Index
Strategies, Policies, and Directions for Refugee Education
ISBN: 978-1-78714-798-0, eISBN: 978-1-78714-797-3
ISSN: 2055-3641
Publication date: 16 November 2018
This content is currently only available as a PDF
Citation
(2018), "Index", Sengupta, E. and Blessinger, P. (Ed.) Strategies, Policies, and Directions for Refugee Education (Innovations in Higher Education Teaching and Learning, Vol. 13), Emerald Publishing Limited, Leeds, pp. 291-305. https://doi.org/10.1108/S2055-364120180000013024
Publisher
:Emerald Publishing Limited
Copyright © 2018 Emerald Publishing Limited
INDEX
Abuse
, 40
Academic networks
, 138
Act of teaching
, 46
Add-on donation
, 228
Addis-Ababa Recognition Convention (2014)
, 92
Adjusting process
, 123
Admissions Committee
, 253
Adult language learning
, 194
African great lakes region
, 146
Albert Einstein German Academic Refugee Initiative Program
, 59
Alternative education systems
, 104–105
Altochtonen van de Toekomst
, (see “Native-immigrants of the Future”)
American University of Kurdistan (AUK)
, 243
Apprentice application forms
, 241
Arabic MOOC platform
, 133, 134
Arabic teaching team
, 137
Archaeological Science
, 227
Archaeology
, 227
Armed conflicts
, 5
Article 26 project
, 223
Asia Pacific Refugee Rights Network (APRRN)
, 266
Asset-based lenses
, 200
Asset-based perspectives
, 200
Assumption
, 253
Asylum
, 5
demand
, 4–5
seekers
, 5, 144
At-risk student
, 223, 227
Atlantic, The
, 45
Australian Catholic University (ACU)
, 264
Burmese and Thai context
, 265–266
challenges and solutions
, 268
ethos and IHD
, 272–274
evolution of ACU diploma program
, 266–267
inclusion
, 269
liberal studies program
, 267–269
pedagogical challenges and solutions
, 271–272
program delivery
, 270–271
protection
, 270
tertiary education program
, 264
Thai Burma Diploma in Liberal Studies program
, 265
Australian Government
, 251
Australian graduate medical school
, 253
Australian universities
, 251
Bachelor of Arts program
, 267
“Background paper”
, 93
“Bail out” program
, 58
Belgian higher education, Syrian students in
, 166–167
Belgian higher education institutions
, 163
Belgium
higher education system in
, 164–165
Syrian refugees challenge for
, 163–164
BHER project
, 135
Big heart organization for relief and development
, 240
organizational overview
, 240
process
, 241–242
program overview
, 240–241
Bilingual teachers
, 197
“Black box”
, 4
Blended learning
, 133, 134, 136, 138
higher education
, 136
Board of Relief and Humanitarian Affairs
, 241
Boko Haram ideology
, 22–24
Boko Haram insurgency dynamics
attacks on schools and barriers to higher education in Northeast Nigeria
, 74–78
barriers to higher education with IDPs
, 78
ethnic composition of NorthEast states in Nigeria
, 73
frequent deferments/withdrawal from schools
, 79
lack of infrastructure
, 79
Maitasine radical militant Islamist movement
, 71–72
region
, 72–73
school fees and other sundry expenses
, 79–81
SoE
, 73–74
Boys
, 111–112
“Brideprice”
, 104, 110, 112
British colonial policy
, 102
British education system
, 224
Brutal suppression of non-Burman ethnic groups and civil wars
, 265
Buddy project
, 168
Budgetary crisis
, 239
Bureau of Population, Refugees and Migration (BPRM)
, 240
Bureaucracy
, 45
Burmese context
, 265–266
Business
model
, 237
owners
, 237
plan
, 237, 245
Camp-based refugee education
, 91
Camp-bound refugees
, 57–58
Campaign
, 229, 230
Camps in Kurdistan
, 237–238
Career advising
, 199
Career advisors
, 198
Career counseling
, 206
challenge of refugees’ integration on global scale
, 207–208
theoretical approaches to career targeting refugees
, 208–212
Career guidance programs
, 11
contribution of normative models of
, 209
contributions of systemic models of
, 210–211
role directing to migrants and refugees
, 212–215
Career intervention levels
, 212
Career management models
, 209–210
Career satisfaction
, 209
Career targeting refugees, theoretical approaches to
, 208
CACCM
, 211–212
contribution of normative models of career guidance
, 209
contributions of design, construction and personal career management models
, 209–210
contributions of systemic models of career guidance
, 210–211
Caregiving roles
, 194
Catholic social ethics
, 273
Catholic Social Thought Tradition, fundamental principles
, 272, 273
Catholic theology
