Authors: Bob Denis Odongo (Makerere University, Uganda), Stella Neema, PhD (Makerere University, Uganda) and Stevens Aguto Odongoh, PhD (Makerere University, Uganda)
Abstract: This study investigated access and barriers to education for refugees in Swinga in Bidibidi settlement, Yumbe District in Uganda. Locations of the study were specific village one to eleven and cluster one to three within Swinga, in zone 2 of Bidibidi settlement. The study unearthed how the refugees in Swinga Zone 2 struggled to access education to achieve livelihood outcomes. It particularly explored factors that inhibits refugees’ access to education that in turn affects livelihood outcomes. The study used the purposive sampling strategy to draw a sample from the refugee sites. Data was collected through structured interviews, focus group discussions and observational techniques. The analysis of data involved the identification of commonly recurring phrases. Based on the findings, the study concluded that many refugee children missed education opportunities. The barriers include low capacity of staff in primary schools, shortage of qualified teachers, inadequate facilities and high educational costs. The study presents an urgent need to construct durable facilities that enhance the quality of education. The study further recommends the establishment of School Management Committees and involvement of faith-based organizations to promote the sense of ownership and accountability among the refugee communities, thereby ensuring effective management and operation of the educational facilities. Finally, regular inspections and feedback mechanisms are essential for enhanced services.