Education for Internally Displaced Persons (IDPs)

Understanding IDPs and Education Needs

Definition of IDPs

Internally displaced persons (IDPs) are individuals who have had to flee their homes due to conflict, violence, or disasters but remain within their country’s borders. Unlike refugees, IDPs do not cross international boundaries, which often places them under the custody of national authorities rather than international asylum systems. IDPs may move multiple times, sometimes within the same region, as safety and protection conditions shift. Recognizing IDPs as a distinct group is essential for designing responsive education policies that reflect their unique circumstances and rights.

Education gaps for IDPs

Displacement disrupts schooling, leaving many IDP children and youths without regular attendance, continuity, or recognition of prior learning. Gaps appear in enrollment, progression, and learning outcomes, and language barriers or differing curricula can compound these effects. Resources—such as trained teachers, safe learning spaces, and learning materials—are frequently in short supply in displacement settings, increasing the risk of disengagement and high dropout rates.

Key challenges to education during displacement

Key challenges include insecure or fluid living conditions, limited transport access to schools, and frequent household mobility that disrupts enrollment. Funding shortages, damaged infrastructure, documentation constraints, and competing humanitarian priorities complicate delivery. Protection concerns, including child labor and risks of abuse, further threaten students’ safety and willingness to attend school.

Policy and Legal Framework

International standards for education in emergencies

International standards establish Education in Emergencies as a core component of humanitarian response and development planning. Frameworks such as the INEE Minimum Standards, the IASC Education in Emergencies guidelines, and the Education 2030 agenda guide priorities on access, quality, protection, data use, and accountability. These standards emphasize learning continuity, inclusive and safe schooling, and data-driven governance to reach displaced learners.

National and regional policies for IDP education

National and regional policy work seeks to align IDP education rights with domestic education laws, while accommodating mobility, language diversity, and cross-border schooling where relevant. Policies typically promote access to formal schooling, accelerated learning opportunities, and flexible delivery modes to accommodate displaced families. Effective policy also requires coordination among education authorities, protection agencies, and local communities to ensure consistent messaging and investment.

Funding and accountability mechanisms

Funding for IDP education blends government budgets, humanitarian channels, and development finance. Accountability relies on transparent budgeting, performance monitoring, and clear reporting on learner outcomes. Donor coordination and pooled funding mechanisms help reduce fragmentation, but require robust data, governance, and anti-corruption measures to maximize impact and ensure value for money.

Access and Inclusion

Enrollment and retention of IDP students

Removing barriers to enrollment starts with rapid identification of IDP status at schools and in communities, simplified registration, and protection guarantees. Retention hinges on predictable school calendars, reliable transportation, and learning environments that feel safe for children and families who have faced trauma and loss.

Formal vs non-formal education options

Education in displacement benefits from a mix of formal schooling, accelerated learning programs, and non-formal approaches such as community learning centers, catch-up classes, and vocational training. This blend helps students resume academic progression while also addressing immediate skills needs and lifelong learning goals.

Remote and digital learning strategies

Remote learning—whether via radio, television, offline digital platforms, or online channels—expands access when schools are disrupted. Hybrid models combine classroom-based instruction with home-based learning, while offline resources and mobile learning extend reach to remote or underserved areas. All digital strategies require accessibility considerations, inclusive design, and safeguards for learners.

Quality and Relevance

Curriculum adaptation and localization

Curriculum adaptation aligns learning with national standards while ensuring relevance for displaced students. Localization includes language of instruction that learners understand, contextually meaningful content, and bridging mechanisms to help IDPs catch up with peers who remained in the regular schooling system.

Teacher training and support

Teachers in displacement settings benefit from trauma-informed pedagogy, continuous professional development, and supportive supervision. Training programs emphasize flexible instructional strategies, inclusive practices, and classroom management that protects students’ safety and dignity.

Assessment, certification and recognition

Assessment approaches should be flexible and fair, recognizing prior learning and providing credible pathways to certification. Equivalency and recognition processes help IDP graduates transition to higher education, vocational tracks, or formal employment, reducing long-term barriers to advancement.

