CSEF Independent Evaluation Report

Total Page:16

File Type:pdf, Size:1020Kb

CSEF Independent Evaluation Report November 15 2012 v.4 REGIONAL AND NATIONAL CIVIL SOCIETY EDUCATION FUNDS – CSEF [GPE/EPDF grant n. TF094688] EVALUATION REPORT Antoni Verger (coordinator), Xavier Rambla, Xavier Bonal, Noemi Bertomeu, Clara Fontdevila, Àlex García-Alba, Míriam Acebillo, Brent Edwards, Claudia Talavera, Theo van Koolwijk [Globalization Education and Social Policies (GEPS). Universitat Autònoma de Barcelona] 1 TABLE OF CONTENTS Acknowledgements Foreword (forthcoming) List of acronyms Executive Summary 1. Introduction 2. Methodology: A Realistic and Systemic Approach 3. CSEF System Review: Strategies, Steering Structures and Operational Management 4. CSEF Worldwide: a State of the Art in 45 Countries 5. CSEF in the Field: Focus on its Primary Processes and Impact 6. Discussion and Recommendations 7. References Appendixes 1. Methodology. Main dimensions, data sources and guiding questions 2. State of the art in 45 countries. Documents compilation and synthesis 2 ACKNOWLEDGEMENTS This evaluation has been possible due to the key support and important contributions of a wide range of people and institutions. We would like to start by giving a big thank you to the team of evaluators that joined us to carry out this work consisting of the review of, what we think, is an ambitious, innovative and important international development project. The high level of professionalism and enthusiasm of this team, together with their capacity to work under tight deadlines, have been crucial in carrying out this evaluation successfully. Thanks to the Global Campaign for Education (GCE) for their support in making the evaluation process easier. Specifically, Owain James and Kjersti Mowe, our GCE contact persons, have been of a great help when it came to sharing with us relevant documentation and putting us in touch with key actors and stakeholders in the context of the CSEF. Thanks also to CLADE, ASPABE and ANCEFA, to GCE board members and to several National Education Coalitions for giving their very useful feedback, from an insider perspective, to a first draft of the evaluation report. The country case studies would not have been possible without the support and assistance of the coordinators - and other staff members - of the national education coalitions from Cambodia, Mozambique, Senegal, Malawi, Sierra Leone, Bolivia and Mongolia. Our gratitude also goes to all of them for their valuable advice, for taking care of our evaluators once in the field and for providing them with access to key education actors, documents and other relevant sources of information. We would also like to give a big thank you to Caroline Schmidt and Sarah Beardmore for their support in conducting interviews at the GPE headquarters in Washington DC and for their insightful and detailed comments to a preliminary version of the report. We extend our appreciation to Mario Novelli (University of Sussex), Ian Macpherson (OSF) and Karen Mundy (University of Toronto) for their involvement in the evaluation as external reviewers, and for their very thoughtful comments, which have contributed importantly to improving this report. Last but not least, thanks to the partners, family and friends that have given us their support during the evaluation process in summer 2012, especially in the most intensive periods of writing this report. Antoni Verger. Globalisation, Education and Social Policies (GEPS) Barcelona, November 2012 3 FOREWORD(s) 4 LIST OF ACRONYMS AECID Spanish Agency for International Cooperation and Development ANCEFA Africa Network Campaign on Education for All ASPBAE Asia South Pacific Association of Basic and Adult Education AUSAID Australian Agency for International Development CEF Commonwealth Education Fund CLADE Latin American Campaign for the Right to Education CSEF Civil Society Education Fund CSO Civil Society Organization CSP Capacity Support Plan DFID Department for International Development EFA Education For All EFA FTI Education For All - Fast Track Initiative EI Education International EPDF Education Program Development Fund FC Funding Committee FIFA International Federation of Football Association FMA Financial Management Agencies GAW Global Action Week GCE Global Campaign for Education GDP Gross Domestic Product GER Gross Enrolment Rate GMR Global Monitoring Report GPE Global Partnership for Education HDI Human Development Index IMF International Monetary Fund INGO International Non-Governmental Organization LEG Local Education Group M&E Monitoring and Evaluation MDGs Millennium Development Goals NCSEF National Civil Society Education Fund NEP National Education Plan NER Net Enrolment Rate NGO Non-Governmental Organization OECD Organization for Economic Cooperation and Development PPPs Public-Private Partnerships RC Regional Coalition SWAP Sector Wide Approach ToC Theory of Change UNESCO United Nations Education, Science and Culture Organization UNICEF United Nations Children's Fund USAID United States Agency for International Development WEF World Education Forum 5 EXECUTIVE SUMMARY The Regional and National Civil Society Education Funds (CSEF) project aims at providing support to the core work of civil society education coalitions, also known as national education coalitions (NECs), so that they can fully engage in the promotion of the Education for All (EFA) goals in those countries where they operate. NECs are networks of civil society actors that articulate local NGOs, teachers unions, women’s organizations, international NGOs, parents associations and grassroots’ organizations. According to