Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013006
Adole Raphael Audu
Abstract This chapter examines the dynamics of the Boko Haram insurgency in northeastern Nigeria and its effects on higher education in Nigeria. Insurgency has affected all the nook and crannies of northern Nigeria and has gone unabated, owing particularly to the institutional framework adopted to manage peace and resolve the conflict with severe implication on higher education in the region. Insurgency has caused catastrophic humanitarian crises through widespread infrastructural devastation, and massive dislocations and losses of human life. The incidence of insurrections, insurgencies, and counter insurgency activities in each of the conflict clusters in the northeast geo-political zone of Nigeria has been associated with widespread human insecurity and displacement of populations. Using both primary and secondary methods of data collection, the chapter examines how the role of government and policies has become central to educational development in the country. It also shows the extent to which the activities of the Boko Haram insurgency have affected students’ school enrolment and performance in northeastern Nigeria. The chapter further examines internally displaced persons (IDPs) and access to education in northeastern Nigeria and interrogates the role of the Nigerian state and agencies responsible for the management of IDPs in meeting their education needs in camps. It also examines the extent to which stakeholders in the management of IDPs have gone in initiating policies and programs that promotes access to education in IDP camps in northeast Nigeria. It concludes that the number of schools available in the conflict spots has reportedly been reduced because of the fact they are now occupied by IDPs. Most of the students in high school as well as universities in Adamawa, Borno, and Yobe states have had their opportunities for higher education severely constrained. The chapter recommends among others that protection of staff, students, and education workers working in the northeast region is imperative. In order to do so successfully, changes must be effected in the provisions contained in the 1999 constitution of the Federal Republic of Nigeria that relate to the management of IDPs.
{"title":"Chapter 5 The Dynamics of the Boko Haram Insurgency and Higher Education in Northeastern Nigeria","authors":"Adole Raphael Audu","doi":"10.1108/S2055-364120180000013006","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013006","url":null,"abstract":"Abstract \u0000This chapter examines the dynamics of the Boko Haram insurgency in northeastern Nigeria and its effects on higher education in Nigeria. Insurgency has affected all the nook and crannies of northern Nigeria and has gone unabated, owing particularly to the institutional framework adopted to manage peace and resolve the conflict with severe implication on higher education in the region. Insurgency has caused catastrophic humanitarian crises through widespread infrastructural devastation, and massive dislocations and losses of human life. The incidence of insurrections, insurgencies, and counter insurgency activities in each of the conflict clusters in the northeast geo-political zone of Nigeria has been associated with widespread human insecurity and displacement of populations. Using both primary and secondary methods of data collection, the chapter examines how the role of government and policies has become central to educational development in the country. It also shows the extent to which the activities of the Boko Haram insurgency have affected students’ school enrolment and performance in northeastern Nigeria. The chapter further examines internally displaced persons (IDPs) and access to education in northeastern Nigeria and interrogates the role of the Nigerian state and agencies responsible for the management of IDPs in meeting their education needs in camps. It also examines the extent to which stakeholders in the management of IDPs have gone in initiating policies and programs that promotes access to education in IDP camps in northeast Nigeria. It concludes that the number of schools available in the conflict spots has reportedly been reduced because of the fact they are now occupied by IDPs. Most of the students in high school as well as universities in Adamawa, Borno, and Yobe states have had their opportunities for higher education severely constrained. The chapter recommends among others that protection of staff, students, and education workers working in the northeast region is imperative. In order to do so successfully, changes must be effected in the provisions contained in the 1999 constitution of the Federal Republic of Nigeria that relate to the management of IDPs.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116981620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013013
Enakshi Sengupta, V. Kapur
Abstract Since 2013 northern Iraq, especially Kurdistan regional province, has seen a constant influx of refugees and internally displaced people (IDP) from Syria, Mosul and the mountains of Sinjar. Number of refugee camps has grown over the years. Over 2.2 million displaced Iraqis are living in private dwellings in host communities, over 700,000 with host families, and nearly 1.5 million in rented accommodation, and mostly in 47 camps across the region. The province is facing additional pressure on public services, including health, education, and infrastructure causing hardship for both communities and individuals, who must cope with uncertain economic and social conditions while striving to improve the situation and provide for their families. The magnitude of the problem has compelled countries and provinces shielding the IDPs to collaborate with wider range of partners in a growing recognition of the imperative and immediate need, both humanitarian and self-development. The authors of this chapter have highlighted certain case studies with whom they have been directly connected to. The effort was to use push factors and work toward capacity building of the IDPs and thereby work toward a self-reliant and self-sufficient livelihood.