Protection, Safety and Well-being

Safeguarding and child protection in displacement

Safeguarding policies establish safe learning spaces, clear reporting channels, and protection from exploitation or abuse. Schools and learning centers play a critical role as protective environments where staff adhere to codes of conduct and responsive referral systems.

Psychosocial support and well-being

Displacement often entails trauma, stress, and family disruption. Integrated psychosocial support, counseling services, peer support groups, and community healing activities help learners cope and remain engaged in education.

Data privacy and monitoring

Data collection must respect privacy and consent, safeguarding sensitive information about displacement status, vulnerability, and family circumstances. Monitoring systems should balance accountability with protection, minimizing risk of stigmatization or misuse of data.

Data, Monitoring and Evidence

Data collection methods for IDP education

Effective data collection combines school records, enrollment surveys, and targeted assessments, while recognizing mobility and irregular attendance. Disaggregated data by age, gender, and location informs tailored interventions and equitable resource allocation.

Education in Emergencies indicators

Key indicators include enrollment and retention rates, attendance rates, progression gaps, teacher presence, and availability of learning materials. Monitoring these indicators supports timely program adjustments and accountability to learners and communities.

Impact evaluation and learning analytics

Evaluation designs—ranging from rapid assessments to longer-term impact studies—help determine what works in different displacement contexts. Learning analytics from assessments and digital platforms can reveal learning gains, gaps, and the effectiveness of remote or blended approaches.

Partnerships and Funding

Government, NGO, and UN collaboration

Effective IDP education relies on coordinated efforts among government ministries, non-governmental organizations, and United Nations agencies. Education clusters, sector-wide plans, and joint programming align objectives, share resources, and reduce duplication on the ground.

Donor coordination and financing

Donor coordination aims to pool resources, harmonize implementation timelines, and align humanitarian funding with development investments. Flexible financing and multi-year commitments support sustained improvement in IDP education outcomes and resilience.

Community engagement and accountability

Involving communities—parents, students, teachers, and local leaders—in planning, feedback, and monitoring strengthens legitimacy and relevance. Transparent reporting and local accountability mechanisms build trust and encourage ongoing participation.

Implementation Challenges and Best Practices

Barriers and risk mitigation

Common barriers include ongoing insecurity, displacement cycles, damaged infrastructure, and gaps in information. Risk mitigation combines protective policies, contingency planning, flexible delivery models, and strong coordination among actors to maintain access to learning.

Case studies and success stories

Across contexts, programs that combine formal schooling with accelerated learning, safe learning spaces, and robust teacher support have shown improved enrollment, attendance, and learning outcomes for IDP students. Success often hinges on local adaptation, community ownership, and reliable funding streams.

Policy recommendations and scaling

To scale impact, recommendations emphasize integrating IDP education into national roadmaps, ensuring predictable funding, and expanding flexible delivery options. Emphasis on protection, data-driven decision making, and inclusive curricula fosters durable improvements beyond emergencies.

Getting Involved: How to Help

Advocacy and awareness

Advocacy raises political will and mobilizes resources for IDP education. Sharing evidence, amplifying learner voices, and highlighting successful models can influence policy and funding decisions at local and national levels.

Resources for educators and schools

Educators benefit from toolkits, teaching guides, and assessment resources tailored for displacement contexts. Access to multilingual materials, classroom materials, and safe spaces supports smoother learning experiences for IDP students.

Volunteer and support networks

Volunteer networks can provide mentoring, tutoring, and technical support to teachers and schools serving IDPs. Community volunteers contribute to school readiness, reception processes, and after-school programs that reinforce learning outcomes.

Trusted Source Insight

Trusted Summary: UNESCO emphasizes education as a fundamental right in emergencies, advocating learning continuity, inclusive and safe schooling, and strong data-driven governance to reach IDPs. It highlights flexible delivery modes (formal, non-formal, remote) and protection for learners and educators through coordinated policy and funding support.

Source: https://www.unesco.org