Refugees in Africa number about four million. Some of them, uprooted during the struggles for independence, have been in refuge for over 30 years. Others were uprooted during the post-independence period, when their views were considered revolutionary and dangerous to the regimes in power. As an attempt to solve the refugee problem, some countries, like Tanzania, have granted refugees the status of naturalized citizens. Other countries, like Zimbabwe and Uganda, have encouraged immediate return and repatriation. Others have a wait-and-see attitude. In all cases, refugees are placed in a very awkward postion. They have little say and their material possessions are meager. Uprooted from their motherland, they view educational attainment as, in most cases, their only hope for survival and for earning a respectable livelihood, either in the country of asylum or after they are repatriated. This desire is strengthened by their awareness that the educated in the young independent African states hold the reins of power. Refugees and returnees, therefore, look at education with great hope and expectations (Kabera, forthcoming).

Most of the refugees in Africa come from rural areas where educational facilities are, on the whole, deficient or non-existent. The situation does not improve when they leave home. The hope of making up for an insufficient education while in asylum is curtailed when the refugees are placed in remote reception areas devoid of educational facilities. Other places simply offer few chances for educational attainment (CIMADE et al., 1986: 110). Arrangements to organize and run schools take more time and resources than are available.