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Submitting Entity NameRegionSubRegion (Africa Only)Contribution NamePledge DescriptionIndividual or JointPartner StatesPartner Refugee GroupsPartner NGOsPartner ParliamentsPartner Sports OrganizationsPartner Academic OrganizationsPartner Private Sector OrganizationsPartner International OrganizationsPartner Faith-based OrganizationsPartner Local AuthoritiesPartner OtherSubmitting Entity TypeSubmitting State (if applicable)Submitting Entity OtherContribution TypeContribution Type OtherReceiving RegionReceiving StatesReceiving NGOsReceiving NGOs LocationReceiving ParliamentsReceiving Parliaments LocationReceiving Sports OrganizationsReceiving Sports Organizations LocationReceiving Academic OrganizationsReceiving Academic Organizations LocationReceiving Refugee GroupsReceiving Refugee Groups LocationReceiving Private Sector OrganizationsReceiving Private Sector Organizations LocationReceiving International OrganizationsReceiving International Organizations LocationReceiving Faith-based OrganizationsReceiving Faith-based Organizations LocationReceiving Local AuthoritiesReceiving Local Authorities LocationReceiving OtherReceiving Other Location
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The Danish GCR CoalitionEuropeEnsuring access to quality primary, secondary and tertiary education for refugee and host community children in protracted displacementEnsuring access to quality education for refugee children is central to self-reliance and enables refugee children to develop skills to contribute to development in host countries and prepare for eventual return. Priority is given to ensure refugee inclusion in national education sector plans and budgets, as a means to raise additional funds through recognizing refugee education as a development priority. To this end, Denmark pledges support to Education Cannot Wait in delivering quality education to refugee children through a 4-year partnership amounting to 250 million DKK. Denmark also pledges to support the implementation of the ‘Education Response Plan for Refugees and Host Communities’ through a contribution of 35 million DKK to UNICEF Uganda, in partnership with and in support of the government of Uganda’s pledge to ‘promote access, quality and inclusiveness of the national education system for refugees and host communities’. Similarly, a contribution of 35 million DKK is pledged in support of the Government of Ethiopia’s commitment to inclusion of refugees in the education system, ensuring access to education for both refugee and host community children. The latter two grants are subject to parliamentary approval.Second Global Refugee Forum (2023)Joint ContributionDenmark_Ethiopia_UgandaThe Danish GCR CoalitionNGOFinancialAfricaEthiopia_UgandaEducation Cannot WaitNot SpecifiedCommunities in Uganda_Communities in EthiopiaEthiopia_UgandaUnited Nations Children’s Fund (UNICEF)Not SpecifiedLocal Authorities in Uganda_Local Authorities in EthiopiaEthiopia_Uganda
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KCOC (Korea NGO council for overseas cooperation)Asia PacificA Project for the Improvement of the Educational Environment for the South Sudanese Refugee Children of Obongi District in UgandaBetter World will finish construction of the Budri Secondary School in Palorinya settlement for whom graduated from the Budri Primary, and provide tuition and stationary. There will be set a clean water and solar energy system at the school. Better World will keep going on Children Feeding Project in Budri and construct a new kindergarten in Budri Village for young kids who are taking class under shades of trees.OtherJoint ContributionKCOC (Korea NGO council for overseas cooperation)_Better WorldNGOFinancial•Material and/or Technical SupportAfricaSouth Sudanese Refugees in UgandaUganda
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PlanBørnefonden DenmarkEuropePlay-based Gender Transformative Education ApproachesDeveloping, testing, and implementing with partners play-based, gender transformative education approaches across early-learning and primary education, including approaches to playful parenting, in crisis settings, especially in East Africa. Technical guidance notes will be developed and shared with the broader humanitarian community.Second Global Refugee Forum (2023)Individual ContributionPlanBørnefonden DenmarkNGOFinancial•Material and/or Technical SupportAfricaNot SpecifiedMultipleNot Specified
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Vodafone FoundationGlobalImprove learning outcomes for 510,000 learners in 300 secondary schoolsEvery boy and girl should have access to quality education (SDG4). The Instant Network Schools (INS) programme is a pioneering and holistic model of effective use of technology to support quality education for refugees and host communities and a flagship of UNHCR’s Connected Education programme. Started in 2013, INS has already positively impacted 86,000 learners and over 1,000 teachers in 36 schools in Kenya, Tanzania, DR Congo and South Sudan, improving many determinants of learning success including exam results, school attendance, heightening student and teacher motivation, increasing the availability of education resources, and fostering new skillsets such as digital literacy and lesson planning. Vodafone Foundation will contribute €19.8 million in cash and in-kind towards a €42 million partnership with UNHCR to deploy up to 300 Instant Network Schools by 2025. The objective of the INS expansion is to support UNHCR’s and host governments inclusion strategy by strengthening national educational systems and improving learning outcomes for 510,000 secondary-school refugee and host communities’ students and empower 10,000 teachers, reaching 1 million people including parents and wider communities in 6 countries. The programme will leverage Vodafone Foundation and UNHCR’s partners to sustain the existing 36 schools and 255 new schools beyond 2025.OtherJoint ContributionVodafone FoundationUnited Nations High Commissioner for Refugees (UNHCR)Private sectorFinancial•Material and/or Technical SupportAfricaMultipleNot SpecifiedUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
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LEGO FoundationGlobalPlay Matters: Play-based pedagogies for refugee children in East AfricaThe LEGO Foundation aims to systemically reach children with Learning Through Play to become creative, engaged, lifelong learners and to develop the holistic skills that serve them, their communities, and society throughout a lifetime. In 2018, the LEGO Foundation committed $100 million to systematically reach the youngest children affected by the Rohingya and Syrian crisis with playful learning. In 2019, Education Cannot Wait received $12.5 million to triple investments and triple the number of children of pre-primary age children affected by crises reached with Learning through Play. Today, the LEGO Foundation is announcing another major investment: $100 million for high-quality play-based pre- and primary learning for children affected by protracted crises in Uganda, Ethiopia and a third country yet to be determined. The award goes to the "Play Matters" consortium of NGOs led by the International Rescue Committee, and it aims to redefine education and cultivate a generation of lifelong learners. It will embed play-based pedagogies into teacher professional development, work with parents, teachers and policy makers to create sustainable, lasting and significant behavior and attitude change, and ultimately impact the development of holistic skills in roughly 800,000 refugee and host children ages 3 to 12.First mid-term senior officials meeting (2021)Joint ContributionNot SpecifiedNot SpecifiedLEGO FoundationInternational organisationFinancial•Material and/or Technical SupportAfricaInternational Rescue Committee_War Child Holland_Plan International_UbongoEthiopia_Uganda
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Mastercard FoundationGlobalMastercard Foundation Scholars Program - Higher Education Scholarships for Refugees & Displaced YouthThe Mastercard Foundation Scholars Program is expanding over the next three years with an additional 15,000 higher education scholarships, mainly in Africa with 70% for young women. We are pledging to commit 25% or 3,750 of these scholarships to be designated for refugees and displaced youth. Beyond the target number, we are also committing to compliment the scholarships by supporting pathways for refugees & displaced youth through investment in bridging programs, contributing to building research and evidence while investing in technical assistance for the Scholars Program University network, (co)-convening or supporting workshops for stakeholders to move the GRF and CRRF country agendas forward and supporting/investing in refugee-led organizations.Second Global Refugee Forum (2023)Individual ContributionMastercard FoundationPrivate sectorFinancial•Material and/or Technical SupportAfricaEducation scholarships for refugees and displaced youth, location not specifiedNot Specified
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Vodacom GroupAfricaAfrica (Southern)Vodacom pledges access to refugees to 19 online zero-rated universitiesVodacom currently has an existing platform which allows pro-bono access to 19 online universities. Efforts will be made to expand access to refugees.OtherIndividual ContributionVodacom GroupPrivate sectorFinancial•Material and/or Technical SupportAfricaRefugees in South AfricaSouth Africa
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Vodacom GroupAfricaAfrica (Southern)Vodacom pledges access to school connectivity for refugees who are part the Vodacom Connected SchoolsVodacom pledges access to school connectivity for refugees who are part the Vodacom Connected Schools. UNHCR with Vodacom will identify schools hosting refugees and target connectivity support to those schools.OtherIndividual ContributionVodacom GroupPrivate sectorFinancial•Material and/or Technical SupportAfricaRefugees and host communities in South AfricaSouth Africa
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Government of South SudanAfricaAfrica (EHA&GL)Increase access to quality education for refugees and host communities and reduce out of school children rate by 2024 by • Improving school infrastructure (construction and rehabilitation) • Providing teacher training in refugee hosting areas • Promoting psycho-social well-being of students • Strengthening Education Management Information System (EMIS)The Government of South Sudan worked on a national costed education plan which includes refugees' needs. The contribution aims to promote equitable access to quality primary education and reduce school drop-out through addressing some of the current bottlenecks within the sector and providing an enabling environment for children to learn. This includes challenges such as overcrowded classrooms and lack of adequate, child-friendly school infrastructure, gender disaggregated WASH facilities, furniture and facilities to support children with disabilities. By doing so, it aims to reduce the overall number of OOSC, enroll refugee and host community children, increase transition for boys and girls from lower (P1 to P4) to higher (P5 to P8) primary and provide a good learning environment for those already in school. At least 21 primary schools in selected critical refugees hosting states of: Upper Nile, Unity, Central, Equatoria and Western Equatoria will be rehabilitated, while 46 others will be expanded from P4 to P8, to support the transition of boys and girls to higher primary. At least 30 Community Girls School will be targeted in each of the 4 refugee-hosting states. Following a school-based assessment, each rehabilitated or expanded school will be provided with 100 units of 3-pupils desk sets, 10 teachers’ sets of tables and chairs and solar lighting systems.Second Global Refugee Forum (2023)Individual ContributionSouth SudanStateSouth SudanFinancial•Material and/or Technical Support•PolicyAfricaSouth SudanNot SpecifiedNot SpecifiedCommunities in South SudanSouth SudanNot SpecifiedNot SpecifiedNot SpecifiedNot Specified
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Southern New Hampshire University's Global Education MovementAmericasIncreasing Access to Higher Education through Refugee College Guidance CounselorsOffer guidance counseling for refugees to access higher education in East Africa, while also commiting to grow the initiative worldwide through conferences, gatherings, and the creation of universal resources vetted by refugees and leaders from mutliple regions that will be accessible to all online. This project is lead by refugee graudates and future growth will continue to be rooted in an approach that displaced persons are best suited to find durable solutions to challenges facing refugees, including that only 3% have access to higher education. This project aims to partner with UNHCR to reach the 15% access to higher education goal.First mid-term senior officials meeting (2021)Joint ContributionLesothoSelect community leaders from Rwanda_Select community leaders from Kenya_Select community leaders from Burundi_Select community leaders from Malawi_Select community leaders from South Africa_Select community leaders from Pakistan_Select community leaders from Ghana_Select community leaders from Democratic Republic of the Congo_Select community leaders from LebanonSouthern New Hampshire University's Global Education MovementUnited Nations High Commissioner for Refugees (UNHCR)Kepler_College BoardAcademic and researcherFinancial•Material and/or Technical Support•Policy•OtherRefugee College Guidance CounselorsAfricaEast Africa with global aspirationsNot Specified
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Government of the Republic of LiberiaAfricaAfrica (Central &West)2018 Inclusive Education Policy expanded to enable education management and delivery services respond to the diverse needs of refugee learnersThe Government of Liberia commits to: 1. Incorporate qualified Liberian and Refugees' education personnel into the government payroll, provide the oversight of refugee education by the inclusion into Education Management Information System (EMIS), the supply of school materials The inclusion process will target 2,000 Ivorian and local school children at primary and junior high levels and host communities in Nimba, Grand Gedeh and Maryland Counties. The inclusion of the Liberian workers into the government payroll will be done progressively, subject to the availability of funds.First mid-term senior officials meeting (2021)Joint ContributionLiberiaRefugees and host communities in Nimba, Grand Gedeh and MarylandNimba, Grand Gedeh, Maryland CountiesCivil Service Agency (CSA)StateLiberiaFinancial•Material and/or Technical Support•Policy•OtherHuman Resource DevelopmentAfricaLiberiaRefugees and Host Communities in Nimba, Grand Gedeh, Maryland Counties, LiberiaLiberiaGPE (in relevant counties)Not Specified
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Republic of Namibia: Ministry of Home Affairs and ImmigrationAfricaAfrica (Southern)EducationThe Settlement has a Primary and Secondary schools with 876 pupils at Primary level and 252 learners at Secondary. The Government of Namibia allocates N$ 50,000,000.00 for the education of refugees, including payment of teachers's salaries and the provision of material educational support to schools for 2019-2023. The above menitoned contribution aims to provide quality education to refugees which allows them to aquire necessary skills which will facilitate self-reliance and inclusion in the local economic system with benefits for both refugees and host community.Second Global Refugee Forum (2023)Individual ContributionNamibiaStateNamibiaFinancial•PolicyAfricaAsylum seekers and Refugees in NamibiaNamibia
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Government of UgandaAfricaAfrica (EHA&GL)Promote access, quality and inclusiveness of the national education system for refugees and host communitiesUganda’s progressive refugee policy has long included refugees into its national education system. At the current scale of the refugee population, it will continue to do so through the prioritized investments outlined in the Education Response Plan for Refugees and Host Communities (ERP). Uganda pledges to further increaseaccess to quality education for 579,000 refugee and host community children and youth by implementing the Plan(Para. 68-69 of the Global Compact on Refugees). In September 2018, Uganda launched the ERP as the first sector-specific operationalization of the Comprehensive Refugee Response Framework worldwide. The plan represents collective national efforts to respond to the learning and protection crisis for children and youth in refugee-hosting areas; and to strengthen Uganda’s refugee-inclusive education system and capacity to respond to crisis. The ERP budget of USD $389 million over 3.5 years (2018-2020) is based on refined costing and prioritization of shared learning services for refugees and host communities. At the mid-point of the implementation period, there has been a significant rise in access to and quality of education; with more than 100,000 out-of-school children and youth having accessed learning since implementation of the plan. While Uganda continues to invest domestic resources, additional multi-year commitments are required to fulfil the implementation of the plan. A total of USD 230 million is needed for the remaining years (July 2019-June 2021).First mid-term senior officials meeting (2021)Individual ContributionUgandaStateUgandaFinancial•PolicyAfricaRefugees and host community children and Youth in Uganda’s refugee-hosting districtsUganda
