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From 155 documents, vertical coherence is analyzed against access to education, accelerated education, language education, mental health and psychosocial support, and special education needs. 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\u003Cbr>Arizona State University |\n| --- | --- |\n| Volume 30 Number 39 March 22 , 2022 ISSN 1068-2341 |  |\n\nThe (In)Coherence of Canadian Refugee Education Policy with the United Nations’ Strategy  \nValerie Schutte  \nIndependent Researcher  \nPeter Milley  \n&  \nEliane Dulude  \nUniversity of Ottawa  \nCanada  \nCitation: Schutte, V., Milley, P., & Dulude, E. (2022). The (in)coherence of Canadian refugee education policy with the United Nations’ strategy. Education Policy Analysis Archives, 30 (39) .  \n[https://doi.org/10.14507/epaa.30.6887](https://doi.org/10.14507/epaa.30.6887)  \nAbstract: This study assesses the coherence of Canada’s educational policy regime with the United Nations High Commissioner for Refugees’ (UNHCR) Refugee Education 2030 strategy. We articulate a theoretical framework that combines theories about policy coherence, policy attributes, and policy tools, which informs a two-phase methodology. First, we conducted jurisdiction-based scoping reviews of policies in Canada’s 13 provinces and territories which have constitutional authority over education. This yielded a sample of  \n155 documents, which we then analyzed for its vertical coherence with Refugee Education  \n2030. Our analysis focused on five categories of need in the UNHCR strategy with respect to refugee students, namely access to education, accelerated education, language education, mental health and psychosocial support, and special education. The findings reveal there are policies across Canada that target responses to the five categories of need. Although some policies are exemplary in their coherence with Refugee Education 2030 , Canada’s refugee  \neducation policy regime is characterized by many inconsistencies and significant gaps. Policymakers in Canada could use the specific findings to develop or revise policies to address shortcomings. Researchers and policymakers in other countries who find value in our approach could replicate the study’s method in their own jurisdictions, using the instruments provided in appendices to identify strengths and gaps.  \nKeywords: refugee education policy; Canada; schools; education policy  \nLa (in)coherencia de la política educativa para refugiados canadienses con la estrategia de Naciones Unidas  \nResumen: Este estudio evalúa la coherencia del régimen de políticas educativas en Canadá con la estrategia de Refugee Education 2030 del Alto Comisionado de las Naciones Unidas para los Refugiados (ACNUR) . Articulamos un marco teórico que combina teorías sobre coherencia de políticas, atributos de políticas y herramientas de políticas, que informa unametodología de dos fases. Primero, llevamos a cabo revisiones de alcance basadas en la jurisdicción de las políticas en las 13 provincias y territorios de Canadá que tienen autoridad constitucional sobre la educación. Esto arrojó una muestra de 155 documentos, que luego analizamos por su coherencia vertical con Refugee Education 2030. Nuestro análisis se centró en cinco categorías de necesidad en la estrategia de ACNUR con respectoa los estudiantes refugiados, a saber, acceso a la educación, educación acelerada, educaciónde idiomas, salud mental y apoyo psicosocial, y educación especial. Los hallazgos revelan que existen políticas en todo Canadá que se enfocan en las respuestas a las cinco categorías de necesidad. Aunque algunas políticas son ejemplares en su coherencia con Refugee Education 2030, la política de educación de refugiados de Canadá contiene inconsistenciasy brechas significativas. Los formuladores de políticas en Canadá podrían usar los hallazgos específicos para desarrollar o revisar políticas para abordar las deficiencias. Los investigadores y formuladores de políticas de otros países que encuentren valor en nuestro enfoque podrían replicar el método del estudio en sus propias jurisdicciones, utilizando los instrumentos provistos en los apéndices para","cbCaigytRPEYf60g","https://ap.wps.com/l/cbCaigytRPEYf60g","pdf",852775,59,"English","# Abstract\n## Study approach and methodology\n## Policy need categories analyzed\n## Key findings","[{\"question\":\"What does the study evaluate regarding Canada’s refugee education policy?\",\"answer\":\"It evaluates the coherence of Canada’s educational policy regime with the UNHCR Refugee Education 2030 strategy, focusing on how well policies address refugee education needs.\"},{\"question\":\"How was the research conducted across Canada?\",\"answer\":\"The study used jurisdiction-based scoping reviews of policies in Canada’s 13 provinces and territories, producing a sample of 155 documents for analysis.\"},{\"question\":\"Which need categories in the UNHCR strategy are analyzed?\",\"answer\":\"The analysis centers on five categories: access to education, accelerated education, language education, mental health and psychosocial support, and special education.\"}]","The (In)Coherence of Canadian Refugee Education Policy with the United Nations’ Strategy - Abstract - Education Policy Analysis Archives | PDF",1792094061,149]