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American Journal of  
Society and Law ( AJSL)

The Refugee Children Legal Rights to Education: The Case of  Bambasi 
Refugee Camp in Ethiopia, Africa

Workye Tadesse Awoke1, Fe Nangcas Jalon De La Cruz2*

Volume 2 Issue 2, Year 2023
ISSN: 2835-3277 (Online)

DOI: https://doi.org/10.54536/ajsl.v2i2.1592
https://journals.e-palli.com/home/index.php/ajsl

Article Information ABSTRACT

Received: April 02, 2023
Accepted: May 04, 2023
Published: May 07, 2023

This study aimed to investigate  the legal rights of  refugee children in Bambasi Refugee 
Camp, Ethiopia. Qualitative methods via  case study  were used. There were 11 participants 
interviewed from the selected officials such as  teachers and other officials from Bambasi 
Authority for Refugee and Returnees Affairs (ARRA) and Benishangul Gumz Regional State 
(BGRS) Education Bureau. Some refugees children aged  from 12 to 17 years old were 
included in the interviews too, however all of  them were given the consent to be interviewed 
by their parents, principal and camp authorities. They were  chosen based on their academic 
performance, age and grade level. The whole process were reinforced with field observations 
and journaling.  Within the periphery of  this articulation, results showed that the refugee 
camp school lack classrooms, library room was not functional, and no laboratory room 
as well. The school curriculum need to be revisited as there was no special education in 
curricular offerings.  Lack of  qualified teachers was another issue, language barrier and 
financial scarcity were among the identified challenges faced by refugee children. Their rights 
to education need to be protected.  This implied for  the Government of  Ethiopia and the 
United Nations High commissioner for Refugees (UNHCR) to look  into the situation of  
the refugee camp school so  children’s right to education will be protected be  reinforced 
with quality  education.

Keywords
Children’s Rights, Refugee 
Children’s Right to Education, 
Refugee Children’s Protection, 
Qualitative Research, Bambasi 
Camp, Ethiopia, Africa

1  Attorney, Commercial Bank of  Ethiopia, Addis Ababa, Ethiopia
2 International Development Worker, Bahir Dar City, Amhara Region, Ethiopia
* Corresponding author’s e-mail: lady.feus3819@gmail.com

INTRODUCTION
In the whole world, every child  has the right to an 
education but only  50 percent of  refugee children have 
gone to school which is much worse than the global 
average. This is a problem faced by refugee children 
because they were affected by poverty, strained resources 
in the host country, humanitarian agencies and donors. 
Their right must be protected in order to come to school 
since they play essential roles in society (Esveld, 2023). 
There were crisis in schooling for displaced children. 
There are limited data  about education of  refugee 
children, more than 41 million (UNHCR, 2022b) children 
who have been forcibly moved to evacuate, yet just half  
of   the academic year 2020-2021 at the gross enrolment 
rate.  In primary school was greater than 100 percent 
worldwide, but just 68 percent  were refugees, it was 
noted by  UNHCR (Sheppard, 2022). In fact, million 
children who the UNHCR considers as refugees are out 
of  the school (UNHCR 2022a). 
In addition, the gross secondary school attendance 
exceeded 100 percent in lower-middle class areas.  Revenue 
for  high-income nations fell to 37 percent for refugees. 
Secondary education completion rates for refugees are 
unknown, but they probably fall much below the global 
average of   45 percent (UNICEF, 2022).  More than 75 
percent of  refugees had been displaced for over  five 
years. The average length of  time that a refugee spends 
in these protracted situations is 20 years and  this is  10 
years  longer than childhood age  according to the UN 
Educational, Scientific and Cultural Organization as  the 
number of  years in exile is about 2 decades  (UNESCO 
2019).

In Africa, forced migration is a bigger issue than in any 
places due to conflicts in different countries. It resulted  
in both internal and foreign displacement. Regarding 
the number of  refugees as of  January 2017, Africa is 
home to 5,478,950 refugees and 52,743 individuals in 
similar circumstances, for a total of  5,531,693 refugees 
and individuals (UNHCR, 2018). Recently,  the stateless 
populations figured it out  to be  71,611,252. Alongside 
with this problem, the African Union (AU) has a big role. 
Considered as one of  the UNHCR’s most crucial allies 
and a pioneer in an international efforts to address forced 
displacement the union offers essential reliefs supplies, 
financial aid, and housing to vulnerable individuals in order 
to increase access to education.  This year, its  emphasis 
is on improving protection monitoring and emergency 
response while working with development programs 
to find long-term solutions. In this light, through its 
Ambitious Agenda 2063, the Union unites its 55 member 
states to work together to address pressing political, 
social, and economic concerns, such as preventing and 
ending war and fostering pan-African development and 
integration (UNCHR, 2023). 
In Ethiopia, the number of  refugee children enrolled 
in primary  has climbed up from 118,275 in 2016/17 
to 132,563 in the 2017/2018 academic year, according 
to preliminary data on the school enrolment rate. This 
raises the overall enrollment rate in elementary schools 
to 72 percent, which is very close to the Ethiopian 
government’s pledged aim of  raising the enrollment rate 
in primary schools for refugees to 75 percent. However, 
there are gaps in education delivery in Ethiopia, including 
a lack of  readily accessible classroom space, a shortage of  

