This report presents the research findings from a cross-cutting comparative analysis of three historical mapping studies. These studies explore the provision of education to refugees, from the outset of three different major influxes of school-aged refugee children and youth: into Bangladesh, Rwanda, and Turkey.

This research seeks to contribute to a greater understanding of the potential points of convergence between governments and their humanitarian and development education partners, in order to more effectively address the educational needs of displaced populations and the communities that host them.

The research objectives were:

• To document which factors in the early stages of a refugee response seem to determine whether refugees are integrated into national education systems as opposed to being educated in separate systems.
• To identify factors for further study that could shed light on essential program and policy actions that lead to greater effectiveness and sustainability of refugee education responses from the emergency stage forward.