, 267
Cattle raiding
, 104
Central Mediterranean Route
, 4
Certificate in Theology
, 267
Certificate of Associate Degree
, 166
Chi square tests
, 108–109
Chieftaincy conflict
, 70
Child Act (2008)
, 105
Children
, 6, 13
Christianity
, 70
CIRÉ
, 171
Citizenship education
, 90
CitizensUK
, 223
Civil society
, 176
as theoretical framework in refugee education
, 176–179
in Turkey
, 176
Civil society in Turkey prior to refugee crisis
, 179–180
Civil society organizations (CSOs)
, 176, 182
Civil wars
, 103
in Syria
, 176
Classical Archaeology
, 227
Climate change
, 192
Co-education
, 149
Collaboration
, 272
Community
cultural wealth
, 200
organizations
, 200
Community development organizations (CBOs)
, 17
Community stakeholders
, 10, 196
implications for
, 198
integrated instruction
, 198
reconceptualizing self-sufficiency
, 199–200
trauma counseling and career advising
, 199
Community-based organizations (CBOs)
, 264
Comparative analysis, rationale for
, 54–55
Competition
, 236, 237
Comprehensive Peace Agreement (CPA)
, 105
Compromise Peace Agreement
, 103
Consistency
, 227
Contextual system
, 213
Council of Europe (CoE)
, 168
Counseling facilities
, 13
Course delivery
, 270
“Create Education Together” project
, 168
Crime
, 192
Crisis
crisis-affected contexts
, 29
crisis-affected situations
, 31
in Syria
, 52–53
Cultural/culture
, 195
brokers
, 256
capital
, 258
competency
, 255
constraints
, 198
diversity
, 177
expectations in workforce transitions
, 194–195
norms
, 229–230
pluralism
, 177
Culturally Appropriate Career Counselling Model (CACCM)
, 211–212
Curriculum
, 8, 45–46, 265, 267
DAFI program
, 59
“Dan boko”
, 23
Decision making
, 214
Deliberate strengths-based approach
, 250
Dependency factory
, 246
Deportation
, 7
Devastation
, 22
Digital education
, 63
Digital technology
, 271
Diploma program, ACU
, 266–268
Disability
, 118–119
Disability Resource Centers
, 13
Disability Resource Unit
, 123
Disability Resources Centre
, 123
Disabled refugee students in Zimbabwe
awareness
, 122
disability
, 118–119
enrolment policies
, 121–122
networking platforms
, 124–126
psycho-social support
, 123–124
refugee in Zimbabwe
, 119–120
students with disabilities in higher education
, 121
universities initiatives in Zimbabwe
, 121
volunteers
, 122–123
Discretionary programs for entrepreneurship
, 199
Dispersion of persons
, 22
Displaced and stateless persons
, 86–90, 96, 97
Displaced persons
, 168
Displacement
, 22
Diversity of barriers facing by applicants
, 224
hurdles beyond finances
, 225–226
psycho-social barriers
, 226–227
Diyanet Foundation
, 185
Doctor of Medicine (MD)
, 250
“Documentary” barriers, solutions to identifying
, 228–229
Documentation
documented refugees
, 6
issue
, 62
loss of
, 79
Double-shift schooling system
, 30
Drafting process
, 92
Drugs
, 40
Duhok Governorate
, 238
Dzaleka Refugee Camp
, 141
profile of
, 148–149
Economic impacts
, 103
Education
, (see also Higher education), 8, 12, 22, 88, 90, 96, 130, 150, 177, 193
activists
, 32
attacks of Boko Haram between 2010 and 2015
, 26–27
in Belgium
, 165
Boko Haram ideology and premeditated attacks
, 23–24
budget
, 150
conflict and effects on
, 103–104
for development
, 131
education as victim
, 25
educational interventions
, 22–23
in emergencies
, 28
immense potential of
, 172
interventions in Northeastern Nigeria
, 30
kits
, 31
material support to schools in crisis-affected contexts
, 29
in northeast Nigeria
, 74
policy
, 183
prolonged conflict and emergencies
, 25
provision
, 178
raids on schools as ideological warfare
, 24–25
and refugee crisis
, 89–90
of refugees
, 7
response to Syrian refugee crisis
, 180–182
role in IDPs resettlement in Nigeria
of school-aged Syrian refugee children
, 39
SSI
, 30–31
in Syria
, 165–166
of Syrian refugees
, 176
telephone interviews
, 32
training of teachers
, 31–32
in Turkey prior to refugee crisis
, 179–180
as victim
, 25
Education Act
, 120
Education and Conflict Mitigation: What the Aid Workers Say
, 40
Education for All (EFA)
, 90
Educational challenges for refugee population
, 40–43
Educational gap
, 7
Educational institutions
, 198, 200
Educational Priority Policy
, 7
Educational Quality Improvement Program
, 40
Emergency Livelihoods
, 241
Employment
of refugee children
, 44
services
, 196
