UNHCR Connected Learning Report

8/10/2019 UNHCR Connected Learning Report

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UNHCR EDUCATION UNIT & INNOVATION

ROUNDTABLE REPORT ONCONNECTED HIGHER LEARNINGPROGRAMMES FOR REFUGEES


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UNHCR would like to acknowledge that this is a joint report, published with the inputs and reflections fromall of the participants at the Nairobi roundtable. In particular, UNHCR would like to thank the representatives

from the African Virtual University, Australian Catholic University, The Borderless Higher Education for Refugees

Project, InZone, Jesuit Commons: Higher Education at the Margins, the Harvard Graduate School of Education and

representatives from the UNHCR country operations.

In addition to the thoughtful insights provided from all participating tertiary education providers, UNHCR

would like to extend its deepest gratitude to Suad Sharif Mohamed, a recent graduate of the JC:HEM Liberal

Studies Diploma. Suad participated in the round table and provided a thoughtful analysis of connected learning

programmes from the learners perspective. This first hand testimony was pivotal in helping to identify priorities

and next steps.

UNHCR would also like to thank the report authors: Wangui Kimari, Jacqueline Strecker, Audrey Nirrengarten,Sophie Dupont, and Dunja Markovic.


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ABOUTTHIS REPORT

UNHCRs Education Strategy 2012-2016 emphasizes improvinglearning outcomes and making lifelong learning accessible for all,from early childhood education to secondary, higher and adult edu-cation. Access to higher education is one of the priorities, and needsto be considered within the continuum of the education cycle sup-ported by UNHCR.

Given the large numbers of refugee students seeking tertiary education, their lack of resources, theinsufficient opportunities for tertiary education in-country, the geographic isolation of camp-based refugees and

their sometimes restricted mobility, greater use will be made of distance and virtual learning. While there are a

variety of terms used to describe distance or virtual learning, this report adopts the term connected learning

- to highlight the benefits of educational programmes that connect refugees and margalized populations to

accredited academic institutions and mentors.

One key element of UNHCRs strategy in connected learning is to expand opportunities for refugees by

encouraging access to certified higher education courses through connected learning, facilitated by partnerships

with academic institutions and providers with technical expertise in the sector.

This roundtable, hosted by UNHCR Innovation and Education Unit, provided an oppor tunity to draw

inspiration and wisdom from the experiences of several different initiatives offering connected tertiary education

programmes that target refugee communities. Typically these programmes involve partnerships between an

NGO in the Education Sector, and one or more universities either in the country of asylum or elsewhere. Theseinnovative programmes have managed to create powerful dynamics and new synergies in refugee settings and

in some cases within host communities. They have also led to a broader understanding of challenges related to

technology and teaching-learning processes, curricula development, modes of delivery, academic collaboration,

and cross-border certification that can inform future developments.

This event also provided an opportunity to facil itate sharing amongst these stakeholders, and encouraged

further networking. The face-to-face meeting was effective in building on existing bi-lateral and multilateral

cooperation to maximise synergies and opportunities for connected learning expansion.

Roundtable Objectives:

1

Share Knowledgeon the current state ofrefugee education

2

A CommonUnderstandingof roles and responsibil-ities to further facilitatecoordination

3

Identify CommonChallengesencountered and waysto overcome them

5

Identify Jointopportunities for part-nerships and advocacy

4

Jointly Identifyresilience and means forpsychosocial support

6

Identify Potentialsynergies and areas ofsupport

2014UNHCR EDUCATION UNIT & INNOVATION | ROUNDTABLE, NAIROBI KENYA


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Situating Connected Learningwith UNHCRs Protection MandateWithin UNHCR, tertiary education is one of the priorities of the2012-2016 Education strategy. The provision of education is one ofthe core components of UNHCRs protection mandate and one ofthe key elements supporting durable solutions and development.

