Fairness and Discrimination of Higher Learning among Refugees
Refugees in any country usually have limited access to education, most importantly, higher education. Recent studies show that refugees accessing education gives them a high chance of transitioning. They may be able to improve the quality of their life, mental health, and have an expanded source of livelihood (Crea, 2016). The quest for education, a better life, and a peaceful community is one of the contributing factors for refugees’ need to gain higher education. Although many countries have policies that protect the interests of refugees as far as education is concerned, refugees fail to access adequate education at all levels, despite the presence of opportunities in high education levels (Crea, 2016). Further, the limited access to education has extended to deciding the refugees’ future and even literacy level. Their applications usually end up either denied or get partial scholarships, as most of them cannot pay for their school fees. Besides, the population of refugees stretches across different countries, hence increasing the unavailability of higher education (Pherali & Abu Moghli, 2019). For these reasons, the refugees go through an expensive process just to be allowed in an institution, which is evidenced in Syria (Pherali & Abu Moghli, 2019). This paper will analyze the extent to which entry to higher learning is accessible to refugees in terms of education rights and assesses the responses that have been suggested to address the issue.
Secondly, refugees have no income-generating jobs, which impacts them on the possession of school fees (Crea, 2016). The lack of school fees and the link on the scholarship has destroyed the refugees’ hope for higher learning. Refugees are known as those who lack essential basic needs, and they should be prioritized on the scholarship. The lack of school fees from most refugees has led to them not being able to pursue higher learning. Further, there is an increase in the cost of higher education that triggered even those who wanted to engage in online classes. The high dependency on scholarship has led to a trail of refugees lacking opportunities because of their large number (Crea, 2016).
Thirdly, the refugees lack previous qualifications, which hinders their access to higher education in the host country. Not acquiring higher learning has further impacted the lives of the refugees in terms of employment. In developing countries, refugees have lacked employment opportunities because of the failure to go through higher learning (Marcu, 2018). The qualifications bring about concerns from the employers, and the refugees lack them (Marcu, 2018). The lack of previous qualifications has also brought about a firm understanding of refugee qualifications. The technological improvement has led to revised ways of engaging employees, and it requires qualification. As Marcu comments (2018:2), “Many refugees are unable to produce proof of previous qualifications, and even when they can, employers may not recognize them.”
To solve the problems associated with refugees not being able to access higher learning, they need to embrace technology. The level of technology has improved over the past years. It will facilitate refugees’ access to higher learning; thus, one of the resolutions is the use of the internet to access higher education. Through the internet, there is a presence of online classes, online exams, and assessments by tutors (Streitwieser, Loo, Ohorodnik, & Jeong, 2018). The level of technology plays a significant role in tackling the issue of internet access to refugees (Jean-François, 2018).
Also, the host countries should develop and implement Higher Education policies for refugees to secure the refugee’s literacy. Development and implementation of the policies will ensure that all potential candidates of higher education are considered even if they are refugees. Through the policies, then the scholarship could also favor them, and it will increase the number of literate individuals who are refugees (Pherali & Abu Moghli, 2019). The host countries might even develop a policy that each higher education institution should sponsor some refugees. The policies to sponsor refugees are practiced in the Organization for Economic Co-operation and Development countries (OECD) (Streitwieser et al., 2018). Through the policies, then the ones who lack fees will be able to access higher learning. “Many political leaders also feel the need to demonstrate to their constituencies that refugees contribute to society” (Streitwieser et al., 2018:488). Thus, higher education reflects the refugee’s future in terms of possible acquiring of job opportunities.
Finally, in some countries, there is support from the non-governmental organization that supports the refugees on basic needs, and it includes offering education benefits. Most non-governmental institutions have constructed higher learning institutions, which the refugees study without paying school fees. Most of the host country’s government and the non-governmental institutions set in place a specific amount for scholarship purposes of the refugees (Arar, Kondakci, Kaya Kasikci, & Erberk, 2020). The United Nations High Commissioner for Refugees (UNHCR) is one known non-governmental organization that has partnered with the United States to support the dreams of refugees, including studying (Marcu, 2018).
Through evaluating the problems and the solution, the refugees have a connection in the host country, which helps them access higher education. For the policies to be friendly, it means that it covers everyone within the country, no matter the origin of the individual. Higher education is one of the crucial things to an individual who wants to be literate. The providence of higher education scholarship and fees is vital in ensuring that refugees have a solid background in the host country (Jean-François, 2018). The involvement of the government solves a lot of problems because it is a large body. The level of dependency reduces as a result of higher education access to refugees, and the government fuels it. The governmental support on the Higher Education on refugees brings about a reduced dependency ratio among the refugee population (Avery & Said, 2017). Therefore, establishing a clear policy for refugees to access higher education would be helpful for them.
Furthermore, the change in technology has made it possible for refugees to access higher education. Providing refugees with gadgets such as smartphones and laptops will allow them to study online classes from wherever they are. This aspect might lead to increase access to higher education. Access to improved technology will offer the refugees chance to study efficiently. This is because technology provides refugees with the opportunity for development. It gives them a better view of the country and how they can be competitive in the ever-changing world. The global economy keeps changing, and it needs students who are open-minded and have up to date knowledge. Therefore, modern technology offers refugees a chance to acquire new knowledge in the long run.
In conclusion, higher education of refugees is essential; that’s why there are various supporting factors which make it possible for them to access education. The solid background on refugees’ education might have a global impact, which might bring resolution to the problem at hand on the reasons for who they are in the host country. Through technological support, policy implementation, and education funding, the refugees find it easier to tackle the problem of not accessing higher education. Usually, the government is in support of the education of each individual in a country; however, the need to have a personal focus in education is the one that will drive the refugees. Offering a full scholarship from the government and the non-governmental organization emerges as the best solution for refugees to access higher education.
References
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