education in emergency in ghana: a review of the evidence of protracted displacement of liberian...

Education in Emergency: A Review of the Evidence of the Protracted Displacement of Liberan Refugees In Ghana

A Category of Analysis from my MA Thesis on the Human and Environmental Security Implications of theProtracted Displacement of Liberian Refugees in Ghana

Jenkins Divo Macedo

Monday, December 12, 11

Table of Contents1. Introduction

1.1. Opening Quotations

1.2 Statement of the Problem

1.3. Guiding Principles and Values of EIE

2. Education in Emergency at the Buduburam Refugee Settlement

2.1. The Role of State and Non-State Actors

2.2. Targets of Education

3. Narratives Results and Issues from Field Research

4. What Next?

5. Reference


Opening Quotations

“The lack of funds prevent us from reaching as many children as possible in getting them to school”

(An interview response from a staff of aUNHCR partnering agency in Ghana).

“About half of the total Liberian Refugee population at the settlement are children and most of them are

out of school, because parents cannot pay their tuition in local schools. The UNHCR said refugees

should consider repatriation”(An interview response from a staff of Point Hope, a Non-Governmental Organization providing scholarship for about

300 children at the refugee settlement).

“If education is basic human right, the UNHCR has violated that right”(An interview response refugee activist group,

Ghana).


Statement of the ProblemEducation in Emergency and the Global Refugee Crisis

1. 43.7 Million Forced Migrants

2. 25.2 million receive UNHCR protection

3. 7.2 million refugees are in protracted situation

4. 10.4 million refugees are warehoused in camps.

5. 12 million people are stateless.

6. 49 LDC host four-fifth of the global refugee population

The Case of Liberian Refugees in Ghana

1. Refugee influx in 1990 led to the establishment of the Buduburam Refugee Settlement.

2. 1990-2005 the camp hosted 38,000 Liberian refugees

3. Current population 11,000

✴(protracted refugee situations)

4. In 2005 UNHCR terminated all humanitarian assistance to the refugee population at the Buduburam Refugee Settlement.

✴Protracted refugee situations describe refugees living in camps or settlements for more than 5 years without access to education, health care, proper sanitation facilities, etc...(UNHCR 2009 Global Trends in Refugees, Displacement and IDPs).


Source: US Department of State


Guiding Principles and Values of EIE

1 Education is a basic human right of all people affected by crisis and instability

2 Education protects during crises and lays a sustainable foundation for recovery, peace and development

3 Education should be included in all humanitarian responses

4 Education policy and services must be actively sustained and coordinated across the humanitarian – development continuum before, during and in recovery from crises

5 Crises which destabilize education can be approached not only as urgent situations of immediate need but also as opportunities for positive change.

Source: INEE


Education in Emergency at Buduburam

1991-2005: UNHCR established the Buduburam Refugee Community School System

Target:

Providing free primary and secondary education to Liberian refugees in an effort to produce a new generation of Liberians who upon leaving the camp can contribute meaningfully to the socioeconomic development of their communities.


2005-2011: UNHCR’s terminated ALL humanitarian aid to refugees led to:

1. Creation of schools by CBOs

2. Vocational Institutions by NGOs

Target:

Workforce development through vocational skills training, gender empowerment and social justice.

SHIFT IN EDUCATIONAL GOALS


State Actors

Ghana Eduction Service (GES)

1. Professional Development for Teachers

2. Education for Empowerment (EfE)

Out of school - children gets a second chance of education in the EfE Program.

3. Administering the West African Examination Council (WAEC)

★ Junior and Senior Secondary levels


Non-State Actors

UNHCR 1990-2005

★ Construction of School Buildings

★Funds Primary and Secondary Education

★ Provides Educational Materials

★ Provides minimum professional development activities.

Partner Organizations★ Accra Teachers Training College

★ Winneba University College of Education

★ Christian Council of Ghana (CCG)

★ Point Hope (PH)

★ United National Industrial Development Organization (UNIDO)

★ Unite For Sight


UNHCR 2011 Education Facts of Ghana

Ghana

Total people of concern: 14,577 refugees and asylum seekers

Main origin of refugees: Liberia, Togo, Sudan, Sierra Leone

Implementing partners: National Media Commission, Ghana Education Service, Ghana Health Service and Ghana Police Service

Education program setting: Urban (Accra) and camps

Overall education needs budget 2012:Refugees and asylum seekers in urban areas: USD 387,860

Refugees in rural areas: USD 471,142

Source: UNHCR Education 2011: Ghana


Situation of Refugee Education in Camp Settings

2

Challenges

• Outreach activities and monitoring are difficult as refugees and asylum seekers often live dispersed

• Many refugee children have dropped out of school and do not receive assistance until they have reported to UNHCR or the implementing partners

• Economic difficulties of refugee parents are a reason for the high drop out

Objectives

• Assure access of refugee children to universal primary education, secondary and tertiary education