{"title":"Chapter 16 Entrepreneurship Education to create Livelihood among Refugees and Internally Displaced People in the Camps of Kurdistan","authors":"Enakshi Sengupta, V. Kapur","doi":"10.1108/S2055-364120180000013013","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013013","url":null,"abstract":"Abstract \u0000Since 2013 northern Iraq, especially Kurdistan regional province, has seen a constant influx of refugees and internally displaced people (IDP) from Syria, Mosul and the mountains of Sinjar. Number of refugee camps has grown over the years. Over 2.2 million displaced Iraqis are living in private dwellings in host communities, over 700,000 with host families, and nearly 1.5 million in rented accommodation, and mostly in 47 camps across the region. The province is facing additional pressure on public services, including health, education, and infrastructure causing hardship for both communities and individuals, who must cope with uncertain economic and social conditions while striving to improve the situation and provide for their families. The magnitude of the problem has compelled countries and provinces shielding the IDPs to collaborate with wider range of partners in a growing recognition of the imperative and immediate need, both humanitarian and self-development. The authors of this chapter have highlighted certain case studies with whom they have been directly connected to. The effort was to use push factors and work toward capacity building of the IDPs and thereby work toward a self-reliant and self-sufficient livelihood.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130761969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013002
A. Musa, Gwadabe Kurawa
Abstract The focus of this chapter is to analyze the impacts of the Boko Haram insurgency on education in the northeast of Nigeria. It also aims to examine the effectiveness of the educational interventions in the devastated communities in the northeastern states of Borno, Yobe, Adamawa, and Gombe. It begins with an introduction, in which the origin of the conflict is traced and linked to the group’s campaign of violence that targets schools, teachers, education workers, and students. The chapter discusses and chronologically lists out specific attacks on education and how the attacks have significantly affected access to education and increased the number of out-of-school children. It concludes by looking at the education emergencies that have arisen in the region, how the interventions have tried to address them, and the outcomes of the interventions.
{"title":"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","authors":"A. Musa, Gwadabe Kurawa","doi":"10.1108/S2055-364120180000013002","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013002","url":null,"abstract":"Abstract \u0000The focus of this chapter is to analyze the impacts of the Boko Haram insurgency on education in the northeast of Nigeria. It also aims to examine the effectiveness of the educational interventions in the devastated communities in the northeastern states of Borno, Yobe, Adamawa, and Gombe. It begins with an introduction, in which the origin of the conflict is traced and linked to the group’s campaign of violence that targets schools, teachers, education workers, and students. The chapter discusses and chronologically lists out specific attacks on education and how the attacks have significantly affected access to education and increased the number of out-of-school children. It concludes by looking at the education emergencies that have arisen in the region, how the interventions have tried to address them, and the outcomes of the interventions.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125632657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013010
Tuba Bircan
Abstract Recent refugee integration policy agendas include education on the lists, despite many other issues to address. Higher education can also be an instrument to prevent a generation of a war-stricken nation from becoming “lost” for not only for Syria but also Europe. Following the drastic inflow of (mostly young) refugees, Belgian higher education institutions started to work on fresh strategies and initiatives to embrace refugees in their university and colleges. Yet, the number of Syrian refugees at the Belgian universities does not exceed 400, while the estimated eligible young people are above 1,500. In order to increase the participation in higher education, national authorities and higher education institutions should re-work on flexible but efficient procedures for the recognition of degrees and prior gained qualifications. Moreover, all individual efforts by the colleges and the universities can be empowered by a collaborative network among all Belgian higher education institutes, governmental offices and the non-governmental organizations. Surmounting the lack of central coordination and developing a national action plan is needed. Short-term actions are immediately required to battle against the contemporary challenges with tertiary education access of the refugees; however, the need for actions that aim at long-reaching sustainability is eminent to secure refugees’ integration into their host communities.
