Mediating Educational Gaps For Refugee Children: The Case Of South Sudanese Children In A Primary School In Addis Ababa

Abstract

The major purpose of the study was to understand how culturally mediated is the primary education provided for urban South-Sudanese refugee children that are found in Addis Ababa. Qualitative single case study approach was used. Interviews were used to collect data from six South Sudanese refugee students, three teachers, and two vice principals at Hibret Fire primary schools; officers drawn from Development Interchurch Aid Commission (DICAC), United Nations High Commission for Refugees (UNHCR), and Addis Ababa City Education Bureau. Results of the study indicated almost absence of any attempt to make use of previous educational experiences of the children; low attention to bridging language gaps; and lack of preparation on the part of the schools to teach refugee children. The leadership of the school and the teachers lacked commitment to provide for the special needs of the refugee children. In general, it was learned that no attempt was made to mediate gaps the particular refugee children phase in their education. The study hinted that this undesirable state of primary education delivery might have resulted in the reported behavioral problems, high drop-out rate, low academic achievement, and decreased interest to learn which are rampant among the refugee children.