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Refugee children --- Refugees --- Internally displaced persons --- Education --- Government policy --- Services for --- Child refugees --- Displaced persons, Internally --- IDPs (Internally displaced persons) --- Internally displaced people --- Internally displaced populations --- Displaced persons --- Children --- Persons --- Aliens --- Deportees --- Exiles

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There are 30 million refugees around the world. Humanitarian agencies aim for one of three durable solutions for them: voluntary repatriation, local integration, and resettlement, with repatriation being the preferred solution. However, the authors find that only one-third of refugees return home after ten years. Returns have not kept pace with new displacement. The status quo is a growing global population of displaced people living in limbo without full citizenship rights, and with their host countries experiencing ever-greater political and economic strains of hosting them. The need to find new solutions to facilitate safe refugee return has become more urgent. The authors aim to address this need by examining barriers to, and facilitators of, the safe and sustained return of refugees. The authors examined evidence from the literature about refugee returns; conducted interviews with global experts; examined cross-national data trends from 53 cases; and conducted case studies of refugee returns in the Western Balkan countries of Bosnia and Herzegovina and Kosovo, as well as the Kurdistan Region–Iraq, involving focus groups with returned refugees. The authors found that, despite the intent of global humanitarian and development communities, most refugees are unable to return or find another durable solution even after decades of displacement. The authors offer recommendations to governments, donors, and international organizations, recommending that the three durable solutions be pursued in combination with, and accompanied by, efforts to develop a greater menu of interim solutions with robust international support to promote the well-being of refugees and their host communities.

Refugees --- Government policy. --- International cooperation.

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The National Guard Youth Challenge (ChalleNGe) program serves young people who are experiencing difficulty in traditional high school through a quasi-military, 5.5-month residential program. The RAND Corporation's ongoing analyses of the ChalleNGe program are designed to meet multiple objectives. The first is to gather and analyze existing data from each ChalleNGe site to support the program's yearly report to Congress. To that end, the authors of this report document the progress of program participants (or "cadets") in 2019 and 2020. Participation in the ChalleNGe program remains strong; nearly 13,000 young people entered the ChalleNGe program during 2019, and over 9,500 of those graduated. Among graduates, the vast majority left the program with a recognized credential or with credits toward high school graduation. ChalleNGe is a well-established program with sites in the majority of states, but given the relatively short duration of the residential portion, the program provides limited career and technical training. In recent years, Job ChalleNGe programs have been established at six sites. Job ChalleNGe builds on the ChalleNGe model by providing additional training to ChalleNGe graduates. Job ChalleNGe provides this training through a 5.5-month residential program that focuses on developing career and technical skills. The authors of this report provide initial implementation findings in this document and include a summary of planned future analyses to support ChalleNGe and Job ChalleNGe. Additionally, the authors examine some of the effects of the coronavirus disease 2019 (COVID-19) pandemic on both programs.

High school dropouts --- Military education --- Residence and education --- Alternative schools --- Services for. --- Evaluation. --- National Guard Youth Challenge Program (U.S.) --- United States.

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Educational change --- Education --- Education and state --- Private schools --- Teachers --- Theory & Practice of Education --- Social Sciences --- Evaluation --- Training of --- Faculty (Education) --- Instructors --- School teachers --- Schoolteachers --- Academies (Private schools) --- Independent schools --- Education policy --- Educational policy --- State and education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Change, Educational --- Education change --- Education reform --- Educational reform --- Reform, Education --- School reform --- Government policy --- School employees --- Schools --- Social policy --- Endowment of research --- Civilization --- Learning and scholarship --- Mental discipline --- Teaching --- Training --- Educational planning --- Educational innovations

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