[et_pb_section bb_built=”1″ background_color=”#f4f4f4″ _builder_version=”3.0.89″ background_image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/bkg-chapter1-1.jpg” custom_padding_last_edited=”off|desktop” module_class=”fullheightsection” parallax=”on”][et_pb_row _builder_version=”3.0.89″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”2_3″][et_pb_text admin_label=”Chapter 1″ background_layout=”dark” max_width=”400px” _builder_version=”3.0.89″ custom_padding=”20px|20px|20px|20px” module_alignment=”left” module_class=”intro” text_text_shadow_style=”preset3″]<\/p>\n
CHAPTER 1: <\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ custom_padding=”20px|||” _builder_version=”3.0.50″][et_pb_row custom_padding=”0px||0px|” background_position_1=”top_left” background_position_2=”top_left” background_repeat_1=”no-repeat” background_repeat_2=”no-repeat” _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_text admin_label=”caption” text_orientation=”right” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” background_layout=”light” module_alignment=”right”]<\/p>\n Refugee and local children attend a summer school in Vienna, Austria, run by three Syrian refugee volunteers. \u00a9UNHCR\/Stefanie J. Steindl<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” use_custom_width=”on”][et_pb_column type=”4_4″][et_pb_text admin_label=”Chapter 1″ background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size_tablet=”60″ header_font_size_last_edited=”off|desktop” disabled=”off” header_font_size_phone=”36″ header_2_font_size_last_edited=”off|desktop”]<\/p>\n As the world\u2019s refugee situations multiply and in many cases worsen, it is becoming more and more challenging to ensure that new generations of displaced children get the education they deserve.<\/span><\/p>\n By the end of 2017, there were more than 25.4 million refugees around the world, 19.9 million of them under UNHCR\u2019s mandate. More than half of the global refugee population \u2013 52 per cent \u2013 were under the age of 18.<\/span><\/p>\n Of all the latest data, one statistic stands out: today, <\/span>there are 4 million refugee children who are out of school.<\/i><\/b> That is over half of the 7.4 million refugee children of school-age under UNHCR\u2019s mandate.<\/span><\/p>\n In 2017, one million additional refugee children needed to go to school. Thanks to the major efforts of those committed to the New York Declaration for Refugees and Migrants, half of them were enrolled but the other half remain out of school.<\/span><\/p>\n In just one year, the number of refugee children out of school has increased by half a million.<\/i><\/p><\/blockquote>\n Time in exile can last for years, if not decades, and some children have only known life as a refugee. This is why the long-term <\/span>wellbeing<\/span> of children and education are so important.<\/span><\/p>\n Millions of refugee children and youth will spend their entire childhood in a country that is not their own. They will spend their formative years deprived of the school environment which so many of us take for granted.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” custom_padding=”80px|||”][et_pb_column type=”4_4″][et_pb_video _builder_version=”3.0.89″ src=”https:\/\/youtu.be\/KpYSSd0TciM” image_src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/video-ch1-RF2156999.jpg” \/][et_pb_text admin_label=”caption” background_layout=”light” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” module_alignment=”right”]<\/p>\n Mohammad, 7, Syrian refugee, was born as the Syrian conflict began and escaped with his family to Lebanon following a devastating attack on their home in Palmyra. Today he attends the Father Andeweg Institute for the Deaf (FAID) on the outskirts of Beirut, Lebanon. Photo \u00a9UNHCR\/Diego Ibarra S\u00e1nchez<\/span><\/p>\n [\/et_pb_text][et_pb_button _builder_version=”3.0.89″ button_text=”Find out more” button_url=”http:\/\/www.unhcr.org\/news\/stories\/2018\/3\/5aa10c694\/shaped-syrias-war-7-year-old-finds-new-path-exile.html” url_new_window=”off” background_layout=”light” custom_button=”off” button_icon_placement=”right” \/][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off” _builder_version=”3.0.89″ background_color=”#f4f4f4″][et_pb_row _builder_version=”3.0.89″ gutter_width=”1″ make_equal=”on”][et_pb_column type=”2_3″][et_pb_image _builder_version=”3.0.89″ src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/ch1-RF2142637.jpg” show_in_lightbox=”off” url_new_window=”off” use_overlay=”off” always_center_on_mobile=”on” force_fullwidth=”off” show_bottom_space=”on” \/][et_pb_text admin_label=”caption” background_layout=”light” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” module_alignment=”right”]<\/p>\n \u00a9UNHCR\/Jean-Marc Ferr\u00e9<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Quote” _builder_version=”3.0.89″ background_layout=”light” quote_font_size=”36px” module_class=”puff”]<\/p>\n \u201cChildren caught up in conflicts will end up either as peacemakers or as peacebreakers. The difference is the opportunities they get in exile.\u201d<\/p>\n [\/et_pb_text][et_pb_text admin_label=”intro” background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size=”80″ header_font_size_tablet=”60″ header_font_size_last_edited=”on|phone” disabled=”off” header_font=”|700|||||||” header_font_size_phone=”36″ header_2_font=”|300|||||||” header_2_font_size=”30px” header_2_font_size_phone=”24px” header_2_font_size_last_edited=”on|phone”]<\/p>\n Foni Joyce Vuni, 25, South Sudan, is a DAFI graduate. DAFI \u2013 the Albert Einstein German Academic Refugee Initiative \u2013 is a scholarship programme for refugees implemented by UNHCR, \u00a0the Government of Germany and others. Foni was among a dozen youth delegates who brought their experience of conflict and displacement to a high-level meeting in Geneva devoted to establishing a new global response to record levels of displacement.<\/span><\/p>\n [\/et_pb_text][et_pb_button _builder_version=”3.0.89″ button_text=”Find out more” button_url=”http:\/\/www.unhcr.org\/news\/latest\/2017\/12\/5a2fbbde4\/give-chance-build-brighter-future-young-refugees-say.html” url_new_window=”off” background_layout=”light” custom_button=”off” button_icon_placement=”right” \/][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ custom_padding=”20px|||” _builder_version=”3.0.50″][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” use_custom_width=”on”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text 800max” background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size_tablet=”60″ header_font_size_last_edited=”off|desktop” disabled=”off” header_font_size_phone=”36″ header_2_font_size_last_edited=”off|desktop”]<\/p>\n Comparing the situation of refugee children and youth with their peers illustrates the gap between the two \u2013 and the manner in which that gap grows to a chasm as they get older.<\/span><\/p>\n [\/et_pb_text][et_pb_image _builder_version=”3.0.89″ src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/infographic-blackboard.jpg” show_in_lightbox=”off” url_new_window=”off” use_overlay=”off” always_center_on_mobile=”on” force_fullwidth=”off” show_bottom_space=”on” align=”center” custom_padding=”40px|||” \/][et_pb_text admin_label=”Text 800max” background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size_tablet=”60″ header_font_size_last_edited=”off|desktop” disabled=”off” header_font=”|700|||||||” header_font_size_phone=”36″ header_2_font=”|300|||||||” header_2_font_size=”30px” header_2_font_size_phone=”24px” header_2_font_size_last_edited=”on|phone”]<\/p>\n In 2017, 61 per cent of refugee children were enrolled in primary school, compared to 92 per cent globally. At secondary level the figure was 23 per cent, compared with a global rate of 84 per cent. This means nearly two thirds of refugee children who go to primary school do not make it to secondary school.<\/span><\/p>\n Even though in 2017 more than 500,000 refugee children were newly enrolled in school thanks to the <\/span>far-reaching<\/span> efforts of <\/span>governments, <\/span>UNHCR and partners, the rapidly <\/span>growing<\/span> refugee population means that, in percentage terms, the picture has not improved.