Empowered Women International (EWI)
, 199
English as Second Language (ESL)
, 196
curriculum
, 198
English Communication skills
, 270
English language education
, 197
English proficiency
, 198
Enrolling in non-degree certificate program
, 58
Enrollment
, 56
Enrolment policies
, 121–122
Entrance examination
, 165
Entrepreneurship education
camps in Kurdistan
, 237–238
case studies
, 239–242
challenges
, 238–239
GOAL
, 242–245
outcomes and impact
, 242–245
Thrive (US-based not-for-profit initiative)
, 245–246
Entrepreneurship training
, 237
Environmental/contextual system
, 210
Equal opportunities
, 171–172
‘Equitable access’ policy
, 144
Equity target development for refugees
arguments
, 252
background
, 250–251
broader implications
, 255–256
healthcare system and patient care
, 255–256
medical education
, 256
pilot subquota
, 253–254
from pipe dream to possibility
, 254–255
proposal
, 252–253
refugees in higher education
, 258–259
subquota and implementation
, 257–258
ERASMUS+ 2016 program
, 212
Ethnic
community-based organizations
, 197–198
conflict
, 192
economy
, 197
groups
, 265
EU harmonization process
, 180
European Economic Area (EEA)
, 167
European host countries
, 86
European International Education Association policy
, 92
European Network of Information Centers in European Region and National Academic Recognition Information Centers in European Union (ENIC–NARIC)
, 167
European Parliamentary Research Service (EPRS)
, 52
European project
, 95
European Qualifications Passport
, 94
for Refugees
, 13
European Qualifications Passport for Refugees (EQPR)
, 88, 93–94, 97
and international initiatives
, 94–96
European refugee crisis
, 86, 88
Excellence in Cities program (EiC program)
, 7
Existential poverty
, 57
Face-to-face course (F2F course)
, 133, 136
Facebook
, 230
Faculty’s Teaching and Learning Committee
, 253
Faith-based civil society organizations
, 16
Faith-based CSOs
, 184–185
Faith-based welfare organizations
, 180
Family dynamics, changing
, 194
Family in workforce transitions
, 194–195
Faraway places
, 15
Financial assistance
, 59, 63
Financial barriers
, 224
solutions to
, 227–228
Financial education
, 237
Financial issues
, 224
Fine arts education
, 165
Flemish community
, 167
Flemish Interuniversity Council
, 167
Flemish Refugee Action
, 170, 171
Flinders University
, 251, 254
Food Security Clusters
, 241
Forced Migration Review (FMR)
, 40
“Forced migration”
, 74
Foreigners and International Protection Act (FIPA)
, 181
Formal education
, 80
Fouad and Bingham’s model
, 211
Free University of Brussels (VUB)
, 168–169
Frequent deferments/withdrawal from schools
, 79
Funding Syrian higher education
, 62
Gang activity
, 44
Gender
differences in education
, 103
issues in South Sudan
, 104–105
Gendered roles in workforce transitions
, 194–195
General Education Act (2012)
, 104
General Secondary School Certificate
, 166
Geneva Convention and Protocol (1951)
, 147
Geo-political nationalists groups
, 72
German Academic Exchange Service (DADD)
, 59
Germany
access to and quality of higher education in
, 60–61
focus on quality and access higher education
, 53–54
Girls
, 111–112
Girls’ Education South Sudan (GESS)
, 102, 105
Global Coalition to Protect Education from Attack
, 220
Global Innovation Exchange
, 154
Global refugee problem
, 53
Global refugee/IDP crisis
, 9
Global Terrorism Index
, 22
Global wars
, 192
GOAL
, 242
organizational background
, 242–243
program impact and effectiveness
, 245
program overview
, 243–245
Gottfredson’s theory of circumscription and compromise
, 209
Government education officials
, 106
Graduate Medical School Admissions Test (GAMSAT)
, 250–251, 258, 259
Gross Domestic Product (GDP)
, 145
Guardian, The
, 44
Healthcare system
, 255–256
Hegemony
, 184
Higher education
, (see also Education), 70
access to and quality in Germany
, 60–61
access to and quality in Jordan
, 56–59
blended-learning
, 136
comparative analysis
, 51–52
crisis in Syria
, 52–53
in emergencies
, 220
financing
, 150–153
implications and recommendations to theory, practice, and policy
, 63–64
in Malawi
, 149–153
on margins
, 156
needs
, 162
prevalence of problem
, 55
rationale for comparative analysis
, 54–55
reason for focus on Jordan and Germany
, 53–54
refugees in
, 258–259
students with disabilities in Zimbabwe
, 121