the CSEF project, developing an active, well-organized and well-articulated civil society – linked together regionally and globally – that advocates the right to education and progressive policy change is one of the best ways to ensure that all children will have access to relevant and quality education. In its first stage, the CSEF project operated during two years, between mid- 2009 and mid-2011, and US$17.6 million were allocated to it. The project has been funded by the Education for All Fast Track Initiative, currently, the Global Partnership for Education (GPE), and runned by the Global Campaign for Education (GCE), the biggest and most active civil society transnational network advocating EFA. The CSEF was executed through the building of a multi-scalar organization. At the global level, the GCE acted as the executing agency and hosted a secretariat to have overall oversight of three regional CSEFs established in Africa, Asia and Latin America. The regional coalitions, which were already members of the GCE (ANCEFA in Africa, ASPBAE in Asia and CLADE in Latin America), hosted secretariats that were in charge of supporting NECs within this process in different ways. Three regional funding committees were established in each region, each one made up of credible individuals from across the region, to adopt decisions for the allocation of funds. And three financial management agencies were identified (Oxfam GB in Africa, Education International in Asia, Action Aid in Latin America) to ensure sound financial management. The CSEF supported NECs in 45 countries as a way to enable them to advocate the EFA goals more effectively and adopt an active role in GPE related policy processes. On the basis of a so-called ‘realist methodology’, this evaluation aims at understanding whether the CSEF has achieved its main goals and objectives, to what extent and why. Specifically, the main questions that have guided the evaluation are: a) Has the CSEF strengthened the role of NECs as credible/ fully recognized partners in education sector policy processes? b) Has the CSEF met the capacity needs of NECs that wish to establish and strengthen their roles and positions? c) Has the CSEF accelerated progress on the EFA agenda and if so to what extent, particularly at the country level? d) Was the CSEF successful in attracting additional funding at the global and national level? The evaluation shows that the CSEF has contributed to building stronger and more credible NECs in most countries that are part of the project. Specifically, NECs have improved substantially in terms of capacity building and advocacy, and have been able to design their own context-based strategies that, to a great extent, are highly consistent with the global CSEF strategy. Furthermore, to a 6 greater or lesser extent, coalitions have achieved political recognition in the contexts in which they operate. The development of capacities in terms of research and knowledge management has been much more modest. The CSEF project was better designed and planned in terms of core processes (budget tracking, advocacy, etc.) than in terms of support processes (finance, human resources management, M&E, etc.). This meant that several managerial issues that emerged while the project was being developed had to be solved ad hoc. Time constraints, uncertainty with the future of the programme and delays in funding delivery marked the trajectory of the project and, to some extent, the level of achievement of its goals. The institutional setting designed by the CSEF is sophisticated and could be set up in a relatively short time, despite the unfavourable circumstances it faced. The institutional design has raised a set of principal-agent and coordination problems, many of which could be addressed during the project cycle through the proactive role and leadership of the regional organisations. However, even then, these problems have blurred the efforts to steer the whole organisation towards common objectives, especially in relation to those
Recommended publications
  • The Role of Ngos in Basic Education in Africa Civil Society Civil Societycivil Society Civil Societycivilsocietycivil Society Ci
    The Role of NGOs in Basic Education in Africa c ivi l so ion cie g po ty c ov licy ivi ern ed l so no m uc ciet rs d ent atio y ci on go n p vil s or ver olic ociet s do nm y ed y civ no ent uca il society c rs d gov tion p ivil society civil society civil society civil soc ono ernm olicy ed iety civil rs d ent ucation policy education policy education po socie ono governm licy educ ty c rs do ent government government government g ation nors do overnmen pol nors donors donors donors donors donors d t gov onors don ernm ors do nors United States Agency for International Development, Bureau for Africa, Office of Sustainable Development Evolving Partnerships: The Role of NGOs in Basic Education in Africa Yolande Miller-Grandvaux Michel Welmond Joy Wolf July 2002 United States Agency for International Development Bureau for Africa, Office of Sustainable Development ii This review was prepared by the Support for Analysis and Research in Africa (SARA) project. SARA is operated by the Academy for Educational Development with subcontractors Tulane University, JHPIEGO, Morehouse School of Medicine, and Population Reference Bureau. SARA is funded by the U.S. Agency for International Development through the Bureau for Africa, Office of Sustainable Development (AFR/SD/HRD) under Contract AOT-C-00-99-00237-00. The opinions expressed herein are those of the authors and do not necessarily reflect the views of the U.S. Agency for International Development.
