Higher Education for Refugees: Lessons from a 4-Year Pilot Project

Autor/inn/en	Crea, Thomas M.; McFarland, Mary
Titel	Higher Education for Refugees: Lessons from a 4-Year Pilot Project
Quelle	In: International Review of Education, 61 (2015) 2, S.235-245 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-015-9484-y
Schlagwörter	Refugees; Access to Education; Pilot Projects; Higher Education; Postsecondary Education; Urban Areas; Feedback (Response); Student Attitudes; World Views; Empowerment; Skill Development; Program Effectiveness; Foreign Countries; Jordan; Kenya; Malawi + Suchen Sie Ihr Suchwort? Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Pilot project; Modellversuch; Pilotprojekt; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Urban area; Stadtregion; Schülerverhalten; World view; Weltanschauung; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Kenia
Abstract	Refugees experience limited access to adequate education at all levels, but opportunities for higher education are especially lacking. Yet, evidence suggests that education plays an important protective role in helping refugee individuals and communities cope with their daily existence during protracted waiting periods, and the United Nations refugee agency (UNHCR) recently recognised tertiary education as a basic human right. The purpose of this paper is to present findings from the evaluation of a pilot programme, Jesuit Commons: Higher Education at the Margins (JC:HEM), which initially provided higher education to refugees in Kakuma Camp, Kenya and Dzaleka Camp, Malawi; and to urban refugees in Amman, Jordan. The authors of this note review the progress made towards the pilot objectives, as well as student feedback on the benefits and challenges of higher education for refugees and others living at the margins. The refugees interviewed in this study expressed feelings of empowerment, related to their expanded worldview as well as to a specific set of skills obtained through their participation in the programme. Interviewees also noted a number of limitations specific to the context of their living conditions. Particularly in refugee camps, students expressed concerns about what would happen after their having completed their course. The general outcome of the pilot phase, which ended in 2014, was that the programme addresses a critical need and that it should be continued, albeit with key modifications in its design and delivery. Key areas for future growth of the programme include curriculum transformation, integrated service delivery and university engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01