system in Belgium
, 164–165
Higher education, access to
in Germany
, 60–61
in Jordan
, 56–59
Hoger Beroepsonderwijs 5 (HBO5)
, 165
Home education and refugee crisis
challenges and future steps
, 47–48
educational challenges for refugee population
, 40–43
existing literature on home education and refugees
, 39
homeschooling
, 38–39, 43–47
Home office financial support for asylum seekers
, 224
Home-based education
, 48
Homeschooling
, 38–39, 43
employment of refugee children
, 44
growing movement, diverse reasons
, 43–44
language barriers
, 46–47
refugee movement and uncertainty
, 47–48
resources, buildings, and teachers
, 45
safety of school environment
, 44
technology
, 46
unique challenges of refugees
, 45–46
Homeschools
, 47
Homo economicus
, 273
Hopes project
, 59
Host community
, 8, 153–154, 238, 239, 243
Host workplaces
, 241
Hugo, Graham (Professor)
, 254
Human Rights
, 23, 32
refugees and
, 88–89
Human Rights Watch
, 9, 22, 48
Human Rights Watch Research
, 75
Human wastes
, 52
Humanitarian crises
, 9
Humanitarian crisis
, 22
Humanitarian CSOs
, 184
Humanitarian needs hierarchy
, 162
Humanitarian response
, 28, 239
Identification Centers
, 4
Ideological warfare, raids on schools as
, 24–25
IELTS
, 225
Imam-hatip schools
, 179, 180
Immigrants
, 6, 197–198
Immigration law
, 181
In service training
, 113
In-service training
, 8
Indirect Rule
, 102
Individual asylum seekers
, 5
Individual system
, 210
Informal education
, 39
Informal schools
, 8
Information revolution
, 38
Innovative educational resources
, 213
Innovative educational strategies
, 39
Innovative methodology
, 105
Institute of International Education (IIE)
, 55, 116, 130
Insurgency
, 11, 22
Integral human development approach (IHD approach)
, 265, 272–274
Integrated instruction
, 198
Integrative Sequential Model
, 211
Inter-Agency Network for Education in Emergencies (INEE)
, 80, 223
Internally displaced children
, 38
Internally displaced people (IDP)
, (see Internally displaced persons (IDPs))
Internally displaced persons (IDPs)
, 5, 11, 12, 22, 74, 80, 110, 236, 245
barriers to higher education with
, 78
challenges unique to IDP students
, 42–43
International community
, 86, 89, 131
International Convention of Rights of Child
, 89
International Conventions Malawi
, 147
International educational community
, 63
International human rights law
, 78
International initiatives
, 130
International Red Cross
, 120
International Rescue Committee
, 54
Interviews
, 106–107
Introduction to Programming in Java
, 133
Investment
, 208
InZone project
, 135
Iranian-styled revolution
, 71
Irregular migrants
, 178
Islamic fundamentalism
, 71
Islamic NGOs network
, 178
Islamization of Turkey
, 17
Jamiya Project
, 14, 132–133
academics
, 135
format of course
, 136
logistical constraints
, 137
pilot course
, 133–134
student needs and gaps
, 135–136
students
, 134–135
Syria’s War impact on tertiary education
, 130–132
teaching team
, 137–138
Java Programming course
, 14
JC-hem
, (see Jesuit Worldwide Learning (JWL))
Jesuit Refugee Services (JRS)
, 15, 125, 133, 141, 154, 275
JRS-funded education facilities
, 148
Jesuit Worldwide Learning (JWL)
, 135, 275
Job Access with Speech software
, 123
Job training
, 198
Jordan
access to and quality of higher education in
, 56–59
focus on quality and access higher education
, 53–54
Josoor
, 223
Justice and Development Party (AKP)
, 179
Karen Education Department
, 264
Karen Human Rights Group (KHRG)
, 266
Karen language schools
, 269
Kepler project
, 135
Khan Academy
, 46
Kurdistan
camps in
, 237–238
regional province of northern Iraq
, 237
Kurdistan Region of Iraq (KRI)
, 237
Kyi, Aung San Suu (Nobel Peace Prize winner)
, 265
Labor market expectations
, 195
Labour
, 207
Language
barriers
, 14, 46–47, 125
learning
, 7
literacy and
, 193–194
proficiency
, 93
proficiency test
, 165
Learning
communities
, 256
ecology
, 32
Lebanon
, 48
Legal documents
, 119
Liberal studies program
, 267–269
Lisbon Recognition Convention (1997)
, 92, 93, 207
Literacy and language
, 193–194
Literacy rates
for girls in South Sudan
, 104
in Middle East
, 165
Live2Work project (L2W project)
, 11, 212–215
Lobbying strategy
, 228
Local advisory group (LAG)
, 243, 244
Local CBOs
, 266
Local governments and communities in northern Iraq
, 238–239