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qualified teachers, and a dearth of  high-quality teaching 
resources, such as textbooks, lab supplies, and stationery. 
Only 56 percent of  instructors are formally qualified to 
instruct at the primary school level, and the average  ratio 
is 1:80. (UNHCR, 2016).
In this lens, previous studies in the country investigated 
most of  the time for the protection refugee as a general 
project in that they give less emphasis for the protection 
of  child  right to education, whom are double vulnerable 
to human rights violation most of  the time Even those 
studies on refugee protection give much emphasis to 
Somali and Eritrean refugee, the protection of  refugee 
who came from other countries as a whole and the 
protection of  child refugee to education in particular was 
not studied well. Therefore, taking in to consideration 
the existence of  significant number of  children refugees 
and their vulnerability to various forms of  human rights 
violation it is worth giving to investigate the legal and 
practical protection of  child refugees’ right to education 
in Ethiopia, Bambasi Refugee Camp.
Revealing the existing challenges in Bambasi Refugee 
Camp which hinders the right to education of  refugee 
children  will help donors, state government and non-
governmental organizations working on refugees in 
general and child refugees right to education in particular 
to easily understand those challenges refugee children 
are facing on their education in Bambasi refugee camp, 
Ethiopia. Furthermore, this research can be taken as a 
reference for further research on the issue. 

General Objectives
To investigate the legal rights to education of  refugee 
children  in Bambasi Refugee Camp, Ethiopia, Africa.

Specific Objectives
• To examine the protection of  children refugee right 

to education at existing international human rights system 
both in the legal and institutional frameworks.

• To overview the protection of  children refugee right 
to education under regional human rights systems.

• To evaluate the legal and institutional framework 
protection of  the right of  refugee children to education 
under Ethiopian legal system.

• To assess the practical protection given for the right 
of  refugee children to education in Ethiopia, Bambasi 
refugee camp.

LITERATURE REVIEW
The Refugees
People who have fled from their own nations in quest for  
safety are considered refugees (Guler, 2013). In similar 
way, the person who lives outside of  their own country 
because of   a legitimate fear of  abuse brought on by their 
nationality, religion, or relationship and because they do 
not desire to get access to benefits related to their political 
beliefs or social group membership, this person is referred 
to as a refugee (Dictionary of  Migration Terms, 2009).
Although forced migration has always occurred, nations 

and policymakers are frequently taken aback by the 
entrance of  refugees (Kleist, 2017). The movement of  
individuals across borders, both internally and externally 
affects the entire world and is a problem that affects the 
entire world and is becoming more frequent (Tadele, 
2017).  Moving, whether within a country or across 
an international boundary, is referred to as migration. 
encompassing all types of  migration, regardless of  their 
size or origins; this includes economic migrants, internally 
displaced people, uprooted people refugees, and asylum 
seekers (International Organization of  Migration 
Glossary on Migration, 2004).
In Turkey, Syria’s prolonged civil war affects economy. 
Due to the conflict and the conditions it creates, many 
families are compelled to move to foreign nations. 
Families are the group most hit by this circumstance, 
and the youngsters relocate with their parents there. 
Turkey has taken precautions to prevent this disruption 
from influencing  their future. Any of  these measures 
that are taken to provide protection gives these kids an 
opportunity to continue their education (Uzun & Butun, 
2016). However, one of  the major problems Syrian 
refugees have is the potential for access to information, 
which is maybe the most important in the medium and 
long terms. for the education of  their kids (Tunc, 2015). 

Right to Education
The legal of  education as a human right dates back to 
the publication of  the Universal Declaration of  Human 
Rights (UDHR) in 1948 has been reaffirmed in a number 
of  international human rights agreements, such as the 
Convention against Discrimination in Education (1960), 
the International Covenant on Economic, Social, and 
Cultural Rights (1966), the Convention on the Rights of  
the Child (CRC), and the Convention on the Elimination 
of  All Forms of  Discrimination (CED). All students are 
guaranteed a right to free, universal primary education 
under these treaties, and they also place obligations 
on public schools to provide and support secondary 
education. All children should have equitable access to 
it and higher education, and there is a duty to provide 
basic education for those who have not finished primary 
school (UNICEF, 2017). 
 International law mandated to provide strategic 
goal for education to work and  persuade authorities to 
give refugee children the right to have been educated. 
Their rights must be uphold. In fact, it is the host nation’s 
responsibility to provide the right of  displaced children 
to an education. Many domestic laws, do not ensure 
that everyone has the right to learn. In many countries, 
domestic laws do not always allow on education for all. 
If  they permit on free access to education they may 
impose certain conditions as proof  of  legal status, place 
of  residence, or a certification from previous school 
attendance (Norwegian Refugee Council, 2021). 

