ICT and Education for Refugees in Transit

Dewi Sari Wahyuni, T Sy Eiva Fatdha


Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.


ICT; Education; Refugees; Transit

Full Text:



Collin, S. & Karsenti, T. (2012). ICT and Migration: A Conceptual Framework of ICT Use by Migrants. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1492-1497). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 20, 2019 from https://www.learntechlib.org/primary/p/40945/.

Eds.: Carretero & Centeno, Clara. (2015). ICT for the Employability and Integration of Immigrants in the European Union

Dosono, B. (2014). Digital Inclusion for Migrant Millennials: Improving the ICT Landscape of Yakima Valley Schools. In iConference 2014 Proceedings (p. 65–75). doi:10.9776/14043

Joynes, C. & James, Z. (2018). An overview of ICT for education of refugees and IDPs. K4D Helpdesk Report. Brighton, UK: Institute of Development Studies

Rodrigues, Margarida. (2018) Can digital technologies help reduce the immigrant-native educational achievement gap?, EUR 28889 EN, Publications Office of the European Union, Luxembourg,; ISBN 978-92-79-76842-2; doi:10.2760/953261; JRC109246

Tauson, M. & Stannard, L. (2018) ‘EdTech for learning in emergencies and displaced settings: A rigorous review and narrative synthesis’. London: Save The Children https://resourcecentre.savethechildren.net/node/13238/pdf/edtech-learning.pdf

Etsuko Toyoda (2016) Intercultural knowledge, awareness and skills observed in a foreign language classroom, Intercultural Education, 27:6, 505-516, DOI: 10.1080/14675986.2016.1256600

World Bank. (2016) ICT and the Education of Refugees: A Stocktaking of Innovative Approaches in the MENA Region. World Bank, Washington, DC. © World Bank. https://openknowledge.worldbank.org/handle/10986/25172 License: CC BY 3.0 IGO.”

StatisticsArticle Metrics

This article has been read : 22 times
PDF file viewed/downloaded : 8 times


  • There are currently no refbacks.

SALTeL Journal is abstracted and indexed in



Creative Commons License
SALTeL Journal. This work is licensed under a Creative Commons Attribution 4.0 International License.