Logistical constraints
, 137
Lost generation
, 10, 53, 171
Mae Sot
, 267, 270
Maitasine radical militant Islamist movement
, 71–72
Malawi
higher education in
, 149–153
public higher education
, 153–156
refugees in
, 144–149
Malawi Growth and Development Strategy II
, 149
Malawi National Education Policy
, 155
Malawi refugee policy
analysis
, 141
and legislation
, 147–148
Malawi Vision 2020
, 149
Malawi-Manchester syndrome
, 17
Marginalization
, 119, 125
Marist Mission
, 270
Market assessment
, 237
Market Mapping Assessments
, 240
Massive Open Online Courses (MOOCS)
, 154
Matching Grant Program
, 196
Medical courses
, 257
Medical education
, 256
Medical workforce
, 256
Medicine
, 251
Micro enterprise
, 237
Middle Eastern and North Africa (MENA)
, 10, 192
refugee women
, 192–193
Migrants
, 207–208, 265, 266, 269
groups
, 5
Migration
, 4–5
Millennium Development Goals (MDGs)
, 90
Ministry of Education (MOE)
, 39
Ministry of National Education (MoNE)
, 176, 179, 183
Modern homeschooling to refugees
, 46
Mosul Lake
, 238
Movement restrictions
, 40
Mozambican refugees
, 146
Mozambicans seeking refugee
, 145
Multilingual medical workforce
, 255
Muslim refugee communities
, 8
“My Diploma” website
, 171
Myanmar
, 265
Nansen Office
, 63
Nation-state
, 177, 183
Nation-stateless
, 131
National Academic Recognition Information Centre (NARIC)
, 167
National Center for Education Statistics (NCES)
, 43
National Council of Higher Education
, 150
National Education Policy
, 148, 149, 155
National Education Sector Plan
, 148, 149, 155
National Emergency Management Agency (NEMA)
, 73
National Recognition Center for United Kingdom (UK NARIC)
, 93
National Union of Students
, 223
National unity
, 178
Nationalism
, 179
“Native-immigrants of the Future”
, 171
Neo-militant Islamist movement
, 72
Networking platforms
, 124
“Nigerian Taliban”
, 72
Non-formal education
, 39, 80
Non-government community organizations
, 197–198
Non-governmental organizations (NGOs)
, 8, 12, 14, 56, 74, 119, 120, 125, 133, 163, 170–171, 176, 192, 237, 266
Non-state actors
, 178, 182
Norwegian Agency for Quality Assurance in Education (NOKUT)
, 13, 93
Norwegian approach to assessment of Refugees’ qualifications
, 93–94
Norwegian Refugee Council (NRC)
, 133
Office of Refugee Resettlement (ORR)
, 195
Official translations
, 225
Online collaborative learning tools
, 137
Online course
, 134
Online degrees
, 63, 154
Online education
, 63
Open, Distance, and Electronic Learning (ODEL)
, 148, 154
Open Education Resources (OERs)
, 264
Openness
, 8
Organization for Economic Co-operation and Development (OECD)
, 193
Our School (radio program)
, 105
Out of school
challenges and future steps
, 47–48
educational challenges for refugee population
, 40–43
existing literature on home education and refugees
, 39
homeschooling
, 38–39, 43–47
Outreach program, need for
, 230–231
Oxford Students Refugee Campaign (OxSRC)
, 12, 221
cultural norms and peer support
, 229–230
diversity of barriers facing by applicants
, 224–227
history, aims and philosophy
, 221–224
need for outreach program
, 230–231
solutions to financial barriers
, 227–228
solutions to identifying “documentary” barriers
, 228–229
Palms Australia
, 270
“Para-formal education” system
, 179
Parental detention
, 7
Parents of refugees
, 48
Pathways into higher education
, 257
Patient care
, 255–256
Peace agreement
, 102–103
Pedagogical challenges and solutions
, 271–272
Pedagogy
, 7, 265, 271
Peer support
, 229–230
Personal agency
, 214
Personal system
, 213
Pilot courses/programs
, 48, 133–134, 214, 266
Pilot project
, 95
Pilot subquota
, 253–254
Pluralism,
, 177
Policy
, 200
Policymakers
, 200
Political crises
, 72
Political economy of public higher education
enabling refugees to access Malawi public higher education
, 153–156
higher education in Malawi
, 149–153
refugees in Malawi
, 144–149
“Political victims”
, 60
Polytheism
, 71
Post-tests
, 245
Poverty-related targets
, 90
Pre-resettlement educational experiences
, 8
Pre-service training
, 8
Pre-tests
, 245
Pre-war high literacy rate
, 10
Premeditated attacks on education
, 23–24
Primary education
, 79
Principle 23 affirms
, 80
Prioritization of higher education
, 131
Private Organizations Act
, 120
Proactive policies
, 162
“Problem/solution” essay
, 38
Professional vulnerability
