ANALYSIS OF PRIMARY EDUCATION IN REFUGEE CAMPS: CHALLENGES AND PROSPECTS IN DADAAB REFUGEE CAMP, GARISSA COUNTY, KENYA

Abstract

This is a conceptual paper which analyses the challenges and prospects of primary education in Dadaab Refugee Camp, Garissa County, Kenya, one of the world’s largest and longest-standing refugee settlements. Whereas education is a fundamental right and pathway to empowerment, refugee children in Dadaab face major barriers, including overcrowded classrooms, inadequate infrastructure, teacher shortages, limited learning materials, and chronic underfunding. Despite Kenya’s commitment to international frameworks such as the Global Compact on Refugees (GCR), the Comprehensive Refugee Response Framework (CRRF), and the 2021 Refugee Act, policy gaps and weak implementation continue to limit access and quality. It is by Human Capital Theory and the Capabilities Approach, which frames education as both an economic investment and a rights-based strategy for creating and enhancing opportunities. Leveraging on scholarly work, policy documents, and institutional reports, it highlights structural, socio-economic, and governance constraints shaping refugee education. Emerging issues include Kenya’s transition to the Competency-Based Curriculum (CBC), the recognition and accreditation of refugee teachers, and the potential of digital learning innovations. While challenges remain acute, opportunities lie in curriculum reforms, sustainable financing, teacher professional development, and stronger partnerships. Strengthening refugee education is both a humanitarian obligation and a developmental imperative, fostering self-reliance, social stability, and long-term resilience for displaced and host communities.

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