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Acting Minister of Foreign Affairs, KuwaitMiddle East/North AfricaHost a new international event to support the education sector in Somalia next yearNoneOtherIndividual ContributionKuwaitStateKuwaitMaterial and/or Technical SupportAfricaNot SpecifiedNot Specified
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Microsoft PhilanthropiesGlobalIn 2020 will empower 20,000 refugee and host community youth with digital skills in Kakuma; intention to expand programme to other locationsNoneOtherIndividual ContributionMicrosoft PhilanthropiesPrivate sectorMaterial and/or Technical SupportAfricaCommunities in Kakuma, KenyaKenya
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The Kingdom of LesothoAfricaAfrica (Southern)Commitment 5Facilitate enrollment of refugee children in the institutes of higher learning for betterment of their skills by 2020/2021, and affording vocational training and skills development to increase their competitiveness in the job market or leading their business in a more productive manner (both in agriculture and small business enterprise)OtherIndividual ContributionLesothoStateLesothoMaterial and/or Technical Support•PolicyAfricaCommunities in LesothoLesotho
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Djibouti GovernmentAfricaAfrica (EHA&GL)Provide refugees with technical and vocational training to improve their socio-economic integrationIn Djibouti, existing opportunities in the labour market include construction, logistics and transport mainly due to its port's strategic position. The government will commit to equipping refugees with skills which will link them to the labour market to help them become self-sufficient, strengthen their resilience as well as encourage them to contribute to the economy.First mid-term senior officials meeting (2021)Individual ContributionDjiboutiStateDjiboutiMaterial and/or Technical Support•PolicyAfricaRefugee youth in Ali Sabieh and Obock regions, and in Djibouti cityDjibouti
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Government of KenyaAfricaAfrica (EHA&GL)Strengthening support to refugee and hosting communities educationIn line with the commitments undertaken under the IGAD Nairobi and Djibouti Declarations, the Government of Kenya will: -continue to anable refugee children access to its education system; -adopt a policy of systematic inclusion of refugees in the national education system, including through the endorsement and implementation of the Education and Training Policy on the Inclusion of Refugees and Asylum-Seekers and costed implementation plan. This will benefit 322,000 refugee and host community children in support of education for all. The adoption and implementation of this Policy is subject to the provision of funding by the international community; - increase availability and access to organised sports and sport-based initiatives for refugee and hosting communities, actively considering age, gender and Persons living with disability.Second Global Refugee Forum (2023)Individual ContributionKenyaStateKenyaMaterial and/or Technical Support•PolicyAfricaKenyaRefugees and host communities in Garissa and Turkana counties and urban areasKenyaLocal authorities in Garissa and Turkana Counties and urban areasKenya
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Republic of ZimbabweAfricaAfrica (Southern)Increase access to tertiary education for refugees, asylum seekers and host communityThe Government of Zimbabwe hereby commits to promote and increase access to tertiary education for refugees, asylum seekers and host community. By 2021, establish a technical / vocational training center with an innovation hub and blended learning programmes in Tongogara Refugee Camp for the host community, refugees and asylum seekers.OtherIndividual ContributionZimbabweStateZimbabweMaterial and/or Technical Support•PolicyAfricaAsylum seekers and Refugees in ZimbabweZimbabwe
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Djibouti GovernmentAfricaAfrica (EHA&GL)Train and provide certification for refugee teachers and progressively include their remuneration in the national budget.The strong correlation between access to quality education and vocational skills training, and teacher training makes it imperative to commit to training and certification of teachers. From 2021, Djibouti hopes to start the progressive inclusion of the remuneration of 60% of teachers in the national budget by end of 2023. The training and ceritification of teachers as well as recognition of their qualification by improving their renumeration will positively impact their motivation for productive work. This will, in turn, maximise quality of education for the over 4,000 refugee children currently enrolled and others who will enroll in the future.Second Global Refugee Forum (2023)Individual ContributionDjiboutiStateDjiboutiMaterial and/or Technical Support•PolicyAfricaRefugee teachers in Ali Sabieh and Obock regions, and in Djibouti cityDjibouti
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United Republic of TanzaniaAfricaAfrica (EHA&GL)Pledge in the Area of Education (4)The United Republic of Tanzania pledges to continue to work with UNHCR and other stakeholders to improve the quality of education for the refugees.OtherIndividual ContributionUnited Republic of TanzaniaStateUnited Republic of TanzaniaMaterial and/or Technical Support•PolicyAfricaCommunities in the United Republic of TanzaniaUnited Republic of Tanzania
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Government of ZambiaAfricaAfrica (Southern)Pledge in the Area of Education (1)To maintain refugee inclusion in the national education system at all levels, including providing free early childhood, primary education, as well as secondary and tertiary. To actualize this, the government intends to establish technical and vocational training institutes in the three main refugee settlements and solicit at least 220 scholarships for refugee scholars in the country’s private and public universities and colleges. This will require substantial financial support for education infrastructure development expansion in all refugee settlements.OtherIndividual ContributionZambiaStateZambiaMaterial and/or Technical Support•PolicyAfricaCommunities in ZambiaZambia
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Education InternationalGlobalPromoting refugees's right to teach and right to learnTeachers and educators EI will: 1. Provide capacity building for education union leaders, teachers and educators in host countries and communities 2. Maintain a dedicated web site with basic information and resources for use by refugee and local teachers 3. Advocate for the accreditation and recognition of refugee teachers and educators’ qualifications. 4. Advocate for the training and professional development of refugee educators and local teachers Children and youth EI will: 1. Advocate for the inclusion of refugee children and youth in the formal education systems of host countries and communities (at all levels) within the first three months following their arrival 2. Advocate for the provision of psychosocial support and other support services for traumatised children and unaccompanied minors 3. Urge governments to provide language immersion programmes for refugees, while guarding against the creation of parallel lower-tier education programmes for refugees Education Systems EI and its affiliates will: 1. Monitor and assess progress towards implementation of the Global Compact on Refugees and CRRF and publish the results quadrennially 2. Advocate for the development and implementation of concrete policies and programmes to guarantee the inclusion of refugee children, youth and educators in host countries’ education systems 3. Advocate for increased domestic investment in public education.Second Global Refugee Forum (2023)Individual ContributionEducation InternationalNGOMaterial and/or Technical Support•Policy•OtherCapacity buildingAfricaNot SpecifiedEducation/teacher unions in Uganda and South SudanSouth Sudan_UgandaRefugee teachers and educators; refugee children and youth in Uganda and South Sudan.South Sudan_Uganda
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Save the ChildrenGlobalAdvocacy for greater investment, and better planning and coordination in education in emergenciesWe commit to advocate for an increase in funding to scale up quality learning for refugees, monitor that funding and hold stakeholders to account for funding commitments made. We will advocate for better coordination between donors, stakeholders in country to bridge the humanitarian development nexus. As the current chair of the Education Cannot Wait Northern and INGO civil society group and representing civil society in the Executive Committee and High-Level Steering Group, we will continue to work with ECW to strengthen its operating model and advocate for investment into the global fund. As an implementer of education programming in acute refugee crises, protracted and development contexts, we will continue to work towards education plans and programmes which clearly communicate immediate needs and link these to multi-year plans and investment requirements, thereby facilitating funding decisions which support humanitarian – development coherence in refugee hosting countries. In Uganda we will advocate for the international community to fund the ERP and for the government of Uganda to allocate greater resources to refugee education.Second Global Refugee Forum (2023)Individual ContributionSave the ChildrenNGOMaterial and/or Technical Support•Policy•OtherCapacity, advocacy, guidance & tools, programmingAfricaAcross multiple contexts, including Communities in UgandaUganda
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CameroonAfricaAfrica (Central &West)Pledge in the Area of Education (6)• Le Gouvernement du Cameroun s'engage à garantir l'accès équitable des enfants réfugiés à la gratuité des services scolaires au cycle primaire, ainsi qu'aux appuis multiformes, au même titre que les nationauxOtherIndividual ContributionCameroonStateCameroonPolicyAfricaCommunities in CameroonCameroon
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Gouvernement du TchadAfricaAfrica (Central &West)Renforcer le processus d’intégration des réfugiés dans tous les niveaux du système éducatif par l’inclusion des réfugiés dans la loi nationale de l’éducation, la poursuite de l’affectation d’enseignants tchadiens dans les écoles des camps, et la reprise de la gestion de tous les établissements des camps et sites de réfugiés officialisés par l’Etat Strengthen the process of integrating refugees into all levels of the education system by including refugees in the national education law, continuing to assign Chadian teachers to camp schools, and resuming the management of all the schools in refugee camps and sites recognised by the State.Depuis 2014, le Gouvernement du Tchad a facilité l’intégration des réfugiés dans son système éducatif national. 108 écoles ainsi que 10 centres de formation professionnels ont été officialisés. Les réfugiés passent désormais leurs examens dans les mêmes écoles et mêmes conditions que les tchadiens. 12 MoU ont été signés avec les Universités et institutions du supérieur pour permettre aux réfugiés d’étudier dans les mêmes conditions que les tchadiens. Environ 1000 étudiants refugiés sont inscrits dans les universités du Tchad sans aucune discrimination relative à leur statut. Dans ce contexte, le Gouvernement du Tchad s’engage à consolider ce processus d’intégration avec l’affectation des enseignants et la reprise de la gestion des écoles des camps par les autorités tchadiennes Since 2014, the Government of Chad has facilitated the integration of refugees into its national education system. 108 schools and 10 professional training centers have been formalized. The refugees now take their exams in the same schools and under the same conditions as the Chadians. 12 MoUs have been signed with universities and higher education institutions to allow refugees to study under the same conditions as Chadians. About 1,000 refugee students are enrolled in universities in Chad without any discrimination regarding their status. In this context, the Government of Chad undertakes to consolidate this integration process with the allocation of teachers and the resumption of the management of camp schools by the Chadian authoritiesSecond Global Refugee Forum (2023)Individual ContributionChadStateChadPolicyAfricaChadRefugies et populations hotesChadAutorites locales des zones de residence des refugies au Tchad (11 provences)Chad
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Federal Democratic Republic of Ethiopia, Agency for Refugees and Returnees Affairs (ARRA)AfricaAfrica (EHA&GL)Provide equitable, quality and accredited skills training to 20,000 host and refugeesDespite the emerging opportunities granted under the new refugee proclamation, most refugees of working age (especially the youth) are not well prepared to benefit from available employment opportunities because their existing skill sets do not match those required by the labour market. Skills development initiatives in refugee camps have been provided by NGOs and the trainings under these initiatives are mainly geared towards skills sets that are not linked to viable economic sub- sectors in the refugee hosting areas. Further, there have been no deliberate efforts to integrate refugees into Ethiopia’s existing national public Technical and Vocational Education and Training (TVET) systems in terms of policy and legislative framework as stipulated in the IGAD Kampala Declaration on Jobs livelihood and self-reliance for refugee, returnees and host community in IGAD region. Therefore, the Government of Ethiopia commits to expand national and local government TVET systems and facilities to provide quality and accredited skills training to 20,000 host and refugees on equitable basis. The skills training will be provided in-line with the country’s TVET policies and programmes and taking into consideration skills needs anticipation and creation of a balance between the demand for and supply of skills in the labour market.Second Global Refugee Forum (2023)Individual ContributionEthiopiaStateEthiopiaPolicyAfricaRefugees and host communities particularly the youth in EthiopiaEthiopia
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Economic Community of Central African States (CEMAC)AfricaAfrica (Central &West)Plan sous-régional d'appui à la scolarisation des enfants réfugiés et personnes déplacées Sub-regional support plan for the education of refugee and displaced childrenLa Commission de la CEMAC s’engage à développer un plan d'intervention sous régional en matière d'éducation pour les réfugiés et les personnes déplacées. Première initiative de cette nature à l’échelle des six États de la CEMAC, le plan d’intervention permettra de répondre à la situation de déshérence où se trouve actuellement des milliers d’enfants réfugiés et déplacés du fait des conflits dans le nord-ouest et le sud-ouest du Cameroun, dans les trois quarts du territoire de la République Centrafricaine ainsi que dans certaines zones du Tchad, du Soudan et du Soudan du Sud. La Commission de la CEMAC entend de ce point de vue soutenir les efforts de ses pays membres en ce domaine et assurer leur cohérence au plan communautaire. Elle s’appuiera sur les cadres politiques et juridiques en place mais s’assurera de les faire évoluer pour les adapter aux exigences des réalités. La Commission de la CEMAC contribuera également à renforcer l’accès, la qualité et la capacité du système éducatif de ses États membres à répondre aux crises. Elle œuvrera pour garantir et renforcer un système éducatif inclusif pour les réfugiés et les personnes déplacées. The CEMAC Commission undertakes to develop a sub-regional intervention plan in the field of education for refugees and displaced persons. The first such initiative at the level of the six CEMAC states, the intervention plan will make it possible to respond to the neglect situation in which thousands of refugees and children displaced by the conflicts in the northwest are currently living. and south-west Cameroon, in three-quarters of the territory of the Central African Republic as well as in certain areas of Chad, Sudan and South Sudan. From this point of view, the CEMAC Commission intends to support the efforts of its member countries in this area and ensure their consistency at Community level. It will build on the political and legal frameworks in place, but will ensure that they evolve to adapt them to the demands of realities. The CEMAC Commission will also help strengthen the access, quality and capacity of the education system of its member states to respond to crises. It will work to guarantee and strengthen an inclusive education system for refugees and displaced persons.Second Global Refugee Forum (2023)Joint ContributionCameroon_Central African Republic_Chad_Congo_Equatorial Guinea_GabonNot SpecifiedNot SpecifiedEconomic Community of Central African States (CEMAC)_United Nations High Commissioner for Refugees (UNHCR)Not SpecifiedInternational organisationPolicyAfricaCameroon_Central African Republic_Chad_Congo_Equatorial Guinea_GabonNot SpecifiedCameroon_Central African Republic_Chad_Congo_Equatorial Guinea_Gabon
