Paper details
| Paper authors | Jeanne Benoit, Mohamed Amine Mahhou, Olivier Arvisais |
| In panel on | Understanding Voluntary and Dignified Return in a Rapidly Changing World |
| Paper presenter(s) will be presenting |
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Abstract
In the context of complex displacement and return dynamics in Ethiopia’s Tigray region, this paper examines how return to formal schooling, an essential yet often overlooked dimension of post-conflict recovery, can be supported in ways that uphold the dignity and agency of returning children. Following the displacement of over 4.4 million individuals since the outbreak of conflict in 2020, the region is now experiencing a gradual process of return, while more than half of its children remain out of school. Responding to a need identified by the UNESCO office in Addis Ababa, this study presents data from a structured survey administered via KoboToolbox to children who have not yet resumed their education. The questionnaire integrates local and demographic sensitivities while addressing key methodological gaps in the literature. It was designed based on findings from a scoping review and further developed through collaboration with field practitioners, consistent with the iterative and consultative approach proposed by Arksey and O’Malley (2005), and subsequently refined by Levac et al. (2010) and Peters et al. (2021). The findings identify major obstacles to voluntary and dignified access to education, including physical, economic, and psychosocial challenges. The analysis underscores the centrality of schooling not only to reintegration but also to restoring identity and normalcy for displaced populations. This contribution offers insights into how migration and education policies can more effectively support returnees, particularly children, through inclusive and resilient education systems.
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