Winnie Nakatudde, Educational Transition Barriers Confronting Refugees in Africa: Interrogating Refugee Girls’ situation in Uganda

Background of the Study
Uganda’s refugee policies have garnered global recognition for their inclusivity, allowing refugees the right to work, freedom of movement, and access to social services, including education (World Bank, 2023; UNHCR, 2022). Of the over 1.7 million refugees in Uganda, 51% are women and girls, and 57% are children, with 40% of the children under the age of 12 (UNHCR, 2024). Uganda is one of the world’s largest refugee-hosting countries, embracing refugees from conflict-ridden regions, such as South Sudan, Somalia, Rwanda and the Democratic Republic of the Congo (UNHCR, 2023). Due to persistent instability in their home countries, most refugees remain in Uganda for prolonged periods, typically around 7 to 8 years on average, highlighting the importance of integration for their well-being (Huang et al., 2023).  However, critics point out gaps between policy and practice, noting issues such as uneven resource distribution, marginalisation, discrimination, and xenophobia, which can undermine Uganda’s commitment to refugee rights and inclusion, especially when considering the varied experiences of refugee children (Hargrave, 2021; Ahimbisibwe, 2019; Werker & Ahmed, 2008; Asire, 2023; Kagan & Nakatudde, 2024; Tulibaleka, 2022). While education is recognised as a fundamental right under frameworks like the 1951 Refugee Convention and the 1989 Convention on the Rights of the Child, it remains under-fulfilled, with only half of refugee children accessing primary education and only 25% reaching secondary school—signaling significant barriers within host-country education systems, particularly for adolescents (UNHCR, 2016; Nakatudde, 2023). Against this backdrop, this study investigates the educational barriers facing refugee children in Uganda. Using an intersectional lens, the research explores how identities such as gender, ethnicity, and socioeconomic status shape access and integration.

This research will employ a mixed-methods approach to analyse both systemic factors and lived experiences. Ethnographic methods, including interviews with refugee girls and participant observation, will provide insights into personal perspectives on educational barriers and available support systems. Additionally, a quantitative component - consisting of surveys with refugee girls and educational staff - will capture broader trends and measure the impact of initiatives on attendance and completion rates.