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Ministère de l'Intérieur et de la Sécurité Publique, République centrafricaineAfricaAfrica (Central &West)Inclusion des réfugiés et des rapatriés dans le système éducatif national Inclusion of refugees and returnees in the national education systemLe gouvernement centrafricain s'engage à : 1. Poursuivre l'inclusion des réfugiés et des rapatriés dans le système éducatif national et leur assurer un enseignement de qualité dans les même conditions que les nationaux. La constitution centrafricaine garantit à tout citoyen l'accès à l'instruction, à la culture et à la formation professionnelle. Dans cette perspective, le gouvernement centrafricain demeure convaincu qu'assurer l'inclusion des réfugiés et des rapatriés ainsi qu'une formation de qualité à toutes les couches sociales constitue une garantie pour leur futur et le développement du pays. The Central African government undertakes to: 1. Pursue the inclusion of refugees and returnees in the national education system and provide them with quality education under the same conditions as nationals. The Central African constitution guarantees all citizens access to education, culture and vocational training. In this perspective, the Central African government remains convinced that ensuring the inclusion of refugees and returnees as well as quality training for all social strata is a guarantee for their future and the development of the country.First mid-term senior officials meeting (2021)Individual ContributionCentral African RepublicStateCentral African RepublicPolicyAfricaCentral African RepublicRéfugiés et rapatriésCentral African RepublicUnited Nations High Commissioner for Refugees (UNHCR)_United Nations Children’s Fund (UNICEF)Central African Republic
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SenegalAfricaAfrica (Central &West)Pledge in the Area of Education (5)Le gouvernement de la République du Sénégal s’engage à signer des accords avec les Universités et Instituts Supérieurs en vue d’appliquer des frais d’inscriptions aux réfugiés au même titre que les étudiants nationaux.OtherIndividual ContributionSenegalStateSenegalPolicyAfricaRefugee students in SenegalSenegal
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SudanAfricaAfrica (EHA&GL)Complete the costed plan of action for refugee education in order to realize full integration of refugee children into the national education systemNoneOtherIndividual ContributionSudanStateSudanPolicyAfricaCommunities in SudanSudan
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SudanAfricaAfrica (EHA&GL)Integration refugee education in national education system in a gradual mannerNoneOtherIndividual ContributionSudanStateSudanPolicyAfricaCommunities in SudanSudan
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Government of RwandaAfricaAfrica (EHA&GL)Pledge in the Area of Education (3)The Government of Rwanda considers education as key tool to be used towards refugee self-reliance and durable solutions. Education is articulated in the Government of Rwanda’s National Strategy for Transformation (2017-2024) as a tool for social and economic transformation. The Government of Rwanda in 2016 pledged to integrate refugee students into Rwanda National Education System and has ensured that more than 85% of refugees had access to primary and secondary education alongside their hosts. Along the same lines, the Government of Rwanda in 2019 pledges to focus on enhancing the capacity, quality, and inclusiveness of national education systems to facilitate the access of refugee and host community children (both girls and boys), adolescents, and youth to primary, secondary education. Rwanda further commits to ensure refugee access to Technical and Vocational Education and Training (TVET) with an aim to provide knowledge and skills for employment as it is recognized to be a crucial vehicle for social equity, inclusion and sustainable development. This will be done by upgrading the schools that host refugees and host community and increasing the number of classrooms, constructing other infrastructures, providing sufficient scholastic materials, training teachers for primary, secondary schools. With respect to TVET the focus will be on introducing new and innovative subjects based driven by the market demand in the local and national labor market.OtherIndividual ContributionRwandaStateRwandaPolicyAfricaCommunities in RwandaRwanda
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Young African Leaders Initiative-Centre Régional de Leadership de DakarAfricaAfrica (Central &West)Des jeunes de Young African Leadership Initiative du Centre Régional de Leadership de Dakar intègrent la question des jeunes réfugiés hommes et femmes dans leurs projets citoyens par le biais de l'éducation, de la formation professionnelle, du plaidoyer en faveur du plein respect de leurs droits Young people from the Young African Leadership Initiative of the Dakar Regional Leadership Center integrate the issue of young refugee men and women into their citizenship projects through education, professional training, advocacy for the full respect of their rights.Contexte Le Centre Régional de Leadership YALI Afrique de l’Ouest basé à Dakar (CRL) au Centre Africain d’Etudes Supérieures en Gestion (CESAG) forme et rassemble des jeunes citoyens du Bénin, Burkina Faso, Cameroun, Cap-Vert, Côte d'Ivoire, Gabon, Guinée-Bissau, Guinée Equatoriale, Mali, Mauritanie, Niger, République de Guinée, Sao Tomé et Principe, Sénégal, Tchad, YALI forme ces jeunes en ligne et en présentiel dans le domaine du leadership avec trois filières: Entrepenariat et affaires, administration publique, civic Leadership. L’ objectif du programme est de soutenir des centaines de jeunes leaders africains dans leurs efforts et projets citoyens pour : - Stimuler la croissance et la prospérité - Renforcer la gouvernance démocratique - Améliorer la paix et la sécurité sur le Continent africain. Notre contribution: - Développer des activités menant à la prise de conscience des jeunes formés par le programme Yali lors des matinées paix et sécurité autour du Compact avec la participation de réfugiés en y intégrant la dimension genre -Travailler à l'intégration de jeunes réfugiés à la formation YALI - Intégrer, chaque fois que possible, la dimention réfugiés et personnes déplacées dans les pojets citoyens des jeunes leaders formés. -Renforcer les capacités des jeunes de Yali dans le domaine des politiques de protection des réfugiés surtout des enfants et des jeunes. -Recenser l'ensemble des projets intégrant la dimension réfugiés et personnes déplacées qui existent déjà.Context The Regional Leadership Center YALI West Africa based in Dakar (CRL) at the African Center for Higher Studies in Management (CESAG) trains and brings together young citizens of Benin, Burkina Faso, Cameroon, Cape Verde, Côte d '' Ivoire, Gabon, Guinea-Bissau, Equatorial Guinea, Mali, Mauritania, Niger, Republic of Guinea, Sao Tome and Principe, Senegal, Chad, YALI trains these young people online and face to face in the field of leadership with three streams: Entrepreneurship and business, public administration, civic Leadership. The objective of the program is to support hundreds of young African leaders in their civic efforts and projects to: - Stimulate growth and prosperity - Strengthen democratic governance - Improve peace and security on the African Continent. Our contribution: - Develop activities leading to the awareness of young people trained by the Yali program during peace and security mornings around the Compact with the participation of refugees by integrating the gender dimension - Work on the integration of young refugees in YALI training - Integrate, whenever possible, the dimension of refugees and displaced persons into the citizens' projects of young trained leaders. -Strengthen the capacities of young people in Yali in the area of ​​refugee protection policies, especially for children and young people. - List all the projects integrating the refugee and displaced persons dimension that already exist.First mid-term senior officials meeting (2021)Individual ContributionYoung African Leaders Initiative-Centre Régional de Leadership de DakarNGOPolicy•OtherProjets durablesAfricaZones de conflits Afrique de l'Ouest et Sahel (Burkina Faso, Côte d'Ivoire, Mali, Niger, Tchad), Afrique centrale (Cameroun)
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Young African Leaders Initiative-Centre Régional de Leadership de DakarAfricaAfrica (Central &West)Des jeunes de YALI, du Burkina Faso, de la Côte d'Ivoire, du Cameroun, du Mali, du Niger, du Tchad intègrent la dimension réfugiés et personnes déplacées dans leurs projets et développent un volet éducation et plaidoyer pour des politiques favorisant leur retour dans leur pays d'origine ou leur intégration dans le pays d'accueil. Leur focus les jeunes hommes et les jeunes femmes, les enfants. YALI's young people from Burkina Faso, Côte d'Ivoire, Cameroon, Mali, Niger, Chad integrate the refugee and displaced persons dimension into their projects and develop an education and advocacy component for policies promoting their return in their country of origin or their integration in the host country. Their focus is young men and young women, children.Young African Leadership ininitive dans le Centre Régional de Leadership de Dakar (CRL) forme des jeunes de 16 pays africains francophones et lusophone dans les domaines de l'entreprenariat, de l'administration publique et de l'engagement citoyen. La formation intègre les questions de gouvernance et de citoyenneté, d'entreprenariat y compris d'entreprenariat social, de développement durable, de genre, de gestion de projets. Lors de ses formations le CRL propose une Matinée Paix et Sécurité qui vise à engager les jeunes dans une meilleure compréhension des défis qui sont les leurs dans ces deux domaines. Après une familiarisation avec le Compact, nous souhaitons y intégrer la question des réfugiés et des personnes déplacées autour de projets citoyens d'éducation dans chaque pays concerné (Cameroun, Côte d'Ivoire, Burkina Faso, Mali, Niger, Tchad, etc.) Déjà un projet de réseau est développé et nous y inclueront la connaissance du Compact, la prise en compte des jeunes réfugiés dans le projet culture et éducation pour développer leur autonomie ainsi qu'un projet de renforcement de capacités pour appuyer les politiques de protection. Sera prise en compte également le projet de retour dans le pays d'origine ou d'intégration dans le pays d'accueil. Young African Leadership ininitive in the Dakar Regional Leadership Center (CRL) trains young people from 16 French-speaking and Portuguese-speaking African countries in the fields of entrepreneurship, public administration and civic engagement. The training includes questions of governance and citizenship, entrepreneurship including social entrepreneurship, sustainable development, gender, project management. During its training, the CRL offers a Peace and Security Morning which aims to engage young people in a better understanding of the challenges that are theirs in these two areas. After familiarization with the Compact, we want to integrate the issue of refugees and displaced people around citizen education projects in each country concerned (Cameroon, Ivory Coast, Burkina Faso, Mali, Niger, Chad, etc.) Already a network project is developed and we will include knowledge of the Compact, taking into account young refugees in the culture and education project to develop their autonomy as well as a capacity building project to support protection policies. Will also be taken into account the return project in the country of origin or integration in the host country.First mid-term senior officials meeting (2021)Individual ContributionYoung African Leaders Initiative-Centre Régional de Leadership de DakarNGOPolicy•OtherProjets éducatifs durablesAfricaPays concernés en conflit, pays recevant des réfugiés Burkina Faso_Pays concernés en conflit, pays recevant des réfugiés Cameroun_Pays concernés en conflit, pays recevant des réfugiés Côte d'Ivoire_Pays concernés en conflit, pays recevant des réfugiés Mali_Pays concernés en conflit, pays recevant des réfugiés Niger_Pays concernés en conflit, pays recevant des réfugiés Tchad
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Ministerio de Educación PúblicaAmericasGarantizar la cobertura de las “Aulas de escucha” de 10 centros educativos de secundaria durante 3 años / Ensuring coverage of "listening classrooms " in 10 secondary schools for 3 yearsCompromiso a nivel nacional donde se pretende alcanzar a 900 estudiantes refugiados y solicitantes de refugio. Contribución Nacional con recursos del Fondo Social Migratorio USD 560.000,00 a esto se le suma el aporte interno por parte del MEP, correspondiente a USD 140.000,00 Total de Contribución Nacional USD 700.000,00Second Global Refugee Forum (2023)Individual ContributionCosta RicaStateCosta RicaFinancialAmericasRefugee students in Costa RicaCosta Rica
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Sérgio Vieira de Mello CatedrasAmericasScholarships as Technical Support and Scientific Initiation for RefugeesIn order to articulate income generation with alternative forms of university insertion, it is suggested that the Brazilian government set up a funding line in its official agencies (Capes and CNPq) to offer “Technical Support” and “Scientific Initiation” grants for refugees, modalities of grant already existing in Brazilian universities. Scientific Initiation scholarships are for refugees attending undergraduate programs. The Technical Support scholarships are intended for the insertion of peoplethat completed high school education or Higher Education (in two distinct modalities) in extension and research projects coordinated by teachers and / or technicians. Considering the existence of 22 Chairs in public and private universities and research institutions and also the refugee profile in which more than 50% have completed high school (average schooling above the average among Brazilians), the number of refugees in Brazil and the The potential for incorporating universities is to offer 50 SI scholarships, 80 Middle Level Technical Support scholarships and 50 Higher Level Technical Support scholarships.First mid-term senior officials meeting (2021)Joint ContributionSérgio Vieira de Mello Catedras_The 22 SVM Catedras in BrazilAcademic and researcherFinancialAmericasCommunities in BrazilBrazil
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Ministry of Foreign Affairs, El SalvadorAmericasAddressing the educational needs of displaced boys and girls, adolescents and youth, through psychosocial care and prevention of the risk of dropping out of school, including teachers in high-risk situationsThis contribution includes the development and implementation of an internal care route that ensures the right to education of children, adolescents and youth that have been internally displaced, and another one for teachers at risk, also considering the provision of psychosocial care programs to mitigate the impact of violence, aimed at girls, boys and adolescence in schools and at risk of dropping out of school in contexts of social violence, addressing the need of psychosocial support that results from the impact of violence, through the hiring and training of specialized personnel in prioritized educational centers of high-risk communities, this is because one of the direct effects of forced displacement is school dropout.First mid-term senior officials meeting (2021)Individual ContributionEl SalvadorStateEl SalvadorFinancial•Material and/or Technical Support•PolicyAmericasEl SalvadorInternally displaced girls and boys, adolescents and youth in El SalvadorEl Salvador
