began only a few years ago, a dearth of literature exists on South Sudanese refugees’ education in Uganda. The lack of knowledge on refugees’ education, especially what is happening at the school level, must be resolved by examining empirical evidence. This research was therefore motivated by the need
displaced people in the world, including 25.4 million refugees ( UNHCR, 2017 ). Students and academics were caught up in this mass of displacement, either concentrated in camps or in search of a new life in Europe.
This imperialistically-motivated power shift had foreseeable and tragic consequences in
, Afghanistan and Turkestan on the east; and by the Caucasus mountains, the Black Sea, the Ukraine, Poland, Hungary and Austria on the north. ( Ross et al., 1929 , p. 4)
American missionaries had been living and working in these lands for a century ( Daniel, 1970 , p. xi). As a result of their long and
instance Martha Frederiks’ (2016) reflections on her personal experience of the term “migrant”:
I myself have spent nearly a quarter of my lifeliving outside the country where I was born, the Netherlands. Though my period ‘abroad’ has profoundly shaped my outlook on life, I do not and have never
College from time to time ( McLain, 1961 , p. 1). During McLain’s tenure, the university portrayed itself as less overtly Christian, although, he still conceived of AUC “as a continuing representation of a Western Christian institution livingalife of unselfish service in a sister country that receives
in assessments and which to leave out ( Doble, 2015 ). For example, should assessments be school-based (thereby excluding children not enrolled in school) or household-based (thereby excluding those not living in a household)? Should they go beyond households and sample orphans or those living in
implementation, rather than affecting a change of course.
In contrast with the first six, the last target (4.7) suggests that the current education paradigm itself has negative interactions with other SDG s. It includes the phrase ‘education for sustainable development and sustainable life styles’ ( UNGA
behind concepts like relevant , minimum learning standards , or skills for work and life . Bangladesh called for a balance between inputs and outcomes, and emphasised life skills as a key part of the necessary measurable learning outcomes. The Republic of Korea stated that ‘there is no particular
severer studies” of natural philosophy and geometry. Study of English and French was also part of the curriculum, but became less of a focus as students progressed (Syrian Protestant College, 1868, p. 1). During their sophomore year, pupils studied Irving’s Life of Mohammed; English grammar, composition
children. This is often in tension with elites who are willing to invest large sums to give their own children an educational advantage in life. Seen in broader terms, it becomes clear that if more equal and fair societies are to be created, building more equal education systems is a fundamental bedrock