Abstract
This study examines the impact of integrating refugee children into host states' education systems and localizing humanitarian responses on the authority and responsibilities distributed among global and local actors. Focused on Venezuelan refugee education in Colombia, our multilevel analysis reveals sporadic horizontal dialogue and fair coordination only when local expertise serves the purposes of humanitarian organizations. These positive effects coexist with power imbalances and responsibility dilution, primarily affecting local actors. These disparities yield suboptimal interventions for refugee children. Mapping the global-local chains of authority and responsibility, the study elucidates the possibilities and limitations of current governance arrangements for refugee education.
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