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Ministerio de Educación PúblicaAmericasAcceso e Integración de la población migrante, refugiada y solicitante de refugio al sistema educativo costarricense / Access to and integration into the Costa Rican education system for migrants, refugees and asylum seekersAsociado al área del enfoque de educación, el Ministerio de Educación Pública de Costa Rica, garantiza el acceso y la inclusión de las personas refugiadas en los planes operativos y presupuesto de educación. Para lo cual se pretende una aceptación del 100% de las solicitudes de matrícula de estas poblaciones In line with the area-based education approach, the Ministry of Public Education of Costa Rica guarantees the access and inclusion of refugees in the operating plans and budgets for education. For this purpose, 100% of the applications for registration of these populations are to be acceptedFirst mid-term senior officials meeting (2021)Individual ContributionCosta RicaStateCosta RicaFinancial•PolicyAmericasRefugee students in Costa RicaCosta Rica
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Dominican RepublicAmericasEnsuring access to education, especially for refugee womenNoneOtherIndividual ContributionDominican RepublicStateDominican RepublicFinancial•PolicyAmericasRefugees in the Dominican RepublicDominican Republic
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PeruAmericasEnrollment of refugee children in schoolThere are currently 54,000 refugee children in Peru who are not at school. By the end of 2020, 30,000 of these chlidren will be enrolled in schools.First mid-term senior officials meeting (2021)Individual ContributionPeruStatePeruFinancial•PolicyAmericasPeruRefugees in PeruPeru
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Programa Casa Refugiados ACEuropeFortalecimiento del acceso, promoción y acompañamiento a educación para personas solicitantes de asilo y refugiadas en México. Strengthening access, promotion andguidance to education on asylum seekers and refugees in MexicoContribuiremos en el fortalecimiento del acceso de las personas a educación en los distintos niveles y caracteristicas de las personas, como educación básica para toda las NNA, gestión para que personas que no tuvieron acceso a educación en sus paises de origen puedan arrancar y certificarse para romper las brechas de desigualdad, acompañar el ejercicio de derechos de personas con alguna situación de vulnerabilidad que haya limitado su acceso a la educación; y finalmente impulsaremos que las personas que decidan realizar estudios universitarios y de posgrado tengan acompañamiento y herramientas para poder participar equitativamente en dichos procesos. We will contribute to strengthening people's access to education at different levels and characteristics of people, such as basic education for all children and adolescents, management so that people who did not have access to education in their home countries can to start and certify to break the gaps in inequality, to accompany the exercise of the rights of people with a vulnerable situation that has limited their access to education; and finally we will encourage people who decide to pursue university and graduate studies to have accompaniment and tools to be able to participate equally in these processes.Second Global Refugee Forum (2023)Joint ContributionMexicoNot SpecifiedPrograma Casa Refugiados AC_Not SpecifiedNot SpecifiedUnited Nations High Commissioner for Refugees (UNHCR)Comisión Mexicana de ayuda a refugiadosNGOFinancial•Policy•Otheracompañamiento psicosocial.AmericasMexicoNot SpecifiedMexicoCommunities in MexicoMexicoNot SpecifiedMexicoNot SpecifiedMexicoNot SpecifiedMexico
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Sérgio Vieira de Mello CatedrasAmericasPortuguese with refugees: a welcoming experience on language learningThe 22 Sergio Vieira de Mello Chairs in Brazil offer different experiences on teaching and learning Portuguese with refugees using different didactic materials; most of them are own elaboration. One given example is the experience of the UERJ SVM Chair. Based on the popular education tradition, which has Paulo Freire as one of its greatest exponents, in dialogical practices and non-structural language learning. Conversations with refugees allowed us to raise the topics of interest and learning needs from which the teaching material “Entre Nos” (“Among Us”) was organized. The name was chosen by the refugees, the cover and internal illustrations were made by a couple of Colombian refugees. We attend over 200 refugees in continuous flow. The largest contingent used to be Congolese, but Venezuelans have become the majority since the second half of 2018. Teaching materials never cover all needs and forms of learning and in this sense, the greater the variety, the better. And the more referred to the territories in wich refugees inhabited and produce their daily live, the better. Language learning is a fundamental tool for access and guarantee of civil and social rights: either in the access and adequate care in public health services, education, employment and income, or in defending their refugee status in official interviews.First mid-term senior officials meeting (2021)Joint ContributionSérgio Vieira de Mello Catedras_The 22 SVM Catedras in BrazilAcademic and researcherMaterial and/or Technical SupportAmericasCommunities in BrazilBrazil
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Red Académica Latinoamericana sobre Derecho e Integración de las Personas RefugiadaAmericasCarta de Santiago para el Foro Mundial sobre los Refugiados - Compromiso para el Foro Mundial sobre los Refugiados por parte de la Red Académica Latinoamericana sobre Derecho e Integración de las Personas Refugiada / The Charter of Santiago to the Global refugee Forum - Commitment to the Global Refugee Forum by the Latin American Academic Network on the Law and Integration of RefugeesCon el fin de participar en la GAIN y contribuir a la implementación del PMR, las académicas y los académicos, investigadores y abogadas y abogados litigantes de las clínicas universitarias de la ‘Red Académica Latinoamericana sobre Derecho e Integración de las Personas Refugiada’ quieren comprometerse de manera directa al FMR en las siguientes áreas de apoyo: a) Atender las necesidades inmediatas de las personas de interés; b) Realizar y difundir estudios integrales y multidisciplinarios sobre las situaciones de desplazamiento forzado en las Américas; c) Fortalecer las capacidades nacionales en temas de protección internacional y el acceso a los derechos de las personas de interés para proporcionar respuestas adecuadas; y d) Facilitar la admisión de personas de interés a la educación superior en los países de acogida. VER ANEXO In order to participate in the Global Academic Interdisciplinary Network and contribute to the implementation of the Global Compact on Refugees, academics, researchers and lawyers and trial lawyers from the university clinics of the ‘Latin American Academic Network on the Law and Integration of Refugees’ commit themselves directly to the Global Refugee Forum in the following areas of support: (a) to meet the immediate needs of persons of concern; (b) to carry out and disseminate comprehensive and multidisciplinary studies on situations of forced displacement in the Americas; (c) to strengthen national capacities in international protection issues and access to the rights of persons of concern to provide adequate responses; and (d) facilitate the admission of persons of concern to higher education in host countries. SEE ANNEXSecond Global Refugee Forum (2023)Joint ContributionRed Académica Latinoamericana sobre Derecho e Integración de las Personas Refugiada_Academia LatinoamericanaAcademic and researcherMaterial and/or Technical Support•Policy•OtherApoyo para la inclusion de las personas refugiadas, la defensa de sus derechos y la sensibilisacion de la tematica de la proteccion internacionalAmericasNot SpecifiedOrganisations in Latin AmericaNot SpecifiedAcademics in Latin AmericaNot SpecifiedCommunities in Latin AmericaNot SpecifiedOrganisations in Latin AmericaNot SpecifiedOrganisations in Latin AmericaNot SpecifiedLocal authorities in Latin AmericaNot Specified
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Dirección General de Migración/Instituto Guatemalteco de Migración_Ministerio de Trabajo y Previsión Social-MINTRAB-Guatemala_Secretaría de Bienestar Social de la Presidencia de la República -SBS-GuatemalaAmericasCoordinar acciones con autoridades e instituciones educativas locales para la inclusión e inserción de NNA y jóvenes al Sistema Educativo Nacional / Coordinate actions with local authorities and educational institutions for the inclusion and integration of children, adolescents and young people into the National Education SystemEl Ministerio de Educación atendiendo al acuerdo ministerial número 1753-2019, “Reglamento de equiparación y equivalencias de los estudios en los niveles de educación preprimaria, primaria y media y en los subsistemas de educación escolar y extraescolar”, que establece la equiparación y equivalencias de los estudiantes retornados y la equiparación y equivalencias de los estudiantes migrantes que no cuenten con documentación, debido a que la salida de su país de origen o de residencia fue por circunstancias ajenas a su voluntad, puedan proseguir, finalizar o legalizar sus estudios en el Sistema Educativo Nacional. A través de las Direcciones Departamentales de Educación y Centros Educativos, el MINEDUC asume el compromiso de promover las políticas y normas para la reincorporación de los estudiantes al Sistema Educativo Nacional. El acuerdo ministerial 1753-2019 ya se encuentra en vigencia, el Ministerio de Educación también elaboró el instructivo para la equiparación y equivalencias de estudios, pero es necesario su socialización e implementación a nivel república, para garantizar el acceso de los estudiantes guatemaltecos retornados y extranjeros al Sistema Educativo Nacional. The Ministry of Education, in accordance with ministerial agreement No. 1753-2019 "Regulations on the equalization and equivalence of studies at pre-primary, primary and secondary education levels and in the sub-systems of school and non-formal education”, which provides for the equalization and equivalence of returned students and the equalization and equivalence of migrant students who do not have documentation, since their departure from their country of origin or residence was due to circumstances beyond their control, can continue to carry out, complete or legalize their studies in the National Education System. Through the Departmental Directorates of Education and Educational Centers, the Ministery of Education is committed to promoting policies and standards for the reinstatement of students to the National Education System. Ministerial agreement 1753-2019 is already in force, the Ministry of Education has also prepared the instruction for the equalization and equivalence of studies, but it is necessary to socialize and implement it at the national level, in order to guarantee access to the National Education System for returning Guatemalan and foreign students.First mid-term senior officials meeting (2021)Individual ContributionGuatemalaStateGuatemalaPolicyAmericasRefugees and vulnerable people in GuatemalaGuatemala
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Caracol Televisión S. A.AmericasSomos Panas ColombiaSomos Panas was one of the products of Somos Panas Colombia's general campaign which constituted a social experiment that intended to reduce general discrmination and messages in social media towards Venezuelan population in Colombia. The objective was to promote solidarity specially amongst girls, boys and adolescents. The campaign was featured in all of Caracol TV's media and digital platforms.First mid-term senior officials meeting (2021)Individual ContributionCaracol Televisión S. A.Private sectorPolicy•OtherCampaign and Communications StrategyAmericasSave the ChildrenColombiaUnited Nations High Commissioner for Refugees (UNHCR)ColombiaCaracol TV audiencesColombia
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Government of JapanAsia PacificAcceptance of Syrian students for educational opportunity in JapanIn 2016, Japan announced assistance of extending educational opportunities to Syrian youths expected to contribute to the recovery of Syria in the future and accept Syrian students for coming five years. Up until now, in total 79 students and 44 family members have been accepted (28 students and 22 family members in 2017, 29 students and 16 family members in 2018, and 22 students and 6 family members in 2019). By 2021, Japan will accept up to 150 Syrian students to provide opportunities of higher education in Japan. This opportunity for Syrian students may contribute for complementary pathways for admissions to the third countries.First mid-term senior officials meeting (2021)Individual ContributionJapanStateJapanFinancial•Material and/or Technical Support•Resettlement and Complementary Pathways•OtherEducational OpportunityAsia PacificSyrian students and their families in JapanJapan
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Japan ICU FoundationAsia PacificComplementary Pathways through Higher Education in Asia PacificWe make the following pledges as our contribution towards the objectives set forth in the Global Compact on Refugees. Our area of focus is education, with a particular emphasis on the sub-theme of higher education. Pledge #1 We pledge to continue to support scholarship opportunities at International Christian University (Tokyo, Japan) for refugee students, under the rubric of complementary pathways for admission to a third country. We pledge to provide scholarships for eight students for their entire undergraduate education. $1,200,000 approximate value (2019 – 2025). Pledge #2 We pledge to hold regular symposia in Japan and in Asia Pacific to share experiences and best practices around complementary pathways programs within the higher education sector. $50,000 approximate value.First mid-term senior officials meeting (2021)Individual ContributionJapan ICU FoundationPrivate sectorFinancial•Resettlement and Complementary PathwaysAsia PacificCommunities in JapanJapanSymposia for other actors, Japan and Asia-PacificJapan
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Clifford ChanceGlobalWe have created and will further foster a culture that demonstrates the value of our partnership with UNHCR, working with our clients and encouraging them to act similarlyWe have created and fostered a culture that demonstrates the value of our partnership with UNHCR – this partnership makes business sense as it attracts and retains talent; it engages our clients and provides them with the opportunity to collaborate with our staff on projects of real impact. Many of our clients are unaware of the plight of refugees in Hong Kong; the role in which their firms can play in providing solutions; and the work being done by UNHCR. We have played an integral role in the education of private sector stakeholders in Hong Kong, and the identification of the best ways in which these companies can provide assistance, often in collaboration with Clifford Chance. We see enormous value in continuing to educate the private sector in Hong Kong and elsewhere, and paving the way for other stakeholders to become engaged with the refugee community and UNHCR.Second Global Refugee Forum (2023)Individual ContributionClifford ChancePrivate sectorMaterial and/or Technical SupportAsia PacificClient firms and any other interested private sector partiesChina, Hong Kong Special Administrative Region
