can it does seem like there must be a

59:01 way that we could use this research to help to uh,

59:05 to help to advance that cause,

59:07 you know,

59:07 there is at least now some,

59:09 Uh,

59:10 in some evidence on what some of the issues are,

59:13 what we need to be tackling,

59:15 what the kind of policy the policy,

59:17 um,

59:17 levers we need to be using,

59:19 coming out of this.

59:20 So,

59:20 so that's what,

59:21 that's what I'm thinking,

59:22 how,

59:22 how do we get this out further,

59:24 um,

59:25 yeah,

59:26 what can we do,

59:26 what can we do

59:27 to,

59:28 to make that happen,

59:29 but it's brilliant,

59:30 I really,

59:30 really,

59:31 yeah,

59:31 I think it's great this,

59:33 thank you.

59:35 Uh,

59:35 thanks so much,

59:35 Chris.

59:36 I,

59:36 um,

59:37 was not aware that there was a restriction on the number of folks joining from FCDO.

59:42 I'm sorry to,

59:43 sorry to hear that.

59:43 We would have loved to have had,

59:44 uh,

59:45 more folks on the line.

59:46 Um,

59:48 who else would like to come in or,

59:49 or drop anything into the chat?

59:51 Please go ahead.

1:00:15 No,

1:00:15 I'm seeing a Valeria with her hand up.

1:00:19 Please go ahead.

1:00:21 Uh,

1:00:21 thank you very much for the,

1:00:23 well,

1:00:23 for this presentation is so valuable.

1:00:25 I think

1:00:26 we can all,

1:00:27 uh,

1:00:27 see some similarities in certain

1:00:30 aspects in,

1:00:31 in our countries.

1:00:33 For the case in Costa Rica,

1:00:34 it what is interesting here is that,

1:00:37 uh,

1:00:38 sometimes,

1:00:39 um,

1:00:40 mm,

1:00:41 schools and,

1:00:41 and are where

1:00:44 Displaced,

1:00:45 uh,

1:00:45 forced displaced,

1:00:46 uh,

1:00:47 population is concentrated are in particular geo geographical zones

1:00:51 that tend to be,

1:00:53 uh,

1:00:53 also concentrating more underdeveloped,

1:00:56 uh,

1:00:57 context,

1:00:58 in underdeveloped contexts or have more vulnerabilities

1:01:02 and in that way,

1:01:04 sometimes,

1:01:05 uh,

1:01:06 teachers are not,

1:01:07 are not the best prepared or are not uh the best,

1:01:10 uh,

1:01:11 they're not the best incentive.

1:01:12 to,

1:01:13 for teachers that are the best prepared or

1:01:16 higher quality teachers that might make the difference

1:01:19 are not uh uh

1:01:22 do not have the appropriate incentives to go there and make the difference

1:01:26 and

1:01:27 sometimes that

1:01:28 uh some uh something that could be interesting uh to also

1:01:33 to focus the research on and it,

1:01:36 there have been a research on this but not on this forced displacement.

1:01:41 Or are on incentives for teachers to work in these particular schools

1:01:46 because sometimes uh for this uh

1:01:50 harder situations,

1:01:50 you have to have the better uh

1:01:53 prepared professionals.

1:01:54 So I think that that will be uh an area of,

1:01:58 of research that can uh also

1:02:02 Feed from already research that there is about

1:02:05 a teachers incentives,

1:02:07 appropriate uh teachers incentives in vulnerable contexts.

1:02:12 Thank you.

1:02:16 Thank you,

1:02:16 Valeria,

1:02:17 um.

1:02:19 Are there,

1:02:20 I'm,

1:02:20 I'm sorry,

1:02:20 I'm not able to always see everyone.

1:02:23 Does,

1:02:23 would anybody else like to come in?

1:02:36 So,

1:02:36 um,

1:02:37 I'm not,

1:02:38 I'm not an official respondent,

1:02:39 I'm just a moderator.

1:02:40 Um,

1:02:41 Anna,

1:02:41 I thought your,

1:02:42 your question about the private sector was interesting.

1:02:44 Um,

1:02:45 the World Bank is,

1:02:47 uh,

1:02:47 is

1:02:48 an advocate of the idea that educating

1:02:51 refugees,

1:02:51 you know,

1:02:52 the primary,

1:02:52 secondary,

1:02:53 or tertiary level is a global public good.

1:02:55 Um,

1:02:56 and that,

1:02:57 you know,

1:02:57 it's,

1:02:57 it's increasing the the,

1:02:59 the human capital of these individuals wherever

1:03:01 they end up,

1:03:02 uh,

1:03:03 settling and,

1:03:03 and trying To enter the job market.

1:03:05 And so,

1:03:06 one of the

1:03:08 roots of,

1:03:08 of kind of advocacy and,

1:03:10 and policy discussion we're using is,

1:03:12 um,

1:03:13 trying to crowd in,

1:03:14 uh,

1:03:15 private sector providers and,

1:03:16 and private,

1:03:17 uh,

1:03:18 financing mechanisms to,

1:03:20 uh,

1:03:20 expand access to,

1:03:22 to quality learning.

1:03:23 Um,

1:03:24 but I think you,

1:03:25 you are very,

1:03:25 very correct,

1:03:26 um,

1:03:27 in many of these contexts,

1:03:28 it's,

1:03:29 uh,

1:03:29 the,

1:03:30 the public sector that's providing

1:03:32 90+% of,

1:03:33 of education.

1:03:35 Um,

1:03:36 I,

1:03:37 Valeria,

1:03:37 I very much appreciated your,

1:03:39 your comment about,

1:03:39 about teachers.

1:03:40 Um,

1:03:41 does anybody have any,

1:03:43 um,

1:03:44 final points or comments they want to make before we move on to the next slide?

1:03:52 All right.

1:03:53 um,

1:03:54 please continue.

1:03:59 So,

1:03:59 as part of this research,

1:04:01 uh,

1:04:02 you know,

1:04:02 as,

1:04:02 as we all know now,

1:04:04 um,

1:04:04 there was a literature review,

1:04:05 there were a series of case studies,

1:04:07 um,

1:04:09 So we pulled uh

1:04:11 information from a lot of different

1:04:12 uh

1:04:13 sources and had

1:04:15 um

1:04:16 a large number of recommendations,

1:04:17 and,

1:04:18 and,

1:04:18 um,

1:04:19 you can see some of these come out of our our earlier discussion,

1:04:22 um,

1:04:23 and

1:04:25 We wanted to dig in a little bit into

1:04:28 to the content

1:04:29 of these,

1:04:30 and,

1:04:31 um,

1:04:32 you know,

1:04:32 I can,

1:04:33 I can relate,

1:04:34 uh,

1:04:34 particularly,

1:04:35 for example,

1:04:35 to the interagency coordination call.

1:04:38 Um,

1:04:39 there were times when I worked in in

1:04:41 Different contexts where,

1:04:42 because of the personalities,

1:04:44 the interagency coordination went fabulously well.

1:04:47 Uh,

1:04:47 right?

1:04:48 We were emailing back and forth and conducting joint missions,

1:04:51 and

1:04:52 always making sure to,

1:04:54 to include each other and,

1:04:55 uh,

1:04:56 cooperate very closely.

1:04:57 And then,

1:04:57 you know,

1:04:58 a couple of,

1:04:59 of people,

1:05:00 individuals would change as the agency leads and all of a sudden,

1:05:03 The agency coordination would,

1:05:05 uh,

1:05:06 would,

1:05:06 uh,

1:05:06 decrease significantly.

1:05:08 Um,

1:05:08 in other contexts,

1:05:09 um,

1:05:10 it also worked well because the government insisted on it.

1:05:12 They would have,

1:05:13 you know,

1:05:14 regular,

1:05:14 um,

1:05:15 all,

1:05:16 all agency meetings and,

1:05:17 and basically,

1:05:19 Forced,

1:05:19 um,

1:05:20 both the,

1:05:21 the national and the international community to,

1:05:23 to work together very closely.

1:05:25 So,

1:05:25 um,

1:05:26 I,

1:05:27 I think there's some different ways to approach some of these different

1:05:30 recommendations.

1:05:31 Um,

1:05:32 and in the next slide,

1:05:33 please.

1:05:36 I want to

1:05:38 um

1:05:39 put us into breakout rooms where

1:05:42 we will have an option to to dive into this deeply.

1:05:46 Um,

1:05:47 and relating back to our earlier discussion,

1:05:50 I think

1:05:51 um it's important to

1:05:52 to talk about feasibility,

1:05:54 um,

1:05:55 some of the barriers,

1:05:55 some of the possible solutions or,

1:05:58 or ways to,

1:05:59 to mitigate the barriers,

1:06:01 and then,

1:06:02 um,

1:06:03 Uh,

1:06:03 possibilities to increase the,

1:06:05 the likelihood

1:06:06 that they'd be implemented.

1:06:07 And,

1:06:08 um,

1:06:08 in the little example that I just shared,

1:06:11 um,

1:06:11 I'm hoping that folks can draw from their

1:06:14 individual professional experience.

1:06:16 Um,

1:06:16 we have a very wide

1:06:18 range of,

1:06:19 of experience and agencies participating

1:06:22 in this,

1:06:23 um,

1:06:23 in this discussion.

1:06:24 I think it,

1:06:25 uh,

1:06:25 it can be really

1:06:26 rich if

1:06:27 people can draw from

1:06:29 From their own professional experience and and

1:06:32 share examples.

1:06:33 And I think as was mentioned earlier,

1:06:34 that the breakout groups will not be recorded.