, 210
Program delivery
, 270–271
Protection
, 270
Psycho-social barriers
, 226–227
Psycho-social support
, 123–124
Public education
, 45, 178
in Turkey
, 183
Public universities
, 155
“Pull” factors
, 239
“Push” factors
, 239
Quadriyya
, 71
Qualifications, recognition of
, 167–168
Qualifications Passport for Refugees
, 94, 96
Qualitative research methods
, 106–107
Quality
, 90
education
, 7, 91
of higher education in Germany
, 60–61
of higher education in Jordan
, 56–59
of learning
, 31
training for teaching staff
, 33
Racism
, 86
Raids on schools as ideological warfare
, 24–25
Randomization
, 105
Ranong
, 267, 271
Re-enforcing higher education access
, 168–169
Readjustment of sampling
, 106
Recognition
of qualifications
, 167–168
of refugee qualifications
, 12, 91
Recommendation/policy point
, 63
Reconceptualization
education
, 179
self-sufficiency
, 199–200
Referendum for independence
, 103
Refugee Act (1983)
, 119–120, 148
Refugee Agricultural Partnership Program (RAPP)
, 199
Refugee Convention (1951)
, 80, 120, 266
Refugee crisis
, 89
education and
, 89–90, 179–180
Refugee education
, (see also Higher education), 39, 86, 91–93, 162
children
, 3–4
civil society as theoretical framework in
, 176–179
costs
, 9–10
current policies and measures
, 8
education and refugee crisis
, 89–90
EQPR and other international initiatives
, 94–96
IDPs
, 11–12
input regarding recognition
, 96–97
international efforts
, 12–13
layers of disadvantage
, 15–16
MENA refugee
, 10–11
migration
, 4–5
non-asylum seekers in EU
, 87
Norwegian approach to assessment of Refugees’ qualifications
, 93–94
problem
, 6
refugees and human rights
, 88–89
school-level factors
, 7–8
Syrian conflict
, 16–17
system
, 40
system-level factors
, 6–7
terminologies
, 5–6
violence
, 13–14
Refugee population
challenges unique to refugee and IDP students
, 42–43
educational challenges for
, 40
finding qualified educators and resources
, 41–42
safety
, 40–41
Refugee students
challenge
, 42–43
with disabilities
, 13
Refugee-Humanitarian Birthplace Groups approach
, 254
Refugee(s)
, (see also Disabled refugee students in Zimbabwe), 5, 52, 118, 144, 153–154, 183, 192, 195, 196, 207–208, 236, 245, 264, 265
agencies’ programs
, 196
challenges of
, 45–46, 207–208
children
, 4, 44
educational crisis
, 39
higher education
, 14, 130, 135
in higher education
, 258–259
and human rights
, 88–89
integration policy
, 162
movement
, 47
Norwegian approach to refugees’ qualifications assessment
, 93–94
parents
, 48
recognition of refugee qualifications
, 91–92
resettlement agencies
, 196
schoolchildren
, 47
services
, 197
women
, 194
in Zimbabwe
, 119–120
“Refugeehood”
, 176
Refugees Desk
, 169
Refugees in Malawi
, 144–145
Malawi refugee policy and legislation
, 147–148
Mozambican refugees distribution in Malawi
, 146
profile of Dzaleka Refugee Camp
, 148–149
Reinforcing social capital
, 197
Republic of South Sudan
, 105
Resilient Economy through Agricultural Livelihoods program (REAL program)
, 240–242
Respondents identification
, 106
Returned IDPs
, 5
Returned refugees
, 5
Returnees
, 5
Safe Schools Initiative (SSI)
, 23, 30–31, 79, 81
Safety of school environment
, 44
Sandwich approach
, 154, 155
Scholar Rescue Fund (SRF)
, 132
Scholarships
, 125, 221, 223
School(s)
, 40
building
, 47
facilities and resources
, 112–113
fees and other sundry expenses
, 79–81
frequent deferments /withdrawal from
, 79
material support to schools in crisis-affected contexts
, 29
raids on schools as ideological warfare
, 24–25
safety of school environment
, 44
school-level factors
, 7–8
Science4Refugees
, 170
Screencasting
, 134
Second World War
, 91
Second-generation UNESCO recognition conventions
, 92
Secondary school diploma
, 165
Security
, 270
Segregation
, 7
Self-employment
, 199
Self-knowledge
, 214
‘Sense of duty’
, 138
Service providers (SPs)
, 13, 102, 110
Sexual abuse
, 40
Sexual and gender-based violence (SGBV)
, 47
Shabaks
, 238
Shariah’ legal system
, 71
Short-term vocational training
, 196
Sign language
, 119
Skill
, 193
development project
, 154
Skype
, 136
Small business development trainings
, 243, 245
Social and language support
, 169
Social barriers
, 172
Social integration
, 90
Social justice
, 178
Social networks
, 230
Social system
, 210
South Sudan
, 102–103, 104
