Development-oriented Refugee Assistance and Schooling from Students'Perspectives: The Case of a South Sudanese Refugee Settlement in Northern Uganda

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Other Title
  • 生徒の視点からみた難民開発援助と学校教育
  • 生徒の視点からみた難民開発援助と学校教育 : ウガンダ北部の南スーダン難民居住地を事例として
  • セイト ノ シテン カラ ミタ ナンミン カイハツ エンジョ ト ガッコウ キョウイク : ウガンダ ホクブ ノ ミナミスーダン ナンミン キョジュウチ オ ジレイ ト シテ
  • ―ウガンダ北部の南スーダン難民居住地を事例として―

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Abstract

<p>Although South Sudan gained independence from Sudan in 2011, the country retrogressed into its own civil war, causing the third largest refugee crisis in the world after Syria and Afghanistan. Uganda is currently hosting a large proportion of South Sudanese refugees and has become the largest refugee-hosting country in Africa. Many studies have been conducted to investigate the factors that could hinder refugee children's access to schooling despite development-oriented refugee assistance in Uganda. However, there is a lack of study perceiving refugees not as recipients of benefits but as active players in the education system within refugee settlements.</p><p>The objective of this study is to explore the challenges of primary and secondary schooling under development-oriented refugee assistance in a South Sudanese refugee settlement in Northern Uganda from the perspectives of refugee students. Field study was conducted for one week in the Bidi Bidi Refugee Settlement in August 2017. Questionnaire surveys were conducted among students in one community primary school and one community secondary school, which were funded by aid agencies such as UNHCR. Semi-structured interviews were also carried out to complement the findings obtained from the questionnaire survey data.</p><p>The study revealed the following three insights. First, refugee children are still excluded from primary and secondary schooling even under Uganda's development-oriented refugee assistance. In addition to the limited capacity of the education system in the host communities, unequal land distribution for refugees limit their children's access to schooling in the settlement. Second, students'learning environment in community schools is poorly regulated as a side effect of the open-door policy. Learning in a well-managed and peaceful environment is important for refugee students. Third, refugee students are motivated to learn not necessarily because of Uganda's refugee policy nor external support, but because of their own passion to learn along with self-sustained income generating activities.</p>

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