A new project-related policy paper, co-authored by Amira Abdelaziz Elsaid, addresses barriers that migrants in Egypt face in accessing education, a key basic service. Focusing on school-aged Sudanese migrant children in Greater Cairo, especially at the primary level, the paper draws on stakeholder interviews, roundtable discussions, and existing research to assess current efforts and develop two policy alternatives: Hybrid Learning for Equitable Access to Education and Supervised Community Learning Centers Engagement. The latter is advanced as the main policy recommendation to support both short-term and long-term educational inclusion of migrant children.