1:06:37 So,

1:06:38 We encourage you to speak freely.

1:06:40 Um,

1:06:42 Can,

1:06:43 can we start to put folks in the breakout groups?

1:06:52 All right.

1:06:53 So welcome back,

1:06:54 everyone.

1:06:54 Um,

1:06:55 I,

1:06:56 I broke with my role as moderator and snuck into one of the sessions,

1:06:59 uh,

1:07:00 and both had fun and,

1:07:01 and,

1:07:02 and learned from my colleagues.

1:07:04 Um,

1:07:05 I am not sure,

1:07:07 Natalia,

1:07:08 can you clarify,

1:07:08 were there

1:07:09 4 breakout sessions or?

1:07:16 Or anyone who knows?

1:07:17 44,

1:07:18 OK.

1:07:19 So,

1:07:19 um,

1:07:20 I'm not sure who the,

1:07:22 uh,

1:07:23 reporter was for each one,

1:07:25 but I happen to know that Andy was the reporter for the one I was in.

1:07:27 So,

1:07:28 uh,

1:07:28 Andy,

1:07:28 why don't we start with you?

1:07:30 Uh,

1:07:30 if you could,

1:07:30 uh,

1:07:31 quickly kind of summarize,

1:07:32 um,

1:07:33 the discussion and any,

1:07:34 any

1:07:35 great questions or,

1:07:36 or points that,

1:07:37 uh,

1:07:37 arose from it,

1:07:38 and then

1:07:39 I'll quickly hand off to the other three,

1:07:42 reporters for those,

1:07:43 uh,

1:07:43 those remaining sessions.

1:07:44 Over to you,

1:07:45 Andy.

1:07:46 Sure.

1:07:47 Um,

1:07:47 so,

1:07:48 essentially,

1:07:49 uh,

1:07:50 in answer to the question of how,

1:07:52 how these recommendations might be implemented

1:07:53 and what might increase the feasibility,

1:07:55 we had

1:07:56 three,

1:07:57 main points that I'll try to summarize here.

1:07:59 Um,

1:07:59 first of all is,

1:08:00 and I think this Alludes to also our conversation in the chat,

1:08:03 um,

1:08:04 convincing

1:08:05 stakeholders that inclusion works,

1:08:07 making the case for that,

1:08:08 um,

1:08:08 that that's the best,

1:08:09 um,

1:08:10 use of funds,

1:08:12 and then also addressing,

1:08:14 um,

1:08:15 typical,

1:08:16 um,

1:08:16 uh,

1:08:17 challenges of there not being enough money or enough slots

1:08:20 for people,

1:08:21 um,

1:08:21 in this discussion of,

1:08:22 of trying to convince how that inclusion works.

1:08:25 Um,

1:08:25 the second,

1:08:26 uh,

1:08:26 was transferability of skills.

1:08:29 So,

1:08:29 um,

1:08:30 one of our participants mentioned

1:08:32 that there needs to be a discussion between,

1:08:34 um,

1:08:34 both country of origin and host country in terms of,

1:08:38 um,

1:08:39 a framework of how skills can be transferred,

1:08:41 um,

1:08:42 within the education system,

1:08:43 and then also,

1:08:44 um,

1:08:45 Uh,

1:08:45 in,

1:08:46 in the workforce.

1:08:47 Um,

1:08:48 and then thirdly,

1:08:49 there was a,

1:08:49 a very interesting discussion on transferability of data.

1:08:54 So,

1:08:54 again,

1:08:55 with agreements between

1:08:57 two countries on um how personal data can be transferred.

1:09:01 Um,

1:09:01 and then also just generally improving data capture.

1:09:04 So,

1:09:05 um,

1:09:05 even in the cases where countries are,

1:09:07 are offering social services,

1:09:09 um,

1:09:10 to displaced populations,

1:09:11 how can they better capture data

1:09:13 around this?

1:09:13 And I welcome anyone to,

1:09:15 uh,

1:09:16 jump in if I've missed something.

1:09:20 Thanks,

1:09:20 Andy.

1:09:20 That sounds great.

1:09:21 Um,

1:09:23 And one of the rapporteurs for the other groups,

1:09:26 uh,

1:09:27 come in.

1:09:28 I'm sorry,

1:09:28 I don't know who you are.

1:09:30 I'm happy to jump in.

1:09:32 I think,

1:09:32 um,

1:09:33 our group defaulted to me,

1:09:35 um,

1:09:35 but if,

1:09:36 if anyone

1:09:38 objects to that,

1:09:38 please feel free to raise your hand,

1:09:40 and I'm happy to turn over the mic to you.

1:09:42 Um,

1:09:43 we had a conversation that focused,

1:09:45 uh,

1:09:45 a lot on that first question about feasibility and some of the challenges that,

1:09:50 um,

1:09:51 make implementing the recommendations much more difficult,

1:09:55 um,

1:09:56 than it might seem.

1:09:57 Um,

1:09:58 so a few quick points on this.

1:10:00 Uh,

1:10:01 the issue of inclusion is a highly political one,

1:10:05 and it's also a question of resources.

1:10:07 So,

1:10:08 Um,

1:10:09 if a country is struggling to

1:10:11 support its own education system,

1:10:13 how do we incentivize them and encourage them,

1:10:17 um,

1:10:17 that

1:10:19 it's worth investing more resources to,

1:10:22 to include,

1:10:23 uh,

1:10:23 refugee and displaced learners in,

1:10:25 in a system that might already be struggling.

1:10:28 Um

1:10:30 Someone also made the point about

1:10:33 Sort of an initial unwillingness to accept

1:10:36 that a crisis is going to be protracted,

1:10:38 and by including refugee students um in national schools,

1:10:43 we're sort of

1:10:44 signaling

1:10:45 um that this is gonna be a long,

1:10:47 long-term issue and,

1:10:49 and,

1:10:50 um,

1:10:50 you know,

1:10:51 there's a perception that at,

1:10:52 at first people might be in denial.

1:10:55 I think it's,

1:10:55 it's going to be a crisis that is wrapped up quickly,

1:10:58 but,

1:10:58 um,

1:10:59 unfortunately,

1:11:00 um,

1:11:00 this tends not to be the case.

1:11:03 Um,

1:11:04 Also,

1:11:05 just

1:11:06 a point about how feasibility is very dependent on context,

1:11:11 um,

1:11:11 and,

1:11:11 and can be easier where,

1:11:13 uh,

1:11:13 in places where children are,

1:11:16 are coming from more similar backgrounds,

1:11:19 um.

1:11:20 And

1:11:21 back to the initial point about incentivizing governments,

1:11:25 that perhaps we also need to highlight the cost of not including children.

1:11:29 What does it mean for a host country to

1:11:32 have children who are

1:11:34 out of school for an extended period of time in that country?

1:11:38 Um,

1:11:38 what does it mean for those children?

1:11:39 What does it mean for the,

1:11:40 the host communities?

1:11:42 Um,

1:11:44 And then lastly,

1:11:45 uh,

1:11:46 a suggestion to

1:11:48 prioritize the,

1:11:49 the,

1:11:49 the social cohesion aspect in communities,

1:11:53 um,

1:11:53 and that if we work hard at social cohesion,

1:11:56 that,

1:11:56 uh,

1:11:56 inclusion in schools,

1:11:58 um,

1:11:59 would,

1:12:00 would potentially be easier.

1:12:02 Um,

1:12:03 I hope I did my,

1:12:04 my team justice,

1:12:05 but

1:12:05 that's kind of where,

1:12:07 where we left our conversation

1:12:09 over.

1:12:10 Great,

1:12:11 Hannah.

1:12:11 Thank you so much.

1:12:12 Um,

1:12:13 I think we have 2 more.

1:12:16 I'm happy to come in,

1:12:18 you know,

1:12:18 with stuff from our group,

1:12:20 um,

1:12:20 but folks who are in the group,

1:12:21 if there's anything you would like to add at the end,

1:12:23 please do so.

1:12:24 Um,

1:12:25 so there was sort of a general opinion that the recommendations posed are possible.

1:12:31 Um,

1:12:31 data may play a role,

1:12:33 uh,

1:12:33 even though government usually says that it's expensive

1:12:36 to include forcibly displaced persons in national census,

1:12:39 etc.

1:12:40 It can be done if the international community

1:12:42 can support the government on this side.

1:12:44 Um,

1:12:45 there was also a point made that even if refugees share the same language,

1:12:48 the political willingness of inclusion is actually very important.

1:12:54 In some countries,

1:12:54 the public education system isn't really that strong,

1:12:57 so supporting these systems to include refugees is

1:13:01 a necessary prerequisite.

1:13:03 Um,

1:13:04 however,

1:13:04 it's also necessary to consider social cohesions,

1:13:06 as in some cases,

1:13:07 for example,

1:13:08 Syrians in Lebanon and Jordan,

1:13:10 refugees faced isolation because of particular social

1:13:13 dynamics.

1:13:15 There was also the point made,

1:13:17 again,

1:13:17 that had been made before in the question session

1:13:20 about including the private sector.

1:13:22 Um,

1:13:22 what we're missing is how to sell the idea in a way that the private sector

1:13:27 understands

1:13:27 the value that is being created by including refugees as as students,

1:13:31 and someone in the group mentioned that there were two examples.

1:13:34 that came to mind

1:13:35 in Colombia,

1:13:36 um,

1:13:36 this is a hard topic to sort of

1:13:38 address,

1:13:39 and it's the acceptance of Venezuelan diplomas.

