Examining the opportunities and challenges faced by refugee children of South Sudanese origin in accessing primary education in Luwero District, Uganda

Abstract

This study examines the opportunities and challenges faced by refugee children of South Sudanese origin in accessing primary education in Luwero District, Uganda. Employing a qualitative research design, data were collected through focus group discussions and key informant interviews with refugee learners and educators. The findings reveal a range of opportunities that enhance educational access, including inclusive school admission policies, co-curricular engagement, vocational and life skills training, support from non-governmental organizations, and short-term academic interventions. These efforts collectively foster an enabling learning environment for refugee children within Uganda’s progressive refugee policy framework anchored in the Refugee Act (2006), the Comprehensive Refugee Response Framework (CRRF), and the Education Response Plan (ERP). Targeted interventions in language acquisition, digital literacy, psychosocial support, and vocational training contribute significantly to learner retention and holistic development. However, multiple barriers persist, including economic constraints, language difficulties, emotional and behavioral adjustment issues, cultural disorientation, inter-tribal conflicts, and early and forced marriage, particularly among girls. The study identifies pressing educational needs such as structured language instruction, institutionalized psychosocial services, culturally responsive curricula, formal vocational certification, and flexible academic placement systems. Based on these insights, the study offers recommendations including comprehensive language and cultural orientation programs, inclusive teacher training, school-based counseling, expanded digital learning access, strengthened community engagement, and robust child protection initiatives. Emphasizing the necessity of sustained financial investment and enhanced coordination among stakeholders, the findings underscore the importance of aligning national policies with localized practices. This alignment is vital to ensure that South Sudanese refugee children in Luwero not only access but also thrive in primary education, advancing Uganda’s commitments to inclusive, equitable, and contextually responsive education under both national and international frameworks.