Refugee Access to National Education Systems: A Scoping Review of Interventions in Low- and Middle-Income Countries

Abstract

With global forced displacement on the rise, refugee inclusion in host country education systems has become a growing policy priority. Yet, evidence on how to effectively improve refugee access to host country education systems in low- and middle-income countries remains limited. This scoping review synthesises evidence from 82 studies to examine what works, how, for whom, under what conditions, and at what cost. The study reviews enabling and constraining factors across global, regional, and national levels, as well as interventions that aim to improve refugee access to national education systems. We find political will, predictable financing, coherent governance, and functional coordination mechanisms to be critical enablers of inclusion. In contrast, fragmented institutional arrangements, donor dependency, and inadequate data systems hinder inclusion. Some interventions—such as double shift schools; recognition, validation, and accreditation of prior learning; flexible learning programmes; cash transfers; and school feeding—show potential to increase enrolment. However, there is little evidence on implementation, impact, and cost-effectiveness. The review identifies gaps in the literature and research needed to strengthen the evidence base for inclusive, scalable, and sustainable approaches that enhance refugee access to host country education systems.