1:13:41 It's not easy to accept them in a formal way.

1:13:44 And what could be done is perhaps

1:13:45 interagency coordination and private sectors as partners in

1:13:49 sort of helping to validate those diplomas.

1:13:52 Um,

1:13:53 there was a 3rd point made about political willingness.

1:13:55 It depends on how the government is really perceived by the people.

1:13:59 If the government isn't popular,

1:14:01 um,

1:14:02 then it would need to sort of decide whether inclusion

1:14:05 is something that is politically feasible to advocate for.

1:14:08 The political environment is very important.

1:14:10 In Colombia,

1:14:11 for example,

1:14:11 the past two governments have been very accepting.

1:14:14 But this could change if political will for inclusion changes.

1:14:18 There were also points made in the chat about

1:14:20 the need to provide opportunities to refugees that have

1:14:23 teaching qualifications,

1:14:25 um,

1:14:25 to improve the quality of learning,

1:14:27 but also the need for disaggregated data in EMS,

1:14:29 which is a huge challenge that we're

1:14:31 facing.

1:14:32 If there's anybody else from the group that wants to come in,

1:14:34 please go ahead.

1:14:35 Thanks,

1:14:35 Nolan.

1:14:37 Thanks.

1:14:37 I love how the,

1:14:39 the groups are very different in terms of what they,

1:14:41 what they covered and what they found.

1:14:42 I think we have

1:14:43 uh one final group.

1:14:44 Uh,

1:14:45 Paula,

1:14:45 do you wanna?

1:14:47 Report back

1:14:50 Yes,

1:14:51 um,

1:14:52 my pleasure and I hope I'll make the group justice and I'll

1:14:55 try to take it as short as possible as we need to,

1:14:57 uh,

1:14:57 close in,

1:14:58 uh,

1:14:59 a few minutes.

1:15:00 Um,

1:15:01 so I think,

1:15:02 uh,

1:15:03 Mm,

1:15:04 if I can try to summarize,

1:15:05 I think,

1:15:06 I think the,

1:15:07 our group discussed the difficulty.

1:15:09 Yes,

1:15:09 it's a good idea to collect this data and to be able to,

1:15:11 uh,

1:15:12 compare displaced and host,

1:15:13 uh,

1:15:14 students,

1:15:15 but,

1:15:15 uh,

1:15:16 uh,

1:15:17 there is a difficulty in collecting this data.

1:15:19 Um,

1:15:19 the EMIS,

1:15:21 um,

1:15:22 the surveys need to be

1:15:23 adjusted and there needs funding,

1:15:26 um,

1:15:27 to be,

1:15:27 to be able to do that.

1:15:29 As well as,

1:15:29 uh,

1:15:30 uh,

1:15:31 data collection tools are needed,

1:15:32 for example,

1:15:33 tablets.

1:15:34 So there's a funding aspect

1:15:36 as well as,

1:15:36 uh,

1:15:37 yeah,

1:15:37 I think mostly,

1:15:38 uh,

1:15:39 we've discussed the funding aspect from Uganda as well.

1:15:41 Um,

1:15:42 it was mentioned.

1:15:43 Um,

1:15:44 in how the government is mostly interested in the,

1:15:46 in the host in the Ugandan,

1:15:48 uh,

1:15:48 students and less in the,

1:15:50 um,

1:15:51 refugee,

1:15:52 uh,

1:15:52 students,

1:15:53 especially when it comes to collecting data in a different way and investing money

1:15:57 in,

1:15:57 in a different type of data collection,

1:15:59 uh,

1:15:59 that may

1:16:01 Um,

1:16:02 exactly,

1:16:02 come with the additional costs.

1:16:04 Um,

1:16:06 I'll stop,

1:16:06 I'll stop there,

1:16:07 and I know this was,

1:16:08 uh,

1:16:08 uh,

1:16:09 was fast.

1:16:10 Thanks,

1:16:10 Paula.

1:16:11 No,

1:16:11 I appreciate it.

1:16:12 Uh,

1:16:12 we're getting a little tight on time,

1:16:13 so,

1:16:14 um,

1:16:15 thank you everyone for participating in the discussion,

1:16:17 and if we could go back to the slide deck,

1:16:19 um,

1:16:20 to the next slide

1:16:22 after.

1:16:24 The feasibility of recommendations,

1:16:27 yeah,

1:16:27 if you can go to the

1:16:28 next slide when you have a chance.

1:16:32 Brilliant.

1:16:32 OK.

1:16:33 So,

1:16:33 um,

1:16:34 I think we,

1:16:35 we talked about this,

1:16:36 uh,

1:16:36 in,

1:16:37 in some detail in our,

1:16:38 in our groups.

1:16:39 Um,

1:16:40 but,

1:16:40 you know,

1:16:41 some of the,

1:16:41 the key findings were that,

1:16:42 uh,

1:16:43 having national polic of educational inclusion are,

1:16:45 are important,

1:16:47 um,

1:16:47 and can be helpful,

1:16:48 especially when they're promoted and actively enforced.

1:16:51 Um,

1:16:52 the financing,

1:16:53 this came up in,

1:16:54 in our group,

1:16:55 and I think others as well,

1:16:56 um,

1:16:57 you know,

1:16:57 it,

1:16:58 yes,

1:16:59 sometimes money is not spent as efficiently as it could be,

1:17:01 but,

1:17:01 uh,

1:17:02 if you have no money to spend,

1:17:04 um,

1:17:04 then providing quality

1:17:06 learning opportunities for both host and,

1:17:08 uh,

1:17:08 refugee populations is incredibly difficult.

1:17:11 Um.

1:17:12 And there are some policies and programs that um have been shown to be effective,

1:17:18 uh,

1:17:18 but unfortunately they're often small scale.

1:17:20 Um,

1:17:21 and so,

1:17:21 you know,

1:17:22 the

1:17:23 um

1:17:24 Limitations on applying them to to national level contexts are,

1:17:27 are significant.

1:17:29 Um,

1:17:29 and,

1:17:30 uh,

1:17:31 we talked about this a bunch in my group was,

1:17:32 was the education expenditure data,

1:17:35 um,

1:17:36 being,

1:17:36 being quite a challenge no matter what language it's presented in.

1:17:39 So,

1:17:40 um,

1:17:40 I think that's something for,

1:17:42 for many of us to work on together,

1:17:43 hopefully.

1:17:44 Um,

1:17:45 let me go to the next slide,

1:17:47 and I think I am turning it over to you,

1:17:50 Paula.

1:17:55 Yes,

1:17:55 uh,

1:17:56 thanks,

1:17:56 Noah.

1:17:56 Uh,

1:17:57 so that takes us to the end of,

1:17:58 uh,

1:17:58 today's session.

1:17:59 Thanks everyone for,

1:18:01 uh,

1:18:01 the participation and thanks to all the panelists for preparing and,

1:18:06 uh,

1:18:06 uh,

1:18:07 and for your interventions,

1:18:08 um,

1:18:09 today.

1:18:10 And,

1:18:11 and thanks to everyone as well that worked behind in the background to,

1:18:15 uh,

1:18:16 to make this session happen.

1:18:18 Uh,

1:18:18 I would like to hear your feedback as,

1:18:20 as always,

1:18:21 and,

1:18:21 uh,

1:18:22 my colleague will be posting a feed uh,

1:18:24 a link to the feedback form,

1:18:25 uh,

1:18:26 just here in the chat.

1:18:27 Uh,

1:18:27 further,

1:18:28 you can find the session recording on the website.

1:18:32 Uh,

1:18:32 so for any colleagues that may be interested in this conversation,

1:18:35 you can

1:18:36 direct them to that,

1:18:36 to this website.

1:18:38 And,

1:18:38 uh,

1:18:39 I'd like to also mention that we're working on,

1:18:41 uh,

1:18:42 translating this content from these training sessions into a,

1:18:45 um,

1:18:45 a self-paced,

1:18:46 um,

1:18:47 e-learning course and we're planning to launch that in the beginning of next year,

1:18:51 so stay tuned as well for

1:18:53 um

1:18:54 that initiative.

1:18:55 And

1:18:56 I think this is all

1:18:57 for today.

1:18:58 Um,

1:18:59 I want to thank everyone again and uh wishing you a,

1:19:02 a nice rest of your day,

1:19:03 evening,

1:19:04 um,

1:19:05 or night if anyone is turning from,

1:19:07 uh,

1:19:08 uh,

1:19:09 where it's late.

1:19:10 Uh,

1:19:11 sorry,

1:19:11 see you,

1:19:12 uh,

1:19:12 next week on Wednesday,

1:19:13 uh,

1:19:14 for the 7th module on social cohesion.

1:19:17 Um,

1:19:18 at the same time as today,

1:19:20 um,

1:19:21 um,

1:19:22 I hope to see

1:19:23 many of you there,

1:19:24 and that's going to be,

1:19:25 uh,

1:19:25 next week,

1:19:26 uh,

1:19:26 on Wednesday.

1:19:27 Thanks a lot,

1:19:28 everyone again,

1:19:30 and,

1:19:30 um,

1:19:31 uh,

1:19:31 goodbye.

1:19:34 Thank you.

1:19:34 Bye.

