Humanitarian funding for refugee education continues to shrink, even as the number of learners in refugee camps keeps rising. In Dadaab refugee camp, the impact is already visible. Many refugee teachers have lost their jobs, while schools supported by humanitarian partners are facing growing pressure to sustain learning with limited resources.
Located in north-eastern Kenya near the Somalia border, Dadaab is one of the world’s largest and longest-running refugee camp complexes. Home to hundreds of thousands of refugees, many of whom have spent decades there, the camps rely heavily on humanitarian support to provide essential services, including education.
A complex transition
As the gap between need and funding widens, conversations around integrating refugee learners into national education systems and public schools are gaining momentum. While this presents a possible pathway toward sustainability and inclusion, the reality on the ground is far more complex.
Through the GIZ Refugee Inclusion Accelerator programme (RISE), MDF Eastern and Southern Africa has been engaging stakeholders in Dadaab to better understand both the opportunities and challenges surrounding this shift. Conversations with school heads, teachers, refugee-led organizations, community groups, and government officials continue to highlight the many layers involved in making integration work effectively.
Challenges on the ground
Key concerns emerging from these discussions include legal barriers to transition schools, school capacity, affordability for families, teacher shortages, language barriers, and the inclusion of vulnerable learners. There are also growing questions about how already stretched public schools can absorb increasing numbers of learners while still maintaining quality education for all.
At the same time, communities continue to demonstrate resilience and commitment in ensuring children can keep learning despite the uncertainty. Refugee-led organizations,educators, and local actors are playing an important role in thinking about solutions. Several models are being discussed: ranging from strengthening and aligning refugee schools with national systems, to hybrid/co-managed approaches, greater integration into existing public/community schools, and full transition into recognized public schools under the Ministry of Education.
Looking ahead
What is becoming increasingly clear is that there is no simple solution. The future of refugee education will require long-term thinking, stronger collaboration, and policies that place both inclusion and quality at the centre of decision-making. These are not easy conversations, but they are necessary ones. As the education landscape continues to evolve, listening to the voices closest to the realities on the ground will remain essential.
To be continued.