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Save the ChildrenGlobalCreate a working group on education among actors in Rakhine and Cox’s Bazar to support equitable access to quality educationEstablish an education working group among actors working in Rakhine, Myanmar and Cox’s Bazar Bangladesh. The working group aims to build on efforts led by the education sector, including UNHCR and UNICEF, to improve the equitable access of quality education on both sides of the border. In Cox’s Bazar, the working group will utilize their collective expertise to enable Rohingya children, adolescents and youth access to quality education opportunities that will support their safe, sustainable, dignified and voluntary return to Myanmar, when conditions become conducive to return. In Rakhine the working group will support the process of creating the conditions necessary for safe, dignified and voluntary return to Rakhine state through supporting access to quality education for all communities across Rakhine.The working group commits to working with both the Governments of Myanmar and Bangladesh to institute education programming that will support safe, dignified, sustainable and voluntary return of the Rohingya to Myanmar and support efforts to create conditions necessary for any return and peaceful coexistence of all communities in Rakhine, through education.The working group will engage Civil Society Organizations (CSOs) in Myanmar and Bangladesh and work in partnership with Rohingya refugees in Cox’s Bazar and people of Rakhine communities to ensure the accountability and impact of all efforts undertaken by the working group.First mid-term senior officials meeting (2021)Joint ContributionSave the Children_International Rescue Committee_Norwegian Refugee Council (NRC)NGOOtherCreation of a technical working groupAsia PacificBangladesh_MyanmarRohingya Refugees in Cox's Bazar, Bangladesh_Host Communities in Cox's Bazar, Bangladesh_Rakhine Communities in Rakhine, MyanmarBangladesh_MyanmarSave the Children_Norwegian Refugee Council_International Rescue Committee_United Nations Children’s Fund (UNICEF)_United Nations High Commissioner for Refugees (UNHCR)Bangladesh_Myanmar
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Government of the Republic of IndonesiaAsia PacificProvide access to basic and secondary education for refugee childrenGuided by the Circular Note of the Indonesian Minister of Education issued on 19 July 2019, the government provides access for all refugee children to enroll in primary and secondary schools in Indonesia. This policy provides the opportunity for 3.893 refugee childred currently living in Indonesia to be enrolled in Indonesia's educational institution. Since the issuance of the policy last July 2019, more than 500 refugee children have already been enrolled in primary schools in Indonesia. A majority of them are in Indonesian public schools which are funded by the local governments. Upon the completion of their education, refugee children will be awarded a special certificate that wil serve as a reference explaining that they have completed certain educational level/degree.Second Global Refugee Forum (2023)Individual ContributionIndonesiaStateIndonesiaPolicyAsia PacificRefugees in IndonesiaIndonesiaLocal authorities in IndonesiaIndonesia
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AfghanistanAsia PacificExpand access for education for returneesNoneOtherIndividual ContributionAfghanistanStateAfghanistanPolicyAsia PacificReturneesAfghanistan
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Royal Thai GovernmentAsia PacificContinuing work to ensure mutual recognition of educational certificates and documents for children of Myanmar displaced personsTo continue working to ensure that children of Myanmar displaced persons who have returned to Myanmar be recognised for their educational certificates and documents issued by Thai authorities in order for them to continue their study in Myanmar.OtherIndividual ContributionThailandStateThailandPolicyAsia PacificChildren of Myanmar displaced persons along Thai-Myanmar borders, ThailandThailand
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Ministry of Interior, CyprusEuropeProvision of scholarships to refugees by UniversitiesAccess to education is a major challenge for refugees. It is an undoubted fact that refugees face extreme difficulties in completing, or even starting, an undergraduate or graduate degree program. In order to facilitate the access of refugees to their programs, three of the Cyprus' universities, the University of Cyprus, a public university, and two private universities, University of Nicosia and European University Cyprus, have decided to offer the following scholarships: - Four full scholarships to refugees by the University of Nicosia - Two 75% scholarships by the European University Cyprus (one for an undergraduate program and one for the MBA program). - At least two scholarships (tuition fees only, 50% to 100%) in graduate programs, by the University of Cyprus, when specific criteria determined by the departments are met. With the provision of the above mentioned scholarships, the three universities aim to provide easy access to tertiary education and scientific research to refugees. Furthermore, it is expected that the career opportunities for the refugees will be enhanced. Finally, the integration of the refugees to the host society will be facilitated by their integration to the students' society and to university life in general.OtherJoint ContributionCyprusUniversity of Cyprus_University of Nicosia_European University CyprusStateCyprusFinancialEuropeNot SpecifiedCyprus
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State Migration Service of the Republic of AzerbaijanEuropeGranting tertiary education scholarship to a person per year who has been granted refugee status in Azerbaijan.The contribution targets persons granted refugee status in Azerbaijan. With the implementation of this pledge every year one refugee student will be able to benefit from the state supported scholarship program to acquire higher education in Azerbaijan. Main refugee communities in Azerbaijan are originating from Afghanistan, Iran and Russian Federation.OtherIndividual ContributionAzerbaijanStateAzerbaijanFinancialEuropepersons granted refugee status will benefit from thisAzerbaijan
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Government of the Principality of LiechtensteinEuropeLanguage Teaching Programme for Refugees in South-East Turkey implemented by “Liechtenstein Languages” and “RET International”, funded by LiechtensteinThe Language Learning Programme teaches Syrian and Iraqi refugees in Turkey Turkish and English to enable their active participation in society, interaction with authorities and access to health services and the labour market. Liechtenstein Languages (LieLa) is a language teaching project based on latest neurological research, which enables refugees and asylum-seekers to acquire a new language quickly. LieLa further trains trainers whereby every language teacher can train new language teachers to quickly multiply the reach of the teaching method. RET International has extensive experience in providing refugees with access to education and employment. RET will provide the human and material resources for the Turkish and English classes at various sites in South-East Turkey where it is already present with its refugee empowerment projects. LieLa will train RET personnel in its teaching method and train new language trainers who will be able to train new language teachers to continuously increase the number of language teachers and beneficiaries. The programme will run from 2020 to 2022 and reach 2'136 direct and 10'680 indirect beneficiaries and amount to roughly USD 1.1 Million covered by the Liechtenstein Government. The project aims to address the complex challenges of the refugee situation in Turkey.OtherJoint ContributionLiechtensteinLiechtenstein Languages_RET InternationalStateLiechtensteinFinancial•Material and/or Technical Support•OtherCapacity Building / Knowledge TransferEuropeLiechtenstein Languages_RET InternationalLiechtenstein_SwitzerlandSyrian and Iraqi refugees in TurkeyTurkey
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Ministry of National Education of Turkish Republic Directorate General of Vocational and Technical EducationEuropeIncreased access to TVET institutions for refugees and host community childrenFor increasing access to quality TVET education, investment to equipping and refurbishing the workshops of TVET institutions, scholarship schemes and school based social cohesion activities are already been carried out by the Ministry with the help from donor institutions in line with the financial limitations. The focus is on provinces with a high refugee population to mitigate problems especially in regards to access and attendance. As a result of these activities enrolment to TVET institutions by refugee children has increased by 34% this year. However, the problems regarding enrolment and long term absenteeism still prevails. There are areas for improvement not only about infrastructure, teacher training, financial and in kind support to refugee and disadvantaged host community children and fostering social cohesion but also vocational guidance and TVET curricula development in line with the labour market needs especially focusing on industry 4.0. To continue the work that is already carried out and take a step further, Ministry needs both financial aid and technical support to increase the quality of TVET services provided both for refugee and host community children.First mid-term senior officials meeting (2021)Individual ContributionTurkeyStateTurkeyFinancial•Material and/or Technical Support•PolicyEuropeRefugees in TurkeyTurkey
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Government of the Federal Republic of GermanyEuropeExtension of the package of domestic measures for integrating asylum-seekers and refugees into the German higher education systemGermany will extend the package of domestic measures for integrating asylum-seekers and refugees in the German higher education system until 2021 with an envisaged annual budget of 27.2 million Euros. The programme has been running from 2016 to 2019 with a budget of 100 million Euro allocated by the German Federal Ministry of Education and Research (BMBF). The measures empower refugees and at the same time contribute to further internationalising German universities as well as generating highly qualified professionals for Germany or the countries of origin. The German approach has built on existing and reliable structures as much as possible. The German Academic Exchange Service (DAAD) is executing the programme with 200 dedicated German higher education institutions, following a Four-Phase Model: 1. Entrance - recognising prior qualifications and orientation. 2. Preparation - offering German classes and subject-related courses. 3. Study – ensuring academic progress, mentoring and supplementary modules. 4. Career – preparing for a successful transition into the workforce: The new and upcoming PROFI Programme will prepare refugees with a foreign graduation for a transition into the national labour market. So far, already more than 30,000 refugees have achieved to enrol in a bachelor, master or PhD programme at a German university.First mid-term senior officials meeting (2021)Individual ContributionGermanyStateGermanyFinancial•Material and/or Technical Support•PolicyEurope2 participating universities and preparatory colleges throughout Germany (via the German Academic Exchange Service - DAAD)Germany
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Government of SwitzerlandEuropeAccess to education – integrated education/child protection approaches and inclusion into national education systemsVersion Officielle La Suisse s'engage à intensifier ses efforts pour soutenir les pays partenaires à intégrer les enfants et les jeunes réfugiées et déplacés internes dans les systèmes éducatifs locaux/nationaux dès le début d’une crise dans le cadre des planifications et actions complémentaires de la coopération au développement et de l’aide humanitaire y compris dans son dialogue politique au niveau global, régional et national. Ceci inclus également en tirant parti des bonnes pratiques des approches en Suisse en matière d’inclusion éducative des enfants et jeunes demandeurs d’asile et réfugiés, ainsi que la promotion d’une intensification d’une programmation commune renforcée en matière de protection et d’éducation. English Translation Switzerland commits to enhance its efforts to support partner countries in integrating refugee and internally displaced children and young people into the local/national education systems from the outset of a crisis as part of the complementary planning and activities of development cooperation and humanitarian aid, including in its political dialogue at the global, regional and national levels. This also includes drawing from Switzerland's best practices in educational inclusion for refugee and asylum-seeking children and young people as well as promoting a higher level of joint programming in regard to protection and education.First mid-term senior officials meeting (2021)Individual ContributionSwitzerlandStateSwitzerlandFinancial•Material and/or Technical Support•PolicyEuropeNot SpecifiedMultipleSwitzerland
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University of Essex, United KingdomEuropeThe University Of Essex's pledges on Scholarship, Training and Support for the GAINThe University of Essex will report on the Scholarships, the continued training programmes by academics, and the support offered through GAIN up until the 2021 HLOM. The University will follow up with further information at the 2023 GRF.First mid-term senior officials meeting (2021)Individual ContributionUniversity of Essex, United KingdomAcademic and researcherFinancial•Material and/or Technical Support•Resettlement and Complementary PathwaysEuropeSupport to academics working on forced displacement around the world as part of GAINNot SpecifiedRefugees in a position to udertake a Masters in International Human RightsNot SpecifiedUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
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Universities of Sanctuary Ireland (UoSI)EuropeUniversities of Sanctuary Ireland (UoSI) scholarship and integration schemeThe Universities of Sanctuary Ireland (UoSI) network was established in 2017. To date, 6 of the 8 universities in the country have been awarded the UoS designation, as well as one Institute of Technology, with more set to follow. The UoS award is based on a commitment to establish and sustain a culture of welcome for forced migrants. It also entails a commitment to increase global HEI access targets from 3-15% by 2030 (UNHCR). To date, the following number of scholarships has been offered across the UoSI consortium: Access courses: 86; UG Programmes: 87; PG Programmes: 11; Diplomas: 4; Online programmes: 20; totalling 208 places across the various programmes. In addition, a range of UoS-led sanctuary programmes has been introduced, including: intercultural events; Refugee week; sports activities; refugee inclusive curricula; refugee-focused research; scholars at risk and recognition of prior learning advocacy; outreach activities with the wider community. The UoSI network continues to expand and to commit to offering scholarships on a par with what has been granted to date. For the next academic year 2020-21, the following supports have been pledged, as a minimum, across the consortium: Access: 36; UG: 52; PG: 8; Diplomas: 3: Online 5, totalling 104 scholarships.First mid-term senior officials meeting (2021)Joint ContributionRefugees living in Direct Provision and private accommodationUniversities of Sanctuary Ireland (UoSI)_Athlone Institute of Technology (AIT)_Dublin City University (DCU)_NUI Galway (NUIG)_NUI Maynooth (NUIM)_University College Cork (UCC)_University College Dublin (UCD)_University of Limerick (UL)Academic and researcherFinancial•OtherCultural integration and advocacy projectsEuropeForced migrants in all jurisdictions, largely residing in Direct Provision Centres coordinated by the Dept. Justice and EqualityIreland
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Ministry of National Education of Turkey, Construction and Real Estate DepartmentEuropeNew schools will be constructed under FRIT II fund provided by EU Delegation to Turkey170 kindergartens: 10 primary schools and 1 public education centre are planned to be constructed within the scope of the new project. The project with a budget of 100 million Euros will provide an additional capacity of 32,200 students in educational services. The preparations for the project continue and signing of separate agreements are planned within a short time following the completion of the IFI selection process by the EU.First mid-term senior officials meeting (2021)Joint ContributionTurkeyIntermediary financial institution to provide implementation supportEU Delegation to TurkeyStateTurkeyFinancial•PolicyEuropeRefugee students in TurkeyTurkey