1:19:35 Thank you.

showAllTimestamps

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transcript

Depending on where you're journey from. Welcome to the 6th module of a training named Learning from the Evidence of Force Displacement. Uh, the training is organized by the UK government, UNHCR World Bank Building the Evidence on Force Displacement Research Program in collaboration with the Joint Data Center on Force Displacement, the World Bank, UNHCR Joint Data Center on Force Displacement. My name is Paula Elise. I am an evaluation with the Building the Evidence Program and the and the World Bank, uh, SCV Group. Today, I'm joined by uh Serenia Chavez Villegas, Education Officer at the UNHCR, Andy Coombs, senior researcher at the American Institute for Research, Chinmayahola, researcher at the American Institute for Research, Hannah Ring, principal researcher at the American Institute of Research, and Noah Yarrow, who is a senior education specialist in the World Bank. This team has been leading the development of today's learning session on forces placement and education, as I mentioned earlier, uh, the 6th, uh, in a series of 8, training sessions. And um, uh, the training session is based on a global study that, that, that same team has, uh, has been leading and has been working on for the past few years. The goal of today's training is, is twofold. Um, to participants are expected to, uh, walk away, uh, with a better understanding of what's the state of the evidence on force displacement and education which is available and how this evidence can be used, uh, in their, uh, day to day, um, uh, jobs, as practitioners. Before I hand over to our first speaker, I would like to cover some logistical aspects, uh, be informed that this session is being recorded, uh, the conversations you will have and discussions you will have in the breakout rooms instead are not are not being recorded. Feel free to keep your camera on, uh, throughout the, uh, duration of the training session. Um, and, uh, kindly, um, ensure you're, you're on mute when you're not speaking. We're going to have 90 minutes for the session and you're welcome to, uh, submit your questions to the chat, uh, which will be monitored, as well as, um, uh, come in and raise your hand. Um, uh, kindly, if you see that, uh, Zoom has, uh, let you in with a name that's not, uh, um, uh. Your, your name. Uh, kindly remind yourself and uh also add your affiliation in parenthesis. Um, I'd like to also invite everyone to, to use the chat to introduce yourselves, uh, tell us where you're joining from, uh, which organizations you work with, um, so that we get, um, acquainted with, uh, with one another before we start. Again, welcome to today's module on for sustainment and education. And it is my pleasure to leave the floor now to our first speaker, uh, Sirena Chavez Villegas, education officer in the UNHCR. Uh, thanks, uh, Sirenia, and, uh, over to you. Great. Thank you so much, Paula. If we can have the next slide, please. Yeah. Next. Great. So, for the agenda, we're gonna start with a menttimeter, then we're going to have a mini quiz and go through some of the findings of some case studies in Colombia and Chad, and then we're gonna go through a second mini quiz. Then we will go for recommendations for practitioners, and for the end of the session, we will have a breakout room discussion on the feasibility of the recommendations that came out of the research that will be presented, and then finally end with summary and conclusion. So next slide, please. Great. So, as I mentioned, we are going to start off with a menttimeter that has two questions that are featured on the slide. If you could kindly navigate to the menttimeter link that you can see displayed here, and that has also been posted in the chat by my colleague Chinmaya. So, Can we go to the mntimeter on the screen? Oh, yes, yes, give me one second. Great. So I see people are already starting to submit answers. So the first question is, how much evidence do you think there is on education for forcibly displaced populations? From no evidence to a ton of evidence. OK, so we see an average of 31.2. We're gonna give it maybe 2 more minutes, um, just so we see a little bit more people submitting answers. Great. OK. It seems like it's leaning more towards no evidence. Or midway. And we have 14 answers so far. Great. Just give it one more minute. And hasn't moved very much. Great. OK. Can we move maybe to the next question? Second question, how much of that evidence do you think focuses on including displaced learners in national education systems? Again, from a scale of no evidence to a ton of evidence, and we'll give it 2 minutes for people to respond. Mhm. Great. We see more people that are leaning towards no evidence. Um, Less so than in the previous question. I give it one more minute. Great. OK. So it seems of the 17 folks that have answered, most are leaning towards No evidence or very little evidence, um, which is accurate. There isn't, there's a limited amount of evidence, um, on including displaced learners in national education systems, so I think people know what we're talking about. Great! It's really good to see people participate. and to see how well informed folks are already about the topic. So, just to kick us off, after the mentee, we're just gonna give a couple of background statistics to sort of frame the, the, the session. Can we go to the next slide, please? So, as of May 2023, um, there were 110 million people around the world who were forcibly displaced due to issues such as conflict, persecution, and violence. We know that these figures now look differently, um, but these are the figures that we have for May 2023. Of these, 76% of forcibly displaced persons are hosted in low and middle income countries that have limited administrative and fiscal capacities. Children account for approximately 40% of forcibly. Displaced people, though we don't have age demographics for every single country that hosts refugees, UNHCR estimates indicate that around 1.9 million children were born as refugees in the period between 2018 and 2022. And then the next slide, please. A couple of statistics on access to education, so an average of 65% of refugee children access primary education, yet only 41% of refugee children have access at the secondary level, and only 6% have access to tertiary education. UNHC UNHCR estimated in its last education report that there are 14.8 million school-aged refugee children, which is an increase from 10 million reported last year. And that 51% are out of school. Quality of education still remains an important concern. While pass rates for national examinations in the countries that report data are high, very few refugees sit these exams to begin with, and very few countries can provide that data. The availability of qualified teachers is also an issue. Just to give you an example, in Dadaab refugee camp in Kenya, 72% of refugee teachers are not trained to teach and are not adequately supported with training and materials, and this is just to give you a little bit of a background, and I'm going to pass it over to Hannah. Thank you. Great. Thank you so much, Sorenia. We can move to the next slide. Um, hello, everyone. I'm so sorry that I can't be on camera today. Um, my, my computer had other plans, uh, for this morning. Um, so, unfortunately, my camera is not working, but very pleased to be with everyone. Um, now that we have, uh, heard from you a little bit about how much evidence you think there is, um, related to forced displacement and education. Um, we wanted to look at the findings from a recent evidence synthesis, um, that we conducted on this topic. So, AIR, the American Institutes for Research, and New York University produced an evidence synthesis to systematically document and summarize the existing evidence on education for forcibly displaced populations, um, and that includes identifying critical gaps that exist, uh, in the evidence base, uh, one of which was hinted at, uh, in, in the previous mentee poll. Next slide. Our evidence synthesis was part of a larger project, uh, that aimed to answer one overarching research question, which was, how can education systems be prepared and strengthened. To become inclusive and resilient, and thus expand and deliver education services to both displaced uh and host country children and youth, uh, in both the short and the long term of a crisis. So it was divided into two phases. The first phase included this evidence synthesis, um, and the second phase, which we'll come to a bit later, uh, in, in today's training, uh, was country-level case studies that reviewed policies and programs supporting refugee and IDP inclusion in national education systems. Because we are presenting several sections of this multi-year, multi-phase project, um, I'm going to present key findings as I go along. I'm not going to present one overarching conclusion up front. So with that next slide. We used 3 complementary methods to um answer the research question on the previous slide. Um, and the systematic review, uh, also known as an, an evidence synthesis, was one of these three methods, uh, that we use to answer. The other two were country-level case studies examining the inclusion of displaced populations in national education systems. And then thirdly, we did a cost analysis, um, with available cost data. To better understand the uh expenditures on education in force displacement settings. So before we dive into the results from the systematic review, we wanted to quickly remind everyone, um, or, or brief everyone on what a systematic review is, and how it is different from a standard literature review. So, the first step in a systematic review is to conduct comprehensive database searches using previously established search terms and inclusion criteria. Once the literature or the evidence has been gathered. The research team applies tools to critically appraise the quality of the studies that meet the inclusion criteria. And then lastly, the studies that meet both the inclusion criteria and the methodological standards, uh, quality standards. Those are synthesized to generate key findings and lessons learned. So synthesis can be done thematically. They can include a meta-analysis, which refers to the statistical pooling of uh summative information on effect sizes, um, or they can be done in a narrative synthesis of study results. OK, I promise we're going to come to, to our results, the findings soon, but very quickly before, before doing so, we're going to use the word inclusion a lot today, um, during the training. So I think it's important that we have a shared understanding, um, of what we mean by it. So, when we refer to inclusion in the context of education for forcibly displaced learners, We're talking about the extent to which refugees, IDPs, um, and stateless people are included in the national education system of the host country. Uh, another note about inclusion is that it's best thought of as a continuum, uh, rather than than a binary, either inclusive or not inclusive. Um, and the Global Partnership for Education, um, illustrated this point well with their, um, Within their report from 2021, uh, which states that inclusion is best thought of as a continuum, moving from a minimal approach, uh, which can include allowing certain elements of curriculum sharing or co-learning, uh, co-location of learning, um, to a more holistic approach, uh, approach wherein the educational opportunities offered to a refugee child are fully aligned with those offered to children in the host country. So after all of that, uh, preamble, what does the evidence say? Um, based on our review of 244, uh, relevant qualitative and quantitative studies on educational access, quality, and the well-being of forcibly displaced students. We find that official policies of inclusion often contrast with the practical and socio-cultural exclusion of refugee students. Um, so the laws that exist, uh, and the policies that exist might not match the experience of, uh, students in the classroom. Secondly, we see that programs uh designed to support social and emotional learning have the potential to reduce depression and post-traumatic stress disorder uh among displaced learners. Thirdly, we see that technology and education programs have the potential to improve learning outcomes, but there are issues of access, uh, in