An examination of the role that integration plays in promoting teaching and learning for refugee learners in secondary schools: case study of public secondary schools in Moyo district Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Joachim Tamba

Second Supervisor/Advisor

Ms. Mary Anyango Oluga


Institute for Educational Development, East Africa


In attempt to provide free education for all refugee children in the country, the Government of Uganda introduced Refugees Act 2006 and Refugees Regulations Act 2010 which empowered refugee children to access and enjoy basic education like any other nationals. The purpose of this study was to examine the role that integration plays in promoting teaching and learning for refugee learners in secondary schools in Uganda particularly Moyo District. The study adopted qualitative approach with case study design in one of the purposively selected public secondary school in Moyo district. Data was collected from fifteen participants namely head teacher, teachers, District education officer, Education project officer- Finn Church Aid and eight students (four refugees and four host students) through interview, focus group discussion and document analysis. The findings of the study revealed that, teachers and implementing partners provide adequate support to refugee students through guidance and counseling, remedial teaching, scholastic materials, financial assistance and orientation of refugee students. The study further revealed that, teachers used group discussion, extra-curricular activities, class meetings and debate which enhance integration of refugee students. Again, students during focus group discussion expressed that extra-curricular activities helps in relationship building, talent and skill development. However, despite the positive attitudes of respondents towards refugee students’ integration, teachers are still facing several challenges in integration of refugee students in teaching and learning for example, shortage of school infrastructures, shortage of teaching staffs, inadequate funds, language barriers and lack of proper academic certificates. In light of these findings, the researcher recommends for construction of more classrooms in order to reduce congestion and overcrowding in classrooms, recruitment of more teachers to reduce workload and improve students’ performances in classrooms, professional capacity building for teachers and introduction of peace education in schools. Therefore, there is need for government of Uganda and international communities to increase budget allocation to support education in emergency, introduce refugee education in the curriculum of teacher training and encourage local government to provide integrated planning and budgeting for education sector in the district.

This document is available in the relevant AKU library