Assessing the effectiveness of Uganda’s legal framework in ensuring access to education for refugees: a social services perspective

Abstract

This research paper examines the effectiveness of Uganda’s legal framework in ensuring that refugees have unhindered access to education. The study contextualizes this issue within Uganda’s robust refugee-friendly policies and highlights the significant challenges faced by refugees in accessing essential social services, particularly education. It highlights the demographic composition of Uganda’s refugee population, with women and children being the most vulnerable groups, who are disproportionately affected by the lack of access to education. The research evaluates the legal framework’s compliance with international instruments and domestic legislation, including the Constitution of Uganda, the Children’s (Amendment) Act of 2016, and the Education (Pre-Primary, Primary, and Post-Primary) Act. The study identifies financial, structural, and social barriers that hinder refugee access to education, such as the cost of education, curriculum transitions, and stigmatization. These barriers can significantly impede refugees’ to access quality education, which is crucial for their social, economic, and political integration into host communities. The paper concludes by providing recommendations for enhancing Uganda’s policy framework, emphasizing the critical roles of the government, UNHCR, NGOs and CSOs, GCR, and refugee communities in addressing these challenges. The study contributes to the understanding of the legal and policy frameworks that support refugee education in Uganda, ultimately informing strategies for improving access to education for refugee