terms of technology, because refugees and, and IDPs and stateless persons, um, often do not have access to the technology required to participate in these programs. And fourth, uh, community-based education, um, programs may be cost effective in improving access and learning for IDPs and refugees, um, and transferring, uh, a community-based approach, um, from international NGOs to local governments, uh, is, is also a more cost-effective approach. So our evidence that this is also identified three critical gaps in the existing literature. Um, the first, um, and, and one that we were kind of hinting at with that Mini poll. Is that the current research focuses on education interventions that run parallel to national education systems as opposed to running through them. Um, so these could be, uh, programs that are run, um, by UNHCR, for example, in a camp as opposed to through, uh, nationally run schools. The evidence on the effectiveness of government-supported programs, uh, for displaced learners is quite limited. So, um, while we see a lot of evidence on, um, the effectiveness of, of parallel interventions, we don't see a lot, uh, coming from Uh, evaluations of government-supported programs. And then lastly, the, um, there are evidence gaps in understanding the, both the cost and the cost effectiveness of education programs in forced displacement contexts. Um, so on this final point about the limited evidence on cost-effectiveness, um, I'm going to hand it over to Chinmaya to talk in a little more detail about some of the challenges and limitations related to obtaining. And analyzing cost and expenditure data in this space. Hey, Hannah, I'm gonna jump in just as moderator here, uh, if I can for a second. Chris Ferry of FCDO had a question on, uh, the evidence on why inclusion is the best option. Um, do you mind just taking a few moments to, to tell us what evidence we have that supports inclusion? So, that is a very good question, and I think actually it would be most interesting, I think, to hear from our UNHC UNHCR colleague um about that because um I know that there Um, There is a robust recent history of discussion around why inclusion is so so important. So, um, Serenia, I think you might be more eloquent than I am answering that. Thanks, Hannah, and thanks Chris for the question. And I think there's a general understanding that having parallel systems that run beside government programs is not a sustainable or cost effective option. Um, for UNHCR, it had been the policy for, for many years, um, and it was simply not sustainable, not just from a financial perspective, but also because the integration of refugees into their host communities is also dependent on them being in schools with the host community, and this is why it's understood that this is the best approach and the one that is now incorporated into the. Refugee education strategy for 2030. I will share the link to that in a second. I hope that clarifies, but happy to discuss this more maybe in the discussion session or also bilaterally. Thanks. Over to you. Thank you so much, Seren. Yeah, I think, I think it's definitely something we should turn to, but what I hear you saying is it's both, uh, a cost efficiency as well as an outcomes-based advantage. Um, but, uh, let's, uh, let's please continue. Uh, I think, uh, Chin Maya, you're up next. Thanks, thanks, thanks, thanks, Noah and Hannah. Specifically, specifically on, uh, cause, uh, uh, it was challenging to obtain access to education expenditure data. Sorry, Chin, we're getting a lot of feedback. Is it possible you have two mics open or that somebody else, uh, isn't muted? Apologies for the interruption. Oh I have, I have only one. So is it any, any better now? No, no, uh, uh. Let me, let me just move my, my one, give me one second. Um, um, uh, uh, any, any better. I'm not sure. So, OK, if you go to the mute button, uh, arrow point up, uh, and then you have audio settings on the end. In the new window that it will open in the middle of that, please choose personalized audio isolation. Uh, uh, sorry, could you repeat that? Uh, uh, where is it? OK, so, uh, on mute, arrowpoint up, audio setting is the last option in the new window. In the middle of it, choose the second option. Uh. I'm in I'm in audio. I'm in audio. Yes, audio. You have speaker microphone, and then you have audio profile. You can choose a zoom background noise removal. OK, it's, it's already selected, uh, uh. I'm wondering whether in the interest of time, perhaps we should, um, we should, I'm, I'm happy to continue, uh, and Chinmaya, perhaps you can jump in to clarify anything, um. So we wanted to talk quickly about the specific evidence, uh, gap, uh, related to expenditure data, um, and the data limitations that we face, and, and that are quite common actually in, um, in cost analysis of, uh, education for, uh, displaced groups. So, Detailed education data are extremely difficult to, to obtain, um, and they can be very difficult to, uh, link to specific education policies and programs. Um, and this is a problem because without those detailed education expenditure data, um, it can be difficult to make informed funding decisions, um, that are based on The evidence related to how effective uh different programs are. Um A second challenge we faced was that governments are not typically distinguishing between education expenditures per student. Um, for, uh, displaced populations versus host populations, um, and a lack of mon monitoring data on Um, to what extent displaced learners are participating in national education system. Um, makes it very difficult to track this. Next slide. So some of the lessons we learned about um expenditure data, um, Where that larger education expenditures, uh, not surprisingly, are likely to contribute to the ability of countries to include refugees, uh, into their national systems. So this is something we'll touch on a little bit when we come to the case studies, uh, but having a larger expenditure on education, um, is helpful in, in being able to provide education to refugee students as well as, as host country students. Um, a second lesson learned is that UNHCR allocates a larger amount of education budget to low-income and lower middle income countries, um, which is, is not terribly surprising because of their weaker, um, education systems, uh, and because they tend to host, uh, the majority of displaced people. Um, so if we look at our five case study countries, which are Chad, Sudan, Pakistan, Jordan, and Colombia. Um, we can see. Quite a bit of variation in um the overall, uh, the overall budget amount put towards primary and secondary schools. So figure one shows us the unit costs um of government education for refugee children, um, if they were to receive the same government education as host populations. Um, so, we see Chad at the very low end of the spectrum and uh Columbia towards the higher end of the spectrum, which again, we'll, um, we'll discuss a little bit more once we come to the individual case studies. Um, I did see a question in the chat. Um, let me just Pull this up here and I think we also have, um, at this point, uh, our first brief mini quiz for, for everyone to take. So, um, if you could, let's start with the quiz. Uh, if you could click the, the link in the chat to the mentee, uh, you should be taken to, to the quiz. Chinmaya, are you sorted with your mic, or? I, I am not sure. Are you still hearing feedback. OK. OK. OK, OK. All right. So our first question, um, I see the, the answers coming in. Um, It was a true false statement. Most research on forcibly displaced populations focuses on how to include them in national education systems. So most of you, um, of course, this is anonymous, who, who can't know who is, um, entering what answer, but most of you are correct that that this is false. Um, this is, this is a key gap in the existing literature. It's, it's heavily focused on parallel, um, parallel systems, uh, not necessarily, uh, what works to include them into national education systems. Next question is, is another true or false? Education provided by NGOs in camp settings is an example of a parallel education system. Great. Again, I think we have most people um getting this one. Uh, getting this one right. Um, education provided by an NGO in, in a camp is indeed an example of a, a parallel approach. Third question, um, because evidence on the effectiveness of government supported programs for displaced learners is limited, it suggests these programs are ineffective. OK, so we have mostly false, but some truths. Uh, this is a very important point. This, um, the, the answer to this one is false, just because, um, we don't have evidence about whether, um, government-supported programs are effective or not, does not by any means mean, mean that they're not effective. It just means they're under-researched. Um, so that is why this is a, a really important evidence gap. Given the push towards inclusion, um, we would, we would expect to see and, and need to see research on these, um, government-supported programs. OK, this is a, a multi-part question. Um, high quality education expenditure data should be Um, and I think you can select, um, individual answers or, or all of the above to be disaggregated, it should be program specific, it should be publicly available. All of the above. OK, so we have a few individual votes here, um, for disaggregated program specific, publicly available, uh, but most people Most people coming in with the correct answer, which is, uh, all of the above, uh, we need it, um, to be disaggregated. We need to know if costs are supporting, uh, host or displaced learners or both. We need it to be ideally specific to individual programs so that we can make claims about cost effectiveness, um, and of course, we need it to be publicly available so we can actually use it, um, to do those types of analysis. OK, um, I believe this is our final question. Um, inclusion can range from minimally allowing certain elements, oopsies. Uh fine. Here we go. Inclusion can range from minimally allowing certain elements of post-country education to a more holistic approach, uh, to education, depending on the context. And again, a lot of people saying true, uh, which is indeed the correct answer. Um, inclusion is best thought of as a continuum as opposed to a binary, and, um, there are a range of inclusive approaches that countries can take, um, or not take, and, and range from, um, being not at all inclusive to to fully inclusive. So with that, I believe I'm handing over to Andy at this point. Yeah, thanks very much, Hannah, and thanks for um taking over those cost slides. Um, I hope it was informative to everyone. Um, at this point, we'll also do a deeper dive into some of the findings, um, from the systematic review results that Hannah went over through case studies, um, that we conducted as part of this project. So, we wanted to basically find out how some of the results from, from the systematic review apply in 5 cases. We looked at Chad, Colombia, Jordan, Pakistan, and Sudan. Um, we selected these countries, um, to understand a mix of different types of, uh, refugee contexts and to understand different geographies and the ways that, um, people are approaching inclusion for refugee populations in the education system. Um, so, today, we'll talk specifically about two examples, which are Colombia and Chad. Uh, the reason we selected these examples for this training is because Colombia was one of the, was the exemplary case, um, among the case studies that we looked at, and Chad had, um, among other the countries, um, a lot of the, uh, most profound challenges with including refugee populations into their education system. Um, so just to discuss a little bit here about the theoretical framework that we developed, um, as part of this project, um, we have here, uh, a regular sort of theory of change where you have, um, activities that take place at the national level, um, which should, should lead to outputs at the local level and then outcomes at the school level and impacts at the student level. Um, so you'll see here that the activities at the national level is in a different color than the rest of the, um, outputs, outcomes, and impacts. That is because in most of the cases that we looked at, uh, the countries are at the stage of only implementing activities. So, they're concentrated on what they're doing to