    [Show full text]
  • Education for All: a Human Right and Basic Need
    Education for All: a Human Right and Basic Need SWEDISH INTERNATIONAL DEVELOPMENT COOPERATION AGENCY Policy for Sida’s Development SE-105 25 Stockholm, Sweden. Office: Sveavägen 20, Stockholm Cooperation in the Education Sector Telephone +46 8 698 50 00 Fax +46 8 698 56 15 Website: www.sida.se Education for All: a Human Right and Basic Need Policy for Sida’s Development Cooperation in the Education Sector April 2001 Department for Democracy and Social Development Education Division Printed by Elanders Novum AB, Gothenburg, January 2003. 44194 Art.no: SIDA 2116en TABLE OF CONTENTS FOREWORD ........................................................................ 5 LIST OF POSITION AND REFERENCE PAPERS ....................... 7 LIST OF ABBREVIATIONS ..................................................... 9 POLICY FOR SIDA’S DEVELOPMENT COOPERATION IN THE EDUCATION SECTOR ............................................. 11 Goals and points of departure ..................................... 11 Sidas role and approach .............................................. 16 At country level ............................................................. 16 At regional and international levels ................................. 20 Research ...................................................................... 21 Principles for Sidas support to education .................... 22 Priorities for Sida .......................................................... 24 ANALYTICAL BACKGROUND ............................................... 28 Situation analysis .........................................................
    [Show full text]
  • Non-Governmental Organizations' Strategy for Literacy and Adult
    UNESCO, Cairo Office Non-Governmental Organizations’ Strategy for Literacy and Adult Education in Egypt 2008 Cairo Office مكتب United Nations Educational, Scientific and القاهرة Cultural Organization منظمة اﻷمم املتحدة للتربية والعلم والثقافة Non-Governmental Organizations’ Strategy for Literacy and Adult Education in Egypt 2008 TABLE OF CONTENTS Preface: .......................................................................................................................................................3 Introduction .................................................................................................................................................5 Why the Literacy Initiative for Empowerment (LIFE)? .............................................................................5 The Need for Literacy .................................................................................................................................5 Objectives of LIFE ......................................................................................................................................6 NGOs Initiative to Prepare a Strategy for Non-Formal Adult Education ...................................................9 I- International Agreements and Principals upon Which the Strategy Is Based .................................11 II- The Vision ......................................................................................................................................12 III- The Conceptual Framework of Non-formal Education ..................................................................12
    [Show full text]
  • The Impact of Non Govermental Organizations in Value Education
    Prime Scholars Library Annals of Educational Research and Reviews Vol. 3 (5), pp.79-91,December, 2015 ©Prime Scholars Library Full Length Research Paper Author(s) retain the copyright of this article. Article remain permanently open access under CC BY-NC-ND license https://creativecommons.org/licenses/by-nc-nd/4.0/ Available online at https://primescholarslibrary.org/ Can civilians contribute to education? The impact of non govermental organizations in value education 1 2* 3 Levent ERASLAN, Erdi ERDOĞAN and Yunus HAYRAN 1 Associate Professor Levent ERASLAN, Kırıkkale University, Faculty of Education. 2 Research Assistant. Erdi ERDOĞAN, Kırıkkale University, Faculty of Education. 3 Research Assistant. Yunus HAYRAN, Kırıkkale University, Faculty of Education.. Abstract The concept of value can be defined as relative behavior patterns which are idealized by individuals within the context of their own philosophies and various factors (religion, culture, history) in the society. Especially, values have significant role in shaping societies by providing human rights based environments and preventing conflicts in daily life. Societies which transfer proper national and international values to individuals, live in peace. In the context of social benefit, NGOs also can contribute to value education process. In general, the concept of civil society is an area between public and private area or at their intersection created on a voluntary basis by the citizens who have rights and responsibilities in the fields other than the family, the state, the market and the politics in order to solve their problems and protect their rights. This area, which is pluralistic, autonomous, and participative and includes civil activities, relations and interests, ensures that their demands are met by means of various embodiments.
