The (in)coherence of Canadian refugee education policy with the United Nations’ strategy

This study assesses the coherence of Canada’s educational policy regime with United Nations High Commissioner for Refugees’ (UNHCR) Refugee Education 2030 strategy. We articulate a theoretical framework that combines theories about coherence, attributes, and tools, which informs two-phase methodology. First, we conducted jurisdiction-based scoping reviews policies in 13 provinces territories have constitutional authority over education. yielded sample 155 documents, then analyzed its vertical 2030. Our analysis focused on five categories need UNHCR strategy respect to refugee students, namely access education, accelerated language mental health psychosocial support, special The findings reveal there are across Canada target responses need. Although some exemplary their 2030, education is characterized by many inconsistencies significant gaps. Policymakers could use specific develop or revise address shortcomings. Researchers policymakers other countries who find value our approach replicate study’s method own jurisdictions, using instruments provided appendices identify strengths