address education for refuge for refugee and displaced populations, um, as opposed to how this is leading to outputs at the local level, let alone outcomes at the school level and impacts on students. So, you'll see as I speak through the case studies, um, activities include having an open policy environment, um, having good interagency coordination on, on effective practices, including communication to the local level, and the provision of resources. Um, I think because of a lot of acute, um, refugee crises, which are in both of the case studies that, that we'll discuss today, um, these activities, the provision of resources is, is on the front of the mind for, um, for people who are implementing education for refugees and, and trying to include them in the host country systems. Um, you'll see, um, as we discussed that, um, sufficient local level understandings of the policies is less there, and the outcomes at the school level are also, um, extremely challenging, um, let alone any impact on, on, uh, yeah, full educational inclusion or student outcomes. Um, I think we can go ahead and go to the next slide. So, here is just a brief summary of how we approached the case studies in all five of the countries. Um, we had a general framework for doing interviews with 3 levels of analysis, that's at the macro level, so policymakers and international actors who are working in this space. We did interviews at the mezzo or institutional level, so this would be subnational officials, NGO actors, or program officials and liaisons. And then we did interviews uh at the school level, um, with school administrators, teachers, students, and parents. So, the, the idea behind this approach to our case studies was to try to get an understanding of the goals from the macro level, um, sort of how that's being translated at the institutional level, um, and then how, uh, local-level administrators are, are able to implement these activities in schools. Um, if you go to the next slide, Um, I'll discuss a bit about how we applied this in the case study of Colombia. So, at the time, just to give a little background, um, at the time of the case study, Colombia was hosting over 1.8 million of the approximately 6 million forcibly displaced Venezuelans in the world, um, which was the largest number of any other country. Um, there is a disparity in access to education for Venezuelans. Um, the primary gross enrollment for Venezuelans in Colombia was estimated at 53% in 2021 and 2022, and the corresponding national enrollment rate in Colombia was over 100%. So, with this context, um, we selected research questions to explore more about what's going on in consultations with experts from the Colombian government, with UNHCR and um other agencies that we, um, that our local contacts recommended. Um, so you'll see here from our questions, uh, what are the norms and structures around, uh, protection of migrants from xenophobia and stereotypes? How do parents, families, and communities participate in education, and how are they protected? How are migrant students being integrated into existing educational plans? What are The key considerations for sustainability and performance of migrant students, and what are the costs of providing education services to host country populations and Venezuelan migrants, and how do these costs vary? There are a lot of questions um as to how, uh, education is being delivered, um, in this context and elsewhere. So, um, obviously, this was an ambitious, um, set of questions, um. We took a qualitative approach where we looked at the situation in three areas, specifically, uh, Bogota, Cartagena, and Medellin. Um, again, these areas were selected, um, in consultation with the, the local, um, consultants who we, who we worked with, as well as, um, our colleagues from UNHCR and the Colombian government. Um, we spoke to people from the MOE, from UNHCR, UNICEF, World Bank, and principals, teachers, parents, and students, um, in all three of these areas. Um, we had 14 KIIs and 20 FGDs, um, in the end. So next slide, please. The, the, first we'll concentrate on what worked well in Colombia. As I said earlier, this is sort of an exemplary example of um providing education um for displaced populations within the national education system. So, Colombia prioritized education, educational inclusion for Venezuelan migrant and refugee children by facilitating access to their institutions irrespective of nationality or migration status. This is encoded in the law. Um, you can see the quote from the MOE, uh, respondent who, who said that this is a priority. Um, so the, the policy support from the Colombian, Colombian government was extremely strong. Um, as such, there was also strong government leadership in terms of funding, coordination with partners, policy rollout, and follow-through at the local level. Um, there was also strong interagency coordination, um, between the government of Colombia and development partners. Um, they provide, for example, they provided training and programming support to schools. Um, and then, obviously, this is all, um, I think this refers to also a question in the chat earlier. This is all related to how much, uh, was being spent, um, and there was a large education expenditure, um, and compared to our other case study countries in Colombia, um, which likely contributed to the greater ability of government to include refugees in the national system. Um, next slide, please. Uh, we also found some key challenges, um, to inclusion in Colombia. So, although there was sort of an exemplary case that in terms of the policy level and, and, um, among the five case studies that we did in terms of trying to roll out these policies at the local level, uh, there were still difficulties. So, um, obviously, there was not, um, enough funding as there never is, but, but The government didn't allocate additional funds for departments with higher concentrations of Venezuelan students. So, there was a lot of classroom overcrowding and not enough resources at the school level. So, although this, um, sort of, uh, enthusiasm for inclusion was, was great, it didn't translate into actually being able to host, um, the number of displaced students that were in the country. Um, there was a heavy burden on teachers, obviously still related, um, with high pupil to teacher ratios. Um, and we heard from teachers, as well as administrators, they just didn't know how to handle this. So, essentially coming from the national level, um, there was instruction to include, uh, displaced populations, but then at the local level, there was no, um, actual way to do this because of resource constraints. There were also differences between Venezuelan and Colombian curricula, which led to uh learning gaps and complicated grade placement and led to demotivation. Um, we heard from a lot of respondents that the Colombian curriculum was more difficult than, uh, the Venezuelan cur curriculum at various levels. Um, this came a lot from the students and the parents, um, who were experiencing difficulties in, in learning at the, at the grade levels where students were placed. At the same time, students did, did not want to be placed in the grade lower than, um, they were in, uh, Venezuela. Lastly, although obviously both populations are Spanish speakers, there were linguistic differences, and um this, I, we pulled this out because this came a lot from the students where they felt marginalized in the schools because of their, um, the differences in how they speak Spanish, the, the cadence, the, um, the way they understand various words. Um, so that was an important piece because it, um, In terms of inclusion, feeling included from the student level, um, that was a difficult, uh, piece for them. Uh, next slide, please. So that was obviously a very um uh high-level overview, and you can read more in um some of the resources that we linked on the Columbia case study. But, um, I'll turn now to the Chad case study that we did, and, um, although it's not a 1 to 1 comparison, we're not comparing apples to apples here, um, it is useful to sort of see two of the situations, um, especially because there are some similarities as well between the two, cases. So, at the time of our study, um, Chad was hosting Um, close to 600,000 refugees, primarily from Sudan, the Central African Republic, Cameroon, and Nigeria. Um, Chad also has 400,000 IDPs, um, re, residing in areas that border Cameroon, Nigeria, and ***, um, most of whom are in the Lak province, which is one of the provinces where we did the study. Um, refugees and IDPs in this case are integrated in private, public, and community schools in Chad, depending on the location, and the camp schools have been integrated into the national system. So, they're still separate and based in camps, but they are officially part of the national system. Um, this is complicated because, um, none of the schools, including those who are not camp schools in the national system, are funded well enough to, uh, be running. So, even though, uh, the government says that they, um, pay for teachers' salaries, um, in, in government schools and, and across all of these schools, a lot of the schools are funded by the community, um, or obviously by, um, external donors. So, um, for this case study, we did the same consultations to understand what were the key pressing questions, and I think it's, it's evident that these questions are even more broad than those that we had in Colombia. So, what is the state of financing for education, and how does it vary for host and host communities and displaced populations? How are migrant students being integrated into public and private schools? And how does gender affect enrollment, particularly among Nigerian refugees and IDPs in the lack province? Uh, so for this case study, um, we concentrated in, uh, the Lac Province, in Jamena, and in Moanchari province, um, again, with varying, uh, levels of inclusion in each of them and varying types of displacement, um, across the, um, across the three provinces. Um, next slide, please. Um, so, as I said before, the government of Chad is, was also extremely open to inclusion. Um, however, this political openness to inclusion was not enough to make it a consistent reality, um, in Chad. Now, why is this? Um, policy implementation was inconsistent and differed regionally. Um, so, as we discussed in Colombia, there was, there was a strong and um clear policy coming from the national level, which really facilitated the understanding of the policy at the lower levels, even if it was difficult to implement those policies. Here, there's no official policy, um, aside from being, uh, encouraging really of, um, displaced populations into the national system. There's no official policy, um, of doing so. Um, obviously, there are profound resource constraints, um, in the country which limited efforts to improve refugee and host community education. Um, these include obviously physical infrastructure, teacher remuneration, and ped pedagogical materials. Um, there's heavy reliance on donor funding and management to support the delivery of education to refugee and Chadian students, including paying teachers. Um, you'll see across all of these findings, um, they're not specific to displaced populations. This is also for Chadian students, um, and you'll see in the next bullet as well, there's very limited access to secondary, uh, school, which hindered education continuity and inclusion. Um, You'll see there the numbers 11% of refugees, 24% of Chadian students, um, extremely low numbers across. Um. Then, finally, one positive note, um, teachers were, uh, well perceived and they were trying to support inclusion despite severe research shortages, poor learning environments, uh, and unmet psychological needs. Um, If you can uh go ahead to the next slide, please. Finally, um, we'll talk a bit in focus about one of the main challenges, which was the language of instruction. Um, all refugees and IDPs in Chad follow the Chadian curriculum with Arabic and French as official languages of instruction. However, this is extremely problematic, um, in the LAC region, where refugees from Nigeria do not speak Arabic or French. You'll see a, a quote here from a teacher in the LAC region, um, and, as well, some Chadian students don't speak French or Arabic upon, uh, entering primary school. So, um, the schools are also not not accounting