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” custom_padding=”80px|||” background_color=”#f4f4f4″][et_pb_column type=”1_2″][et_pb_image _builder_version=”3.0.89″ src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/infographic-primary.png” show_in_lightbox=”off” url_new_window=”off” use_overlay=”off” always_center_on_mobile=”on” force_fullwidth=”off” show_bottom_space=”on” \/][\/et_pb_column][et_pb_column type=”1_2″][et_pb_image _builder_version=”3.0.89″ src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/infographic-secondary.png” show_in_lightbox=”off” url_new_window=”off” use_overlay=”off” always_center_on_mobile=”on” force_fullwidth=”off” show_bottom_space=”on” \/][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” use_custom_width=”on”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text 800max” background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size_tablet=”60″ header_font_size_last_edited=”off|desktop” disabled=”off” header_font=”|700|||||||” header_font_size_phone=”36″ header_2_font=”|300|||||||” header_2_font_size=”30px” header_2_font_size_phone=”24px” header_2_font_size_last_edited=”on|phone”]<\/p>\n Taken as a whole, therefore, refugee children and youth have far fewer educational opportunities than their peers. Of the entire population of refugees, 54 per cent are out of school, compared to 10 per cent of children at primary or lower-secondary school level globally<\/span> \u2013 meaning that at this level refugees are five times more likely to be out of school.<\/span><\/p>\n The statistics were markedly worse in low-income countries, which are disproportionately affected by refugee movements. Developing regions hosted 92 per cent of the world\u2019s school-age refugees in 2017. In low-income countries, less than half of primary-age refugee children get to go to school. At secondary level, only 11 per cent have the same opportunity.<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” use_custom_width=”on”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text 800max” background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size_tablet=”60″ header_font_size_last_edited=”off|desktop” disabled=”off” header_font=”|700|||||||” header_font_size_phone=”36″ header_2_font_size_phone=”24px” header_2_font_size_last_edited=”off|desktop”]<\/p>\n Over the past three years we have also investigated the situation for refugee girls, who face even greater barriers to education. In a report published in March 2018, entitled \u201cHer Turn\u201d, we highlighted the social, health and economic benefits of ensuring that refugee girls have access to an education \u2013 yet in Kenya and Ethiopia, for instance, there are only seven girls for every ten boys enrolled in primary education, and four girls for every ten boys in secondary education.<\/p>\n If refugee girls can get an education, their families and communities are more likely to improve their social and economic position. UNESCO and World Bank research shows that educated mothers are more likely to send their children to school, especially their daughters, and are more likely to support them in attaining a secondary and higher education. The further girls progress with their schooling, the more they develop leadership skills, entrepreneurship and self-reliance \u2013 personal qualities that will help their communities to flourish as they strive to adapt to their host countries or as they rebuild their own homes.[1]<\/a> [2]<\/a><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px”][et_pb_column type=”4_4″][et_pb_image _builder_version=”3.0.89″ src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/ch1-RF2146406.jpg” show_in_lightbox=”off” url_new_window=”off” use_overlay=”off” always_center_on_mobile=”on” force_fullwidth=”off” show_bottom_space=”on” disabled_on=”|off|off” disabled=”off” \/][et_pb_text admin_label=”caption” background_layout=”light” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” module_alignment=”right”]<\/p>\n Natalia Rami Haddad, 14, Syrian refugee, with her Czech friend Nat\u00e1lie Sembdnerov\u00e1, 12, at high school in Hradec Kr\u00e1lov\u00e9, Czech Republic. In 2017, Natalia received an award from the Czech Ministry of Education for her efforts as a language student. \u00a9UNHCR\/Michal Novotn\u00fd<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” use_custom_width=”on”][et_pb_column type=”4_4″][et_pb_text admin_label=”Text 800max” background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size_tablet=”60″ header_font_size_last_edited=”off|desktop” disabled=”off” header_font=”|700|||||||” header_font_size_phone=”36″ header_2_font=”|300|||||||” header_2_font_size=”30px” header_2_font_size_phone=”24px” header_2_font_size_last_edited=”on|phone”]<\/p>\n Furthermore, UNESCO research shows that one additional year of school can increase a woman\u2019s earnings by up to a fifth.