Co-Sponsors: The Geneva Global Hub for Education in Emergencies, The International Data Alliance for Children on the Move
Agenda and connection details: To follow.
About: Internal displacement affects children’s access to education, its quality and their learning outcomes. Mitigating the negative impacts of displacement on children’s education requires systematic monitoring of the issue and evidence-based programming. Yet timely, reliable and comparable data on IDPs’ education is still widely lacking.
In a step towards bridging these knowledge gaps, the Internal Displacement Monitoring Centre (IDMC) has conducted a study on the availability of data to assess and plan for IDPs’ access to education. The study was made possible thanks to the generous contribution of the UK’s Foreign, Commonwealth & Development Office (FCDO).
The resulting report provides an overview of the data landscape on IDPs’ education and top-line estimates of the number of internally displaced boys and girls of school age in 13 countries: Afghanistan, Colombia, the Democratic Republic of the Congo (DRC), Ethiopia, Iraq, Mozambique, Myanmar, Nigeria, Somalia, South Sudan, Sudan, Syria and Yemen.
It explores different data sources and methodologies to measure IDPs’ access to education, and the cost of providing them with education support. It concludes by outlining promising practices and ways forward in improving the collection and use of reliable, timely and comparable data to inform effective interventions.
One of the key takeaways of the report is that improvements in the availability of quality data on IDPs’ education access and outcomes, and how these vary depending on their gender, disability and other characteristics, is needed. Such data is a prerequisite for understanding the scale of the issue, planning and costing effective responses, measuring progress and evaluating the impact of interventions.