for, uh, local languages that the students teach. This is extremely problematic because it's not obvious as to what the official language should be, even if students are included um in the national education system. Research shows that it's important to use culturally relevant curricula and languages to support learning and promote integration among students, refugees, and IDPs. However, this is, uh, practically extremely challenging. Um, even if there are refugee teachers, let's say in the camp schools who could speak the language of the students, um, they are then unable to read the curriculum, the national curriculum, uh, in French or Arabic, um, and instruct students in the national curriculum. Um, so this, uh, given the various, uh, refugee situations across the country, um, in Chad is, is, uh, an extremely difficult point. Um, again, thanks to Maya. Um, yeah, you can go to the next slide, please. Um, again, this was, uh, an extremely high-level overview, but you'll see, um, some of the main challenges, um, are, are consistent across both of those countries, um, despite being, um, open to inclusion in both of them. So, Shamaya, if you can go to the next slide, please. Um, which is our second mini quiz, um, so, I believe there should be a link. In the chat, yep. Um, so for the first question, if you could all please click the link, um, between Colombia and Chad, which Countries inclusion of refugee and migrant students differed by region. This is a good question to just test for listening, so I'm glad that it seems uh most people are getting this right, um, where Colombia had the, the policy that um was pretty consistently implemented across the country, and in Chad, um, it's differing, uh, by region, despite, um, the politic the political will. Um, next question. Um, so, this is a true or false question. Uh, both Chad and Columbia struggled to secure adequate resources at the school level to support refugee and migrant learners. Getting mostly true. Um, and this is indeed true. I'm just gonna go a little bit fast through this, uh, for time purposes. Um, we, uh, saw that even though, um, Columbia's, um, is obviously richer than Chad in terms of the money that they're able to provide for the education system, the resources are still extremely constrained, especially at the classroom level. Um, the next question, uh, while more pronounced in Chad, language was an obstacle to inclusion in both Chad and Colombia. Um, we're getting mostly truths from this, um, and it is indeed true and, um, uh, continues to be important because it's, um, a challenge for the students at the student level and, um, we did focus groups with students in order to hear their perspectives, and this was, uh, the main thing that made them feel excluded despite, um, the inclusion at the, at the local level. Uh, I believe. Next question. Um, so, a question on the theory of change, um, to which level should both Chad and Columbia shift their focus to improve education for displaced populations? This is a challenge referring back to um the theory of change that we made for the project, where we had activities being focused at the national level. Um Outputs Which were basically the accomplishment of the activities, and then we have outcomes at the administrative level and impacts at the student level. This is a hard question, um, and I think it's a, a trick question as well because, um, uh, if you all remember the, the, um, activities was a different color. Um, so, should they focus on outputs? It is the next thing, but really, what, what I think the answer to this is that, um, there needs to be more, um, facilitation at the local level to, um, Increase outcomes, so among the administration and the teachers, so that there can eventually be um impacts. So, I think everyone is right here, that there needs to be increased um focus in all the areas. And then the final question, um, what were some similarities between the two cases? Um, the options here are low resources, heavy teacher burden, um, high political support, language differences, and all of the above. Yeah, it is all the above. Um, and just to point out that, uh, for each of these issues, I think the, the key takeaway was that even though Colombia was a, was a strong case and Chad a challenging case, um, they're still addressing a lot of the same, um, challenges, um. In various ways, so. Thank you everyone very much for your participation. Um, We can go to the next slide. I think I will now, um, hand it over to Noah. Great. Thank you so much, Andy. Um, I hope everybody can hear me. I wanted to encourage people either in the chat or through, um, uh, unmuting themselves to talk about, um, some of the ways that these findings could, uh, be used by practitioners and policymakers. And, you know, this is, this is not a challenge unique to this particular, uh, body of research. It's, it's something that, um, Uh, folks face, uh, in, in many different contexts with many different topics, but we find it particularly important here, where there is so little evidence, and so, uh, it, it is, I think, therefore especially important to share the evidence that we have. Um, and in, in examining this and talking about this, um, I think it can also be helpful to identify some of the barriers. That can prevent the uptake of research. So, um, I don't know who would like to get us started, but you're welcome to take yourself off mute or um Uh, drop something in the chat. I know we have folks from IFC, ILO, World Bank, FCV, FCDO, UNHCR, um, some colleagues from a Ugandan NGO. So I think there's a lot of, of strong experience out there, and I'm really interested in digging into a little bit about, um, how, how these findings could be, could be operationalized and inform uh both practitioners and policymakers. Hi, I have a, I, I don't know. I don't know if it's a question, like maybe it's more of a comment. I understand that data is mostly um Towards public sector and public policies. Uh, I totally understand that and I totally agree, but as part of IFC, I always wonder how could we use this data to think about an approach with the private sector. Um, and Again, I'm not an expert in education, but maybe it would be very interesting to see how much or how, how much of the share of, you know, refugees and forced displaced people could afford. A private institutions and then try to build a link for specific programs so they could also join private sector universities. I wonder if how hard it is to build a case study like this, but I feel that uh in, in most of the conversations that we have, we are very uh public sector driven, and again, I agree, but I think that maybe we are kind of missing an opportunity to include and, and, and, you know, approach, the private sector. So I'll stop here. Thanks. Thank you so much, Anna. I appreciate you jumping in. Why don't, why don't we take a couple of, of comments and maybe there's some folks who, who would like to respond. I see Chris, go ahead. Just, just getting off video, putting an off mute, uh yeah, listen, I think this is great actually, um. I, I, I think it's fantastic that you've turned this into a kind of interactive, you know, it, it makes the research come alive. I mean there's a lot more we need to do, I think, um, on the research side, but this is a great start. So, so my, I mean I'm thinking of two things, one is how do we get this out further. So you know, obviously the, the, I think there's potentially interest in the in the in in the education advisor, maybe humanitarian advisors in FCDO more broadly, we were restricted to 3 people on this particular call, so that's one bit, and then the other, The bit is we've got the GRF coming, right, and we're pushing uh with you guys on uh on refugee inclusion in national education systems, so how can it does seem like there must be a way that we could use this research to help to uh, to help to advance that cause, you know, there is at least now some, Uh, in some evidence on what some of the issues are, what we need to be tackling, what the kind of policy the policy, um, levers we need to be using, coming out of this. So, so that's what, that's what I'm thinking, how, how do we get this out further, um, yeah, what can we do, what can we do to, to make that happen, but it's brilliant, I really, really, yeah, I think it's great this, thank you. Uh, thanks so much, Chris. I, um, was not aware that there was a restriction on the number of folks joining from FCDO. I'm sorry to, sorry to hear that. We would have loved to have had, uh, more folks on the line. Um, who else would like to come in or, or drop anything into the chat? Please go ahead. No, I'm seeing a Valeria with her hand up. Please go ahead. Uh, thank you very much for the, well, for this presentation is so valuable. I think we can all, uh, see some similarities in certain aspects in, in our countries. For the case in Costa Rica, it what is interesting here is that, uh, sometimes, um, mm, schools and, and are where Displaced, uh, forced displaced, uh, population is concentrated are in particular geo geographical zones that tend to be, uh, also concentrating more underdeveloped, uh, context, in underdeveloped contexts or have more vulnerabilities and in that way, sometimes, uh, teachers are not, are not the best prepared or are not uh the best, uh, they're not the best incentive. to, for teachers that are the best prepared or higher quality teachers that might make the difference are not uh uh do not have the appropriate incentives to go there and make the difference and sometimes that uh some uh something that could be interesting uh to also to focus the research on and it, there have been a research on this but not on this forced displacement. Or are on incentives for teachers to work in these particular schools because sometimes uh for this uh harder situations, you have to have the better uh prepared professionals. So I think that that will be uh an area of, of research that can uh also Feed from already research that there is about a teachers incentives, appropriate uh teachers incentives in vulnerable contexts. Thank you. Thank you, Valeria, um. Are there, I'm, I'm sorry, I'm not able to always see everyone. Does, would anybody else like to come in? So, um, I'm not, I'm not an official respondent, I'm just a moderator. Um, Anna, I thought your, your question about the private sector was interesting. Um, the World Bank is, uh, is an advocate of the idea that educating refugees, you know, the primary, secondary, or tertiary level is a global public good. Um, and that, you know, it's, it's increasing the the, the human capital of these individuals wherever they end up, uh, settling and, and trying To enter the job market. And so, one of the roots of, of kind of advocacy and, and policy discussion we're using is, um, trying to crowd in, uh, private sector providers and, and private, uh, financing mechanisms to, uh, expand access to, to quality learning. Um, but I think you, you are very, very correct, um, in many of these contexts, it's, uh, the, the public sector that's providing 90+% of, of education. Um, I, Valeria, I very much appreciated your, your comment about, about teachers. Um, does anybody have any, um, final points or comments they want to make before we move on to the next slide? All right. um, please continue. So, as part of this research, uh, you know, as, as we all know now, um, there was a literature review, there were a series of case studies, um, So we pulled uh information from a lot of different uh sources and had um a large number of recommendations, and, and, um, you can see some of these come out of our our earlier discussion, um, and We wanted to dig in a little bit into to the content of these, and, um, you know, I can, I can relate, uh, particularly, for example, to the interagency coordination call. Um, there were times when I worked in in Different contexts where, because of the personalities, the interagency coordination went fabulously well. Uh, right? We were emailing back and forth and conducting joint missions, and always making sure to, to include each other and, uh, cooperate very closely. And then, you know, a couple of, of people, individuals would change as the agency leads and all of a sudden, The agency coordination would, uh, would, uh, decrease significantly. Um, in other contexts, um, it also worked well because the government insisted on it. They would have, you know, regular, um, all, all agency meetings and, and basically, Forced, um, both the, the national and the international community to, to work together very closely. So, um, I, I think there's some different ways to approach some of these different recommendations. Um, and in the next slide, please. I want to um put us into breakout rooms where we will have an option to to dive into this deeply. Um, and relating back to our earlier discussion, I think um it's important to to talk about feasibility, um, some of the barriers, some of the possible solutions or, or ways to, to mitigate the barriers, and then, um, Uh, possibilities to increase the, the likelihood that they'd be implemented. And, um, in the little example that I just shared, um, I'm hoping that folks can draw from their individual professional experience. Um, we have a very wide range of, of experience and agencies participating in this, um, in this discussion. I think it, uh, it can be really rich if people can draw from From their own professional experience and and share examples. And I think as was mentioned earlier, that the breakout groups will not be recorded. So, We encourage you to speak freely. Um, Can, can we start to put folks in the breakout groups? All right. So welcome back, everyone. Um, I, I broke with my role as moderator and snuck into one of the sessions, uh, and both had fun and, and, and learned from my colleagues. Um, I am not sure, Natalia, can you clarify, were there 4 breakout sessions or? Or anyone who knows? 