From temporary solutions to sustainable responses
Education of refugees is increasingly recognized as a long-term necessity, moving away from temporary emergency responses that are costly and ineffective, considering how long the situation may last. Many refugees remain in exile for extended periods, sometimes for decades and across generations. The median duration of exile was 13 years before the war in Ukraine.
It can be challenging for host countries and partners to address this issue because it requires political acceptance that the presence of refugee populations may last for a long time. Encouraging host countries to view refugee education as a long-term issue that requires solutions will help align educational objectives with the realities of protracted displacement. This will in turn create new sustainable solutions that benefit both refugees and local communities. For refugee students, knowing for how long they are expected to be part of the host country system can impact how they engage with it; if they see the education provision as short term, they are less likely to engage fully.
From burden to asset
Shifting the narrative around refugees from a crisis perspective to one that emphasizes their potential contributions is more conducive to fostering long-term solutions, whether they remain in the host country, return home or are resettled. This positive framing involves recognizing the economic benefits that refugees are able to provide to host countries when integrated into their education and labour markets. The change in framing could help facilitate the host government’s ability to design and implement more inclusive policies.
Thoughtful and supported integration of refugee and host communities can reduce tensions, improve the quality of education for both groups, and enhance national education systems, especially in underserved areas. Educating and training young refugees yields long-term human capital gains, supporting their families and contributing to the local economy and regional stability.
Where relevant, recognizing shared history and cultural similarities can further strengthen the bonds between the refugees and host communities, fostering a more harmonious and prosperous environment for all. Many host countries recognize their international obligations, but even more so, consider it their humanitarian responsibility to provide education for all children living in their country. This is especially true for refugee children from neighbouring countries with shared history, language and regional characteristics. Governments also recognize that while their countries may be hosts at this time, there may also be points when their nationals seek refuge elsewhere, as is currently the dual role for Burundi.
Language also matters in how refugees are seen. Some host countries purposefully refer to refugees as guests or immigrants to foster a more positive attitude towards them. They also talk about all students as one group rather than differentiating between refugee and other students when communicating about issues related to them.
From host country to global, collaborative responsibility
Educating refugees is a global issue that requires solidarity and cooperation among nations and organizations. With 71 percent of refugees in 2024 hosted in low- and middle-income countries that often struggle to provide quality education to their own populations, the fiscal burden is disproportionately heavy on them and needs to be shared more equitably. Refugees are also often hosted disproportionately in certain – often vulnerable locations – within a country. In Chad, for example, some areas have ten times more refugee students than local students. The already overcrowded system is unable to absorb all the students even if the political will is there.
Where funding is available, it typically only covers costs of hosting, rather than enabling wider changes to the system. Also, where funding is delivered regionally (e.g. in the Middle East) the volatility of the region often means that funding covers reconstruction rather than going to countries that have traditionally hosted refugees. Moreover, when people are displaced for long periods of time they have families, and the refugee population grows, yet the funding stays the same.
The situation requires either additional international financing or a more balanced distribution of hosting responsibilities. Some African host governments noted a sense of hypocrisy among western governments who are seen to expect countries in the global south to welcome all the refugees and provide for them but are not willing to do the same or contribute to helping Southern countries to finance the delivery of additional services.
Recognizing these challenges, there is an ongoing dialogue about shared responsibilities in refugee education, leading to improvements in financing, coordination, and inclusion interventions.
Beyond sharing the responsibility, there is also a focus on shrinking the cost by improving efficiencies in the education system and adopting responses that are sustainable. UNHCR’s recent efforts to promote “Sustainable Responses” exemplify this approach, aiming to create more effective responses to help refugees become self-reliant both in exile and upon their return.