# data[].attributes.body
The global range was wide in 2009, from a low of 18 students per teacher in Ghana to a high of 70 in Pakistan’s Northwest Frontier Province (NWFP). Reported data also mask common situations in which class sizes in lower primary school are very high and class sizes in upper primary are much lower. This standard is not measured in urban settings. Among the priority countries, from 19 in Algeria to 68 in Bangladesh. The percentage of qualified or trained teachers, with a goal of more than 80% of the total qualified or trained. To be counted as trained, the minimum requirement is only 10 days of training.

# data[].attributes.body
Quality education for refugees is hard to come by, due to lacking financial support and few resources. Enrolment rates correspond with the financial support each country or area receives. These rates are skewed however due to many different components that tend to be ignored compared to enrollment rates. Also with funding comes the lack of consistent funds, which is shared by the staff of UNHCR. To avoid this, the staff has created many ways to ensure each refugee student is getting an adequate education. Yet certain refugees are being forgotten and given no financial support. They highlight countries and communities that are completely ignored. There must be more educational field support so they can teach and offer resources to refugee students. There must also be more inclusive instruction and materials so these children are accounted for and are given the same opportunities.

# data[].attributes.body
UNHC is great for refugees around the world it was a organization created to help many kids and family around the world. families who lost their homes during the war. UNHC is a helping hand to the families to protect and help around the world. the refugees protect for everywhere.

# data[].attributes.body
This section of the reading details the challenges that arise  surrounding the education of refugees such as lack of financial resources ,and their inconsistency  as well as a shortage of educational expertise both within the UNHCR and among implementing partners(IPS),limits progress in refugee education. These are the focal points of the issue that occur making  it difficult to create and or even implement any time or effort into educating these people when the first grave mistake is having zero budget made up for them. A budget  can never be created when the people that are in charge of the handling and the proceeding of everything aren't qualified to know exactly what needs to be done or to even figure out the very reason as to why nothing seems to be happening or changing in the since that these refugees are being left out education wise. There are many factors as to why these refugees aren't seemingly being able to adjust to their new surroundings but with the lack of educational resources and zero budget created for them they'll always have a hard time adjusting.

# data[].attributes.body
Students are not able to get adequate post primary education, which is extremly harmful to the continuation of education. There are not enough resources or support to give students a full education, which can leave students without nessecary life skills that they would learn in their post primary schooling. This can also affect their economical stance, as they can earn more money for the longer they are in school.

# data[].attributes.body
The return that societies get from the skills and knowledge that kids acquire from school is beneficial. They can apply the knowledge they have learned at school and find jobs in that field. For example, in Sub-Saharan Africa the return is 18%.

# data[].attributes.body
Creating a policy that will work for refugee students making the necessary documents attainable so that students can continue with their studies. Providing open access to schools within five miles of the campground, but also allowing students to continue with all access to funding available during the transition phase of their education.

# data[].attributes.body
Access to primary and secondary education is determined by many factors, the text mentions that some of these factors are:

The supply - Is it easy to access the schools? Is there enough teachers and classrooms available?

Demand - "such as social perceptions of schools, decision-making and strategies for school enrolment and attendance based on the direct and indirect cost of schools, and the role of children in households and family livelihoods"

Exclusion along individual characteristics - age, gender, social and economical factors and much more.

Security situation - Is it a safe environment for the children inside the school and outside of the school?

Refugee governance - Is the education protected by the law?

Discrimination in policies and practices - Such as certification and recognition of studies.

# data[].attributes.body
Secondary school for kids in rural areas like Uganda is a place that they can not only learn but also a place where they can get up and moving if they don't have a job yet.

# data[].attributes.body
Another challenge that refugee students face is that the 1951 convention has not been signed by the state they reside in. Without that refugee students are unable to move around and can face being arrested or detained

# data[].attributes.headline
Group 8: The Current ‘State of the Field’: Access, Quality, and Protection

# data[].attributes.subject
Group 8: The Current ‘State of the Field’: Access, Quality, and Protection

# data[].attributes.body
The EFA is a movement that helps focus on the development of human capital and on human rights. There is a long-standing UNHCR Education Policy Commitments which was originally published in 2003. There is also the UNHCR Education Strategy which was from 2010-2012. Both of these are similarly rights based and focus on the right to education for children, youth and adult of concern to UNHCR. The UNHCR Education Strategy also similarly was preoccupied with the development of human capital through the universal primary education. UNHCR has been focused on the access to education as well as the quality of education as the central elements of ensuring the basics rights to education. With UNHCR and the central mandate for refugee protection, there is a third element that frames the Education Strategy. This element is protection. In this report, it is argued that quality, access and protection all must be conceptualized as integrally connected in effective policy and programmatic approaches to the refugee’s education. There are three elements separately in order to align with the way in which quality, protection and access are measured and define by the UNHCR. The UNHCR are actively advocates for education as a basic right in context of 1951 Refugee Convention along with other international declarations. The Agenda for Protection and the Action Plan that was approved by the Executive Committee in October 2002, underlines the importance of “education as a tool of protection”. UNHCR is always committed to the key principles of refugee participation, local capacity building, gender equality and addressing specific needs of groups that are at risk. On page 29, there is a list of education programmes UNHCR will be implementing.