[3]<\/a> Such benefits are felt by everyone; in countries where education is equal for both sexes, per capita income is boosted by 23 per cent.<\/p>\n If all women received a primary level education, child deaths from diarrhoea, malaria and pneumonia would fall, as innumerable studies show.[4]<\/a> Deaths from diarrhoea, for example, the third-most frequent cause of child mortality, would be reduced by eight per cent if all mothers completed primary education, or by 30 per cent if they had secondary education.[5]<\/a> These threats are especially acute in displacement situations.<\/p>\n Educated women are more likely to be aware of where to find professional help \u2013 some of it life-saving \u2013 when pregnant or as new mothers, while the further they progress with their schooling the more aware they are of the benefits of nutrition and sanitation.<\/p>\n At the age of four, Mary Maker and the surviving members of her family walked out of their home in war-ravaged South Sudan and sought sanctuary across the border in Kenya. A refugee for most of her life, Mary has fought tenaciously for the chance to go to school (she tells her remarkable story in her own words here<\/a>). Her determination made her both a student and a teacher \u2013 a teacher whose classroom in Kakuma refugee camp sometimes had more than 120 children, and now a student again on a scholarship programme in Rwanda, preparing to take exams for a place at a university in the US or Canada.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off” _builder_version=”3.0.89″ background_color=”#f4f4f4″][et_pb_row _builder_version=”3.0.89″ gutter_width=”1″ make_equal=”on”][et_pb_column type=”2_3″][et_pb_image _builder_version=”3.0.89″ src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/ch1-RF2172579.jpg” show_in_lightbox=”off” url_new_window=”off” use_overlay=”off” always_center_on_mobile=”on” force_fullwidth=”off” show_bottom_space=”on” \/][et_pb_text admin_label=”caption” background_layout=”light” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” module_alignment=”right”]<\/p>\n Mary Maker, South Sudanese refugee, speaks at TEDxKakumaCamp, held at a refugee camp in Kenya. \u00a9TEDxKakumacamp\/Tobin Jones<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][et_pb_text admin_label=”Quote” _builder_version=”3.0.89″ background_layout=”light” quote_font_size=”36px” module_class=”puff”]<\/p>\n “With an education, everyone has an equal and fair chance to make it in life,” Mary says. “But I believe education is not only about the syllabus. It is about friendship and also a place to discover our talents and allow us to discover our destiny.”<\/span><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ background_color=”#f4f4f4″ custom_padding=”400px|||” _builder_version=”3.0.89″ background_image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/bkg-chapter1-cs1.jpg” parallax=”on” custom_padding_tablet=”300px|||” custom_padding_phone=”200px|||” custom_padding_last_edited=”on|desktop”][et_pb_row _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”2_3″][et_pb_text admin_label=”Case study” background_layout=”dark” max_width=”600px” module_class=”intro” _builder_version=”3.0.89″ custom_padding=”20px|20px|20px|20px” border_style=”solid” text_text_shadow_style=”preset3″ border_style_all=”solid”]<\/p>\n CASE STUDY<\/strong><\/p>\n Even the basics are scarce in open-air classrooms in Nduta refugee camp, in northwestern Tanzania<\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ custom_padding=”20px|||” _builder_version=”3.0.50″][et_pb_row custom_padding=”0px||0px|” background_position_1=”top_left” background_position_2=”top_left” background_repeat_1=”no-repeat” background_repeat_2=”no-repeat” _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_text admin_label=”caption” text_orientation=”right” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” background_layout=”light” module_alignment=”right”]<\/p>\n Burundian refugee schoolchildren study outside under trees at Furaha Primary School in Nduta camp, Tanzania. At Furaha there are few classrooms and not enough desks. \u00a9UNHCR\/Georgina Goodwin<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_custom_width=”on” custom_width_px=”800″][et_pb_column type=”4_4″][et_pb_text admin_label=”Intro” _builder_version=”3.0.89″ background_layout=”light”]<\/p>\n Irahoze Diello is quietly confident about his mathematics test. Even without books, shoes, a safe place to study or a morning meal, he has worked hard to prepare for this moment.