Tertiary education enhances protection of youth, gives a sense ofpurpose, and facilitates integration by placing refugees at equalfooting with non-refugee youth.

Tertiary education includes all types of post-secondary education;including degree programmes at colleges and universities, as wellas technical, vocational, professional and para-professional train-ings that result in certificates and diplomas.

Continuum of EducationIf the ladder of educational opportunities is open, school pupils areincreasingly motivated to complete primary and secondary school.

The possibility of tertiary education encourages young people toenrol and complete secondary education. Tertiary programmeshave a similar impact on demand for primary education. Tertiaryeducation thus creates a pull factor which supports continuouslearning.

Role-Model of StudentsTertiary education also plays an important role in demonstratingthe positive and meaningful contributions refugees can bring totheir host society. Tertiary students act as role-models for refugeeyouth, encouraging retention at schools, thus preventing earlymarriage and enrolment in armed forces. While this has a particu-larly important impact on encouraging female students, these pro-grammes demonstrate how both females and males can becomeactors of change in their community.

Empowering CommunityGraduates of tertiary programmes help promote tolerance andpeaceful co-existence, by applying their new skills and criticalthinking within their community; becoming leaders for societal

development both in the host country or their country of origin.Former graduates teach in schools, become community doctors,local engineers and also initiate businesses benefiting their com-munities.

What is Connected Learning?Connected learning is the process of transferring knowledge tolearners (students) through the use of information communicationtechnologies (ICTs), that enable more flexible learning not boundby the same time or geographical limitations that exist within tra-ditional tertiary programmes. Connected learning often adopt amethodology of blended learning, whereby students have bothface-to-face and digital interaction with instructors and/or tutors,as well as course material. Many connected learning programmesmake use of technology components, such as the internet, video,CDs, DVDs, mobile phone, printed material, to mention a few, toaccomplish learning.

The flexibility enabled through connected learning is particu-larly relevant for refugee students. These programmes often donot have age limits for learners; they allow for additional time forcourses; and they allow learners to study from their current loca-

tion. Overcoming mobility limitations is of particular relevance forfemale students and those with specific needs.

UNHCR is committed to develop opportunities to access certifiedhigher education courses through connected learning. Face-to-face academic tutoring and mentoring is essential for the successof connected learning for refugees. The programmes also need tobe carefully designed and implemented in collaboration with ex-pert partners.

UNHCR continues to advocate with Ministries of Education andlocal institutions to reduce barriers for refugees accessing tertiaryeducation. These barriers include legal documentation, school cer-tificates and admittances under the same conditions as nationalstudents.


Source: 2013 UNHCR


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Action 4 of UNHCR Education Strategy (2012-2016) aims at increas-ing the number of young people following higher education courses.

In 2013, UNHCR supported over 2,200 students to attend universitythrough the German-funded DAFI scholarship programme.

The DAFI (Albert Einstein German Academic Refugee Initiative) pro-gramme is a unique programme administered by UNHCR, provid-ing academic scholarships to refugee students. The DAFI scholar-ships cover tuition fees, books, travel and subsistence allowances. Italso provides support for seminar, workshop, and the validation ofcertificates. There are a limited number of students who can benefitfrom this type of support. In 2013, over 5,700 students applied fora DAFI scholarship and only 16% of the applicants were successful.

The high per student costs of traditional scholarship programmes,like DAFI, limits the scalability of support. While this model of accessto tertiary education is still vital, and will continue to be maintained,supporting connected learning programmes enables UNHCR to ex-pand access and allow for a larger number of refugee students topursue higher education.

Connected learning also serves to mitigate some of the obstaclesrefugees face when acquiring access to tertiary education. These

obstacles include a lack of resources, lack of opportunities in coun-try of asylum, geographic isolation of camp-based refugees, andrestricted mobility which constraints access for female students,students with families, or individuals with disabilities.

