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While the programmes of UIL are established along the lines laid down by the General Conference of UNESCO, the publications of the Institute are issued under its sole responsibility.  \nThe designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO or UIL concerning the legal status of any country, territory, city or area or of its authorities, or concerning the del imitation of its frontiers or boundaries. The ideas and opinions expressed in this publication are those of the authors; they are not necessarily those of UNESCO or UIL.  \nISBN: 978-92-820-1249-9  \nCover photo:  \nAkhenaton Images/Shutterstock  \nDesign: Ulrike Köhn  \nThis publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence ( [http://creativecommons.org/](http://creativecommons.org/)[ ](http://creativecommons.org/)[licenses/by-sa/3.0/igo/](licenses/by-sa/3.0/igo/))[. By](. By) using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository ( [http://www.unesco.org/open-access/](http://www.unesco.org/open-access/)[ ](http://www.unesco.org/open-access/)[terms-use-ccbysa-en](terms-use-ccbysa-en)).  \nTable of contents  \nForeword ....................................................................................................................................................................................................... 5  \nAcknowledgements .............................................................................................................................................................................. 7  \nExecutive summary .................................................................................................................................................................................. 9  \n1. Introduction ......................................................................................................................................................................................... 13  \n2. Scope, purpose and analytical approach ......................................................................................................................... 17  \n3. Understanding the literacy and technological contexts of youth and adult refugees, migrants and internally displaced persons ..................................................................... 21  \n3.1 Global and national contexts ................................................................................................................................ 21  \n3.1.1 Literacy rates of refugees, migrants and IDPs ............................................................................ 21  \n3.1.2 Barriers to literacy provision ................................................................................................................. 22  \n3.2 Differentiated needs of youth and adult refugees, migrants and IDPs ........................................ 25  \n3.2.1 Diverse linguistic backgrounds .......................................................................................................... 25  ","cbCaio9hl3i65xQ3","https://ap.wps.com/l/cbCaio9hl3i65xQ3","pdf",3309446,88,"English","# Foreword\n# Acknowledgements\n# Executive summary\n# 1. Introduction\n# 2. Scope, purpose and analytical approach\n# 3. Understanding the literacy and technological contexts of youth and adult refugees, migrants and internally displaced persons\n# 4. Technology use to overcome challenges faced by literacy and education programmes","[{\"question\":\"What is the main focus of the report?\",\"answer\":\"The report reviews innovative technologies and approaches supporting literacy and education for refugees, migrants, and internally displaced persons.\"},{\"question\":\"How does the report analyze the needs of youth and adult learners?\",\"answer\":\"It examines differentiated needs and factors such as diverse linguistic backgrounds, exclusion and intersecting inequalities, and psychological trauma affecting language and literacy learning.\"},{\"question\":\"What technology-related areas does the report cover to address implementation challenges?\",\"answer\":\"It covers access and inclusion, capacity-building for teachers and educators, relevant content and innovative instructional approaches, and monitoring and evaluation.\"}]","From radio to artificial intelligence - Review of innovative technology in literacy and education for refugees, migrants and internally displaced persons | PDF",1792062403,222]