<\/strong><\/p>\n He just hopes the rain will hold off long enough for him to complete it.<\/p>\n \u201cWhen it rains everything gets wet,\u201d says Irahoze, 14, who fled Burundi and now studies beneath the trees in Nduta refugee camp, in northwestern Tanzania. \u201cWhen it\u2019s windy the branches fall, and when the sun is strong it\u2019s too hot. Sometimes we have to stop classes.\u201d<\/p>\n Irahoze is one of about 200 refugee children who study at Furaha Primary School, where classes are held in the open air. \u201cWhen it\u2019s windy our papers fly away and when it\u2019s raining my books are ruined,\u201d echoes Tuyishemele Kenilde, 15, from Burundi, who has already been held back a year.<\/p>\n Basic educational facilities are scarce in Nduta, Mtendeli and Nyarugusu, Tanzania\u2019s three largest refugee camps. More than 70 per cent of students have to study outdoors, with just 193 permanent classrooms for almost 10,000 children. A high student-teacher ratio also adds to the difficulties.<\/p>\n There are nine primary schools in Nduta, but it\u2019s not enough; a quarter of children aged between 6 and 14 do not attend school. And with only one secondary school, the enrolment rate at the secondary school is just eight per cent.<\/p>\n The enrolment rate at primary level in Nyarugusu camp is slightly higher, at 80 per cent, but several schools lack permanent buildings. Many children study in flimsy tents that collapse in the wind and bake in the midday sun. The classrooms that do have walls are hopelessly overcrowded, with as many as 120 pupils packed in.<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” custom_padding=”80px|||”][et_pb_column type=”4_4″][et_pb_video _builder_version=”3.0.89″ src=”https:\/\/youtu.be\/yjRbfAQgEuM” image_src=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/video-ch1-casestudy-RF2134865.jpg” \/][et_pb_text admin_label=”caption” background_layout=”light” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” module_alignment=”right”]<\/p>\n Tanzania: Studying under the trees. Photo \u00a9UNHCR\/Georgina Goodwin<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_custom_width=”on” custom_width_px=”800″][et_pb_column type=”4_4″][et_pb_text admin_label=”Intro” _builder_version=”3.0.89″ background_layout=”light”]<\/p>\n \u201cWe have quite a few classes with no desks,\u201d says Hafashimana Euphrasie, 14, whose prized workbook is tattered and torn. \u201cWe really need some more so we don\u2019t have to sit on the floor.\u201d There is also a serious shortage of school books and reference materials.<\/p>\n At the Furaha Primary School in Nduta camp, there is also a troubling gender gap, with just one girl for every three boys who attend school.<\/p>\n The head teacher there, Ndayisenga Aimable, says many children go to school on empty stomachs and are often too hungry to concentrate.<\/p>\n For many, especially teenage girls, the challenges are too great. Instead, dropping out of school to earn money to support their families is viewed as a more attractive option, especially since food is hard to come by, school journeys are long and exams are difficult to pass.<\/p>\n The camps need another 640 classrooms to accommodate not only those children but all the others who are not enrolled yet desperately want to go to school. But the money just isn\u2019t there: by July 2018, the Regional Refugee Response Plan to assist Burundian refugees in Tanzania has received only 14 per cent of its funding target for the year<\/p>\n At Nyarugusu\u2019s Hope Secondary School, Claude Nahilma, 19, is uncertain about his future. He has been studying there since arriving from Burundi two years ago, but does not know where he will end up.<\/p>\n \u201cIt is difficult when you complete your studies to get access to university,\u201d he says. \u201cI want to go home to continue my studies. This is a dead end.