The roundtable on connected learning provided an opportunity forUNHCR to connect and learn from actors working in this field. Thefollowing sections highlight some of the key discussions and goodpractices that were discussed. This information will serve as a refer-ence for the preparation and guidance of future initiatives.

How does Connected Learning Fit within the ExistingUNHCR Tertiary Scholarship Programme (DAFI)?


Source: 2008 UNHCR


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Shifting perspectives towards inclusion. International movementsand global trends are refocusing on issues of equity and inclusion educational opportunities need to be inclusive for all populations.

The role of UNHCR and connected learning partners is to ensurerefugee education is situated within the education for all move-ment, through advocacy and programming.

What are the challenges?

Appearing on the agenda. Despite on-going advocacy efforts,the POST 2015 Agenda has yet to adequately address the needsof refugee education.

Mainstreaming education. UNHCR and partners work to integraterefugees into local education systems to ensure programme sus-tainability, quality, and to build positive relations with the hostcommunities. However, this is not always feasible within hostcountry legal regulations, which can restrict or limit enrolment ofrefugees.

Resource Limitations. Even if a country is willing to integraterefugees, resource limitations can limit the MoEs ability to ab-sorb students into existing systems. There also is a dearth of

qualified teachers in refugee contexts, which limits the commu-nitys ability to graduate through the educational continuum.

Recognition and certification. Often the certificates that areattained are not recognized or seen as relevant in either the ref-ugees host country or country of origin.Creating education opportunities that do not exacerbate con-

flict. The local power dynamics that influence who has priorityover education and who selects the pedagogy can play a key rolein either exasperating or preventing conflict, and thus requiremuch consideration.

The Way Forward?

Partnerships. More efforts towards ensuring a broad coalitionof partners including UNHCR, Post-Secondary institutions andNGOs is required to ensure greater access to higher educationfor refugees. Initial partnerships have proven successful in fos-tering a range of higher education opportunities even in remoterefugee camps.

Situating Connected Learningwith UNHCRs Protection Mandate

ROUND TABLEFINDINGS


Source: 2013 AUC


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Connected Learning from a Students Perspective

Engendering opportunities. The limited tertiary opportunities thatexist for refugees often require students to relocate to universitysettings. However, relocation is not feasible for all refugees, es-pecially those with families or responsibilities in the camps. Con-nected learning therefore enhances inclusion by providing oppor-tunities for those with limited mobility. The presence of connectedlearning programmes serves as a motivation for refugee communi-ties, and especially amongst female students.

Factors for Success:Strengthening all aspects of the education continuum. This entailsrecognizing that higher education is one part of a broader educa-tion system, which starts with early childhood education and con-tinues to primary, secondary, tertiary and adult education. In orderto ensure successful higher education programmes all parts of theeducation continuum should be considered and supported, withparticular regard to quality secondary education.

Academic bridging. Bridging courses that are built into the con-nected learning programmes have proven to facilitate a smoothtransition for students; assisting with the instruction of coursessuch as academic English, research methods, and informationcommunication technology (ICT) classes. Greater investment andaccessibility for bridging programmes is recommended for allforms of connected learning.

Building relationships with teachers and students. Emphasis oninterpersonal relationships between educators and students hashelped students overcome cultural barriers within transnationalprogrammes and has helped to facilitate a more conducive learn-ing environment.

Mentoring success. Mentoring as a complement to a formal pro-gramme also helps facilitate cooperative discussions between stu-dents and mentors, helping students to explore the local culture oflearning and also serves as a form of inspiration for learners. A vari-

ety of local and international mentorship models have been devel-oped. These different models have involved peer-networks, localcommunity members and associations, fellow-incentive teachers,university professors and even members of diaspora communities.Each mentorship model has advantages, but programme design-

ers should make considerations for scripting mentoring opportu-nities into connected learning courses.