{"title":"Chapter 11 Syrian Refugees’ Access to Higher Education: A Belgian Initiative","authors":"Tuba Bircan","doi":"10.1108/S2055-364120180000013010","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013010","url":null,"abstract":"Abstract \u0000Recent refugee integration policy agendas include education on the lists, despite many other issues to address. Higher education can also be an instrument to prevent a generation of a war-stricken nation from becoming “lost” for not only for Syria but also Europe. Following the drastic inflow of (mostly young) refugees, Belgian higher education institutions started to work on fresh strategies and initiatives to embrace refugees in their university and colleges. Yet, the number of Syrian refugees at the Belgian universities does not exceed 400, while the estimated eligible young people are above 1,500. In order to increase the participation in higher education, national authorities and higher education institutions should re-work on flexible but efficient procedures for the recognition of degrees and prior gained qualifications. Moreover, all individual efforts by the colleges and the universities can be empowered by a collaborative network among all Belgian higher education institutes, governmental offices and the non-governmental organizations. Surmounting the lack of central coordination and developing a national action plan is needed. Short-term actions are immediately required to battle against the contemporary challenges with tertiary education access of the refugees; however, the need for actions that aim at long-reaching sustainability is eminent to secure refugees’ integration into their host communities.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122700389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013001
Enakshi Sengupta, P. Blessinger
This chapter highlights the plight of refugees and the strategies and policies crafted by international agencies and non-governmental institutions in providing better access to education especially for refugee children. The chapter explores some of the key terminologies that distinguish refugees from asylum seekers and internally displaced person. The terminologies are significant as the opportunities and facilities handed out differ significantly depending on their status. The chapter then talks about some of the policies toward imparting education and the school- and system-level factors responsible for accessing education. The last section of the chapter summarizes the overview of various chapters that will feature in this volume, talking about cases and interventions from Malawi to Australia.
{"title":"Chapter 1 Introduction to Refugee Education: Strategies, Policies and Directions","authors":"Enakshi Sengupta, P. Blessinger","doi":"10.1108/S2055-364120180000013001","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013001","url":null,"abstract":"This chapter highlights the plight of refugees and the strategies and policies crafted by international agencies and non-governmental institutions in providing better access to education especially for refugee children. The chapter explores some of the key terminologies that distinguish refugees from asylum seekers and internally displaced person. The terminologies are significant as the opportunities and facilities handed out differ significantly depending on their status. The chapter then talks about some of the policies toward imparting education and the school- and system-level factors responsible for accessing education. The last section of the chapter summarizes the overview of various chapters that will feature in this volume, talking about cases and interventions from Malawi to Australia.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134623641","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013008
Maria Rebecca Aristorenas, Paul O'Keeffe, Oula Abu-Amsha
Abstract The war in Syria has left a trail of unprecedented displacement and disruption, and consequently the lack of higher education opportunities for tens of thousands of young Syrians. As of 2017, only 1% of the global refugee population is able to access tertiary education programs in stark contrast to the up to 26% university-level participation in Syria prior to the war. Jamiya Project, one organization that has aimed at improving access to higher education opportunities for Syrian students in the Middle East, piloted an Introduction to Java Programming course in the Fall/Winter of 2016/2017. The course was free to access, accredited by the University of Gothenburg, taught in Arabic, and delivered through a blended learning model alongside education technology partners and non-governmental organization-facilitated learning centers on the ground. The Jamiya Project partnered with Syrian academics in exile in developing and delivering the course. This chapter outlines the vision and the methodology behind the actions of the Jamiya Project during this pilot course and aims to share lessons learned from the experiences, reflections, and iterations of research from the course with students and academics. There is no doubt that a collaborative effort is required to mitigate the serious effects of this crisis.