\u201d<\/p><\/blockquote>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ background_color=”#f4f4f4″ custom_padding=”400px|||” _builder_version=”3.0.89″ background_image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/bkg-chapter1-cs2-RF2176565.jpg” parallax=”on” custom_padding_tablet=”300px|||” custom_padding_phone=”200px|||” custom_padding_last_edited=”on|desktop”][et_pb_row _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”2_3″][et_pb_text admin_label=”Case study” background_layout=”dark” max_width=”600px” module_class=”intro” _builder_version=”3.0.89″ custom_padding=”20px|20px|20px|20px” border_style=”solid” text_text_shadow_style=”preset3″ border_style_all=”solid”]<\/p>\n CASE STUDY<\/strong><\/p>\n Rohingya children brave wind and rain for just a couple of hours of school a day<\/strong><\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”1_3″][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ custom_padding=”20px|||” _builder_version=”3.0.89″][et_pb_row custom_padding=”0px||0px|” background_position_1=”top_left” background_position_2=”top_left” background_repeat_1=”no-repeat” background_repeat_2=”no-repeat” _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_text admin_label=”caption” text_orientation=”right” module_class=”caption” _builder_version=”3.0.89″ text_font_size=”12px” background_layout=”light” module_alignment=”right”]<\/p>\n Minara (left) and Jasmine, both aged 12, attend classes at Temporary Learning Centres in Kutupalong refugee settlement, Bangladesh. It is their first time going to school; back home both girls worked to help support their families. \u00a9UNHCR\/Caroline Gluck<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row _builder_version=”3.0.89″ background_size=”initial” background_position=”top_left” background_repeat=”repeat” use_custom_width=”on” custom_width_px=”800″][et_pb_column type=”4_4″][et_pb_text admin_label=”Intro” _builder_version=”3.0.89″ background_layout=”light”]<\/p>\n As monsoon rains and strong winds batter southern Bangladesh, refugee families are doing their best to shield themselves from the worst of the weather. More than 720,000 Rohingya refugees are living here under bamboo and tarpaulin shelters, having fled Myanmar since August 2017.<\/strong><\/p>\n Displacement always brings hardship. But for some children in Cox\u2019s Bazar, it has also brought opportunity.<\/p>\n \u201cBack home, I was busy with household chores,\u201d says Minara, 12, from Myanmar\u2019s Buthidaung township. \u201cI had to work, so I never got the chance to go to school.”<\/p>\n At home, she often had to help her brothers look after the family\u2019s 20 cows. Neither Minara nor any of her sisters went to school.<\/p>\n Refugees in Bangladesh do not have access to formal education, but at a Temporary Learning Centre in the vast Kutupalong refugee settlement, Minara is delighted to experience what school can be like. In a series of brightly decorated bamboo rooms, youngsters aged between 6 and 14 are intently taking part in a number of activities, from writing in workbooks to drawing, colouring and singing songs.<\/p>\n \u201cI\u2019ve learnt how to write here, and I can read as well,\u201d Minara says. \u201cI\u2019m very happy to come here. We can learn, draw, sing and play with other friends.\u201d<\/p>\n Her friend Jasmine feels the same about being in the temporary facility, which is run by a UNHCR partner, Community Development Centre. \u201cBack home, my parents couldn\u2019t afford to send me to school,\u201d says Jasmine. Home is Maungdaw township in Myanmar\u2019s Rakhine state, where she used to help her father at his small shop in the family house, selling fruit and vegetables. Many Rohingya children in Rakhine state have difficulty going to school because of restrictions on their freedom of movement and their families\u2019 livelihoods.<\/p>\n \u201cI\u2019ve learnt to write the alphabet,\u201d she says, smiling. \u201cWe can play and I\u2019ve made lots of new friends.\u201d<\/p><\/blockquote>\n The two girls laugh as they say their dream is to become teachers so they can help others to learn.<\/p>\n Both this and other temporary learning centres run by UNHCR partners throughout the settlements are hoping to stay open during the monsoon season. This will not be easy: some of the buildings have been taken up by families whose accommodation was destroyed by landslides, while others have been flooded or otherwise damaged.<\/p>\n Class attendance is down because of the harsh weather. Indeed, Minara and Jasmine study in what is probably the wettest classroom in the world.<\/p>\n Nonetheless, alternative spaces have been found and teachers continue to hold classes six days a week. \u201cWe\u2019re determined to keep the classes going,\u201d says Community Development Centre project manager Jaidul Hoque. \u201cOur centres are often safer places for children than the shelters where families are living. Although this is a very challenging time for us, we are trying our best.