建立证据以提高难民和收容社区的福利——来自肯尼亚难民和收容群体纵向社会经济研究的见解2024

Insights from theKenya LongitudinalSocioeconomicStudy of Refugeesand HostCommunities BUILDING EVIDENCE TO ENHANCETHE WELFARE OF REFUGEES ANDHOST COMMUNITIES Insights from the Kenya Longitudinal Socioeconomic Studyof Refugees and Host Communities This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, andconclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of ExecutiveDirectors, or the governments they represent. The World Bank does not guarantee the accuracy of the data includedin this work. The boundaries, colors, denominations, and other information shown on any map in this work do not implyany judgment on the part of The World Bank Group concerning the legal status of any territory or the endorsementor acceptance of such boundaries. Rights and Permissions The material in this work is subject to copyright. Because The World Bank Group encourages dissemination of itsknowledge, this work may be reproduced, in whole or in part, for noncommercial purposes as long as full attributionto this work is given. Any queries on rights and licenses, including subsidiary rights, should be addressed to the Office of the Publisher, TheWorld Bank, 1818 H Street NW, Washington, DC 20433, USA; fax: 202-522-2422; e-mail: pubrights@worldbank.org Photo credits:UNHCR (with consent) Table of Contents AcknowledgementsiAbbreviations and AcronymsiiExecutive Summaryxii 1. Background and Context1 1.1Refugee hosting context21.2The need for better data on both refugees and hosts6 2. Demographic Profile 3. Basic Needs 3.1Non-monetary poverty indicators143.2Food insecurity193.3Education21 4. Socioeconomic Resources to Meet Basic Needs 4.1Humanitarian assistance and remittances434.2Employment454.2.1Few camp-based refugees are working454.2.2Factors associated with increased likelihood of being employed484.2.3Education and skills trainings are perceived to be key to employment534.2.4Demand-side and other constraints54 5.(Dis-)enablers to Sustaining Self-Reliance and Resilience61 5.1Social cohesion615.2Socioeconomic and environmental shocks675.3Psychosocial wellbeing68 6. Suggestions for Policy Direction 73 6.1Short run: Unlocking access to socioeconomic opportunities through movement and complementarymeasures736.2Medium-term: Easing the transition with place-based development746.3Sustaining self-reliance and resilience in the long run756.4Continuing the implementation of a progressive policy and hosting framework for refugees75 References Annexes Annex 1: Survey Sampling80Annex 2. Multidimensional Poverty83Annex 3: Additional Figures and Tables84 List of Boxes Box 1: Spatial disparities in welfare4Box 2: Indices to assess food security19Box 3: Administrative data in action: education in refugee camps39Box 4: Measuring psychosocial wellbeing68 List of FiguresFigure 1: Absolute poverty rate, 2005/06 – 20214Figure 2: Absolute poverty rate by county, 20214Figure 3: Poverty rate and education5Figure 4: Poverty rate, access to water and electricity5Figure 5: Conceptual framework7Figure 6: Composition by camp9Figure 7: Household composition10Figure 8: Reasons for leaving country of origin11Figure 9: Reasons for leaving camps12Figure 10: Reasons urban refugees left the camps12Figure 11: Proportion of those who want to move from current place of residence13Figure 12: Share of individuals that have ever moved since 201614Figure 13: Where refugees want to move to14Figure 14: Where hosts want to move to15Figure 15: Share of individuals that have moved for more than 6 months15Figure 16: Where those who moved and stayed longer than 6 months went15Figure 17: Proportion of households in moderate and severe multidimensional poverty17Figure 18: Food insecurity and negative coping strategies (% of the population), by location/ refugee status20Figure 19: Highest education level among 25–64-year-olds by gender22Figure 20: Highest education level among 25–64-year-olds by location22Figure 21: Primary school enrollment23Figure 22: Share of primary-age children who have never attended school among those not enrolled24Figure 23: Primary enrollment by gender24Figure 24: Top 5 reported reasons for children not attending school25Figure 25: Early Grade Math Assessment26Figure 26: English assessment scores27Figure 27: Swahili assessment scores28Figure 28: Secondary school enrollment rates29Figure 29: School enrollment among secondary-school-aged children30Figure 30: Child respondent’s educational aspirations and expectations31Figure 31: Caregiver’s educational aspiration and expectation for the child respondent32Figure 32: Discrepancy between child respondent’s (CR) educational aspiration and expectation33Figure 33: Discrepancy between caregiver’s (CG) educational aspiration and expectation for the child respondent34Figure 34: Discrepancy between child respondent (CR) and caregiver (CG) educational aspirations34Figure 35: Proportion of careg