Systematic education challenges facing refugees’ children in urban centres in Kenya

Abstract

Refugee children faced war, violence, and trauma in their home countries before fleeing, and they continue to face unprecedented challenges once they arrive in their new country. They must adjust to a new political, economic, and cultural environment, as well as new education systems, customs, and language once they arrive in the host country. Most of the refugees are still encamped, while others have found ways to relocate to cities. A growing body of evidence suggests that education for refugees is less sustainable, frequently of lower quality, less accountable to families and children, and has fewer mechanisms in place for learners’ formal completion or certification. Despite the existence of a draft Education Policy for Refugees and Asylum-Seekers (2019) and the government’s efforts to expand educational opportunities for refugee children by allowing refugee children to enroll in public schools, most urban refugees face numerous barriers to integration into mainstream education. This study employed a qualitative case study design using semi-structured interviews with 20 teachers, 10 school administrators, three education officers and focus group discussions with 100 learners, complemented by document analysis. The data show that, while refugee access and retention have improved, many refugee children drop out of school, with many never enrolling in school. The main findings highlighted several challenges, such as a lack of teacher preparedness to work with refugee children, difficulties in using the language of instruction, and the impact of hidden costs, as well as learning outcomes and expectations in the classroom.