Hassan Aden Peace Research Institute Oslo (PRIO)
Zeina Bali Independent researcher
Cindy Horst Peace Research Institute Oslo (PRIO)
Marte Nilsen Peace Research Institute Oslo (PRIO)
Gudrun Østby Peace Research Institute Oslo (PRIO)
Across the world, there are examples of refugee communities creating alternative and parallel learning spaces. These refugee-led initiatives range from parent-led community conversations, individual informal schools, and transnationally connected educators shaping curricula in exile or teaching virtually – such as in the Rohingya refugee camps in Bangladesh – to formally accredited private schools, such as among Somalis in the Dadaab refugee camps of Kenya. In this brief, we explore how refugee-led accredited schools in Kenya operate and what we can learn from them.
• What is refugee-led education, and how is it relevant for localization debates?
• What can we learn about refugee-led education from a case study of the Dadaab refugee camps in Kenya?
• What drives refugees to establish and lead their own educational spaces?
• What alternative models can refugee-led schools provide?
• And how can refugee-led schools contribute to improving quality education provision for refugees?