Problem Issues
In this vein, the desire for study among refugee children 

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is frequently stifled by a lack of  opportunities for a more 
expensive education and a better job. Jordan’s requirement 
that Syrian refugees pay foreign-student tuition for higher 
education pushes universities out of  reach for many. 
reach for most  students, even those with excellent test 
scores on their high school graduation exam examinations 
(HRW, 2016b). The scarcity of  qualified teachers in mass-
influx scenarios is a problem that frequently arises. They 
instruct the additional students despite the fact that 
refugee teachers are prohibited from teaching or cannot 
have their credentials accepted. Syrian refugee teachers in 
Jordan and Lebanon are not permitted to work as teachers 
in either public or private institutions (HRW, 2106a), but 
in Bangladesh, the government Community-led schools 
run by Rohingya refugee teachers were forcibly closed 
(HRW) 2022a).
It is stated that  teaching in Turkey and Germany, two of  
the main nations that welcome refugees, is a significantly 
difficult. The lack of  management skills prevents 
significant numbers of  refugee children from being 
mainstreamed in national school systems. Classroom 
diversity and there was  lack of  proper orientation and 
training for teachers to deal with it with the educational 
requirements of  children from refugee families. The  
proficiency in learning a second language in  immigrant 
children in both Turkish  German school became an issue 
(Seker & Sirkeci, 2015; Baumann, 2017).
 Although children do not have the exclusive right to 
education, they appreciate it the most. It is crucial to 
their development and in many cases, their survival and 
safety. A minimum level of  education is required in order 
to enjoy many civil, political, socioeconomic, and cultural 
rights like the freedom of  information and expression, 
the right to vote and be elected, the right to choose one’s 
employment, the right to equal pay for equal work, among 
many others. This is why the human right to education is 
referred to as an enabling right (Tomasevski, 2001). 
The school buildings are made of  bamboo in accordance 
with the semi-permanent constructions guideline; tables 
and seats are likewise constructed of  bamboo and are 
cemented into the ground. The bamboo walls that make 
up the classrooms don’t do a good job of  blocking out 
the noise from other “classrooms.” As a result, schools 
are packed, busy, and warm. The schools lack electricity, 
same as the rest of  the camps. Additionally, due to a lack 
of  resources, there are no science laboratories and no 
tables or chairs for the teachers in the classroom. The 
physical and educational demands of  students with special 
education needs are not fully met by the infrastructure of  
school grounds and buildings (ZOA, 2009).

The Ethiopian Context
Ethiopia has passed The Refugee Proclamation No. 
409 of  July 19, 2004, Federal Democratic Republic of  
Ethiopia,  revised by Proclamation No. 1110/2019, in an 
effort to demonstrate its commitment to and desire to 
adopt national legislation (UNHCR, 1992). It summarizes 
Ethiopia’s legal system for refugees, highlights important 

protective concepts, and states that it will be applied 
without regard to a person’s race, religion, nationality, 
membership in a particular social group, or political 
position. The Refugee Proclamation is the primary 
national legal document that expressly addresses 
concerns relating to refugees living in Ethiopia, along 
with the FDRE Constitution (Kleist, 2017). In support, 
The UNHCR’s major government partner with whom 
close coordination is maintained to ensure the protection 
of  refugees in Ethiopia is the Administration for Refugee 
and Returnee Affairs (ARRA) (UNHCR, 2016).A new 
refugee proclamation, number 1110/2019, has been 
created to give refugees extra rights. The law now makes 
it possible for refugees to register life events officially, 
get work permits, and to access basic education (FDRE, 
1995). 
In essence,  there have been a  number of  studies conducted 
on the topic of  refugee protection. Accordingly, a study 
on rights in displaced situations: challenges and prospects 
for enforcing reproductive rights of  refugee women 
and girls. The  paper revealed that financial issues and 
limited resettlement opportunities, the existence of  
reproductive rights violations, the social, cultural, and 
religious challenges on the provision of  reproductive 
health services, and a lack of  awareness about sexual 
reproduction and reproductive he The study focuses in 
particular on the female refugees’ and girls’ reproductive 
rights. Refugee children  can be grouped with girls, but 
the study primarily examines the reproductive rights 
of  girls and does not take them into account rights of  
other refugee girls, notably those relating to education. 
As a result, it has a research gap that has to be looked 
into in relation to the right to education of  child refugees 
rights of  other girls who are refugees, including rights to 
education (Tesfaye, 2011).
In addition, Diress (2011) study on the right to asylum, 
A Case Study with Particular Reference to Somali and 
Eritrean Asylum-Seekers and Refugees in Ethiopia, 
reveals that access to asylum procedures is sometimes 
denied or delayed at Eastern Ethiopian camps, and 
refugees are not always guaranteed safety and security 
while seeking asylum. The study, which is still general in 
nature, did not elaborate about Ethiopia’s actual or legal 
protection of  children seeking asylum there having access 
to education. 