    [Show full text]
  • The Impact of Globalization on Education Reform: a Case Study of Uganda
    ABSTRACT Title of Dissertation: THE IMPACT OF GLOBALIZATION ON EDUCATION REFORM: A CASE STUDY OF UGANDA Jane C. Millar Wood Doctor of Philosophy, 2008 Dissertation directed by: Professor Jing Lin and Professor Steven J. Klees Department of Education Leadership, Higher Education and International Education This case study examines the impact of globalization on education policies, structure and practice in Uganda during a 20-year period from 1987-2007. Post-primary education is the principal focus of this research as it is critical to preparing young people to participate in Uganda’s socio-economic and political development process and thus position the country for participation in the global economy. However, given post- primary’s pivotal position between primary and tertiary education, it has to be viewed in the context of the longer educational continuum. Thus, the “before” and “after” levels of education are also addressed. The dissertation explores an array of issues related to globalization and education. These include stakeholders’ perceptions and understandings of globalization, the modalities of “transmitting” reform ideas and policies around the world, and specific educational reforms in Uganda at the sector and sub-sector levels. It also explores the impact of these educational reforms (a) on beneficiaries in terms of access, equity, relevance, and quality and (b) on Uganda in terms of positioning the country to respond to the opportunities and challenges of globalization. The study concluded that globalization has had an impact on education reform in Uganda in several ways. The reforms themselves have yielded some positive benefits for the beneficiaries but much remains to be done to ensure the expansion of access and equity as well as improvements in the relevance and quality of education.
    [Show full text]
  • Cambodia Executice Summary Civil Society Spotlight Report 0N Cambodia’S Implementation of Sustainable Development Goal 4
    Cambodia Executice summary Civil Society Spotlight Report 0n Cambodia’s Implementation of Sustainable Development Goal 4 Country and Education Context Cambodia has experienced exceptional economic growth: Between 1995 and 2017, the average growth rate was 7.7 per cent, and the GDP COUNTRY FACTS quadrupled from USD 302 in 2000 to USD 1,384 in 2017. This makes AND FIGURES Cambodia the 6th fastest-growing economy in the world, and enabled it to attain lower middle-income status in 2016. Moreover, the number of people living in absolute poverty (less than USD 1.15 per day) declined TOTAL POPULATION: 16.005 million (UNESCO, 2017) from 53 per cent in 2014 to 21 per cent in 2011. Nonetheless, the number of people who live on less than USD 2.30 per person per day actually grew POPULATION AGED 14 5.006 million (31.27%) (UNESCO, from 4.6 million in 2004 to 8.1 million in 2011 (Zachau, 2014). YEARS AND YOUNGER: 2017) The right to education for all is enshrined in Article 65 of the 1993 National GNI PER CAPITA: US$ 1,230 (World Bank, 2017) Constitution of Cambodia and in the 2007 Cambodia Education Law. The Lower Middle Income Status pre-primary school until high school is a general education system that INCOME GROUP: (World Bank, 2018) is formally free to access for all children. The agenda of the Ministry of Education Youth Sport (MoEYS) is outlined in the past Education Strategic HDI VALUE AND RANK: 0.582, 146 out of 189 (UNDP, 2017) Plan (ESP) and beyond. POVERTY HEADCOUNT A great improvement was seen in the primary enrolment with the rate of RATIO AT NATIONAL 17.7% (World Bank, 2012) 97.8 per cent for the school year 2017/2018.
    [Show full text]
  • Surrogates for Government? Ngos and the State in Kenya by Jennifer Naomi Brass a Dissertation S
    Surrogates for Government? NGOs and the State in Kenya by Jennifer Naomi Brass A dissertation submitted in partial satisfaction of the Requirements for the degree of Doctor of Philosophy in Political Science in the Graduate Division of the University of California, Berkeley Committee in charge: Professor (Emeritus) David K. Leonard (Chair) Associate Professor Christopher Ansell Assistant Professor Leonardo Arriola Professor Michael Watts Fall 2010 Surrogates for Government? NGOs and the State in Kenya © 2010 Jennifer Naomi Brass Abstract Surrogates for Government? NGOs and the State in Kenya by Jennifer Naomi Brass Doctor of Philosophy in Political Science University of California, Berkeley Professor (Emeritus) David K. Leonard, Chair This dissertation examines the impact on the Kenyan state of the explosive growth of non‐governmental organizations (NGOs) providing social services in the country since the early 1990s. While NGOs have been present in Kenya since before independence, their numbers grew 15‐fold between 1991 and 2008, from about 400 to over 6,000, and most of their funding now derives from foreign sources. What impact do these organizations have on the state? The dissertation answers this question, examining how service provision in education, healthcare, agriculture and water by internationally‐funded NGOs affects the social contract between the state and its citizens, the country’s governance, and its administrative capacity. In so doing, it addresses both the theoretical debate on the strength of developing states in a globalized, privatized world, and the practical debate on NGOs’ role in bolstering or undermining the state. Four crucial “elements of stateness” are examined: territoriality, capacity, governance, and legitimacy.
