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I N V I S I B L E Y O U T H : U N I V E R S I T Y E D U C AT I O N I N R E F U G E E C A M P S - D R E A M O R N O T ?
G Ü L İ N A N Ç
N A N Y A N G T E C H N O L O G I C A L U N I V E R S I T Y
International Partners Policy Symposium: Lost Youth in the 21st Century
University of Bath
Part 1- Facts and Figures
The 1951 Refugee Convention
"owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality, and is unable to, or owing to such fear, is unwilling to avail himself of the protection of that country."
Figures- Facts
38.5 million17.7 million10.5 million80 %1.6 million55%13%21.30048%46%7.2 million
Protracted Refugee Situation
“Permanent temporariness’ of most refugees is a ‘silent emergency’ that demands analysis and action to publicize the limbo that most refugees face”
Prof. Jennifer Hyndman -Centre for Refugee Studies,York University
UNRWA
517,255 registered Palestine refugees
Nine camps 82 schools, with
43,309 pupils Damascus Training Centre 23 primary health centres Eight community
rehabilitation centres 16 women's programme
centres
Figures as of 1 January 2014/ Syria
PRS-Warehousing
By the 2000s, states in the global North that signed the Convention are preventing refugees from landing on their territory at which point they have legal right to apply for refugee status: the externalization of asylum
Refugee Education- Article 22/ 1951 Convention
“accord to refugees the same treatment as is accorded to nationals with respect to elementary education [and] treatment as favorable as possible … with respect to education other than elementary education.”
Refugee participation in primary and secondary school (2009) as compared to global participation (2008) expressed in Gross Enrolment Ratios (GER)
Source: Sarah Dryden-Peterson, “Refugee Education: A Global Review” (Geneva: UNHCR, 2011)
Refugee Primary -76 %
Refugee Secondary-36 %
Refugee Tertiary- 1 % (2013)
Global Primary- 90%
Global Secondary-67%
Global Tertiary- 27 % (2013)
Critical shifts in the conceptualization of humanitarian assistance
EFA-Education for All Movement
The Inter-Agency Network for Education in Emergencies (INEE)
conceived at the World Education Forum in Dakar in 2000.
Critical Shifts
Local Integration into the country of asylum
One of the priorities of refugee families- demand for education comes mostly after shelter before food
Challenges
Reluctance from national governments
Relief- versus development
Dependency on aidStudents will prefer
to stay in camps
Benefits
Provides skills and knowledge needed to increase the effectiveness of durable solutions
Bolstering parental and community support for primary and secondary education system
Participate in planning and policy making regarding their own situation
Creates attachment to the rest of the world Offering hope for future
Support for Higher Education
DAFI Program- Albert Einstein German Academic Refugee Initiative
Programs that provide post secondary opportunities to refugees through combination of scholarships and distance learning.
BHER – Borderless Higher Education for Refugeeshttp://www.youtube.com/watch?v=23HryI3UCjw
Offer refugees a stimulating academic program, skills for employment in the camps and an asset that they can carry with them, wherever they may resettle
Offer students hope and motivation to complete secondary school
Train teachers to improve quality of primary and secondary education in the camps
Prepare young people for other skilled work in the camps (eg health care, child protection, administrative work), improving the quality of these services
Give refugees the skills and education their home countries will need to rebuild successfully
Build opportunities for displaced peoples’ voices to be heard on the global stage
Virtual Spaces to Interact- Face Book Groups
117 BHER Student Group 57 BHER Women Group
JC-HEM
Jesuit Commons-Higher Education at the Margins
Distance education programme for camp refugees in northwest Kenya, launched by a partnership between US universities and the Jesuit Refugee Service
ACU/Australian Catholic University Refugee Program -Thai Burma
ACU Thai-Burma Program: ACU partners with universities from the US and Canada to provide tertiary education to these intelligent, young refugees. The program offers a course taught through a combination of online and face-to-face lessons.
Offering Online Courses/Individual Initiatives
University of Geneva-Kenyatta University
Anglia Ruskin University-Dundalk Institute of Technology-University of Ulster
Part 2- How do we approach from here?
Universidade Estadual de Campinas (Unicamp), Brazil
Stellenbosch University, South Africa
Zhejiang University, China Yonsei University, South Korea Ohio State University, USA National Autonomous University
of Mexico (UNAM), Mexico
Nanyang Technological University (NTU), Singapore
Technologico de Monterry, Mexico
Universidad Nacional de San Martin, Argentina
3 options
1- Offering individual/institutional collaboration/support to these ongoing education programmes for refugees
Online Education Platforms
2- Creating awareness for existing online educational platforms for them to set new agendas for Refugee Education
MOOCS- Massive Open Online Courses
FUTURE LEARNCOURSERAMITOPEN UNIVERSITY
Futurelearn/Coursera
3rd Option: Creating a new Knowledge Network OUR – Open University for Refugees
Creating a new Knowledge Network
Global Solution Networks/New models of peer collaboration and production
4 characteristics: 1-Diverse2-Attack a global problem3-Use Digital Communications Tools4- Be free of state
Creative Dialogue-Streaming Lessons- Virtual ClassroomsTHIRD SPACE
Raspberry Pihttp://www.raspberrypi.org/help/what-is-a-raspberry-
pi/
OUR Responsibility
“Education is my mother and my father”
Contemporary Sudanese Proverb
Food for Thought for Tomorrow’s Workshop
Convene an informal seminar at short notice so colleagues could not prepare in advance and had no option but to share the early ideas.
To organize a workshop on this specific topic for brainstorming in the near future-
any date between March-September 2015. Interdisciplinary approach – experts on software,
operational systems, finance, curriculum development, officials from UNHCR, academics working on the area of Refugee Studies, potential donors, Scholars who actively contribute to MOOCS .