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Research from displacement contexts globally has shown that refugees actively collaborate to establish learning centres in order to address educational service gaps facing their communities, such as lack of access or low-quality education. However, much of the existing research focuses on refugee-led educational initiatives that lack national accreditation. Less is known about nationally accredited refugee-led education initiatives – independently established, funded, and managed solely by refugees, especially in refugee camps. With this study, I contribute to the understanding of this lesser-known phenomenon. I examine the conditions underlying the emergence of nationally accredited refugee-led schools in Kenya's Dadaab camps and what these schools do to improve education quality and their students' performance in national exams. I draw on six months of ethnographic research and virtual follow-ups between 2020 and 2022. In the context of the evolving localisation of humanitarian aid discourse, this study broadens insights into governance practices that yield effective service delivery, good quality education, and better results in national examinations. The case of the nationally accredited refugee-led schools in Dadaab camps teaches us that direct support to the state and refugees, rather than intermediary INGOs, can improve students' results in national exams and the quality of education overall.
Hassan Aden (Tue,) studied this question.