Education in refugee and internally displaced people (IDP) camps is out of the ordinary. Both teachers and students in these settings go through unimaginable experiences that need extreme measures to try to meet very basic educational needs as known in the fields of curriculum and instruction, and instructional design. This paper presents an instructional design model proposed for refugee and IDP education in Central Africa. It is based on a recent phenomenological study conducted in one refugee camp and one IDP camp in Central Africa. The paper starts with a synthesis of most common instructional design models that were part of a theoretical framework of a recent study on the lived experiences of teachers in refugee and IDP camps (Wa-Mbaleka, 2013). It briefly summarizes the findings of the study before presenting the proposed instructional design model.
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