• Enhance job opportunities for refugees

Situation of refugee education in camps

Enrolment rate in primary and secondary education

78%78% 79%87%

0%20%40%60%80%

100%

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

2008 2009 2010

% o

f chi

ldre

n

FemaleMale

Enrolment of children with specific needsin primary education

Absolute numbers in parentheses

(6)

(4)

(6)

(8)

(3)

(3)

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f chi

ldre

n

% Female% Male

Enrolment of refugee youth in training

4% 7%1% 4%

80%

30%

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f you

th

FemaleMale

Teacher gender parity

39%36%36%

24%27%

73% 76% 64% 64% 61%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s

Male teachersFemale teachers

Percentage of refugee teachers

54%62%62%

91%93%

46%38%38%8%7%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s

Local teachersRefugee teachers

Number of students per

teacher

Presence of a local education committee with implementing

partner/government participation 2008 13 Yes 2009 18 No 2010 16 Yes

2

Challenges




Objectives





78%78% 79%87%

0%20%40%60%80%

100%

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

2008 2009 2010

% o

f chi

ldre

n

FemaleMale



(6)

(4)

(6)

(8)

(3)

(3)

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f chi

ldre

n

% Female% Male


4% 7%1% 4%

80%

30%

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f you

th

FemaleMale


39%36%36%

24%27%

73% 76% 64% 64% 61%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



54%62%62%

91%93%

46%38%38%8%7%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



teacher



2

Challenges




Objectives





78%78% 79%87%

0%20%40%60%80%

100%

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

2008 2009 2010

% o

f chi

ldre

n

FemaleMale



(6)

(4)

(6)

(8)

(3)

(3)

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f chi

ldre

n

% Female% Male


4% 7%1% 4%

80%

30%

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f you

th

FemaleMale


39%36%36%

24%27%

73% 76% 64% 64% 61%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



54%62%62%

91%93%

46%38%38%8%7%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



teacher



2

Challenges




Objectives





78%78% 79%87%

0%20%40%60%80%

100%

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

2008 2009 2010

% o

f chi

ldre

n

FemaleMale



(6)

(4)

(6)

(8)

(3)

(3)

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f chi

ldre

n

% Female% Male


4% 7%1% 4%

80%

30%

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f you

th

FemaleMale


39%36%36%

24%27%

73% 76% 64% 64% 61%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



54%62%62%

91%93%

46%38%38%8%7%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



teacher



2

Challenges




Objectives





78%78% 79%87%

0%20%40%60%80%

100%

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

Prim

ary

Seco

ndar

y

2008 2009 2010

% o

f chi

ldre

n

FemaleMale



(6)

(4)

(6)

(8)

(3)

(3)

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f chi

ldre

n

% Female% Male


4% 7%1% 4%

80%

30%

0%

20%

40%

60%

80%

100%

2008 2009 2010

% o

f you

th

FemaleMale


39%36%36%

24%27%

73% 76% 64% 64% 61%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



54%62%62%

91%93%

46%38%38%8%7%

0%

20%

40%

60%

80%

100%

2006 2007 2008 2009 2010

% o

f tea

cher

s



teacher



3

Challenges

• High dropout rate, especially in secondary school • Most of the schools are privately owned and are costly • More than 3,000 children in private schools do not receive

quality education • Most teachers in the private schools are not professional

teachers and have inadequate teaching and learning materials due to limited funding

• Schools in the settlements do not meet the Ghanaian education service standards

• Very few refugees can afford secondary education and not many who qualify for tertiary education are able to afford the fees

• Refugee children do not speak English, the language of instruction in Ghana

• Lack of funding for post secondary and tertiary education

Objectives • Upgrade the refugee owned schools to meet

national standards by transferring responsibility of supervision of these schools to the Ghanaian education service


• Enhance job opportunities of refugees

UNHCR Education Unit, Geneva 2011

Overall education needs budget 2012:USD 859 000

50%

UNHCR approved

budget50%

Source: UNHCR Ghana: Education Statistics 2011


!

Descriptive Statistics from Field Research! !

!


“UNIDO is one of the organizations on the camp that is actively assisting refugee women

groups with skills development and upon completion of the six month intensive training, UNIDO provides each woman with a start-up package of materials in the skills they learned

allowing them to start their own micro-business as well as put to practice what they

have learned” (An interview response from a staff of a community-

based organization).

447 Women at Budumburam benefits from UNIDO, UNHCR and FAO Programme in

Ghana

http://africabusiness.com/2011/06/20/447-women-at-budumburam-benefits-from-unido-unhcr-and-fao-programme-in-ghana/

Women Empowerment Vocational Skills Training

SKILLSBaking, Block Laying/Masonry, Beauty Care,

Dressmaking, Batik Tie & Dye, ICT Computer Hardware, Soap Science, Carpentry& Joinery,

Draughtsmanship and Electrical.

