Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons - Published report

Oct 15, 2026

Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons explores literacy and educational needs across youth and adult learners. It provides an overview of programme approaches, including literacy and language learning, integrated skills development, professional development for educators, and pathways to higher education. The publication compiles related case studies and presents definitions for refugees, migrants and internally displaced persons within a lifelong learning framework.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages261

Reading Time10 h 58 min

AccessFree to download

Acknowledgements

Foreword

Introduction

Refugees, migrants and internally displaced persons: definitions

Literacy and educational needs of youth and adult refugees, migrants and IDPs

Overview of programmes

Literacy and language learning

Literacy and integrated skills development

Professional development and language learning for educators

Higher education

Conclusion

List of case studies in alphabetical order

Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons Published in 2022 by the UNESCO Institute for Lifelong Learning Feldbrunnenstraße 58 20148 Hamburg Germany © UNESCO The UNESCO Institute for Lifelong Learning (UIL) undertakes research, capacity-building, networking and publication on lifelong learning with a focus on adult and continuing education, literacy and nonformal basic education. Its publications are a valuable resource for education researchers, planners, policy-makers and practitioners. 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. UNESCO isnot responsible for their contents. The points of view, selection of facts and opinions expressed are those of the authors and do not necessarily coincide with official positions of UNESCO or UIL. The designations employed and the presentation of material in 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 or territory, or its authorities, or concerning the delimitations of the frontiers of any country or territory. Edited by: Rakhat Zholdoshalieva, Jian Xi Teng, Annapurna Ayyappan and Boxuan Tu. Layout and design: Alessandro Mearini Cover image: © NRC Communication Learners take part in an International Computer Driving Licence (ICDL) session at the Za’atari refugee camp in Jordan. ISBN 978-92-820-1250-5 This publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) licence ( [http://creativecommons.org/licenses/by-sa/3.0/igo/](http://creativecommons.org/licenses/by-sa/3.0/igo/) ). 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://en.unesco.org/open-access/terms-use-ccbysa-en](http://en.unesco.org/open-access/terms-use-ccbysa-en)). TABLE OF CONTENTS Acknowledgements ........................................................... 4 Foreword ....................................................................... 5 Introduction .................................................................... 6 Refugees, migrants and internally displaced persons: definitions ..................... 7 Literacy and educational needs of youth and adult refugees, migrants and IDPs ...... 7 Overview of programmes ........................................................... 8 Literacy and language learning ...................................................... 8 Literacy and integrated skills development .......................................... 9 Professional development and language learning for educators ...................... 10 Higher education ................................................................... 11 Conclusion .......................................................................... 11 List of case studies in alphabetical order Broad Class: Listen to Learn, Islamic Republic of Pakistan ............................ 14 Connected, Australia ................................................................ 24 Dig Lin: The Digital Literacy Instructor, Netherlands .................................. 36 Dog me Training Programme, Jordan/Lebanon ....................................... 48 Education for Humanity, Uganda .................................................... 60 English Language Course for Refugee Teachers, Lebanon ............................. 74 Global English Language Programme, Switzerland ................................... 84 Kepler Kizi ba, Rwanda ............................................................... 96 K iron Campus, Germany ...

FAQs

What topics does the publication cover regarding literacy education for refugees and migrants?

It covers literacy and language learning, literacy and integrated skills development, professional development and language learning for educators, and higher education pathways.

How does the publication define refugees, migrants, and internally displaced persons?

It includes a dedicated section titled “Refugees, migrants and internally displaced persons: definitions.”

What kind of material is included in the list of case studies?

The document provides a list of case studies in alphabetical order, featuring named programmes from different countries.

Oct 15, 2026

Uploaded by นรินทร์