    [Show full text]
  • Ngos) on Primary Education Policy in Laos
    The Influence of Non-Governmental Organisations (NGOs) on Primary Education Policy in Laos By Oulath Saengouthay A thesis submitted to Victoria University of Wellington in partial fulfilment of the requirements for the degree of Masters in Development Studies School of Geography, Environment and Earth Sciences Victoria University of Wellington 2015 Abstract Laos is a poor and aid-dependent country in South-East Asia. Its primary education development has depended heavily on external assistance, which has caused some scholars to argue that education policy is shaped by this influence. While major donors have played a significant role in driving Lao primary education development, NGOs are increasingly engaging in the process since Laos has adopted global commitments, particularly the Education for All goals of the Millennium Development Goals. While the Government of Laos values NGOs’ contributions as equally to those of major donors, it commonly views NGOs as ‘service providers’ and major donors as ‘policy counterparts’. The government is wary of NGOs’ mission and this has also shaped NGOs’ space in the policy arena. This thesis has examined the extent to which NGOs have influenced Lao primary education policy since the adoption of the Vientiane Declaration on Aid Effectiveness in 2006. This research draws on a social constructivist epistemology, and data collection employed qualitative methods including semi-structured interviews, analysis of relevant policy documents, and participant observation. The interviews involved 24 participants representing government agencies, NGOs, donor organisations and education specialists. The main focus of interviews was to explore the degree of NGOs’ influence on primary education policy, the mechanisms and strategies that NGOs use to exercise their influence, and how such mechanisms and strategies have impacted on their role at policy level.
    [Show full text]
  • Non-Governmental Organisations' Impact on Educational Policy in Rural Ghana
    Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2021 Non-governmental Organisations' Impact on Educational Policy in Rural Ghana Sarah Ayikai Okine Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Law Commons, and the Public Policy Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Sarah Okine has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Shawn Gillen, Committee Chairperson, Public Policy and Administration Faculty Dr. Darius Cooper, Committee Member, Public Policy and Administration Faculty Dr. Victoria Landu-Adams, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer and Provost Sue Subocz, Ph.D. Walden University 2021 Abstract Non-Governmental Organizations’ Impact on Educational Policy in Rural Ghana by Sarah Okine MA, Ghana Institute of Management and Public Administration, 2014 BA, Methodist University, 2011 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Law and Public Policy Walden University February 2021 Abstract Non-governmental organizations (NGOs) have become an increasingly important factor in education globally. The social structure in developing countries such as Ghana has created a need for government to work with NGOs in the educational system to reach out to children and provide quality basic, primary education, especially in rural communities.
    [Show full text]
  • Evolving Partnerships: the Role of Ngos in Basic Education in Africa. INSTITUTION Academy for Educational Development, Washington, DC
    DOCUMENT RESUME ED 473 909 SO 034 600 AUTHOR Miller-Grandvaux, Yolande; Welmond, Michel; Wolf, Joy TITLE Evolving Partnerships: The Role of NGOs in Basic Education in Africa. INSTITUTION Academy for Educational Development, Washington, DC. SPONS AGENCY Agency for International Development (IDCA), Washington, DC. Bureau for Africa. PUB DATE 2002-07-00 NOTE 83p.; Produced by the Support for Analysis and Research in Africa (SARA) Project operated by the Academy for Educational Development and funded by USAID through the Bureau of Africa, Office of Sustainable Development (AFR/SO/HRD). CONTRACT AOT-C-00-99-00237-00 AVAILABLE FROM SARA Project, Academy for Educational Development, 1825 Connecticut Avenue, NW, Washington, DC 20009-5721. Tel: 202- 884 -8000; Fax: 202-884-8408; e-mail: [email protected]. For full text: http://www.aed.org/publications/EvolvingPartnerships.pdf. PUB TYPE Reports Research (143) EDRS PRICE EDRS Price MF01/PC04 Plus Postage. DESCRIPTORS Case Studies; *Educational Policy; Educational Research; Foreign Countries; *Geographic Regions; *Government Role; *Nongovernmental Organizations; Research Methodology; Social Influences IDENTIFIERS *Africa; Agency for International Development; *Basic Education; Ethiopia; Guinea; Malawi; Mali; Program Review ABSTRACT During the last decade non-governmental organizations (NGOs) have been increasingly called upon to implement development programs. The question is no longer whether NGOs should play a role in the education sector, but how NGOs are most likely to fulfill their promise to improve the quality, equity, accountability, and pertinence of education in African countries. This paper reports on comparative case studies of the evolving role of NGOs in the education sector in Africa. Four countries were selected for this analysis: Ethiopia; Guinea, Malawi, and Mali.