MATERIALS AND METHODS
This study was conducted at  Bambasi Refugee Camp 
School.  It is located in Assosa Zone,  a few kilometers 
away from Benishangul Gumuz Region, Western 
Ethiopia, Africa.  Qualitative method via case study was 
employed. This hatched the idea of  Yin (1984)  that 
in case of  analysis,  the data is most frequently carried 
out in the context of  its application.  The researchers 
selected this approach because they believed that  it is 
the way to address  the research objectives and to have 
a detail understanding of  the   experiences of  the  study  
participants. There were 11 key officials in the refugee 

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camp involved in the interviews alongside with the 
refugee children who were students that selected based 
on their academic performance, age and grade level who 
were authorized by their parents to be included in the 
focus group discussions. 
In Benishangul Gumuz area, Bambasi is the third refugee 
camp after Sherkole (the oldest camp since the Sudan and 
South Sudan war) and Tongo. It started taking in refugees 
in June 2012 after two other camps surpassed their 
capacity. Primarily Sudanese refugees from hostilities 
between the Sudanese army and the Sudan People’s 
Liberation Movement-North were housed in the camp 
when it first opened (IOM, The Migrant, 2012). As of  
June 2018,  17,287 refugees are living in the Bambasi 
Refugee Camp, including 8,606 men and 8,681 women. 
Ninety-seven percent of  the migrants came from North 
Sudan and the Blue Nile State of  Sudan, while the 
remainder refugees came from Burundi, South Sudan, 
and the Democratic Republic of  the Congo. Children 
under the age of  four (2160 males, 2,140 females, totaling 
4,300), between the ages of  5 and 11 (1955 males, 1910 
females, totaling 3865), between the ages of  12 and 17 
(1264 males, 1139 females, totaling 2403), between the 
ages of  18 and 59 (6119 males, 3196 females, totaling 
29,23), and over 60 (304 males, 296 females, totaling 600 
refugees) make up this population. According to this 
figure, the proportion of  refugees in the camp who are 
under  18 is greater than 50% (Hailu, 2018). 
ARRA ran the school in collaboration with UNHCR, 
which starts educating refugees since 2012 and it 
operates from grade 1-8. The class schedule is a double 
shift system, from grade1-4 in the morning session and 
from grade 5-8 in the afternoon session. In the school 
there are 39 classes, within this 23 of  the class rooms 
are permanent one, which are built for class purposes, 
whereas the remaining 16 classrooms are temporary 
(semi-permanent) which built to solve the shortage of  
classrooms for temporary classes. At the time of  this 
investigation,  there were  6 female, 64 male total 70 
teachers who were teaching in the Bambasi refugee camp 
primary school. Among the total teachers, 3 female 20 
male totally 23 teachers were degree holder permanent 
teachers employed by ARRA, who were Ethiopian by 
nationality and they mostly teach from grade 5-8 refugee 
students. They are qualified and recruited based on the 
Ministry of  Education (MoE) and Benishangul Gumz 
Regional State (BGRS) teacher recruitment standards. 3 
female 44 male totally 47 teachers are refugee incentive 
teachers, within this 10 of  them are degree holders, 8 
have diploma and the remaining 29 incentive teachers 
were below grade 12. The school has one library, but it is 
not functioning well due to the absence of  a librarian and 
it is too small to serve for many students.

RESULTS AND DISCUSSION
It could be deduced from the interview results that the 
refugee  right to education in Bambasi Refugee Camp 
was not properly protected. Various challenges which 

hindered the refugee children enjoyment of  their right 
to education showed up.  These issues are the following:

