From Exclusion to Inclusion: Challenges for Refugee Children in Delhi Schools

Author(s): Shujauddin and Dr. P Ramakrishna

Abstract:

The population of forcibly displaced across the world is currently at its highest level. Education, a declared human right plays a crucial role in the life of a forcibly displaced person to overcome trauma and make them self-reliant. The 2023 UNHCR Refugee Education Report highlighted that over 50% of the global population of 14.8 million school-aged refugee children still lack access to formal education, therefore jeopardising their future well-being and depriving them of the opportunity to achieve their full potential. Inclusion, Equity, Accessibility and Quality are the major focus points of the global education. UN Sustainable Development Goals (SDGs) Agenda 2030 and National Education Policy (NEP) 2020 of India envisions the inclusive and equitable education for all. This paper focusses on the issues and challenges faced by refugee migrant children enrolled in the government schools of Delhi. The qualitative research methods were used for the study, the primary data was collected through semi-structured interviews of refugee children. The findings of the study revealed that children experience various challenges right from admission to completion of their studies in school. The challenges include several aspects such as language, culture, setting, curriculum, textbooks, social contact, collaboration, and assistance from classmates and instructors. The Researcher also strived to examine the solutions the respondents provided to address the concerns and obstacles faced by refugee migrants at the school level.

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Pages: 141-146     |    3 View     |    0 Download