boys and girls
, 111–112
children not going to school
, 107–109
conflict
, 110–111
conflict and effects on education
, 103–104
descriptive characteristics of sample
, 107
educational challenges in
, 101–102
effects of conflict
, 109–110
gender issues in
, 104–105
GESS
, 105
interview results
, 110
peace agreement
, 102–103
qualitative research methods
, 106–107
school facilities and resources
, 112–113
survey research
, 105–106
teaching/teachers
, 113–114
Southern African
refugees in
, 145
tertiary education in
, 150
Southern Policy
, (see British colonial policy)
Staff’s professional development
, 31
Standardized document
, 13
State hi-jacked the system
, 184
State of emergency (SoE)
, 73–74
State–civil society relations in education provision
civil society as theoretical framework in refugee education
, 176–179
education and civil society in Turkey prior to refugee crisis
, 179–180
education response to Syrian refugee crisis
, 180–182
for Syrian refugees
, 182–185
Stateless person
, 5, 6
Status of Refugees
, 5, 6
Student
, (see also Disabled refugee students in Zimbabwe)
at-risk student
, 223, 227
identity
, 134
needs and gaps
, 135–136
in pilot course
, 134–135
Student Action for Refugees
, 223
Subquotas
, 253
and implementation
, 257–258
Sudan People’s Liberation Army (SPLA)
, 103
Sunni-Islamist nationalism
, 17
Super’s theory of vocational development
, 209
“Surrogate state”
, 178
Sustainable Development Goals (SDGs)
, 90, 92, 131
Swift response
, 30
Syncretism
, 71
Syria’s War impact on tertiary education
, 130–132
Syrian civil war
, 38, 162, 170
Syrian crisis
, 54, 55
Syrian refugee crisis
, 10
education response to
, 180–182
Syrian refugees
, (see also Higher education), 53, 59, 238
education system in Syria
, 165–166
equal opportunities
, 171–172
higher education system in Belgium
, 164–165
immense potential of education
, 172
initiatives of NGOs
, 170–171
interactive platform
, 162–163
in Jordan
, 58
recognition of qualifications
, 167–168
state–civil society relations in education provision for
, 182–185
support actions by higher education institutes
, 168–170
Syrian refugees challenge for Belgium
, 163–164
Syrian students in Belgian higher education
, 166–167
tuition fees and financial support
, 168
Syrian students in Belgian higher education
, 166–167
System-level factors
, 6–7
Tacit knowledge
, 257
Tamana
, 16, 251
performance in GAMSAT
, 259
Tatmadaw
, 274
Teachers
, 113–114
training of
, 31–32
Teaching
, 113–114
quality
, 7
team
, 137–138
Technical, Vocational Education and Training Authority (TEVETA)
, 154
Technical Diploma Certificate
, 166
Technical or other Intermediate Institute
, 166
Technology
, 46
Teenagers
, 163
Telephone interviews
, 32
Temporal system
, 213–214
Temporary education centers (TECs)
, 181
Temporary protection
, 176
Temporary protection regime (TPR)
, 181
Terms of reference (ToR)
, 241
Terrorism
, (see also Boko Haram insurgency dynamics), 86
Tertiary education
policy
, 171–172
programs for refugees
, 17, 264
Syria’s War impact
, 130–132
Tertiary institutions
, 75
Thai context
, 265–266
Thai government
, 266
Thai rules
, 266
Thai-Burma Refugee Program
, 17, 264–265
Thailand
, 266
Thailand Border Consortium (TBC)
, 266
Thematic areas of intervention
, 149
Theology
, 267
Thrive (US-based not-for-profit initiative)
, 245–246
Tijjaniya
, 71
Tiv/Jukun crisis
, 70
TOEFL test
, 225, 269
Together Refugees and Youth
, 125
Tokyo Recognition Convention (2011)
, 92
Toolkit for Recognition of Refugees
, 95, 97
Trainees
, 244, 245
Training of teachers
, 31–32
Transitional employment
, 200
Transitional skills
, 214
Trauma counseling
, 199
Tri-party agreements
, 241
Tuition fees
, 80
Tuition fees and financial support
, 168
Turkey, civil society in
, 176
Turkish National Education
, 179
Turkmen
, 238
Tutors
, 136, 138
Twenty-first century skills
, 271
Twitter
, 230
U.N. Refugee Convention
, 227
UC Leuven-Limburg (UCLL)
, 170
UN convention relating to status of refugees (1951)
, 89
UN Decade of Education for Sustainable Development
, 130
UN High Commission for Refugees (UNHCR)
, 162
UN Refugee Convention (1951)
, 176
UN Sustainable Development Goals or Agenda 2030
, 156
Unaccompanied and separated children (UASC)
, 4
Uncertainty
, 47
Undergraduate degree
, 250–251
Undocumented refugees
, 6