叙利亚的战争造成了前所未有的流离失所和混乱，导致成千上万的叙利亚年轻人缺乏接受高等教育的机会。截至2017年，全球难民人口中只有1%能够接受高等教育，与战前叙利亚高达26%的大学入学率形成鲜明对比。Jamiya Project是一个旨在改善中东叙利亚学生接受高等教育机会的组织，该组织在2016/2017秋冬开设了Java编程入门课程。该课程免费开放，由哥德堡大学(University of Gothenburg)认证，以阿拉伯语授课，并通过混合学习模式与教育技术合作伙伴和非政府组织推动的实地学习中心一起提供。Jamiya项目与流亡的叙利亚学者合作开发和提供这门课程。本章概述了Jamiya项目在该试点课程中行动背后的愿景和方法，旨在与学生和学者分享从该课程的经验、反思和研究迭代中获得的经验教训。毫无疑问，需要进行合作努力来减轻这场危机的严重影响。
{"title":"Chapter 9 Jamiya Project 2016: Reconnecting Refugee Higher Education Networks","authors":"Maria Rebecca Aristorenas, Paul O'Keeffe, Oula Abu-Amsha","doi":"10.1108/S2055-364120180000013008","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013008","url":null,"abstract":"Abstract \u0000The war in Syria has left a trail of unprecedented displacement and disruption, and consequently the lack of higher education opportunities for tens of thousands of young Syrians. As of 2017, only 1% of the global refugee population is able to access tertiary education programs in stark contrast to the up to 26% university-level participation in Syria prior to the war. \u0000 \u0000Jamiya Project, one organization that has aimed at improving access to higher education opportunities for Syrian students in the Middle East, piloted an Introduction to Java Programming course in the Fall/Winter of 2016/2017. The course was free to access, accredited by the University of Gothenburg, taught in Arabic, and delivered through a blended learning model alongside education technology partners and non-governmental organization-facilitated learning centers on the ground. The Jamiya Project partnered with Syrian academics in exile in developing and delivering the course. \u0000 \u0000This chapter outlines the vision and the methodology behind the actions of the Jamiya Project during this pilot course and aims to share lessons learned from the experiences, reflections, and iterations of research from the course with students and academics. There is no doubt that a collaborative effort is required to mitigate the serious effects of this crisis.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116979547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013004
Radhi H. al-Mabuk, Abdullah F. Alrebh
Abstract The focus of this paper is to compare access to higher education by Syrian refugees in Jordan and Germany. Background of the Syrian refugee crisis and its scope are provided before delving into a description of the university-age population among Syrian refugees in both countries. The nature of access to higher education in both countries is first examined before conducting a comparative analysis of the two. Implications and recommendations for policy and practice are provided.
{"title":"Chapter 4 Access to and Quality of Higher Education Available to Syrian Refugees in Jordan and Germany","authors":"Radhi H. al-Mabuk, Abdullah F. Alrebh","doi":"10.1108/S2055-364120180000013004","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013004","url":null,"abstract":"Abstract \u0000The focus of this paper is to compare access to higher education by Syrian refugees in Jordan and Germany. Background of the Syrian refugee crisis and its scope are provided before delving into a description of the university-age population among Syrian refugees in both countries. The nature of access to higher education in both countries is first examined before conducting a comparative analysis of the two. Implications and recommendations for policy and practice are provided.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134429843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013012
T. Roque, Erica Aiazzi, C. Smart, Stacy Topouzova, C. Touzet
Abstract Although the right to education is consecrated by international agreements, UNHCR reports that only 1% of refugees attend university. Grass root campaigns have arisen as one way of helping refugee and displaced students to access universities. The Oxford Students Refugee Campaign (OxSRC), launched in October 2015, aimed to establish a student-financed scholarship fund within the University of Oxford. As a result of the first year of campaigning, more than 12,000 students have pledged to contribute to the fund at a ratio of one pound per month. This has enabled the creation of the Oxford Student Scholarships, for students whose education has been disrupted due to the humanitarian or political situation in their country of residence. This chapter aims to build on the experience of the OxSRC to draw valuable lessons for universities and campaign leaders in other places. First, a set of financial barriers hindering access to the application process itself are reviewed. Second, the various documentary barriers impacting students’ completion and submission of applications are analyzed. Finally, this chapter examines psycho-social barriers that impinge on refugee students’ preparations for their chosen programme of study.
{"title":"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","authors":"T. Roque, Erica Aiazzi, C. Smart, Stacy Topouzova, C. Touzet","doi":"10.1108/S2055-364120180000013012","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013012","url":null,"abstract":"Abstract \u0000Although the right to education is consecrated by international agreements, UNHCR reports that only 1% of refugees attend university. Grass root campaigns have arisen as one way of helping refugee and displaced students to access universities. The Oxford Students Refugee Campaign (OxSRC), launched in October 2015, aimed to establish a student-financed scholarship fund within the University of Oxford. As a result of the first year of campaigning, more than 12,000 students have pledged to contribute to the fund at a ratio of one pound per month. This has enabled the creation of the Oxford Student Scholarships, for students whose education has been disrupted due to the humanitarian or political situation in their country of residence. This chapter aims to build on the experience of the OxSRC to draw valuable lessons for universities and campaign leaders in other places. First, a set of financial barriers hindering access to the application process itself are reviewed. Second, the various documentary barriers impacting students’ completion and submission of applications are analyzed. Finally, this chapter examines psycho-social barriers that impinge on refugee students’ preparations for their chosen programme of study.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133871307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013016
J. C. Pinto, H. Pinto
Abstract The scientific literature on career counseling has been amassing, over more than 100 years, a vast collection of theories, models and approaches to career design, construction, and development. However, neither theories, nor research or practice concerning career issues, have consistently produced scientifically valid, socially just, or individually adjusted responses. This is especially salient when it comes to migration cases, which are by nature complex and diversified, and even more so when applied to refugees whose integration depends on models and strategies that are culturally sensitive. This chapter pursues a comprehensive review of existing models of career guidance and their supporting research and applies them to the specific needs of refugees. It also provides suggestions for intervention that address this issue in a culturally sensitive manner. In this vein, the authors present an example of the international project Live2Work, aimed at increasing the chances for successful integration of people in situations of professional vulnerability.
