Don Divin Niyukuri (Founder & CEO at Raise Them Foundation, Rise global Winner 2024)
Psychology and Brain Science candidate, George Washington University, Washington, D.C, USA.
Access to education is a basic right. However, refugees worldwide face different challenges in getting and accessing education, especially higher education. Without overlooking different international recognition of this right, various hindrances and barriers prevent and delay refugees’ educational motivation and aspirations. In this article, you will explore these challenges, different initiatives to address them, and the pressing need for more effective and sustainable solutions.
My testimonials as an author on the challenges of refugees to access higher education.
In 2023, I was glad to receive more than three admissions and acceptance letters from different colleges and Universities: Colorado State University, Florida Memorial University, Carthage College, and the University of Toledo. These were not letters; they represented a beacon of hope, opened doors to a brighter future, and were also a testament to my hard work and academic excellence. Notwithstanding my competencies, together with my outstanding academic grades, as well as invaluable extracurricular activities, I faced an insurmountable barrier: I was a refugee with no income. One of the ways that would allow me to join any of these prestigious institutions would be securing a fully funded Scholarship. With my refugee status, my financial resources were approximately zero. When my family and I ran the country, I was very young, but I remember that we left our beautiful home, Burundi, with nothing other than clothes on my parents’ backs.
I saw every day as a struggle for the necessities. The actual story is that my living situation was so harsh. Regardless of my academic excellence and recognition from these universities, the lack of financial assistance and support meant these educational opportunities were slipping through my fingers. My emotional charge was immense. Each admission letter brought a shortlived moment of joy, followed by the squeezing realization that I might never step foot on any of those campuses. This is when the weight of my refugee status became heavier on my young shoulders with each passing day. The dreams that I had for so long seemed to be crumpled and thrown. There were no scholarships for refugees, so securing one was like chasing the wind.
Delving into what hinders refugees from accessing higher education.
Over the past few decades, different international schemes recognized how education is very important for refugees;
- The 1951 Refugee Convention and 1967 that took place at the European Office of the
United Nations in Geneva, in which 149 countries signed, layout duties and commitments like ensuring refugees are not returned to their origin territories where their lives and freedom may be in danger, instead, facilitating their integration and acclimatization in the host countries (UN General Assembly, 1951; 1967). Despite these responsibilities, their implementations vary widely, and many refugees face detectable and undetectable challenges in accessing higher education.
- Most of the refugees are challenged by structural, financial, and legal barriers, like losing their academic records and certificates, as well as other official academic documents during displacement. These documents are very pivotal and crucial for admissions to higher education in different institutions. To add on that, some countries never prioritize refugees as eligible students, and sometimes those countries impose bureaucratic obstacles and extravagant fees that refugees cannot afford
(Dryden-Peterson, 2016). Financial circumstances are one of the most significant barriers. Higher education is not cheap, so refugees frequently arrive in host countries with very limited resources. For some, even food and shelter become their life wishes. Imagine expecting a person with limited food and shelter to afford tuition fees, books, and living expenses for higher education. Even though there are some scholarships and financial aid programs available, they are not easy to get. According to UNHCR, only 7% of refugee youth access higher education, compared to 42% of non-refugee youth globally (UNHCR, 2023).
- Language proficiency depends on the education system of the host country and cultural adaptations are additional obstacles. Many refugees are required to study using a language that is not their mother tongue, which often makes their academic success very difficult. Moreover, the differences in the culture between refugees and their host countries may create another barrier to integration, performance, and success in higher education (Crea & McFarland, 2015). In this article, I can’t overlook how the trauma as well as psychological panics related to forced displacement remarkably impact refugees’ ability to continue focusing on their studies. After leaving their home countries, some refugees go through Post-Traumatic Stress Disorder (PTSD), anxiety, and depression, which can limit their education progression. In addition to that social integration is also difficult as well as challenging because of discrimination and social isolation in some of the host countries (Sirin & Rogers-Sirin, 2015)
Various initiatives target to address these refugees’ educational barriers. The Global Compact on Refugees, adopted by the United Nations in 2018, emphasizes the significance of education for refugees and calls for expanding scholarship opportunities and integrating refugees into the national education systems (United Nations, 2018). Programs such as the Albert Einstein German Academic Refugee Initiative (DAFI) provide scholarships to refugee students, and this enables them to get access to higher education in the countries in which they are hosted (UNHCR, 2020). Partnerships between different universities, NGOs, and governments also emerged to assist refugees’ education. For instance, the University of the People gives tuitionfree, accredited online degrees, especially aiming refugees (University of the People, 2023). Not only that, but also the Institute of International Education’s (IIE) Platform for Education in Emergencies Response (PEER) connects students who are displaced with scholarship opportunities worldwide (IEE, 2023).
In the face of these efforts, complex challenges remain. Some conferences like the Global
Refugee Forum show the forwarding need for more covering and adjustable solutions. The 2019 Forum, for example, saw initiatives from different stakeholders to increase educational and connection opportunities for refugees, thus far significant gaps persevere in the implementation and resource allocation (Global Refugee Forum, 2019). Solving the education needs of refugees requires a comprehensive approach. Holistic support systems that never remain behind financial aid, psychological health services, linguistic training, and social integration programs are very important in this case. Political is sustained and funding is crucial to achieving successful pilot projects as well as ensuring long-term impact.