Mixed Learning
The  interviews with officials in the camp, revealed 
that all refugee children were required to enroll the 
basic education program. All would start in Grade 
One regardless of  age. In that case, all children were 
given equal chance of  getting education in the primary 
school. However, the informants mentioned that  there 
is no  special class for visually, mentally and physically 
impaired refugee children  in the camp. In that, the right 
to education of  refugee children with special needs is 
highly affected (Hailu, Zyenu  & Meskerem, 2018).  
In this context, it is admirable that the government 
is imposing towards education for all regardless of  a 
person’s status in life.  The government mandate that 
requires everybody to enrol in Grade one is an indication 
that the educational policy of  Ethiopia as stipulated in 
Rights and Obligations Access to Education of  Asylum 
- Seekers and Recognized Refugees Proclamation No. 
1110/2019 is serious in implementing the rule of  law to 
give equal rights to education against all odds. Hence, the 
educational leaders must bear in mind that conducting 
classes with heterogeneous age from both genders must 
be looked into  in order to be given ample attention to 
properly dispose quality teaching and learning on the part 
of  the teachers and the learners.   On the other side of  the 
story, it was mentioned by some officials that  despite this 
advantageous advocacy on the part of  the government 
efforts to implement this educational system, inclusive 
education was not included in the school curriculum in 
Bambasi Refugee  Camp School. 
In like way, a research literature on multigrade instruction 
were tackled by some researchers too.  Others mentioned 
that mixed learning is becoming more significant in a 
variety of  nations. these nations work to provide universal 
access to basic education, like in Sri Lanka (Hargraves, 
Montero, & Chau, 2001), Peru, and Vietnam (Aikman 
& Pridmore 2001). Turks and Caicos Islands (Berry, 
2001), Columbia (McEwan, 2001),  just to name a few. 
Additionally, multigrade classes are available in nations 
having formal education systems with a long history, such 
those in Australia (Maxwell 2002),  Canada (Brown & 
Martin, 1999), the United States (Mason & Burns, 1999) 
Additionally, multigrade instruction may be advantageous 
in refugee camps and extreme circumstances that a re 
identical. Despite the fact that there are numerous definite 
advantages to multigrade classes, there is still disagreement 
on the results of  multigrade teaching (Mason & Burns 
1998; Veenman 1995, 1996). Additionally, as pointed 
out by  (Little, 2001b)  of  multigrade teaching that it is 
frequently applied in environments where the necessary 
knowledge, abilities, and resources are insufficient. 
Additionally, considering what teachers think, combining 
pedagogies in the classroom can assist in delivering 
education of  high caliber in Syria. These are in similar to 
the opinions of  other authors, including Barrett (2007), 

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O’Sullivan (2004), Vavrus (2011), Schweisfurth (2013), 
Gutrie, 2011; Alexander, 2017; &  Thompson, 2013). But 
this result is not consistent with INEE. (2010a), which 
encourages LCE adoption as “Best practice” when it 
comes to refugees. The the case study research’s findings 
were emphasized many obstacles and forces that had an 
impact the choices made by teachers, their opinions of  
LCE, and effective teaching.
On the issue on special education need, many refugee 
children struggle to get an education, but those who have 
special needs are particularly at risk of  being excluded 
from social and educational contexts. Despite being 
regarded as a great practice, mainstreaming may not 
always be possible due to the scarce resources found in 
refugee camps (Crea…et al., 2022). 

Financial Budget
As the researchers continued to excavate the information 
about the issues surrounding the Bambasi Refugee Camp  
school, additional problems emerged. One of  the biggest 
issues that came into the picture was relating to numbers 
of  teachers, classrooms, lack of  teaching aids and devices, 
textbooks which are mainly associated with the budget 
problem (P2-Indpeth). Some interviewees  mentioned 
that the problems in the refugee camp with regard to the 
enjoyment of  the right to education by refugee children’s 
are associated with money issues (P3-Indepth). The 
camp has shortage of  budget and those allocated are not 
released. As a result, the ratio on number of  students 
per class and  student to teacher and book ratio is always 
below the national standards. 
Naturally, financial constraint  is common to many  
organizations especially in educational sector.  As spoken 
by the officials in the camp, it is a sad reality that due 
to lack of  financial support, children rights to quality  
education was hampered due to lack of  school facilities.  
Teachers were handling large classes in a room where 
textbooks are incomplete.  This is a clear indication that 
quality education was not properly impose as evidently 
observed by the researchers in the camp.  
Related literature speaks about similar situation.  The 
organizations like UNHCR have attempted to create 
programs in collaboration with numerous NGOs or 
other non-profit organizations, but “UNHCR has been 
going through a financial crisis for the last few years. Poor 
quality in refugee education is largely due to inadequate 
funding. Even schools may close as a result (Brown & 
Martin, 1989).  In similar manner, financial assistance 
and educational resources are lacking Analogous to the 
Kakuma Interviews with teachers at the Buduburam 
Refugee Camp conducted in a refugee camp noted 
problems with inadequate funding for schooling. both 
male Buduburam Buduburam Male Teacher 1 (BM1) 
and Buduburam Female Teacher 1 (BF1) discussed the 
inadequate teacher salary at the school and pupils’ inability 
to afford purchases food or even materials for schools. 
Additionally, the absence of  funding resulted in The 
amount of  textbooks and other learning resources that 

teachers can give students kids’ ability to learn, impeding 
that ability (Rubenstein, 2013) 