United Nations Development Program (UNDP)
, 145
United Nations Educational, Scientific and Cultural Organization (UNESCO)
, 90
United Nations General Assembly
, 89
United Nations High Commissioner for Refugees (UNHCR)
, 8, 55, 59, 86, 91, 192, 223
DAFI project
, 59
United Nations Office for the Coordination of Humanitarian Affairs (OCHA)
, 71
Universal Declaration of Human Rights (1948)
, 120
Université Libre de Bruxelles (ULB)
, 166
Universities initiatives in Zimbabwe
, 121
University of Damascus
, 227
University of Gent
, 170
University of Liege (ULg)
, 166
University of Oxford
, 226
Department of Archaeology
, 227
University student identity
, 131
University World News
, 264
Unprecedented human mobility
, 3
Urban refugees
, 57
US Department of Education
, 43, 44
UVD procedure
, 93
Vakifs
, 180
Validation Theory
, 200
Vlaamse Interuniversitaire Raad
, (see Flemish Interuniversity Council)
VLIR procedure
, 167
Vocational development
, 209
Vocational secondary education graduates
, 165
Vocational training
, 237
Volunteer-sending agencies
, 270
Volunteers
, 122–123
War crisis
, 10
Welcome-Students Helping Refugees
, 60, 61
Welfare of refugee higher education
, 141
Western education
, 23, 70
Western individualism and isolation
, 199
Western models of medicine
, 255
Workforce
development
, 192
training for refugee women
, 10
transition programs
, 10
Workforce transitions in United States
challenges in
, 193
education and skill
, 193
educational institutions
, 198
gendered roles, family, and cultural expectations
, 194–195
implications for community stakeholders
, 198–200
implications for research
, 200
labor market expectations
, 195
literacy and language
, 193–194
MENA refugee women
, 192–193
non-government community organizations
, 197–198
refugee resettlement agencies
, 196
resources
, 195–196
structures and supports for workforce transitions
, 195
World Bank
, 154
World Economic Forum on Africa (WEFA)
, 30
World Health Organization
, 258
World Humanitarian Summit (2016)
, 131
World knowledge
, 214
World refugee day
, 168
World University Service of Canada (WUSC)
, 15, 144
Yezidi IDPs
, 238
Young Syrian refugees
, 171
Zimbabwe Refugee Regulations
, 119
- Prelims
- Part I Access to Higher Education
- Chapter 1 Introduction to Refugee Education: Strategies, Policies and Directions
- Chapter 2 The Role of Education in the Resettlement of Internally Displaced Persons in Nigeria: an Exploratory Discourse on the Plight of the Devastated Communities in the Northeast of Nigeria
- Chapter 3 Out of School: Home Education and the Refugee Crisis
- Chapter 4 Access to and Quality of Higher Education Available to Syrian Refugees in Jordan and Germany
- Chapter 5 The Dynamics of the Boko Haram Insurgency and Higher Education in Northeastern Nigeria
- Chapter 6 Refugee Education: International Perspectives from Higher Education and Non-Governmental Organizations (Ngos)
- Chapter 7 Educational Challenges in South Sudan
- Chapter 8 Disabled Refugee Students in Zimbabwe
- Chapter 9 Jamiya Project 2016: Reconnecting Refugee Higher Education Networks
- Chapter 10 The Political Economy of Public Higher Education in Malawi: Proposals for Extending Equitable Higher Education Access to Refugee Applicants
- Chapter 11 Syrian Refugees’ Access to Higher Education: A Belgian Initiative
- Chapter 12 State–Civil Society Relations in Education Provision for Syrian Refugees in Turkey
- Part II Education Toward Career Development
- Chapter 13 Workforce Transitions for Mena Refugee Women in the United States
- Chapter 14 What do we know about Refugees’ Models of Career Development and their Implications for Career Counseling?
- Chapter 15 Financial Support is not Enough! Barriers in Access to Higher Education of Refugee and Displaced Students: Lessons from the Experience of the Oxford Students Refugee Campaign
- Chapter 16 Entrepreneurship Education to create Livelihood among Refugees and Internally Displaced People in the Camps of Kurdistan
- Chapter 17 From Pipedream to Possibility: Developing an Equity Target for Refugees to Study Medicine in Australia
- Chapter 18 Building Intellectual Capacity for Burma: the Story of Australian Catholic University’s Tertiary Education Program with Burmese Refugee and Migrant Students
- About the Authors
- Index