# data[].attributes.body
The choice of language used in the classroom impacts the quality of education refugee children are able to access. These children are faced with the problem of not understanding what the teacher and their peers are saying. In response, the children are usually demoted to lower classes due to their lack of proficiency in the language. This not only impacts their quality of education, but also their social development. Foreign or unknown languages pose as a barrier to communication. Communication is key for quality education. The choice of language is political in nature because it is chosen to benefit some and marginalize others. It highlights the power dynamic in refugee education. Another complication in refugee learning is, the integration of children comes with insufficient attention to the social aspects of living and being together. This complication goes hand-in-hand with the language barrier.

In settings of conflict there are 4 pillars of education for the world.

-learning to know
- learning to do
- learning to be
- learning to live together
Most schools in most countries are known to not uphold these pillars- including refugee settings.

# data[].attributes.body
The article continues onward to describe the importance of high quality education. The author emphasizes that the refugees should be given an education that allow to be competitive on a global scale. He reinforces the need to have teachers that are very involved with the parents, as well as those that are well qualified. Furthermore, he highlights that the students should be assessed regularly, and received certifications for what they have completed. Essentially, he argues that it is not enough to be educated, one must be competent.

# data[].attributes.body
Economic issues is a huge thing to look at when it comes to problems regarding the country. Not being able to fund your country correctly will lead to a difficulty in accessing proper education.

# data[].attributes.headline
Incentives to keep teachers are essential to boost the supply of qualified teachers. Training additional teachers is like pouring water into a container with holes in it without remuneration and certification procedures in place.

# data[].attributes.subject
Incentives to keep teachers are essential to boost the supply of qualified teachers. Training additional teachers is like pouring water into a container with holes in it without remuneration and certification procedures in place.

# data[].attributes.body
Education can be protective for children but only if the schools and teachers make it a safe environment.
Female teachers can help create a safe environment for girls but not fully protect them, since they too face discrimination.
Having more refugee teachers may have protect refugee children through the community.
Education can support children's mental well-being.
Education can be healing but only if it is accessible, quality education, and safe.

# data[].attributes.body
The lack of funding to government for education causes students to resettle in other countries for access to progress their education. Refugee schools are typically not available to offer higher education (secondary education).

# data[].attributes.body
Teachers are the most important role for the education of the children. There is a lack of quality teachers in developing countries. Many teachers in developing countries his corporal punishments when students don't perform well or misbehave. This can cause students to fear going to school. In order to improve the quality of teachers in developing countries they need to change the way they teach. For example, students should not be harshly punished when they fail, instead they should be motivated to do better.

# data[].attributes.headline
There are challenges to coordination in refugee education, including complex power dynamics, which limit the productivity of partnerships

# data[].attributes.subject
There are challenges to coordination in refugee education, including complex power dynamics, which limit the productivity of partnerships

# data[].attributes.body
The centralized decision-making that allows the UNHCR to set mandates aligning core protection with education is inadequate at providing quality education to refugees.

Instead, decentralized decision-making allows for coordination between the UNHCR, MoEs, UNICEF, and Global Education Structure which is more effective at responding to education in emergencies

# data[].attributes.body
This article discusses that political influence has an impact on quality education for refugees. Political factors can harm the education of refugee children. The UNHCR doesn't really recognize the harm of education revolving around political factors. When politics are involved in education, this can impact refugee childrens' social development skills in a harmful way. To protect the quality education of refugee children, the political impact it has needs to be acknowledged. - Sally

# data[].attributes.body
This article discusses how a lack of salary for teachers are effecting the day to day teaching and effort students are receiving. - Kloey

One of the largest things that jump out to me is the push back from students wanting to go to private school. It was Said on page 60 that the students had a problem with the teaching style such as teachers writing on the board and not allowing for questions. I understand that myself as to how difficult it makes studies and for someone who is truly trying to grasp knowledge, frustrating. - Lee

Quality education is essential for the development and livelihoods. It plays an important role in the social and economic involvement in society. - Adrianna

# data[].attributes.body
There is little evidence of tangible organisational commitment by UNHCR
to guaranteeing the right to quality education for refugee children.

# data[].attributes.headline
There is a shortage of quality teachers. and lack of structures, including remuneration and training, to retain them. 

# data[].attributes.subject
There is a shortage of quality teachers. and lack of structures, including remuneration and training, to retain them. 

# data[].attributes.body
As a result of the lack of proper teacher remuneration, teacher morale is low, and they are uninterested in the job. While school officials frequently blame teacher absenteeism on a lack of oversight, teachers commonly blame their absences on a lack of remuneration.
Teachers in Kuala Lumpur community schools state that good compensation leads to a bigger commitment to teaching, an improved quality of instruction, and even a more positive reputation of teachers within the community.