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The Institute for Global Health and Development

Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/9

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    ‘At some points you feel awful because you are going to start again’: The ambiguous role of education in highly skilled refugee women’s integration experiences
    (SAGE, 2024-09-25) Baillot, Helen; Fernandes, Marcus
    In refugee and migration studies, education has been situated as both a marker of integration and a facilitator of progress in other domains. This paper draws on the accounts of three highly skilled women who have experienced forced migration to highlight some of the ambiguities of education’s role in pathways to social and economic inclusion. A case study approach allows for a detailed and contextual exploration of how intersections of age, caring responsibilities and immigration status influence women’s ability to engage with education. Participants’ accounts confirm that accessing desired and appropriate educational provision can propel people towards their longer-term goals. However, provision that is inaccessible or perceived to be below women’s skill levels can be experienced as exclusionary and demoralising, with attendant impact on women’s perceptions of integration and hopes for the future. Women deploy several strategies to overcome these obstacles, including leveraging existing social connections and re-evaluating their future career pathways. Yet these strategies are not always fully successful. Our findings point towards the need for improved provision for adult refugees and a concerted effort by educational institutions to tackle continuing systemic barriers to education.
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    Empowering parents and promoting school and teacher accountability and responsiveness: Case of Kyrgyzstan
    (Elsevier, 2023-10-02) Jailobaeva, Kanykey; Jailobaev, Temirlan; Baialieva, Gulsaadat; Ismanbaeva, Rakhat; Kirbasheva, Dilbara; Adam, Marc-Antoine
    The Aga Khan Foundation in Kyrgyzstan implemented the Community Engagement for Better Schools project in Kyrgyzstan in 2017–2022. The project promoted three key mechanisms - performance and budget hearings, social contracts, and community scorecards – that were innovative for schools in the post-Soviet lower-middle-income country with multiple education reforms. This paper examines to what extent the project succeeded in improving the accountability and responsiveness of teachers and school management and empowering parents from the perspective of parents/caregivers. It draws on the survey with 1750 parents/caregivers from the project and comparison schools collected at the baseline and endline stages. The paper concludes that the project improved the accountability and responsiveness of teachers and school management to some extent from the perspective of parents/caregivers, especially women and those from low-income households. Most changes were observed in relation to making budget information available and reporting on school expenses. The project outcomes offer validated mechanisms for promoting accountability and responsiveness of schools that can be rolled out to other schools. However, a multi-actor commitment at the national and local levels is required for long-term sustainable results.
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    Educational, psychosocial and protection outcomes of child- and youth-focused programming with Somali refugees in Buramino camp, Dollo Ado, Ethiopia
    (Overseas Development Institute, 2020-04-09) Metzler, Janna; Jonfa, Mesfin; Savage, Kevin; Ager, Alastair; Aktion Deutschland Hilft
    Provision of child- and youth-friendly spaces has become a common feature of emergency humanitarian response. The evidence-base regarding such provision is, however, severely limited. This study reports outcomes of Child and Youth Learning Centres (CYLCs) established in Buramino refugee camp for those fleeing conflict in Somalia. Eighty-five youths completed baseline assessments shortly after arrival at the camp and follow-up assessments between three and six months later. Caregivers of 106 younger children completed similar assessments. Attendances at CYLCs between baseline and follow-up were collated. Baseline and follow-up literacy and numeracy assessments were completed by 693 children attending CYLCs. Those attending CYLCs made major gains in both literacy and numeracy (t=9.06 and t=13.94 for younger children and t=13.87 and t=17.10 for youth respectively, all p<.0001). Children’s CYLC attendance also enhanced perceptions of met needs (t=2.53 amongst caregivers and t=2.57 amongst youth, both p<.05) and, amongst caregivers but not youth, significantly moderated protection concerns amidst increasingly challenging camp conditions (t=2.39, p<0.05, and t=-1.90, p=0.06 respectively). There was general improvement in psychosocial well-being over time for all children; CYLC attendance predicted greater reductions in reported difficulties only amongst younger children (t=2.51, p<.05).
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    Choices for spending government revenue: New African oil, gas, and mining economies. WIDER Working Paper 2017/150
    (United Nations University, World Institute for Development Economics Research, 2017-07) Witter, Sophie; Jakobsen, Maja
    This paper examines a broad range of opportunities for addressing the pressing human development needs of low-income countries by using new oil, gas, and mineral discoveries. It assesses how much of an impact can be made on the funding gaps for health and education by new oil and gas revenues, and what other uses of those revenues are likely to arise. The paper argues that there is a strong case for investing natural resources revenues in social sectors, as they provide an opportunity to help to close the financing gaps in the African countries examined. However, the paper also highlights that the political economy risks of this revenue stream are higher than for other types of revenues. Finally, it illustrates how a simple diagnostic framework can be used to help to guide social sector investment decisions in the light of new natural resources revenues.
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    Understanding Integration: A Conceptual Framework
    (2008-06) Ager, Alastair; Strang, Alison
    Integration has become both a key policy objective related to the resettlement of refugees and other migrants, and a matter of significant public discussion. Coherent policy development and productive public debate are, however, both threatened by the fact that the concept of integration is used with widely differing meanings. Based on review of attempted definitions of the term, related literature and primary fieldwork in settings of refugee settlement in the UK, the paper identifies elements central to perceptions of what constitutes 'successful' integration. Key domains of integration are proposed related to four overall themes: achievement and access across the sectors of employment, housing, education and health; assumptions and practice regarding citizenship and rights; processes of social connection within and between groups within the community; and structural barriers to such connection related to language, culture and the local environment. A framework linking these domains is presented as a tool to foster debate and definition regarding normative conceptions of integration in resettlement settings. The Author [2008]. Published by Oxford University Press. All rights reserved.