Inadequate Classrooms
It is noteworthy, that in Bambasi Refugee Camp Primary 
School the presence of  classrooms were insufficient to 
hold classes. A participant said that due to its inadequacy, 
class size ballooned to 100-150 learners in one lecture 
room. Another interviewee elucidated that holding classes 
on this scenario was hard for them. There were times that 
students from  Grades 1 to 4 classes  will rise into more 
than 150 per lecture. Many of  the students cannot sit 
down.  Chairs were inadequate, they merely sat down on 
floors and others were succumbed to just indulging in a  
standing position at the back of  the room. 
As a result teachers could not manage well in handling  
class discussions. Student assessment whether the children 
are learning, hearing or writing etc. was impossible. 
Evaluation and monitoring were difficult.   More so, many 
children had having same names, teachers elaborated that 
an overpopulated  classroom memorizing or familiarizing  
of  student’s face was not easy to do. 
The researchers have personally witnessed on the actual 
situation of  the refugee children in the camp. We can  share 
the idea of  the teachers, due to the absence of  chair and 
space to sit them sometimes not allowed entering in the 
class. In general the school lacks minimum basic facilities 
including basic furniture, windows, and ventilation.  In 
our observation in classrooms I had witnessed that in 
almost all classes the number of  student chairs are few, 
the class are shallow and does not have window. The 
semi-permanent classrooms have open walls that expose 
children to dust and wind gusts and the majority of  
schools are not accessible to children with disabilities. 
Due to this refugee children cannot  get the necessary 
education, as stipulated in international, regional and 
national human rights instruments.
The situation of  the refugee children in Bambasi Camp 
in Ethiopia was not alone in this world. The idea was 
sought after Sharif  (2020) mentioned that teachers in 
Syria also experience difficulties that prevented Learner-
Centered Education (LCE)  implementation because  the 
physical layout of  the classroom, as well as the serious 
absence of  instructional aids and resources (Sharif, 2020). 
Furthermore, Several challenges are faced by schools in 
refugee camps challenges, such as inadequate financing, 
crowding, and a lack of  outdated instructional materials, 
inadequate teacher preparation insufficient technology 
(Mendenhall…et al., 2015). 

The School  Curriculum
At the onset of  the interview, a participant mentioned 
that the Bambasi Refugee Camp school followed the 
Ethiopian Ministry of  Education’s system. The FDRE 
education curriculum has a policy that if  the children 
acquire Minimum Learning Competencies (MLC), 
the whole students from grade1- 4 shall pass to the 
next grade. The application of  this policy in Bambasi 

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refugee camp has a negative impact on children’s right 
to education. As discussed before the camp have a 
shortage of  classrooms, therefore, it is impossible for the 
teachers to assess whether the children are acquiring the 
necessary knowledge or not. It was mentioned by another 
informant that the  refugee children are not getting a 
good background in their education. For him the capacity 
of  grade 4 and 1 are the same and it seems they are in the 
same level. 
The UNESCO (2015) elaborated the challenges with 
regard to curriculum is the contents of  the student books. 
Some  teachers and students said that the textbooks are 
not published taking in to consideration the refugee 
children’s background. Instead,  the textbooks are 
translated to English language without any modification 
as to the contents.  The  names of  plants, foods, places, 
and persons are totally Ethiopian, which is difficult for 
the teachers to teach with the examples and students to 
understand. Students cannot differentiate the image of  
man and women in the text books, since no hijab is made 
on women’s head among the massively numerous Syrian’s 
UNICEF assisted in the establishment of  a using a Syrian 
children’s education system updated Syria’s curriculum to 
promote enrollment at the host’s schools societal groups. 

Language Barrier
The importance of  the mother tongue, and more 
specifically of  mother-tongue education, is recognized 
globally. The use of  the mother tongue is regarded as one 
of  the most effective ways to act and perform cognitively, 
socially and communally (Chuur, 2013).  The Media of  
instruction in Bambasi Refugee Camp Primary School 
in the whole grade is only English. English language is 
selected because many of  the refugees are from different 
background in their home country. Whereas, the media 
of  instruction is a barrier for refugee children right 
to education in Bambasi refugee camp. According to 
Kerima Bahida, making English as the only media of  
instruction is not enough, it also better for the children to 
learn Arabic and Amharic. For her she cannot coach her 
child in education because of  the media of  instruction in 
textbooks is English, which she does not understand at all. 
Furthermore, it is difficult for the children to understand 
and it may affect their future. Refugee students feel as 
they will start class again in Arabic when they return to 
their home country. It also has its own negative impact 
on student to teacher relationship in the school, because 
teachers cannot speak and translate to their native 
languages. For Mupenzi J. refugee children are unable to 
recognize the English accent, they do not give attention 
for learning rather they will laugh in what and the way 
they heard other speaking. The researchers  also observed 
in an interview with the refugee students that they cannot 
speak English even those students who belong the upper 
grade level. 
Academic and language-related problems were identified 
as the main concerns in education in the refugee camp. 
Participants brought up concerns about academic 