Even though progress has been made, more than thinkable work remains to be done to ensure that refugees can access higher education. By not overlooking the process of addressing the structural, financial, psychological, and social barriers they face, and by providing sustained support and funding, the international community can be able to assist refugees achieve their educational goals as well as making positive contributions to the host countries. The stories of success, like those facilitated by DAFI and the University of the People, give a well-structured blueprint for what can be accomplished when the global community comes in conjunction to support the education of refugees. Ensuring that every refugee has the opportunity to chase and pursue higher education is not just a moral obligation, but also a crucial and necessary step in approaching a more just and non-discriminatory world.
The Role of NGOs and International Conferences in Refugee Education.
NGOs and international conferences are pivotal in advocating for refugees’ education and implementing practical solutions to control barriers. Organizations like UNHCR and other NGOs have been active in raising awareness concerning the challenges in education refugees face and then mobilizing resources to assist them. Different initiatives of UNHCR, including the DAFI scholarship program, have been in charge of providing financial assistance to refugee students around the world, which enables them to access higher education despite the economic circumstances (UNHCR, 2020). At the same, NGOs like the Institute of International Education (IEE) have established different platforms like PEER to connect displaced students with different scholarship opportunities and other educational resources globally (IIE, 2023).
Other international conferences, like the Global Refugee Forum, often serve as platforms for dialogue and collaboration among governments, NGOs, academia, and other different stakeholders to address education for refugees comprehensively. Global Refugee Forum in 2019 witnessed how some governments and organizations are committed to enhancing different educational opportunities for refugees, showing a growing recognition of the importance of education in the setting of refugees (Global Refugee Forum, 2019).
Conferences like those raise awareness and catalyze concrete deeds and partnerships to improve access to refugee education worldwide.
Despite those efforts and work, challenges and circumstances persist. One significant challenge is the rocky implementation of policies and other initiatives at the national level. While some international bodies like the Global Compact on Refugees emphasize how education for refugees is the right, putting these principles into effective practices and policies at the country level remains a tough huddle (United Nations, 2018). Some of the countries still impose bureaucratic and legal barriers that hinder refugees from accessing education and limit their educational opportunities. Moreover, the distribution and availability of resources for refugee education vary universally, in different regions and host countries, and this results in disparities in quality education access for refugee populations (Dryden-Peterson, 2016).
What can be done,
Language and cultural adaptation continue to be critical barriers to refugee educational success. Many refugees must study in a language that is not their mother tongue, posing challenges to academic achievement and integration into the educational system (Crea & McFarland, 2015). Cultural differences between refugees and host communities can also create social barriers that affect refugees’ academic experiences and opportunities. Addressing these challenges requires targeted interventions, including language support programs, cultural orientation, and inclusive educational policies that recognize and accommodate diverse cultural backgrounds.
The psychological well-being of refugees is another critical consideration in their educational journey. Many refugees experience trauma, stress, and mental health issues as a result of displacement and conflict, which can impact their ability to learn and thrive academically (Sirin & Rogers-Sirin, 2015). Providing adequate mental health support and psychosocial services is essential to promoting refugees’ resilience and academic success. NGOs and humanitarian organizations play a crucial role in providing these support services and advocating for the integration of mental health care into refugee education programs.
While progress has been made in recognizing and addressing the educational needs of refugees, significant challenges remain. NGOs, international conferences, and partnerships among governments, academia, and civil society are essential in advancing refugee education globally. By advocating for policy reforms, mobilizing resources, and implementing targeted interventions, the international community can create more inclusive and equitable educational opportunities for refugees. Ensuring that every refugee has access to quality education is not only a matter of human rights but also a key factor in building sustainable peace, fostering development, and promoting social cohesion in host communities.
References:
United Nations High Commissioner for Refugees (UNHCR). (2020). “Coming Together for Refugee Education.” Retrieved from [UNHCR] (https://www.unhcr.org/).
Stepping up: Refugee education in crisis – 2019 report – UNHCR. (2019, September 6).
Stepping Up: Refugee education in crisis – UNHCR. https://www.unhcr.org/steppingup/
General Assembly endorses landmark global compact on refugees, adopting 53 third committee resolutions, and 6 decisions covering a range of human rights. (2018, December
17). https://press.un.org/en/2018/ga12107.doc.htm
DAFI (Albert Einstein German Academic Refugee Initiative). Retrieved from [UNHCR] (https://www.unhcr.org/dafi–scholarships.html).
Higher education for refugees: Relevance, challenges, and open research questions. (2023,
October 11). SpringerLink. https://link.springer.com/article/10.1007/s43545–023–00769–6
2024 Platform for Education in Emergencies Response. https://iiepeer.org/
Global Refugee Forum 2023. (13-15, December 2023). UNHCR.
https://www.unhcr.org/events/global-refugee-forum-2023
Education pathways. (2023). UNHCR.
https://www.unhcr.org/what–we–do/build–better–futures/education/tertiary–education/education–pathwa ys
Sirin, S. R., Rogers‐Sirin, L., Cressen, J., Gupta, T., Ahmed, S. F., & Novoa, A. D. (2015). Discrimination‐related stress affects the development of internalizing symptoms among Latino adolescents. Child Development, 86(3), 709-725. https://doi.org/10.1111/cdev.12343
DAFI tertiary scholarship programme. (2023, October). UNHCR.
https://www.unhcr.org/what–we–do/build–better–futures/education/tertiary–education/dafi–tertiaryschol arship–programme
SAP & UoPeople scholarship for refugee and displaced students. (2023, March 2). University of the People. https://www.uopeople.net/tuition–free/scholarships/sap–and–uopeople–scholarship–refugee–and–displac