Between 2019 and 2023, the Foundations for All project, funded by the Mastercard Foundation, set out to transform access to education for refugee youth. Conducted by researchers from the University of Edinburgh, the American University of Beirut, and Makerere University, this action-research project aimed to prepare refugee youth for higher education through innovative methods. Written by Jean-Benoît Falisse & Michael Gallagher, for the FFA project A new model of support in Uganda Learning from the experience of foundation programmes for refugees in Lebanon, the team developed a groundbreaking programme in Uganda. The country hosts one of Africa’s largest refugee populations and has seen many displaced individuals struggle to access quality education. In response, Foundations for All developed a unique connected learning model that blended online and face-to-face teaching. Central to this approach was the understanding that education isn't just about knowledge transfer - it serves as crucial psychosocial support and fosters community cohesion. Minimal computing approach The programme operated in two sites; in urban Kampala, and the remote settlement of Kiryandongo. They adopted a "minimal computing" approach, leveraging affordable, low-power digital technologies, crucial for sustainability and accessibility in resource-limited settings. A research exploration into appropriate technology for educational initiatives aimed at marginalised populations highlighted that this minimal computing strategy allowed learners to engage effectively, therefore broadening reach and inclusivity. Building connections and confidence Collaboration was another cornerstone of the project. Alongside educational support, they embedded structured psychosocial support, recognising the mental health challenges faced by many refugee learners. Activities like peer mentoring, group discussions, and collaborative projects fostered resilience, helping students build confidence and a sense of belonging. These efforts significantly reduced feelings of isolation and increased academic skills among participants. The focus on hope and aspiration proved transformative, shaping positive outlooks and boosting resilience. Reflections and evaluation An iterative, reflective approach allowed ongoing evaluation of the learning and teaching methods. It allowed the programme to successfully bridge the gap between formal and informal education, demonstrating adaptability and scalability even in challenging conditions. Key strategies The interim assessments identified key strategies: Blended learning; combining digital platforms with face-to-face instruction Tailored digital content Flexible scheduling Community-focused learning sessions Ensuring targeted educational programmes that are sustainable and scalable is vital for addressing persistent education gaps among refugee communities. Foundations for All stands as a practical and adaptable model, offering valuable lessons and strategies applicable to refugee education programmes globally. It also highlights the importance of equity within international higher education partnerships involved in delivering such programmes. Sharing best practice for all The project’s findings are compiled in a publicly available toolkit, providing actionable insights for other educational programmes. It highlights the importance of minimal technology, robust psychosocial support frameworks, and structured peer interactions. Additionally, it shows how thoughtful, innovative approaches can empower displaced learners, fostering hope and aspiration for a better future. Discover more Publication date 11 Jun, 2025
