Refugee Education: Refugees' Perceptions of Educational Challenges in Uganda

Autor/in	Tulibaleka, Paul Ogwang
Titel	Refugee Education: Refugees' Perceptions of Educational Challenges in Uganda
Quelle	In: International Journal of Educational Administration and Policy Studies, 14 (2022) 1, S.38-45 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Refugees; Foreign Countries; Secondary School Students; College Students; Vocational Education; Tuition; Scholarships; Social Bias; COVID-19; Pandemics; Student Attitudes; Uganda; Sudan; Congo + Suchen Sie Ihr Suchwort? Flüchtling; Ausland; Sekundarschüler; Collegestudent; Ausbildung; Berufsbildung; Unterweisung; Unterricht; Scholarship; Stipendium; Schülerverhalten; Kongo
Abstract	This brief report article presents the current educational challenges refugees face in Uganda based on their perceptions. The perceptions of the refugees were collected through an approach that ensured that refugee leaders, students, and non-students commented on the education of refugees in Uganda. 15 individual interviews with refugee students in Kampala in 2021 were complemented by data collected from 2 Focus Group discussions in 2020. The individual interview participants included 3 secondary school students, 10 university students, and 2 Vocational Education and Training (VET) students. Focus Group one was a group of refugee leaders in Rhino Refugee settlement area, and Focus Group two was for urban refugee youths in Arua City. This brief report article contributes to understanding the educational challenges of the refugees in Uganda through a broader focus that includes postsecondary education than concentrating on access to primary and secondary education, which are the main focus of research and policy interventions. Furthermore, the challenges presented, such as tuition fees at institutions of higher learning, the stigmatisation of refugee students, the lack of educational advice and career guidance for refugee students, and the COVID-19 effects, show that there is need to expand policy interventions to address educational challenges faced by the refugees. (As Provided).
Anmerkungen	Academic Journals. e-mail: IJEAPS@academicjournals.org; Web site: http://www.academicjournals.org/journal/IJEAPS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01