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Turkish Ministry of National Education (MoNE)EuropeSustainability of the Conditional Cash Transfer for Education of Syrian Kids517,877 migrant and socio-economically disadvantaged children have been provided with conditional cash transfer for education (CCTE) in the scope of the collaboration established between MoNE and Türk Kızılay. The CCTE Program has been conducted successfully with the financial support of the European Union, and governments of Norway and the US. The programme provided meaningful contribution to schooling of out-of-school Syrian children under temporary protection in Turkey. However, it is estimated that more than 350,000 Syrian children still remain out of school. In consideration of the effectiveness of the CCTE program, sustainability of the program is of great importance in increasing the schooling rate of Syrian children and keeping the schoolised children at school in order to help these children grow up as self-reliant people as well as easing the pressure on the host community. Turkish Government has mobilised more than € 30 billion directly from the state budget to meet various needs of Syrians under temporary protection. Considering the current situation, all stakeholders are invited to take the initiative to mobilise resources to ensure sustainability of the CCTE.First mid-term senior officials meeting (2021)Joint ContributionTurkeyTürk KızılayStateTurkeyFinancial•PolicyEuropeRefugee children in TurkeyTurkey
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Turkish Ministry of National Education Construction and Real Estate DepartmentEuropeConstruction of new schools for Syrian Kids to provide quality educationAround 1.1 million school-aged Syrian under Temporary Protection (SuTP) children living in Turkey and the average schooling rate is 64% among them. According to the needs analysis, it is clear that there is a need for the construction of 1,068 new schools with 30,799 classrooms at primary, secondary and high school levels. Also the number of pre-school-age (0–5 age group) SuTP children is 560.934 in Turkey. The schooling rate of pre-school age SuTP children is 33.7%. With the construction of 220 schools built in ongoing projects carried out by the Ministry of National Education (MoNE), 5.200 classrooms with the capacity of 156.000 students are under construction. (Projects on Education for All in Times of Crisis I&II and Education Infrastructure for Resilience) In the scope of the new project, 170 pre-schools, 10 primary schools and 1 public education centre are planned to construct (Project on Education for All in Times of Crisis III) by MoNE. Thus, an additional capacity of 32,200 students will be generated. However, with the completion of all the ongoing projects related with education infrastructure, generated additional capacity for those 188,200 Syrian students in total mentioned above meets only 18% of the total need. In spite of all efforts related to the education infrastructure, the capacity need for pre-school, primary and secondary education is extremely high. Therefore, new projects and financial resources are highly needed in addition to existing projects in order to facilitate SuTP’s access to education and to provide education services in quality school environments.First mid-term senior officials meeting (2021)Individual ContributionTurkeyStateTurkeyFinancial•PolicyEuropeSyrian refugees in TurkeyTurkey
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Turkish Ministry of National Education (MoNE)EuropeIncreasing the Number of Syrian and the Host Community Children Provided with Early Childhood Education Services in TurkeyMoNE has adopted an inclusive and comprehensive education policy for Syrian children under temporary protection in Turkey (SuTP). To this end, Project on Promoting the Integration of Syrian Kids into the Turkish Education System (PIKTES) implemented an 8 week Early Childhood Education Program during the 2019 summer period (July-August) with their Turkish peers. Today, approximately 25% of all SuTP children are at the age of early childhood education which corresponds to almost 250,000 children between the ages of 3 to 6. PIKTES successfully reached 18,687 Syrian children (also 17,896 Turkish children at the same time) at the age group of 5-6 only in the summer period and aims to reach a total of 40,000 children at pre-school age every year until the end of the project, making a total of 120,000 children by 2022. MoNE believes that Early Childhood Education has a considerable effect on social cohesion, school retention and success, and wishes to build necessary capacity to host 300,000 Syrian and host community children at early childhood education age in Turkish public education system including summer programs. In order to provide an opportunity to children for a strong start, all stakeholders are invited to make contributions and share the burden and responsibility.Second Global Refugee Forum (2023)Individual ContributionTurkeyStateTurkeyFinancial•PolicyEuropeSyrian refugees in TurkeyTurkey
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Government of the Federal Republic of GermanyEuropeContinued funding of the Philipp Schwartz InitiativeGermany will continue to fund The Philipp Schwartz Initiative in order to provide universities and research institutions in Germany with the means to host foreign scholars at risk on a fully funded research fellowship. The envisaged annual budget is 10.4 million EUR. The initiative is implemented by the Alexander von Humboldt Foundation.OtherJoint ContributionGermanyAlexander von Humboldt FoundationStateGermanyFinancial•Resettlement and Complementary PathwaysEuropeAlexander von Humboldt FoundationGermany
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Ministry of Foreign Affairs and International Cooperation of ItalyEuropeUniversity Corridors for RefugeesThis project aims to develop University inclusion for refugee students, based in Africa and the Middle East and strongly motivated to continue their university education. The pilot program includes 6 students from Ethiopia, starting their careers in the a.y. 2019/2020 and in the future the program may include a larger number of refugee students. The objectives of the initiative are: • Facilitating the refugee students’ legal entry into Italy; • Supporting the students during their tertiary education pathway and their integration within the academic community; • Supporting the living costs in Italy (e.g. University fees, food and accommodation, pocket money); • Promoting the process of job placement for the newly graduated students and the future re-integration in their home countries. Academic merits will be considered for the selection of eligible candidates for the project. The added value of the project is the involvement of stakeholders in taking up of responsibilities in reception, university mentorship, and job-accompanying tasks of the students. In the short term, the beneficiaries will achieve their academic objectives. In the long term, the project will contribute to the beneficiaries’ job placement in enterprises and companies in Italy, in their communities or in their home country whenever political stability will be achieved.First mid-term senior officials meeting (2021)Joint ContributionItalyItalian Caritas_Regional Board for the Right of Higher Education (ER.GO)_Gandhi Charity_Next Generation ItalyAlma Mater Studiorum Università di Bologna_LUISS Guido Carli UniversityRoman Catholic Archdiocese of BolognaFedermanager Bologna-Ravenna_Manageritalia Emilia-RomagnaStateItalyFinancial•Resettlement and Complementary Pathways•OtherUniversity inclusion for refugee studentsEuropeRefugee students based in Africa and the Middle EastItaly
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Refugee Support NetworkEurope#SchoolsSayWelcome pledgeRSN and Unicef UK have invited UK schools and colleges to pledge their support for ensuring that refugee and asylum-seeking children and young people can learn and thrive in safe, welcoming and inclusive environments. Schools and colleges have pledged to: - Adopt a whole-school approach to inclusion, valuing and celebrating the diversity of all children and young people; - Create an environment where refugee children and young people feel safe and welcomed; - Ease and support access to their school or college for refugee children, including for those arriving mid-way through the school year. If relevant, they will ensure that all staff know that certain children who have arrived in the UK less than 2 years ago may be excluded from performance data; - Build the capacity of their teaching, support and governance staff so that they are better able to support the academic learning and socio-emotional wellbeing of refugee children and young people; - Use their position in the local community to champion refugees and promote an inclusive message of welcome and; - Share information and good practice on inclusion of refugee children with other schools or colleges. A total of 70 schools, colleges and institutions signed the pledge.OtherJoint ContributionRefugee Support Network_Refugee Support NetworkUnited Nations Children’s Fund (UNICEF)NGOMaterial and/or Technical SupportEuropeCommunities in the United KingdomUnited Kingdom of Great Britain and Northern Ireland
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Commissariat for Refugees and MigrationEuropeAll refugees and children seeking asylum are fully integrated into the compulsory education system of the Republic of Serbia, including the provision of secondary and higher education for all children and young people, and vocational training for adults with international protectionSerbia has integrated all refugee children into the compulsory education system, namely pre-school education and primary school. There is also the possibility that those interested can continue their education in secondary schools and universities or attend training and courses in various professions, which the Republic of Serbia encourages. The integration process includes courses and training for teachers, support projects for schools and students, and the establishment of a system of school reports that should provide relevant information and help students. It is important to emphasize that this system has proven effective in emergencies. This approach has proven to be very effective, unlike in other countries where the language of the environment is taught in separate classes or schools for refugee children, and only after mastering the language are refugees enrolled in public schools. In our education system, full integration of refugee children has been achieved in which the school adapts to the needs of the children.Second Global Refugee Forum (2023)Individual ContributionSerbiaStateSerbiaMaterial and/or Technical Support•PolicyEuropeSerbiaNot SpecifiedSerbiaNot SpecifiedSerbia
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LiiKe - Sports & DevelopmentEuropeSports and physical education for all independentlyLiiKe plans to start a physical education course for the asylum seekers in FInland. This aims to develop the skills of asylum seekers while they wait for the decision of retention.First mid-term senior officials meeting (2021)Individual ContributionLiiKe - Sports & DevelopmentSportMaterial and/or Technical Support•Policy•OtherPhysical EducationEuropeAll organisations relatedNot SpecifiedCommunities in FinlandFinland
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Agence Universitaire de la Francophonie (AUF)EuropeSupport third countries higher education institutions for welcoming refugees beneficiaries of resettlement or complementary pathwaysAmong the numerous young refugees (+18) hosted in neighboring countries, often in huge refugee camps, some will be transferred to a third francophone country through resettlement or complementary pathways. For those able to undertake or return to higher education, we will help them enter a university member of AUF, with initial training in French. In particular we will help universities in France, Belgium, Tunisia, Morocco to open their door to refugee students arriving from refugee camps in Middle East (Lebanon, Jordan) or subsaharian Africa. The budget of the contribution will be adjusted to the number of students and host universities involved.First mid-term senior officials meeting (2021)Individual ContributionAgence Universitaire de la Francophonie (AUF)Academic and researcherMaterial and/or Technical Support•Resettlement and Complementary PathwaysEuropeFranceUniversitiesNot SpecifiedRefugee CommunitiesNot Specified
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Maya VakfiMiddle East/North AfricaTrauma Informed SchoolsTrauma Informed School (TIS) Program is a model designed to improve teaching and learning environments for trauma-affected students and their peers. The model aims at improving the psychosocial well-being of Syrian refugee children in Turkish public schools and building the capacity of the school staff working with both host and refugee communities to create safer and more nurturing teaching and learning environments. The program delivers capacity-building trainings to teachers, school counselors and parents to provide them relevant skills to manage traumatic stress of their students/children, and hence removes some barriers that prevent traumatized refugee children from attending schools and enables them to regain a sense of normalcy and rebuild their lives. Three main features of the program make it a good practice. The first one is program’s holistic and integrative methodology which brings together all main actors of a school ecosystem including teachers, students, caregivers, school administrators and counselors in order to better protect children from adverse impacts of trauma. The second one is that the program is implemented within the schools through a special protocol with the Ministry of Education which enables the program implementors to directly work in actual learning and teaching environments. Thirdly, TIS is grounded on the “Skills for Psychological Recovery(SPR) Model” which has been developed by US based organizations to be deployed in post-disaster settings.First mid-term senior officials meeting (2021)Individual ContributionMaya VakfiNGOOtherBest practice / capacity-buildingEuropeTurkeySyrian refugees under temporary protection in Istanbul and Sanliurfa provinces of TurkeyTurkey
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Cabinet of the Secretary of State for Integration and Migration, PortugalEuropeDevelop a comprehensive and accessible language programmeRecognizing the importance on the language training, Portugal already developed a national programme called “Portuguese For All” in partnership with other public institutions. Nevertheless, a more comprehensive and accessible language programme, compatible with the descentralised model of integration of refugees around the country is already being set.OtherJoint ContributionPortugalNot SpecifiedNot SpecifiedStatePortugalPolicyEuropeNot SpecifiedNot SpecifiedNot SpecifiedPortugal
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Ministry of Interior, CyprusEuropeUpdate of the “Policy paper on the integration of pupils with migrant background to the Cyprus educational system"The "Policy paper on the integration of pupils with migrant background to the Cyprus educational system", was adopted by the Ministry of Education in March 2016. The adoption of the policy paper was followed by an Action Plan for the (academic) years 2016-2019. In March 2019 both the policy paper and the action plan were reviewed by the Peer Counseling of the European Committee. Τaking into consideration the actions already taken at the level of integration of students with a migrant background into the Cypriot educational system, as well as the recommendations of the Peer Counseling of the E.C., the Ministry of Education is planning its practices for the future. These consists of aligning reception phase in all education levels, widen the language-focused teaching support to include other competences and school subjects, design a new curriculum including pre-primary to secondary education pupils, better preparation and accompany transition into mainstream education, provide specific training and support for teachers, school leaders and inspectors on migrant education and inclusion, etc. Collaboration with the whole community, including parents, local authorities, organisations, volunteers, social workers, psychologists is still a challenge to be faced. The result of this process will be the new action plan for the (academic) years 2019-2022.First mid-term senior officials meeting (2021)Individual ContributionCyprusStateCyprusPolicyEuropePupils with migratory background and their parents, teachers, school administration, school inspectors on migrant education and inclusionCyprusNot SpecifiedCyprus