{"title":"Chapter 14 What do we know about Refugees’ Models of Career Development and their Implications for Career Counseling?","authors":"J. C. Pinto, H. Pinto","doi":"10.1108/S2055-364120180000013016","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013016","url":null,"abstract":"Abstract \u0000The scientific literature on career counseling has been amassing, over more than 100 years, a vast collection of theories, models and approaches to career design, construction, and development. However, neither theories, nor research or practice concerning career issues, have consistently produced scientifically valid, socially just, or individually adjusted responses. This is especially salient when it comes to migration cases, which are by nature complex and diversified, and even more so when applied to refugees whose integration depends on models and strategies that are culturally sensitive. This chapter pursues a comprehensive review of existing models of career guidance and their supporting research and applies them to the specific needs of refugees. It also provides suggestions for intervention that address this issue in a culturally sensitive manner. In this vein, the authors present an example of the international project Live2Work, aimed at increasing the chances for successful integration of people in situations of professional vulnerability.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129022816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-09-27DOI: 10.1108/S2055-364120180000013018
Maya Cranitch, D. Maclaren
Abstract The Thai–Burma refugee program of Australian Catholic University (ACU) brings young Burmese refugees from camps in Thailand to an internet-equipped teaching center to study for a Diploma in Liberal Studies. Some of the learning is carried out online and some in face-to-face mode provided by ACU or partner universities. The authors detail the methodologies followed, combining sound pedagogy with an integral human development approach. This changed the students’ mode of learning from rote to critical thinking which, in turn, improved their self-confidence, gave them a good ethical and culturally acceptable grounding and provided them with fluency in oral and written academic English. In addition, the authors recount the many challenges faced by bringing together students from diverse ethnic and religious backgrounds with all the baggage brought from a conflict ridden and divided country emerging out of decades of dictatorship. The program’s results have been remarkable. Many students have found high-quality employment after graduating, especially with non-governmental organizations on the border or in Burma or in some other job serving the needs of their own people. Others have used the Diploma to go on to full degree courses in a number of countries in Asia, North America, and Europe.
{"title":"Chapter 18 Building Intellectual Capacity for Burma: the Story of Australian Catholic University’s Tertiary Education Program with Burmese Refugee and Migrant Students","authors":"Maya Cranitch, D. Maclaren","doi":"10.1108/S2055-364120180000013018","DOIUrl":"https://doi.org/10.1108/S2055-364120180000013018","url":null,"abstract":"Abstract \u0000The Thai–Burma refugee program of Australian Catholic University (ACU) brings young Burmese refugees from camps in Thailand to an internet-equipped teaching center to study for a Diploma in Liberal Studies. Some of the learning is carried out online and some in face-to-face mode provided by ACU or partner universities. \u0000 \u0000The authors detail the methodologies followed, combining sound pedagogy with an integral human development approach. This changed the students’ mode of learning from rote to critical thinking which, in turn, improved their self-confidence, gave them a good ethical and culturally acceptable grounding and provided them with fluency in oral and written academic English. In addition, the authors recount the many challenges faced by bringing together students from diverse ethnic and religious backgrounds with all the baggage brought from a conflict ridden and divided country emerging out of decades of dictatorship. \u0000 \u0000The program’s results have been remarkable. Many students have found high-quality employment after graduating, especially with non-governmental organizations on the border or in Burma or in some other job serving the needs of their own people. Others have used the Diploma to go on to full degree courses in a number of countries in Asia, North America, and Europe.","PeriodicalId":106903,"journal":{"name":"Strategies, Policies, and Directions for Refugee Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122898993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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