Student motivation. Both self-motivation and peer support go along way in inspiring the students to follow their dreams. Severalelements influence students motivation, a main considerationconveyed by students was the possibility to earn transferable cred-its and a certification. The possibility to interact with other peersand the opportunity to learn were also identified as motivatingfactors. Interaction amongst students has been identified as a keyto provide initial incentive to enrol, but also to keep up with therhythm and facilitate regular attendance and attention to assign-ments. However, it has to be kept in mind that refugees dont wantparallel or specific refugee-tailored programmes, but want to ben-

efit from existing opportunities.

Continued community engagement. Community engagementmust start at the earliest stage of development. It is also crucialto establish appropriate mechanisms for transparency during theselection of students, particularly regarding gender parity. Com-munity not only builds support for connected learning students,but also enables the programmes to have extended benefits to thebroader refugee community. Students of past programmes havedeveloped local communities of practice where they can sharetheir knowledge and the pedagogical resources they acquired.

This was emphasised in regards to teacher training. The commu-nity involvement also helps to ensure local ownership of the pro-

grammes, which is essential for promotion, enrolment and reten-tion of students.

On-going Challenges:Managing expectations. Students enter into connected learningprogrammes with high expectations of the qualifications they willearn. Unfortunately not all the diplomas are recognized nor renderimmediate employment in the country of asylum or in their coun-try of origin. Clear communication about course offerings and theresulting qualifications should be provided prior to students enrol-ment in the programme in order to prevent them from developingunrealistic expectations.

Physical proximity of learning centres. Many learning centres

are far from students residences, which can hinder the enrol-ment or attendance of students; in particular, women and per-sons with disabilities etc.

Gender disparities in higher education. Socio-cultural barriershinder the enrolment and continuation of females in primary andpost-primary education, negatively affecting the number of girls el-igible for higher education opportunities be it through traditionalscholarships or connected learning. Barriers include high attritionrates at primary and secondary level, early marriage, and concernsrelated to cultural appropriateness and security raised by families.


Source: 2014 JC:HEM


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A consortium of both academic and humanitarian actors are vitalfor ensuring effective and sustainable connected learning pro-grammes. Academic institutions (both international and local), non-governmental organizations and UNHCR each make important

contributions to connected learning. While the roles of each actordiffer from programme to programme, the following statement istrue for the majority of initiatives currently in operation. UNHCRis responsible for ensuring the programmes are aligned with thehumanitarian protection mandate, while universities situate thecontent and pedagogy of virtual learning to align with interna-tional academic standards and advocate within the institution forsupport for refugee focused programs. NGOs are also pivotal asthey are involved in helping to tailor the programmes for the en-vironment and to adhere to a community-based and sustainableapproach. The following findings represent the experiences andreflection of current programmes including: JC:HEM, BHER, InZoneand ACUs Refugee Education Programme.

Important Connected Learning Considerations:Planning for different cultures of learning. Familiarity with thecontextual culture of learning in the specific place will also al-low for better knowledge of what pedagogical tools and strate-gies should be applied in different locations.

Time & Space-bound for learning. Thinking about time constraintsto learning, as well as where people do their learning, can allow forinnovative approaches that can enable students to have increasedflexibility such as studying at schools or from home. While this flex-ibility is important, good practice also shows the value of havinglearning hubs in central spaces that allow for students to come to-gether as a community of learners.

Factors for Success:Flexibility in approach. Programmes should adopt a range ofapproaches that take into consideration contextual limitationssuch as technological challenges, cultural considerations as well

as environment caused delays. Road closures due to flooding ora long period of no internet connectivity are two examples givenof scenarios which required programmes to adopt an alternativeapproach for delivery. Plans B, C, and D should be prepared to mit-igate against programme interrupts even in the advent of unfore-seen obstacles.

Partnering with local institutions. These partnerships facilitatesmoothe, and more culturally relevant strategies that promotebetter access and running of connected learning programmes.Partnerships should also ensure engagement with and investmentby local communities.

