Sustainable access to education for southern Sudanese refugee children living in Uganda: a case of a refugee settlement in Arua district

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Ms. Mary Anyango Oluga

Second Supervisor/Advisor

Dr. Fortidas Bakuza


Institute for Educational Development, East Africa


Education is considered obligatory and indispensable for the central development of all individuals in spite of their political, economic, religious and social affiliations. Yet for the Southern Sudanese refugee children living in Uganda, opportunities to education seem to narrow from one level to another withstanding the fact that the Southern Sudanese Refugee Children consider education their number one priority. The notion that education is a right seems more of a theoretical documentation than a practical execution. This paper explores sustainable access to education for the Southern Sudanese Children living in Uganda. The argument on this paper is that predictions are unbelievable when we consider sustainable access to education for SSRC. Initiatives have been put in place by the Government of Uganda and Humanitarian organisations to improve access, but the education of SSRC still remains unsatisfactory. The study employed a qualitative study approach and a case study design involving 26 participants. Data was collected through semi-structured interviews, document analysis, photographs, informal conversations and informal contextual observation. The data was analysed through thematic analysis. Comprehensive literature review was undertaken to identify educational opportunities, perception of SSRC about education and the challenges that the SSRC face during access. Study findings indicate that access to sustainable education for SSRC is still problematic. Transition from the primary to secondary is rather a wild dream. All stake holders ought to put effort to ensure that there is continuity from primary to secondary education and that other challenges that hinder refugee access to education is minimised. In addition, when favourable learning conditions encompassing

This document is available in the relevant AKU library