Underlying Policy Outcomes: develop a skill-based workforce of women for local integration and encourage voluntary repatriation














N a r r a t i v e D i s c u s s i o n s B e t w e e n Q u a / Q u a n R e s u l t s

Lack of Humanitarian Aid

✴ Education“We pay for our children school fees, hospital care, food, etc. The

UNHCR’s budget has funding appropriated for each of these services and yet we don’t receive them”

(A focus group response from a female Liberian refugee).

“Some refugees are not in school and they are seriously eager to go to school”

(An interview response from a member of the Refugee Settlement Management Committee).

“Most of these teens are from families who cannot cater to them because of the socioeconomic conditions of the camp. We also have

scholarship scheme to assist pay the school fees for these teens” (An interview response from a staff of a CBO).

“The United Nations as well as the Ghanaian Government needs to specify why have refugees been kept on this camp for

so long without access to basic services such as education, healthcare, proper sanitation, housing, etc”

(An interview response from a staff of an INGO).

So now, if you don’t have money to pay your transportation to and from the camp to Accra you wouldn’t be able to access UNHCR’s services”

(Staff interview response from the Ghana Refugee Board).

!

!Survey Responses


What Next?✴ Keep exploring the current information on Education in Emergency at the refugee settlement.

✴ Policy recommendations for education that will promote human security, foster a durable solution and discourage protracted displacement.


Reference

Bensalah, Kacem. 2002. "Guidelines for Education in Situations of Emergency and Crisis: EFA Strategic Planning."COLNOE, Amos G. 2007. "Transition from Emergency Assistance to Self-Reliance Liberian Refugees in GOMOA-

BUDUBURAM, GHANA." Master Thesis, Norwegian University of Life Science, Norway.Dick, Shelly. 2002a. "Liberians In Ghana: Living Without Humanitarian Assistance." UNHCR Evaluation and Policy Analysis

Unit no. 57.Dick, Shelly. 2002b. "Responding to Protracted Refugee Situations: A Case Study of Liberian Refugees in Ghana." UNHCR

Evaluation and Policy Analysis Unit.Geueke, A., D. Doherty, and J. Foy. 2005. "The Call to Return Home: Aspirations and Uncertainties Voices of Refugee Youth of

Buduburam." USCRI.Ghana, Government of. 1992. "Refugee Law, 1992." Refugee Law of Ghana of 1992.INEE. 2009. "Summary of the Thematic Dialogue of the U.N. General Assembly on Access to Education in Emergency, Post-

Crisis and Transition Situations."Jacobsen, K. 1997. "Refugees Environmental Impact:The Effect of Patterns of Settlement." Journal of Refugee Studies no. 10

(1):19-36.Jacobsen, Karen. 2002. "Can Refugees Benefit the State? Refugee Resources and African Statebuilding." The Journal of

Modern African Studies no. 40 (04):557-596. doi: 10.1017/s0022278x02004081.Mensah, Judith Homadi. 2009. "Empowering Protracted Refugees: an assessment of the case of Liberian refugees at

Buduburam settlement, Ghana." Oxford Journal:1-57.Morel, Michèle. 2009. "The lack of refugee burden-sharing in Tanzania: tragic effects." Afrika Focus no. 22 (1):107-114.OAU. 1969. "CONVENTION GOVERNING THE SPECIFIC ASPECTS OF REFUGEE PROBLEMS IN AFRICA."Sarfo-Mensah, Abena Gyamfuah. 2009. "Coping Methods and Meaning Making of Liberian Refugees in the Buduburam

Refugee Camp of Ghana." DigitalCommons of UCON.Smith, Merrill. 2004. "Warehousing Refugees: A Denial of Rights, a Waste of Humanity." World Refugee Survey no.

2004:38-56.UN. 1950. "Convention and Protocal Relating to the Status of Refugees." un Convention and Protocol.UNHCR. 2003. "UN Education in Emergencies."UNHCR. 2009. "Global Trends: Refugees, Asylum-seekers, Returnees, Internally Displaced and Stateless Persons." UNHCR

Report on Forced Migrants.UNHCR. 2010. "Global Refugee Trends ".VERDIRAME, GUGLIELMO. 1999. "Human Rights and Refugees: The Case of Kenya1." Journal of Refugee Studies no. 12

(1):54-77. doi: 10.1093/jrs/12.1.54.Westing, Arthur H. 1992. "Environmental Refugees: A Growing Category of Displaced Persons." Environmental Conservation

no. 19 (3):201-207.WorldBank. 2011. "The Impacts of Refugees on Neighboring Countries: A Development Challenge." World Development

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education in emergency in ghana: a review of the evidence of protracted displacement of liberian...

Education

protracted refugee situations

refugee studies

protracted displacement

interview response

refugee law

humanitarian aid

humanitarian assistance

basic human