Effectiveness of the Education in Building Self-Reliance Skills among Refugee Students in Uganda

Abstract

The study sought to find out the effectiveness of education interventions for refugees in refugee communities in Uganda’s Districts of Kiryandongo and Kampala. It explored practices used in the management of education programs, how programs enabled refugees to become self-reliant, and the efficiency ratios obtained across education initiatives implemented by mandated organizations in the beneficiary schools. Stories of change through the output of education in terms of relevant training and solving major refugee challenges of mutual existence with host communities in diverse and complex refugee settlement environments. For example, the implementation of Refugee regulations (2010) and the refugee response framework called for integrated support and cooperation of all stakeholders including the beneficiaries. 193 persons participated in the studies which were students, staff of education civil society organizations, teachers and district education leaders, and heads of schools. Implementation mechanisms were examined to ascertain facts about creative initiatives, participation of parents, and community leaders as well as efficiency ratios achieved in the performance of students. The study revealed educational facilities provided and enrolment rates at different educational levels. The significance of the impact and outcomes made through education infrastructure available in schools, and competencies built for students among refugee communities to be able to reconstruct their life increased. Enrollment in several practical education programs increased and students gained useful knowledge and skills to resolve the major challenges in refugee settlements or returned home capable of getting employed or starting their own businesses.