RESPECT University Opens Doors For Refugees
Last summer, as a volunteer for RESPECT Ghana in the Buduburam Refugee Camp, I taught Creative Writing and Peace Education at a local primary school. Although I was working mostly with children, I developed an interest in issues beyond those of just primary education.
After participating in meetings of the RESPECT Intellectual Club (RIC), I became interested in the post-secondary educational opportunities that were available to refugees, particularly those in protracted refugee situations.
RIC is a group of young men and women (approximately aged 15 to 26) who meet to discuss current issues and development on the camp. For those who have difficulty attending university, RIC offers young adults an opportunity to use their intelligence and creativity, both in discussions and through community projects.
During my stay, for example, RIC members participated in the One World Africa Youth Summit, where they planned a community resource center which is now under construction at the camp.
RIC's mission sparked my interest in university education. How could young adult refugees access post-secondary education, I wondered? Where could they get the knowledge and skills needed for an increasing number of jobs?
When I returned to my university in the Fall, inspired by their drive and creativity, I researched the opportunities available to refugees who want to pursue higher education. As part of my project, I interviewed Marc Schaeffer, president and founder of RESPECT International, and Ashok Pillai, director of RESPECT University.
I discovered that there aren't many options for refugees who want to attend university. Marc noted that he didn't know of any other program besides RESPECT University which provided post-secondary options for war-affected people.
"Many refugees call asking for scholarships and I do not know who to refer them to," he said.
Several barriers discourage refugees from seeking education after high school. The first is awareness of post-secondary options.
"Those who believe their academic life ends at high school do not look beyond," pointed out Ashok.
Students who do seek further education may find their ambition hindered by three additional factors: access, affordability, and security. Students may not be able to find or gain admittance into local universities, they may not be able to afford tuition, and they may feel unsafe traveling to classes.
My interviews with Marc and Ashok, in addition to a bit of outside research, uncovered several possibilities for combating these barriers and supporting refugee students.
The first is to disseminate information about global scholarship programs to refugee students and communities. Programs such as the DAFI Scholarship, administered by the United Nations High Commissioner for Refugees (UNHCR) and the German government (and unfortunately no longer available to Liberian refugees), pay for recent refugees to continue their university educations in their host country.
Other possibilities include receiving financial support from organizations like the Rotary Club, from diaspora organizations of refugees, or from individual sponsors. Another possibility is to expand distance education programs such as RESPECT University.
Explaining the rationale behind RU, Ashok said: "When you are working for the war-affected people, there are not many alternatives available. Distance education was the only feasible option and it continues to be one."
Distance education allows students to bypass security concerns, because they don't have to travel to class, and it is also often free. Some programs, such as RU, use mainly snail mail or lesson plans that are mailed to students.
However, with the spread of computers and the internet, an increasing number of students have the opportunity to take courses online, either through accredited online universities or through non-profit organizations like RU, which has begun offering some of its courses via the internet.
Regardless of the approach, however, both Marc and Ashok agreed that university education needs more attention from the refugee, non-profit, and policy communities.
Ashok said: "Higher education is as important to refugees as it is to non-refugees…[it] not only provides the refugees and IDPs [internally displaced persons] an opportunity to get employment but also to find their rightful place in the society as individuals with equal rights to lead a normal life."
Words that will hopefully inspire both refugee students and policymakers in the future.