achievement, overall integration and communication, and 
connected these to the limited language skills of  refugee 
young children . skills because they lack the ability to 
communicate clearly and effectively, which compromises 
the process of  integration (Seker & Serkici, 2015). 
Although schools provide refugee children with a secure 
atmosphere, their background experiences, heritage 
disparities, and a lack of  capacity to communicate in the 
host society’s language may produce school integration 
problems (Hart, 2009). Interesting results revealed that 
respondents pointed out that refugee children could not 
exercise their right to school fully. Children who have 
fled their homes have a tough time adjusting to school 
and their new environment. conflicts of  cultures and are 
accepted by their peers. All of  these result in exclusion 
and decline. school achievement. The literature frequently 
mentions the linguistic barrier as the a significant issue 
that refugee families and children experience (Patiadino, 
2008).
 In addition, there  were many difficulties encountered by 
students in the refugee camp, these are access to school, 
the language barrier  and education gap, overcrowding, 
a lack of  proper school documents for children, child 
labor (Aras & Yasun, 2016); Dinçer et al. 2013), Dorman 
& Chatty et al. 2014), Kirişci, INEE, 2014, and Save the 
Watkins & Zyck, 2014). 

Economic Problems
From the storylines of  the participants it came out that 
refugee children in the camp commonly shared financial 
woes. They were all dependent from the international 
support from agencies like  ARRA in collaboration with 
UNHCR and other donors. The ration distributed to 
them was not enough. Many suffered in poverty and this 
forced them to leave the camp and find ways and means 
to earn for a living. They fled and live with their relatives 
in other places to some extent they find refuge in other 
refugee camps. 
Alongside with their need to sustain a living, many just 
returned home in Bambasi when it is time to distribute 
ration again and received their share of  pie. In addition 
most of  the refugee families cannot  buy cloth, shoe, 
hijab, stationeries for their children. As such,  refugee 
children left the school  to avoid the feeling of  shame. 
Economic factor are the main reason for the dropout in 
Bambasi Refugee Camp  school.
A related research connived with the situation that 
refugees experiences in Bambasi Camp, a literature said 
that over 90% of  Syrians live below the poverty line, 
making poverty and unemployment a pervasive problem 
in the country. Many individuals are unable to buy essential 
products and services due to high rates of  inflation and 
a record price increase of  more than 800 percent in the 
last two years. The economic crisis has resulted in food 
insecurity for an estimated 12.1 million individuals. Many 
refugees have lost their jobs and are struggling to satisfy 
even the most basic demands, such as getting access to 
clean water, electricity, food, and medicine, as well as 

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paying their rent. The slump in the economy has also 
made children more vulnerable to many dangers to their 
personal safety, including child labor, gender-based abuse, 
early marriage, and other types of  exploitation (UNHCR, 
2023). 

Shortage of   Qualified Teachers 
There are 23 qualified teachers who have an education 
background and skill of  pedagogy in Bambasi refugee 
camp primary school. The remaining 47 teachers are 
an incentive teacher who does not have any education 
background, skill of  pedagogy and they are under 
standard. Most of  them do not have any documents 
which show their status. In that only 32.85 % of  the 
teachers are having a formal qualification to teach at the 
school. ARRA recruits the remaining teachers based on 
the information they give when screening to be a refugee.
The student-to-teacher ratio is above the standard, it 
remains at 1:83. Almost all teachers teach four classes in a 
day, which has more than 100 students in one class.
In addition to the above main challenges the absence of  
laboratory rooms, the absence of  special need education, 
the hulata ayw sa jud biyae si shortage of  text and 
reference books, the problem of  refugee village and lack 
of  awareness by refugee children parents and guardians 
about the importance of  education are the factors that 
negatively affects the right to education of  refugee 
children in Bambasi refugee camp. 
The researchers Vogel and Stock (2017) said that in 
Germany which has 16 federal states and a decentralized 
system for implementing education policy. The amount 
of  schooling provided to refugees and those seeking 
asylum varies greatly between states based on their 
population. of  the number of  refugees being handled, 
prior encounters with migrant pupils, and understanding 
of  local policy. Many newly certified or contract teachers 
had no formal training to welcome classes, give children 
German language skills and  prepare them to integrate 
into regular teacher classrooms training.