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Ministry of Interior, CyprusEuropeLonglife learning and adult education for beneficiaries of international protectionThe development of the new Lifelong Learning Strategy, covering the period 2021-2027, will be coordinated by the Ministry of Education, Culture, Sports and Youth. It is expected that the beneficiaries of international protection' education will be a distinct and strong element in the Strategy. Primarily, access to quality language learning, which is considered to be a major element for social integration, inclusion and employment, will be provided. Further and more specifically, tailored-made programmes (based on participants actual needs) for improving skills and competences in communication, language(s) (Greek, mother tongue, and English), numeracy, vocational training, ICT and other skills (e.g. cultural orientation) will be offered at national and/or local level. It is foreseen that acquiring these skills will enable beneficiaries of international protection to return to formal education and/or enter the labour market. The new strategy will address beneficiaries of international protection' special needs and particular challenges with regard to education due to diferrent literacy levels, possible absence of mother tongue knowledge, different numeracy levels, etc. and ofcourse past experiences of persecution, flight and exile.Second Global Refugee Forum (2023)Individual ContributionCyprusStateCyprusPolicyEuropeNot SpecifiedCyprus
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Ministry of Education, Science, Culture and Sport of GeorgiaEuropeEnhanced access to education services for refugees and humanitarian status holdersThe pledge encompasses several components: •Refinement of Higher and Vocational education recognition procedures •Improved access to free of charge General Education •Improved access to vocational education •Elaboration of legal mechanisms to support better access to higher education I component - The Ministry will work further to refine relevant procedures on recognition of any education received by a person with international protection status. II component - The State already ensures access to free general education. Ministry is planning to expand and modernize already extablished service of Georgian language courses in public schools by improving teaching resources and individual approach to the beneficiaries in the process of teaching. III component - Ministry is working on elaboration of the scheme to promote Georgian language courses for increased access to vocational education for Refugees and Humanitarian status holders. Public VET institutions are free of charge in Georgia. IV component- MESCS is planning to work on legal framework, allowing refugees and humanitarian status holders to enrol on 1-year preparatory Georgian language program and proceed with BA level studies.First mid-term senior officials meeting (2021)Joint ContributionGeorgiaUnited Nations High Commissioner for Refugees (UNHCR)StateGeorgiaPolicyEuropeRefugees and Humanitarian statusGeorgia
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Secretary of State of Migration. Ministry of Labor, Migration and Social Security Spain.EuropeScholarship programmes for refugees in SpainCreating educational opportunities for refugees is key to strengthening their autonomy and the future of themselves and their families. Experience tells us that many refugees are forced to interrupt or abandon higher education due to forced displacement. In fact, it is important to emphasize that only 1% of all young refugees are currently studying at university, compared with a total of 36% of youth at global level. In Spain, in 2016, UNHCR met with Spanish universities to discuss possible scholarship programs for refugees and noted the great interest of many universities in supporting such programs. Therefore, for the 2019-2021 period, Spain undertakes to continue with the work already initiated with UNHCR and with the Conference of Rectors of Spanish Universities (CRUE) and proceed to design a scholarship program for refugees, that allows its beneficiaries to study in Spain. These scholars will also have a special visa for students issued by the Ministry of Foreign Affairs and Cooperation. In the 2019/2021 period, the objective to be achieved is to grant 300 visas / university scholarships.Second Global Refugee Forum (2023)Individual ContributionSpainStateSpainResettlement and Complementary PathwaysEuropeSpainRefugees in SpainSpain
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Student Action for RefugeesGlobalUK universities and organisations commit to increase access to university for refugeesUniversal education and lifelong learning are a basic human right for all people, but one which is currently being denied to many of the millions of people forcibly displaced from their homes and seeking sanctuary elsewhere. We, as 34 Higher Education Institutions and related organisations in the UK, pledge to uphold and develop our commitments towards increasing access to higher education for people seeking sanctuary, as well as to building a culture of welcome in the UK and beyond. We are committed to working alongside states and the wider global humanitarian community to deliver the promise of the Global Compact on Refugees including working towards a goal where 15% of the world’s refugees have access to higher education by 2030. 74 universities are already offering some form of scholarship in the UK and as part of our commitment we will continue to offer, and to develop, sanctuary scholarships and other innovative routes for improving access. Pledge coordinated by Student Action for Refugees and City of Sanctuary.Second Global Refugee Forum (2023)Joint ContributionRefugee Support Network_RefuAid_City of SanctuaryStudent Action for Refugees_University of Bradford_University of London_Cardiff University_Cardiff Metropolitan University_De Montfort University_University of East Anglia_University of Essex_University of Exeter_University of Glasgow_University of Hull_Kingston University_University of Leicester_University of Lincoln_University of Liverpool_University of Manchester_Newcastle University_University of Northampton_University of Nottingham_University of Roehampton_University of St Andrews_University of Stirling_University of South Wales_University of Sussex_University of Warwick_University of Winchester_York St John University_University of York_Huddersfield Students' Uniontional Union of Students_Student Action for RefugeesBayswater FoundationAcademic and researcherResettlement and Complementary Pathways•OtherAccess to university programmesEuropeRefugees in the UK and overseasUnited Kingdom of Great Britain and Northern Ireland
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Ministry of Foreign and European Affairs of the Slovak RepublicEuropeFinancial contribution 100 000 EURAdditional financial contribution to the UNHCR budget in relation to the objectives of the Global Compact on Refugees in the amount of 100 000 EUR aimed at support of education and equal opportunitiesFirst mid-term senior officials meeting (2021)Individual ContributionSlovakiaStateSlovakiaFinancialGlobal/MultipleNot SpecifiedNot SpecifiedUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
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Government of the Federal Republic of GermanyEuropeAdditional contribution of 16 million euros to the Education Cannot Wait fund to support education for children and youth in regions affected by crisis in 2019By contributing an additional 16 million euros to the Education Cannot Wait Initiative in 2019, Germany supports educational opportunities for children and youth in regions affected by crisis and conflict, including refugee children and youth.First mid-term senior officials meeting (2021)Individual ContributionGermanyStateGermanyFinancialGlobal/MultipleNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot Specified
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Tamer Family Foundation (TFF)Middle East/North AfricaEnabling Refugees to Access Quality EducationTamer Family Foundation (TFF) is committed to support the education of refugees around the world by making a financial contribution of minimum USD1M over four years, starting from 2019 in equal yearly installments of USD250K and may engage in additional fundraising activities, e.g. in 2019 Mr. Ayman Tamer -- founder and CEO of TFF -- launched a personal intiative that raised USD93K from his network to support Education of Refugees.OtherIndividual ContributionTamer Family Foundation (TFF)Private sectorFinancialGlobal/MultipleUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
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Government of CanadaAmericasContinuation of Charlevoix G7 Education in Emergencies ProgrammingThe Charlevoix Declaration on Quality Education for Girls, Adolescent Girls and Women in Developing Countries, adopted in 2018 during Canada’s G7 presidency, galvanized global action on quality education and led to a $3.8B dollar investment with five other donors (The World Bank, UK, EU, Japan and Germany), including a Canadian pledge of $400M over three years. Canada announced a total of 44 new projects to be implemented by Canadian and international partners. These programs aim to dismantle the barriers to and improve women’s and girls’ equitable access to a quality education, especially in crisis and conflict-affected contexts. At least four of these projects target refugee girls’ education, including Palestinian refugees in West Bank and Gaza, and South Sudanese refugees in Burundi and Tanzania. Canada also pledges to uphold the policy commitments in the Charlevoix Declaration, including a commitment to improve the collection, monitoring, analysis and publication of data and evidence that monitors girls’ and women’s education and training participation and completion. Part of Canada’s Charlevoix financial pledge has been directed towards partners such as the Interagency Network on Education in Emergencies (INEE) and Equal Measures, who are partnering with Canada to improve data and evidence about girls’ education in crisis and conflict contexts.First mid-term senior officials meeting (2021)Individual ContributionCanadaStateCanadaFinancialGlobal/MultipleRight To Play International_Save the Children Canada_BRAC_CODE_Plan International CanadaCanadaWorld University Services Canada (WUSC)CanadaCommunities in Cameroon_Communities in Cote d'Ivoire_Communities in Niger_Communities in BangladeshExamples from the 44 projects include: UNICEF in Cameroon, Cote d’Ivoire and Niger_UNDP in Bangladesh_Education Cannot Wait_The Global Financing Facility_Global Partnership to End Violence Against Children_Global Programme to End CEFMExamples include: World Vision Canada_Canadian Lutheran World Relief_Catholic Relief Services
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Government of IrelandEuropeIncrease support for Education in Emergencies and Protracted CrisesThrough Ireland’s new Policy for International Development, ‘A Better World’, Ireland has committed to scaling up our funding to education, with a focus on girls’ education and education in emergencies and protracted crises, committing at least €250 million over the next five years. Part of this funding will target education in emergencies and protracted crises. Including through core funding to UNICEF, UNHCR, Education Cannot Wait, the Global Partnership for Education, a joint donor education fund with UNRWA, and a number of other partnerships. Ireland is also committed to working with UNHCR to implement education elements of the Common Refugee Response Framework (CRRF) in certain target countries. Ireland further pledges to support this area through political action. This includes work through the Group of Friends of Education in Conflict, the Education Cannot Wait Fund, and, the Political Champions for Education in Conflict. Ireland has already begun strengthening policies and guidelines relating to education in emergencies and protracted crises, and will continue this integrated approach across our humanitarian partnerships and programmes.Second Global Refugee Forum (2023)Individual ContributionIrelandStateIrelandFinancialGlobal/MultipleNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot Specified
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The Danish GCR CoalitionEuropeEnsuring access to higher education for refugee youth through the DAFI programmeUNHCR’s higher education scholarship programme, DAFI (the Albert Einstein German Academic Refugee Initiative), plays an integral role in allowing refugees to access higher education, enabling young refugees to unlock their potential by addressing key barriers to higher education. Germany supports DAFI with a financial contribution of 13.4 million EUR for 2020, while Denmark pledges to fund DAFI for the coming year with 10 million DKK, thereby supporting young refugees’ self-reliance and contributing to the development of their host countries as well as countries of origin upon eventual return.OtherJoint ContributionDenmark_GermanyThe Danish GCR CoalitionNGOFinancialGlobal/MultipleNot SpecifiedNot SpecifiedUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
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Education Above AllMiddle East/North AfricaCommit 58 million USD to provide access to comprehensive, relevant tertiary education for marginalized, conflict-affected refugee youthWith an overall budget of $41 million in a joint co-funding venture between Education Above All, Qatar Fund for Development, and the INGO SPARK, Education Above All contributes to the Dynamic Futures Scholarship and Empowerment Program, providing 6,345 scholarships to Syrian refugees, Palestinians and youth of host countries in Turkey, Jordan, Lebanon, Iraq, Syria and the Occupied Palestinian Territories. In the next two years, we are committed to continuing this contribution, where 418 Syrian refugees will be awarded with TVET scholarships in Turkey. Additionally, during the same period, EAA aims at graduating the awarded 418 refugees, in addition to graduating the previously awarded approximately 387 students with TVET Diplomas in Lebanon and Turkey, and 954 students with BA degrees in Turkey, Lebanon, Iraq and OPT. EAA pledged $17 million between the years of 2014 to 2022 to support a cadre of marginalized Palestinian youth from Gaza, 60% of whom are registered refugees, through access to quality, relevant higher education. The project aims to provide BA scholarships to 630 students. In the upcoming two years, the Al Fakhoora program will contribute to the graduation of the currently enrolled 494 students with BA degrees.Second Global Refugee Forum (2023)Joint ContributionQatarEducation Above All_SPARKNGOFinancialGlobal/MultipleGaza, Syrian and Palestinian refugees in Turkey, Lebanon, Jordan, Palestine, IraqIraq_Jordan_Lebanon_State of Palestine_Turkey
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Government of the Federal Republic of GermanyEuropeIn its engagement for refugee education, Germany supports an inclusive approach that benefits children and youth in refugee and host communitiesIn its engagement for refugee education worldwide, Germany pledges to take an inclusive approach, benefitting both refugee and host community children and youth. Germany pledges to support host governments through bilateral development cooperation, specific funding instruments, such as the Transitional Development Assistance and the Special Initiative on Forced Displacement, as well as contributions to multilateral education programmes to strengthen their national education systems, and contribute to the goal of providing access to tertiary education including TVET to at least 15% of refugees by 2030.OtherIndividual ContributionGermanyStateGermanyFinancial•Material and/or Technical SupportGlobal/MultipleNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot SpecifiedNot Specified
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European CommissionEuropeEU aggregate contribution educationPolicy: * EU policy framework on Education in Emergencies and Protracted Crises, to strengthen education systems and partnerships for inclusive and equitable quality primary and secondary education, and access to tertiary education in key countries * EU support to globally coordinated, timely, predictable and flexible financing for education in emergencies and protracted crises, promoting proactive and rapid response mechanisms so that children return to learning within 3 months in crises and emergency situation Financial: Since 2016 EU support includes €1.8 billion in Jordan, Lebanon and Turkey, plus €93 million of EU development funding for education globally (incl. notably Iran and Bangladesh), as well as €450 million humanitarian funding on education in emergencies between 2015 and 2019. The share of EU humanitarian aid allocated to education in emergencies increased from 1% in 2015 to 10% in 2019. The EU supported Education Cannot Wait with €16 million, with an additional €5million in 2019. Systems and regional approaches * EU support to strengthening the capacities of education ministries in risk-informed planning, including through the Instrument Contributing to Stability and Peace. * EU actively supports the IGAD-led process on the Djibouti Declaration and Action Plan and helps to meet the education needs of refugees in the Horn of Africa and their integration into national education systems.First mid-term senior officials meeting (2021)Individual ContributionEuropean CommissionInternational organisationFinancial•Material and/or Technical SupportGlobal/MultipleDjibouti_Ethiopia_Jordan_Kenya_Lebanon_Somalia_South Sudan_Sudan_Turkey_UgandaMultiple organisationsNot SpecifiedMultiple refugee groupsDjibouti_Ethiopia_Jordan_Kenya_Lebanon_Somalia_South Sudan_Sudan_Turkey_UgandaMultiple organisationsNot SpecifiedMultiple organisationsNot SpecifiedMultiple organisationsNot SpecifiedMultiple local authoritiesNot Specified