44, OK. So, um, I'm not sure who the, uh, reporter was for each one, but I happen to know that Andy was the reporter for the one I was in. So, uh, Andy, why don't we start with you? Uh, if you could, uh, quickly kind of summarize, um, the discussion and any, any great questions or, or points that, uh, arose from it, and then I'll quickly hand off to the other three, reporters for those, uh, those remaining sessions. Over to you, Andy. Sure. Um, so, essentially, uh, in answer to the question of how, how these recommendations might be implemented and what might increase the feasibility, we had three, main points that I'll try to summarize here. Um, first of all is, and I think this Alludes to also our conversation in the chat, um, convincing stakeholders that inclusion works, making the case for that, um, that that's the best, um, use of funds, and then also addressing, um, typical, um, uh, challenges of there not being enough money or enough slots for people, um, in this discussion of, of trying to convince how that inclusion works. Um, the second, uh, was transferability of skills. So, um, one of our participants mentioned that there needs to be a discussion between, um, both country of origin and host country in terms of, um, a framework of how skills can be transferred, um, within the education system, and then also, um, Uh, in, in the workforce. Um, and then thirdly, there was a, a very interesting discussion on transferability of data. So, again, with agreements between two countries on um how personal data can be transferred. Um, and then also just generally improving data capture. So, um, even in the cases where countries are, are offering social services, um, to displaced populations, how can they better capture data around this? And I welcome anyone to, uh, jump in if I've missed something. Thanks, Andy. That sounds great. Um, And one of the rapporteurs for the other groups, uh, come in. I'm sorry, I don't know who you are. I'm happy to jump in. I think, um, our group defaulted to me, um, but if, if anyone objects to that, please feel free to raise your hand, and I'm happy to turn over the mic to you. Um, we had a conversation that focused, uh, a lot on that first question about feasibility and some of the challenges that, um, make implementing the recommendations much more difficult, um, than it might seem. Um, so a few quick points on this. Uh, the issue of inclusion is a highly political one, and it's also a question of resources. So, Um, if a country is struggling to support its own education system, how do we incentivize them and encourage them, um, that it's worth investing more resources to, to include, uh, refugee and displaced learners in, in a system that might already be struggling. Um Someone also made the point about Sort of an initial unwillingness to accept that a crisis is going to be protracted, and by including refugee students um in national schools, we're sort of signaling um that this is gonna be a long, long-term issue and, and, um, you know, there's a perception that at, at first people might be in denial. I think it's, it's going to be a crisis that is wrapped up quickly, but, um, unfortunately, um, this tends not to be the case. Um, Also, just a point about how feasibility is very dependent on context, um, and, and can be easier where, uh, in places where children are, are coming from more similar backgrounds, um. And back to the initial point about incentivizing governments, that perhaps we also need to highlight the cost of not including children. What does it mean for a host country to have children who are out of school for an extended period of time in that country? Um, what does it mean for those children? What does it mean for the, the host communities? Um, And then lastly, uh, a suggestion to prioritize the, the, the social cohesion aspect in communities, um, and that if we work hard at social cohesion, that, uh, inclusion in schools, um, would, would potentially be easier. Um, I hope I did my, my team justice, but that's kind of where, where we left our conversation over. Great, Hannah. Thank you so much. Um, I think we have 2 more. I'm happy to come in, you know, with stuff from our group, um, but folks who are in the group, if there's anything you would like to add at the end, please do so. Um, so there was sort of a general opinion that the recommendations posed are possible. Um, data may play a role, uh, even though government usually says that it's expensive to include forcibly displaced persons in national census, etc. It can be done if the international community can support the government on this side. Um, there was also a point made that even if refugees share the same language, the political willingness of inclusion is actually very important. In some countries, the public education system isn't really that strong, so supporting these systems to include refugees is a necessary prerequisite. Um, however, it's also necessary to consider social cohesions, as in some cases, for example, Syrians in Lebanon and Jordan, refugees faced isolation because of particular social dynamics. There was also the point made, again, that had been made before in the question session about including the private sector. Um, what we're missing is how to sell the idea in a way that the private sector understands the value that is being created by including refugees as as students, and someone in the group mentioned that there were two examples. that came to mind in Colombia, um, this is a hard topic to sort of address, and it's the acceptance of Venezuelan diplomas. It's not easy to accept them in a formal way. And what could be done is perhaps interagency coordination and private sectors as partners in sort of helping to validate those diplomas. Um, there was a 3rd point made about political willingness. It depends on how the government is really perceived by the people. If the government isn't popular, um, then it would need to sort of decide whether inclusion is something that is politically feasible to advocate for. The political environment is very important. In Colombia, for example, the past two governments have been very accepting. But this could change if political will for inclusion changes. There were also points made in the chat about the need to provide opportunities to refugees that have teaching qualifications, um, to improve the quality of learning, but also the need for disaggregated data in EMS, which is a huge challenge that we're facing. If there's anybody else from the group that wants to come in, please go ahead. Thanks, Nolan. Thanks. I love how the, the groups are very different in terms of what they, what they covered and what they found. I think we have uh one final group. Uh, Paula, do you wanna? Report back Yes, um, my pleasure and I hope I'll make the group justice and I'll try to take it as short as possible as we need to, uh, close in, uh, a few minutes. Um, so I think, uh, Mm, if I can try to summarize, I think, I think the, our group discussed the difficulty. Yes, it's a good idea to collect this data and to be able to, uh, compare displaced and host, uh, students, but, uh, uh, there is a difficulty in collecting this data. Um, the EMIS, um, the surveys need to be adjusted and there needs funding, um, to be, to be able to do that. As well as, uh, uh, data collection tools are needed, for example, tablets. So there's a funding aspect as well as, uh, yeah, I think mostly, uh, we've discussed the funding aspect from Uganda as well. Um, it was mentioned. Um, in how the government is mostly interested in the, in the host in the Ugandan, uh, students and less in the, um, refugee, uh, students, especially when it comes to collecting data in a different way and investing money in, in a different type of data collection, uh, that may Um, exactly, come with the additional costs. Um, I'll stop, I'll stop there, and I know this was, uh, uh, was fast. Thanks, Paula. No, I appreciate it. Uh, we're getting a little tight on time, so, um, thank you everyone for participating in the discussion, and if we could go back to the slide deck, um, to the next slide after. The feasibility of recommendations, yeah, if you can go to the next slide when you have a chance. Brilliant. OK. So, um, I think we, we talked about this, uh, in, in some detail in our, in our groups. Um, but, you know, some of the, the key findings were that, uh, having national polic of educational inclusion are, are important, um, and can be helpful, especially when they're promoted and actively enforced. Um, the financing, this came up in, in our group, and I think others as well, um, you know, it, yes, sometimes money is not spent as efficiently as it could be, but, uh, if you have no money to spend, um, then providing quality learning opportunities for both host and, uh, refugee populations is incredibly difficult. Um. And there are some policies and programs that um have been shown to be effective, uh, but unfortunately they're often small scale. Um, and so, you know, the um Limitations on applying them to to national level contexts are, are significant. Um, and, uh, we talked about this a bunch in my group was, was the education expenditure data, um, being, being quite a challenge no matter what language it's presented in. So, um, I think that's something for, for many of us to work on together, hopefully. Um, let me go to the next slide, and I think I am turning it over to you, Paula. Yes, uh, thanks, Noah. Uh, so that takes us to the end of, uh, today's session. Thanks everyone for, uh, the participation and thanks to all the panelists for preparing and, uh, uh, and for your interventions, um, today. And, and thanks to everyone as well that worked behind in the background to, uh, to make this session happen. Uh, I would like to hear your feedback as, as always, and, uh, my colleague will be posting a feed uh, a link to the feedback form, uh, just here in the chat. Uh, further, you can find the session recording on the website. Uh, so for any colleagues that may be interested in this conversation, you can direct them to that, to this website. And, uh, I'd like to also mention that we're working on, uh, translating this content from these training sessions into a, um, a self-paced, um, e-learning course and we're planning to launch that in the beginning of next year, so stay tuned as well for um that initiative. And I think this is all for today. Um, I want to thank everyone again and uh wishing you a, a nice rest of your day, evening, um, or night if anyone is turning from, uh, uh, where it's late. Uh, sorry, see you, uh, next week on Wednesday, uh, for the 7th module on social cohesion. Um, at the same time as today, um, um, I hope to see many of you there, and that's going to be, uh, next week, uh, on Wednesday. Thanks a lot, everyone again, and, um, uh, goodbye. Thank you. Bye. Thank you.

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