Implications for Practice
The study reveals the existing problems in Bambasi 
Refugee Camp in Ethiopia that affects refugee children 
right to education. It implied that there is a need to 
effectively implement of  the right to education of  refugee 
children’s in the camp as  specified below; 
Firstly, withdraw from reservation.  Ethiopia is a state 
party to the 1951 UN convention and its 1967 Protocol 
by accession on 10 Nov 1969. But according to the terms 
of  Article 42, Para. 1 of  the convention Ethiopia made 
reservations on of  article 22 (1) of  the right to public 
education and take it as a recommendation than legally 
binding. Ethiopia does not make a clear withdrawal 
from such reservation as stipulated by the convention 
under article 42(2). This provision provides that, the 
Contracting States shall accord to refugees the same 

treatment as is accorded to nationals with respect to 
elementary education. 
Secondly, improve the  qualifications of  refugee incentive 
teachers. The Majority of  the refugee camp teachers 
are an incentive teacher, whom lacks professionalism in 
teaching. To make effective the teaching-learning process 
in the camp, ARRA in collaboration with UNHCR shall 
provide short and long training that improves their skill 
in teaching and makes their way to become professional 
teachers.
Thirdly, take further measures. As discussed above,  
various challenges affect the refugee children right to 
education in Bambasi RefugeeCamp  like shortage of  
qualified teachers, laboratory rooms, textbooks etc. 
Therefore, Ethiopia shall take additional measures to 
solve such problems like providing pedagogy training 
for incentive teachers, publishing more textbooks and 
reference materials and policy measures on the provision 
of  education.
Fourthly, upgrade temporary class rooms. The numbers 
of  classrooms in Bambasi refugee camp is not sufficient 
to deliver the service in accordance with the standard set 
by MoE and BGRS Education Bureau. Therefore, ARRA 
and UNHCR and other NGOs working on refugee 
education shall consider in constructing additional 
classrooms which can accommodate students, at least 
upgrade the existing temporary classsrooms. 
Fifthly, revise the education curriculum. The education 
curriculum implemented in Bambasi refugee camp is the 
national and regional education curriculum of  Ethiopia 
and BGRS. The contents of  the text are not prepared 
taking into consideration of  the culture, language, religion 
of  the refugee community, rather the whole things are 
typically Ethiopian. Therefore, the government of  
Ethiopia and UNHCR have to work together to improve 
the legal provisions and policy matters that affect refugee 
children right to education. Revising the education 
curriculum taking in to consideration the interest of  
the refugee community and best of  interests of  refugee 
children.
Sixthly, make education Inclusive.  The education 
provided in Bambasi refugee camp primary school does 
not take in to consideration those physically, mentally, 
visually impaired refugee children’s. Therefore, to make 
education inclusive the school with ARRA, UNHCR and 
others organization working on refugees should provide 
education services for those vulnerable refugee children’s 
by fulfilling the necessary equipment’s, teachers and 
assisting materials.
Lastly, generate additional income for refugee parents and 
students. Economic problems are the main challenges 
for refugee children to purse education in the camp. 
Therefore, ARRA and UNHCR should increase the 
monthly ration and facilitate another means that generate 
income for refugee families and children to increase 
enrolment rate and decrease dropout rate in education.

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Implications For Future Research
This qualitative approach using case analysis gathered 
some important issues surrounding the Bambasi Refugee 
Camp in Ethiopia.  Hence, the results of  this investigation 
might challenge future legal researchers to look closer 
into the difficulties encountered by refugee children 
and the legal protection to their rights to education. It 
is embolden that future readers as well will give their 
comments not only in the area in which they work but 
within the context of  the study.
The discoveries of  this study has restricted validity. In this 
lens, the researchers are convinced that it will be good if   
future researchers will increase the number of  participants 
by expanding the areas covered in this inquiry. The reason 
is  to provide a better and more convincing implications 
if  similar investigation would have a sequel. As of  the 
time of  this writing, there are still lot of  refugee camps 
that are unexplored.  We could see the significance if  a 
multiple case study might be considered in the future 
to cover large areas to further research investigations.  
The researchers are in standing ground that the  efficacy 
value of  this research investigation is necessary as future 
reference in any research pursuits.

CONCLUSION
Legally Ethiopia is a state party with too many international 
and regional human right instruments, which gives a 
broad range of  protection to all human beings. At the 
same time there are domestic legal instruments which 
give protection, promotion and respecting of  human 
rights. Ethiopia is a major refugee hosting country in 
the world and protects  refugees based on international 
and domestic human rights instruments. Regarding 
refugee protection Ethiopia is a state party to UN 
Refugee Convention and OAU Convention Governing 
the Specific Aspect of  Refugee Problems in Africa. 
Those international refugee protection instruments, the 
FDRE Constitution and the Refugee Proclamation No. 
1110/2019 are the main normative frameworks for the 
protection of  refugees in Ethiopia
With regard to the refugee children right to education in 
Bambasi refugee camp, Ethiopia, the education policy of  
Ethiopia is applied for each grade level. BGRS the region 
Bambasi refugee camp located has also its own regional 
policies regarding education mainly at primary level. In 
the camp there is only one primary school which operates 
from grade 1-8. ARRA and UNHCR are the main 
institutional frameworks for the protection of  refugees in 
the camp. Along with this line, the refugee camp official 
must be pursuant on their civil rights and responsibilities 
in aims and objectives to make the district may become 
suitable to the needs of  the refugee children to  help them 
protect their own rights to quality education.  

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