    [Show full text]
  • Contains All Styles for UNRISD Documents
    Trade Unions and NGOs: A Necessary Partnership for Social Development Dan Gallin Civil Society and Social Movements United Nations Programme Paper Number 1 Research Institute June 2000 for Social Development United Nations Research Institute for Social Development (UNRISD) work for Geneva 2000 is being carried out with the support of the Netherlands, Sweden and the United Nations Division for Social Policy/Department of Economic and Social Affairs. UNRISD also thanks the governments of Denmark, Finland, Mexico, the Netherlands, Norway, Sweden, Switzerland and the United Kingdom for their core funding. Copyright © UNRISD. Short extracts from this publication may be reproduced unaltered without authorization on condition that the source is indicated. For rights of reproduction or translation, application should be made to UNRISD, Palais des Nations, 1211 Geneva 10, Switzerland. UNRISD welcomes such applications. The designations employed in UNRISD publications, which are in conformity with United Nations practice, and the presentation of material therein do not imply the expression of any opinion whatsoever on the part of UNRISD con- cerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The responsibility for opinions expressed rests solely with the author(s), and publication does not constitute endorse- ment by UNRISD. ISSN 1020-8178 Contents Acronyms ii Summary/Résumé/Resumen iv Summary iv Résumé vi Resumen viii Introduction 1 Organized Labour:
    [Show full text]
  • Learning for a Future: Refugee Education in Developing Countries
    LearningforaFuture: RefugeeEducation inDevelopingCountries LearningforaFuture: RefugeeEducationinDevelopingCountries EditedbyJeffCrisp,ChristopherTalbotandDaianaB.Cipollone Learning for a Future: Refugee Education in Developing Countries Evaluation and Policy Analysis Unit Health and Community Development Section United Nations High Commissioner for Refugees Cartography UNHCR Geographic Information and Mapping Unit [PGDS/GIMU], Global Insight Digital Mapping @ Europa Technologies Ltd. The maps in this document do not imply the expression of any opinion on the part of UNHCR concerning the legal status of any country, territory, city or area, of its authorities, or the delimitation of frontiers or boundaries. Photographs UNHCR Photolibrary Design Mine de Rien - conception visuelle Printing Presses Centrales Lausanne, Switzerland © United Nations High Commissioner for Refugees 2001 Cover photo Afghan refugee girls. Munda Refugee Village, Peshawar District, Pakistan. UNHCR/03.1990/A. Hollmann Back cover photos Sudanese refugees at a Vocational Training Centre, Bonga Camp, Gambella Region, Ethiopia. UNHCR/02.2001/B. Neeleman Returnee children at a pre-school in Asi-Kulam Camp near Vavuniya, Sri Lanka. UNHCR/03.1995/H. J. Davies First printed December 2001 For details, contact UNHCR, Case Postale 2500 / CH-1211 Geneva 2 / Switzerland E-mail: [email protected] / E-mail: [email protected] http://www.unhcr.ch How to order United Nations Publications Sales + Marketing Section Room C-113 Palais des Nations / 1211 Geneva 10 / Switzerland E-mail: [email protected] http://www.un.org/pubs/sales.htm Sales No. GV.E.01.0.17 ISBN 92-1-101044-6 LEARNING FOR A FUTURE: REFUGEE EDUCATION IN DEVELOPING COUNTRIES Foreword Contrary to popular opinion, visiting a refugee camp or settlement is frequently an inspiring experience.
    [Show full text]