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The Centre for the Study of Global Human Movement


79.5 million people were forcibly displaced at the end of 2019. Many lack access to basic rights, such as education, health care, housing and freedom of movement. The alleviation of these problems requires collaboration.

The Refugee Hub brings together research, practice and policy at the University of Cambridge. It brings together architecture, engineering, land economy, politics, law, history, education and public health to provide interdisciplinary approaches to alleviate the plight of displaced populations.

The Centre and its Refugee Hub serve as the central point of contact on refugees and displaced persons at the University of Cambridge. Below some illustrations of research:









The Learning Passport

The Learning Passport’s hypothesis is that education quality and learning outcomes for refugee and IDP children can be improved by making available, as a global public good, an education model for basic education for children whose education has been disrupted. It is a joint collaborative project involving UNICEF, Microsoft and the University of Cambridge. Drawing on expertise from across the wider University, the project involved colleagues from Cambridge Assessment, Cambridge Maths, Cambridge University Press, the Faculty of Education, and the Department of Psychology. The project goal was to develop a blueprint curriculum framework as a basis for programme and materials design, with these to be used with refugee and displaced learners in Education in Emergency (EiE) contexts. The curriculum framework was submitted to UNICEF in March 2020 and included a series of key learning sequences for basic education and core skills in Numeracy, Literacy, and Science. It was anticipated that these progressions would be relevant to learners approximately around the ages of 5-14.The framework also included a Social and Emotional Learning component that was established by the Department of Psychology at the University of Cambridge in collaboration with Umeå University (Medical School), Sweden; the Innlandet Hospital Trust, Norway; and Uppsala University, Sweden. A research and recommendations report anchored the project in the available evidence for quality education, as well as the evidence for quality in Education in Emergencies (EiE), and made recommendations for how the Learning Passport could be taken forward or rethought, based on the evidence where possible. To find out more, go here


Jewish Postcolonial Migrants and Refugees in Britain and France 1950-1975

By Liran Morav (Sociology), Integration of Jewish postcolonial migrants and refugees in Britain and France between 1950-1975. I focus on the role of Jewish civil society organizations and Jewish ethnic networks in these migrant/refugee groups’ settlement process in both destination countries. Two of the three groups I study were forcibly displaced in the aftermath of the British and French postcolonial withdrawal from the Middle East. These were Jews from Egypt and Jews from Iraq. In addition to both refugee groups, I also examine the experiences of Jewish postcolonial migrants from Tunisia.