\u201d<\/p>\n It is a bold and determined collective endeavour with plenty of enthusiastic pupils, but many challenges remain. Most of the centres focus on basic literacy and numeracy and life skills training, while most temporary learning facilities operate on double or even triple shifts, offering youngsters only a few hours of classes each day.<\/p>\n But for many, these sessions are seen as a lifeline by students and parents alike.<\/p>\n \u201cEducation is an important human right for these children and it is an important part of our protection activities as well,\u201d says Mohammed Jahedul Islam Chowdhury, a UNHCR education associate in Cox\u2019s Bazar. \u201cEducation can help empower the youngsters, who also learn how they can protect themselves. We are also asking parents to let their daughters come to learn. We are trying to get more girl students in class, so they can have more opportunities in the future.\u201d<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”off” _builder_version=”3.0.89″ background_color=”#f4f4f4″][et_pb_row _builder_version=”3.0.89″ custom_width_px=”800px” use_custom_width=”on”][et_pb_column type=”4_4″][et_pb_text admin_label=”Footnotes Text 800max” background_layout=”light” disabled_on=”||off” _builder_version=”3.0.89″ header_font_size_tablet=”60″ header_font_size_last_edited=”off|desktop” disabled=”off” header_font=”|700|||||||” header_font_size_phone=”36″ header_2_font=”|300|||||||” header_2_font_size=”30px” header_2_font_size_phone=”24px” header_2_font_size_last_edited=”on|phone” module_class=”caption”]<\/p>\n [1]<\/a>\u00a0UNESCO: Education Counts \u2013 Towards the Millennium Development Goals (2011)<\/a><\/p>\n [2]<\/a>\u00a0World Bank: Returns to Investment in Education: A Global Update (1993)<\/a><\/p>\n [3]<\/a>\u00a0UNESCO: Education Transforms Lives (2013)<\/a><\/p>\n [4]<\/a>\u00a0Gakidou, Cowling, Lozano and Murray. (2010). Increased Educational Attainment and Its Effect on Child Mortality in 175 Countries between 1970 and 2009: A Systematic Analysis.\u00a0The Lancet, Volume 376 (No. 9745)<\/em>, pp. 959-974<\/a><\/p>\n [5]<\/a>\u00a0UNESCO: Education Transforms Lives. Ibid.<\/a><\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=”1″ background_color=”#ececec” custom_padding=”0px|0px|30px|0px” _builder_version=”3.0.89″][et_pb_row custom_padding=”0px|0px|28.6562px|0px” custom_margin=”0px||0px|” background_position_1=”top_left” background_repeat_1=”no-repeat” _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”4_4″][et_pb_text _builder_version=”3.0.51″ background_layout=”light” text_orientation=”left” border_style=”solid”]<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row custom_padding=”0px||0px|” background_position_1=”top_left” background_position_2=”top_left” background_position_3=”top_left” background_repeat_1=”no-repeat” background_repeat_2=”no-repeat” background_repeat_3=”no-repeat” _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Introduction” title=”Introduction” url=”https:\/\/www.unhcr.org\/turnthetide\/” image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/blurb-intro.jpg” animation=”off” text_orientation=”center” _builder_version=”3.0.89″ background_color=”#ffffff” url_new_window=”off” use_icon=”off” use_circle=”off” use_circle_border=”off” icon_placement=”top” use_icon_font_size=”off” background_layout=”light” border_style=”solid” max_width_tablet=”50px” saved_tabs=”all” global_module=”1240″ border_style_all=”solid” \/][\/et_pb_column][et_pb_column type=”1_3″][et_pb_blurb admin_label=”CH2″ title=”Moving up” url=”https:\/\/www.unhcr.org\/turnthetide\/2-moving-up\/” image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/blurb-ch2.jpg” animation=”off” text_orientation=”center” _builder_version=”3.0.89″ background_color=”#ffffff” url_new_window=”off” use_icon=”off” use_circle=”off” use_circle_border=”off” icon_placement=”top” use_icon_font_size=”off” background_layout=”light” border_style=”solid” max_width_tablet=”50px” saved_tabs=”all” global_module=”1242″ border_style_all=”solid” \/][\/et_pb_column][et_pb_column type=”1_3″][et_pb_blurb admin_label=”CH3″ title=”It\u2019s everyone\u2019s business to educate