89
Ministry of Foreign Affairs, EstoniaEuropeThe Government of Estonia pledges to support refugees education inc. digital competency programmes developed by Estonian NGO-sThe Estonian Government is pledging to continue its support for education projects of Estonian NGOs in Ukraine, Jordan, Lebanon, Turkey, Uganda and other countries in order to continue support for post-crisis and refugee education with focus on ICT and digital skills.First mid-term senior officials meeting (2021)Joint ContributionEstoniaNot SpecifiedStateEstoniaFinancial•Material and/or Technical SupportGlobal/MultipleNot SpecifiedJordan_Lebanon_Turkey_Uganda_UkraineUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
90
Ministry of Foreign Affairs, EstoniaEuropeThe Government of Estonia pledges to support sustainable livelihoods of refugees by supporting Estonian NGO-s respective projectsThe Government of Estonia pledges to support the projects of Estonian NGOs in Ukraine, Jordan, Lebanon, Turkey, Uganda and other countries to enhance sustainable livelihoods of refugees through vocational and ICT skills and social entrepreneurship development.First mid-term senior officials meeting (2021)Joint ContributionEstoniaEstonian NGOs in Ukraine_Estonian NGOs in Jordan_Estonian NGOs in Lebanon_Estonian NGOs in Turkey_Estonian NGOs in UgandaStateEstoniaFinancial•Material and/or Technical SupportGlobal/MultipleCommunities in Ukraine_Communities in Jordan_Communities in Lebanon_Communities in Turkey_Communities in UgandaJordan_Lebanon_Turkey_Uganda_UkraineUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
91
Government of the Federal Republic of GermanyEuropeProviding access to higher education for refugee youth through the DAFI programmeUNHCR’s higher education scholarship programme, DAFI (the Albert Einstein German Academic Refugee Initiative), plays an integral role in allowing refugees to access higher education. It hereby enables young refugees to unlock their potential by addressing key barriers to higher education. Germany supports DAFI with a financial contribution of 13.4 million EUR for 2020, while Denmark pledges to fund DAFI with 10 million DKK in 2020. This way, Germany and Denmark support young refugees’ self-reliance, contributing to the development of their host countries as well as countries of origin upon eventual return.OtherJoint ContributionGermany_DenmarkStateGermanyFinancial•Material and/or Technical SupportGlobal/MultipleUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
92
Education Cannot WaitGlobalA commitment to improved collaboration, co-ordination, and financing of global efforts in support of education for refugees and host communitiesA serious and persistent lack of funding remains a critical barrier to providing both refugees and their host community peers with quality learning opportunities. Specific responses to address this gap include the creation of Education Cannot Wait, the Global Partnership for Education’s support in fragile contexts and the World Bank’s IDA regional sub-window for refugees and host communities, which has a wider remit but has supported educational provision. We recognise the urgent need for more and better external assistance to provide education to refugee and host community children, and that we have a specific role to play. We therefore commit to work together to increase and improve the financial support and technical assistance we provide to countries hosting large refugee populations to meet their educational needs through their national education systems. We will support governments and country-level partners to coordinate and align the planning, financing, and delivery of education assistance to refugees and their host communities. As a first step we will publish by no later than mid 2020 a plan about how this commitment will be operationalised. We will review our efforts annually and publish an overview of progress detailing where, when and how we have worked together and report on these efforts to the second Global Refugee Forum in 2023.Second Global Refugee Forum (2023)Joint ContributionEducation Cannot Wait_Global Partnership for EducationWorld Bank GroupNGOFinancial•Material and/or Technical Support•PolicyGlobal/MultipleNot SpecifiedNot SpecifiedNot Specified
93
Humanitarian Collaborative, Batten School, University of VirginiaAmericasSupport to Advocacy, Policy, and Research on Early Childhood Development in EmergenciesGlobal Framework for Refugee Education Early Childhood Development and Education section (pp. 16-17) #1 Advocate for and support relevant standards and adequate resources for comprehensive quality ECDE programming as reflected in education sector planning. 
 #10 Promote ongoing research and regular data collection to better inform early childhood practices affecting refugee and host children and families.First mid-term senior officials meeting (2021)Individual ContributionHumanitarian Collaborative, Batten School, University of VirginiaAcademic and researcherFinancial•Material and/or Technical Support•PolicyGlobal/MultipleResearch and advocacy engagement for multiple stakeholdersNot Specified
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The Danish GCR CoalitionEuropeIncreased access to services through strengthened capacities and participation of local actors in protracted displacementOxfam IBIS commits to: 1. Increasing education opportunities for adolescent and youth thorugh support to alternative education responses under national education systems (literacy, numeracy, lifeskills and accelerated learning programmes), especially in East Africa; 2. Strengthening capacities of displaced and host community teachers to promote quality education; 3. Advocate for the inclusion and meaningful participation of local and national responders, including refugees and host communities, in international, national and local coordination mechanisms relevant for access to services.Second Global Refugee Forum (2023)Joint ContributionThe Danish GCR Coalition_Oxfam IBISNGOFinancial•Material and/or Technical Support•PolicyGlobal/MultipleColombia_Jordan_Lebanon_South Sudan_Syrian Arab Republic_Uganda_Venezuela (Bolivarian Republic of)Not SpecifiedNot SpecifiedNot SpecifiedColombia_Jordan_Lebanon_South Sudan_Syrian Arab Republic_Uganda_Venezuela (Bolivarian Republic of)
95
Government of the Federal Republic of GermanyEuropeGermany will open the Albert Einstein German Academic Refugee Initiative (DAFI) program to other partnersGermany will open the Albert Einstein German Academic Refugee Initiative (DAFI) program to other partners to foster access of refugees to higher education. Talks with potential new partners who are interested in supporting higher education for refugees financially are ongoing.First mid-term senior officials meeting (2021)Individual ContributionGermanyStateGermanyFinancial•OtherBroadening the base of supportGlobal/MultipleUnited Nations High Commissioner for Refugees (UNHCR)Not Specified
96
AustraliaAsia PacificSupport for expanding access to education by refugees and host communities, and improving the quality and inclusiveness of education systemsEducation is central to refugee self-reliance, and to preparing refugees for durable solutions. In line with the Global Compact on Refugees, Australia will continue working with our partners to expand and enhance access to education by refugees and host communities, and to improving the quality and inclusiveness of education systems. In particular, Australia is moving toward providing multi-year humanitarian commitments in situations of protracted crises, which promotes predictable and sustainable assistance to refugees and displaced people. Australia supports collective international action in support of refugees, for example our funding in Jordan aligned to the Jordan Compact and strengthened the education sector to better service both refugees and host communities. Our flexible funding to UNICEF has contributed to the enrolment of 1.3 million children in formal education including 130,000 Syrian refugees. As part of our response to the largest refugee crisis in our region, Australia continues to show a strong commitment to supporting refugees and host communities in Bangladesh with better access to education and skills development. In line with Australia’s development and humanitarian policy priorities, we will ensure all of our education implementing partners deliver programs that are gender sensitive and disability inclusive, and prioritise access to education for the most vulnerable in communities.First mid-term senior officials meeting (2021)Individual ContributionAustraliaStateAustraliaFinancial•PolicyGlobal/MultipleRefugee communitiesBangladesh_Jordan
97
Dubai CaresMiddle East/North AfricaProvide financial assistance to key initiatives that support the inclusion of refugees in national education systemsSince 2016, Dubai Cares has increased its investment in Education in Emergencies (EiE) programs to address the educational needs of children affected by crisis. While this has been a priority for Dubai Cares, there has not been a specific focus on supporting approaches that promote the inclusion of refugees in national education systems. Building on lessons learned to shift away from parallel education provision, Dubai Cares will invest in two key initiatives that support refugees’ access and success in national systems, in line with the Global Compact on Refugees (GCR): 1)Dubai Cares will make a contribution of USD2,000,000 towards the operationalization of the Nurture and Care Framework in a crisis setting, with a view to support the provision of early childhood development of refugees. The program will lay the ground work to equip refugee children with necessary skills and tools to transition to pre-primary education in the national system of their host country. We are currently working with Save the Children (U.S.) to elaborate the details of the grant. 2)Dubai Cares will also contribute USD640,000 towards the piloting of the UNESCO Tertiary Qualifications Passport in Colombia and Iraq to support refugees transition to further studies or employment. The program is being developed to ensure alignment with the goals of the GCR. 3) Dubai Cares will contribute USD 500,000 to the INEE minimum standards revision, ensuring alignment with the GCR and promoting inclusion.Second Global Refugee Forum (2023)Individual ContributionDubai CaresNGOFinancial•Resettlement and Complementary PathwaysGlobal/MultipleSave the ChildrenNot SpecifiedUnited Nations Educational, Scientific and Cultural Organization (UNESCO)Colombia_IraqINEENot Specified
98
Agence Universitaire de la Francophonie (AUF)EuropeAccess of Young Refugees to Tertiary Education in their Host CountryAmong migrants fleeing tragic situations in their country, many young adults (18+) could undertake or return to higher education, enabling them to integrate successfully into the labor market, in the host country or later in their country of origin. We have launched a program to support Francophone higher education institutions to host them, with initial training in French. Calls are launched each year by the Agence Universitaire de la Francophonie (AUF, with 940 university members in 103 countries) since 2016, supporting 40 projects in France, Belgium, Lebanon and Burundi. The number of young migrants admitted has increased from about 1000 in 2016 to 2000 in 2019, with a total of 6000 students helped in 4 years. In addition to learning French, young migrants are guided in their administrative procedures and directed towards training programs they can integrate free of tuition fees. A steering committee selects the projects and carries out an evaluation (number of refugee students, country, gender, language test, continuation of studies or professional integration). The program is supported by various public and private bodies (Organisation internationale de la Francophonie-OIF, Ministries, Foundations) and by the host universities which provide logistical and human resources. We want to extend it to other countries, especially for the refugee camps in Africa. The global contribution amounts to about 500 000 € per year.First mid-term senior officials meeting (2021)Individual ContributionAgence Universitaire de la Francophonie (AUF)Academic and researcherMaterial and/or Technical SupportGlobal/MultipleUniversities in Belgium, Burundi, France, and LebanonBelgium_Burundi_France_LebanonRefugee communities in Belgium, Burundi, France, and LebanonBelgium_Burundi_France_Lebanon
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Jesuit Worldwide LearningGlobalTraining teachers in digital learning facilitation, peace leadership and sports facilitation to promote social cohesion in the classroomIn fragile contexts, teachers need classroom management skills that enable them to impart learning including new digital skills. They also need training to reduce bias and promote social cohesion in the classroom. JWL plans to offer three internationally certified six-month courses (each 160 hours of instruction plus 40-hour practicum) including, Learning Facilitator, Peace Leader and Youth Sports Facilitator. 50% women-50% men projected enrollment ratio. Full scholarship for all students. Estimated cost per student/year US$1,200 (includes provision of tablet to access digital/multimedia learning enrichment contents) totalling a contribution of US$4,740,000 over four years (3950 students). This pledge is contigent on a one-to-one matching to be forged during the 2019 GRF. otherwise, JWL is committed to supporting 1,975 students. This program meets the Global Compact on Refugees aim to strengthen "teaching capacities...for refugees and members of host communities who are or could be engaged as teachers."Second Global Refugee Forum (2023)Joint ContributionJesuit Worldwide LearningCatholic University of Eichstatt-Ingolstadt certifying Learning Facilitator course (Germany)_Hekima College certifying Peace Leader course (Kenya)_Metropolitan State University Denver (USA)NGOMaterial and/or Technical SupportGlobal/MultipleRefugee-led Community Learning Centers in Kakuma (Kenya)_Refugee-led Community Learning Centers in Dzaleka (Malawi)_Refugee-led Community Learning Centers in Amman/Irbid (Jordan)_Refugee-led Community Learning Centers in Kurdistan Region (Iraq)_Refugee-led Community Learning Centers in Adjumani (Uganda - planned)_Refugee-led Community Learning Centers in Democratic Republic of Congo (TBD-planned)Democratic Republic of the Congo_Iraq_Jordan_Kenya_Malawi_Uganda
100
Amal AllianceGlobalTeach/Caregiver Support and DevelopmentIncrease access to specialised training for educators, emergency practitioners, and parents/caregivers. Our program strengthens teacher preparedness by developing coping skills and tools that prioritize mental health and provide a positive example of community support and engagement. The access to specialised training for caregivers, educators, and emergency practicioners allows for a harmonized approach in expanding the pool of qualified teachers in refugee-hosting contexts. In addition to specialized training, a virtual support structure, and continued professional development serve as incentives; giving life to a multi-year support system that provides ongoing psychosocial support to educators as well as parents/caregivers of the youngest minds. Per our PSS pledge, the starting goal is to adequately train 3,000 parents/caregivers, educators, and individuals from the refugee and host community to learn campassionate caregiving skills addressing chronic stress and self-care in Greece, Lebanon, Turkey and potentially Mexico and beyond. In these communities, these trained individuals can thus provide meaningful social emotional educational programming to refugee and host community youth.First mid-term senior officials meeting (2021)Individual ContributionAmal AllianceNGOMaterial and/or Technical SupportGlobal/MultipleAmal Alliance USA_Amal Alliance Lebanon_Amal Alliance Turkey_Amal Alliance GreeceGreece_Lebanon_Turkey_United States of America