refugees” url=”https:\/\/www.unhcr.org\/turnthetide\/3-its-everyones-business-to-educate-refugees\/” image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/blurb-ch3.jpg” animation=”off” text_orientation=”center” _builder_version=”3.0.89″ background_color=”#ffffff” url_new_window=”off” use_icon=”off” use_circle=”off” use_circle_border=”off” icon_placement=”top” use_icon_font_size=”off” background_layout=”light” border_style=”solid” max_width_tablet=”50px” saved_tabs=”all” global_module=”1243″ border_style_all=”solid” \/][\/et_pb_column][\/et_pb_row][et_pb_row make_equal=”on” background_position_1=”top_left” background_position_2=”top_left” background_position_3=”top_left” background_repeat_1=”no-repeat” background_repeat_2=”no-repeat” background_repeat_3=”no-repeat” _builder_version=”3.0.51″ background_size=”initial” background_position=”top_left” background_repeat=”repeat”][et_pb_column type=”1_3″][et_pb_blurb admin_label=”CH4″ title=”Teaming up with technology” url=”https:\/\/www.unhcr.org\/turnthetide\/4-teaming-up-with-technology\/” image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/blurb-ch4.jpg” animation=”off” text_orientation=”center” _builder_version=”3.0.89″ background_color=”#ffffff” url_new_window=”off” use_icon=”off” use_circle=”off” use_circle_border=”off” icon_placement=”top” use_icon_font_size=”off” background_layout=”light” border_style=”solid” max_width_tablet=”50px” saved_tabs=”all” global_module=”1244″ border_style_all=”solid” \/][\/et_pb_column][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Final Word” title=”Final word by UNHCR Special Envoy Angelina Jolie” url=”https:\/\/www.unhcr.org\/turnthetide\/final-word-unhcr-special-envoy-angelina-jolie\/” image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/blurb-cta.jpg” animation=”off” text_orientation=”center” _builder_version=”3.0.89″ background_color=”#ffffff” url_new_window=”off” use_icon=”off” use_circle=”off” use_circle_border=”off” icon_placement=”top” use_icon_font_size=”off” background_layout=”light” border_style=”solid” max_width_tablet=”50px” saved_tabs=”all” global_module=”1245″ border_style_all=”solid” \/][\/et_pb_column][et_pb_column type=”1_3″][et_pb_blurb admin_label=”Call to action” title=”Call to action” url=”https:\/\/www.unhcr.org\/turnthetide\/call-to-action\/” image=”https:\/\/www.unhcr.org\/turnthetide\/wp-content\/uploads\/sites\/63\/2018\/08\/blurb-cta.jpg” animation=”off” text_orientation=”center” _builder_version=”3.0.89″ background_color=”#ffffff” url_new_window=”off” use_icon=”off” use_circle=”off” use_circle_border=”off” icon_placement=”top” use_icon_font_size=”off” background_layout=”light” border_style=”solid” max_width_tablet=”50px” saved_tabs=”all” global_module=”1246″ border_style_all=”solid” \/][\/et_pb_column][\/et_pb_row][et_pb_row background_position=”top_left” background_repeat=”repeat” background_size=”initial”][et_pb_column type=”4_4″][et_pb_button admin_label=”Full report Button” button_url=”#” button_text=”Download full report” button_alignment=”center” background_layout=”light” _builder_version=”3.0.89″ background_color=”#0072bc” url_new_window=”off” custom_button=”off” button_icon_placement=”right” saved_tabs=”all” global_module=”1247″ \/][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":" CHAPTER 1: The struggle for a place in school Refugee and local children attend a summer school in Vienna, Austria, run by three Syrian refugee volunteers. \u00a9UNHCR\/Stefanie J. Steindl Education is not a luxury. It is a right. As the world\u2019s refugee situations multiply and in many cases worsen, it is becoming more and more […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-1118","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/pages\/1118","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/comments?post=1118"}],"version-history":[{"count":45,"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/pages\/1118\/revisions"}],"predecessor-version":[{"id":1458,"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/pages\/1118\/revisions\/1458"}],"wp:attachment":[{"href":"https:\/\/www.unhcr.org\/turnthetide\/wp-json\/wp\/v2\/media?parent=1118"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}The struggle for a place in school<\/h1>\n
Education is not a luxury. It is a right. <\/strong><\/h2>\n
The global picture<\/strong><\/h2>\n
#HerTurn<\/strong><\/h2>\n
Exposed to the elements<\/h1>\n
Learning in the monsoon<\/h1>\n
Explore the report<\/h2>\n