Global mandate of universities. As universities recognize the needto invest in global approaches, and/or practice the social-justiceapproaches they teach, these institutions are increasingly morelikely to partner and support connected learning that promotesaccess to a public good. Further encouragement and support isrequired to advocate for universities to play a more active role inproviding higher education opportunities for persons of concern.

Linking with livelihood opportunities. It is important that pro-grammes do not just produce a certificate/degree for the students,but also provide skills for job opportunities available in the givencontext. One way to assist students in transitioning into the jobmarket is to incorporate internships, apprenticeships or otherworkplace opportunities into the programmes.

Connected Learning from University, NGO,and UNHCRs Perspective


Source: 2013 JC:HEM


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On-going ChallengesLanguage obstacles within academia. Language barriers still posea significant challenge despite the steps taken to mitigate theseobstacles. Although bridging courses have been developed toimprove familiarity with academic languages, language develop-ment is an incremental process and connected learning tends tostruggle with providing support to students with varying levels ofverbal and written ability. In addition, the production of content atan academic level also poses significant challenges for some stu-dents in the learning process.

Enrolment and retention of female students. Cultural, environmen-tal and systemic factors limit female participation throughout theeducation continuum. This impacts their ability to qualify for higherlearning programmes and at times can affect their retention.

Preserving quality while respecting inclusion. A persistent chal-lenge arises in maintaining a delicate balance between provid-ing academic accommodations for marginalized persons, andensuring that academic standards remain. Concerns have beenraised that lowering the entry grade required for admission intoconnected learning programmes could compromise the academic

validity of the programme. In addition, academia still privilegestraditional intellectual work over other talents/content. This caninevitably exclude important forms of knowledge, and exclude thecontributions of certain students.

Bureaucratic and inflexible funders. The majority of connectedlearning funding is provided from northern donors whose stan-dards are based on northern teaching and class policies, at timescreating additional complications for programmes that requiregreater structural flexibility.

Internal advocacy for humanitarian approach. Although academicinstitutions support a global approach, there is often a failure torecognize the merits of a humanitarian approach. UNHCR needs toassist in advocating for universities to invest in connected learningfor refugees.

Source: 2014 InZone


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Programme Design Reflections

UNHCR EDUCATION UNIT & INNOVATION | ROUNDTABLE, NAIROBI KENYA

Considerations for Mentorship Programmes:

Programming must take into account the context andpower relations that can exist between aspects of gender,ability, sexuality, and within staff/student power dynamics.

There is a range of mentorship approaches that can be

utilized at different stages of the learning process. These di-verse approaches can include: group or individual, alumnior community members, and can also make use of varioustechnological platforms such as Facebook and SMS.

Diversity of Connected Learning Models:

Scholarship vs. non-scholarship models: Existing connected learning programmes have adopted different structures: some that supporta scholarship model, where each student enrolled is budgeted for as an individual, with a set number of scholarships provided. In otherscenarios, the scholarship model has proved ineffective for a large student population base, and thus the programme is viewed as awhole with the costs not being divided per individual but is calculated as for all programme components including facility resourcesand implementation support. Each model is dependent on the relationship to academic institutions and on the relationship to faculty(i.e. are professors volunteering their time during instruction). Each model has its strengths and is designed in relation to the fundingsupport and contextual environment it works within. More information on the particularities of existing connected learning models inthe Annex.

Considerations for the Use of Tech:

Issues of connectivity: While issues with the internetcannot always be avoided, preparing back up material onoffline repositories such as books/catalogues, USBs, DVDs,external hard-drives, or local servers can provide a solution.

These materials can also be a good way of advertising theprogram, as well as cost effective ways to distribute materialwithin the community.

Outsourcing: Outsourcing the running of computer labs,or making use of available ICT centres or cyber cafes can as-sist with care, maintenance and cost of these centres. Thedecision to outsource or not is based on local criteria andassessment.

Crowdsourcing: Crowdsourcing for maintenance of sitesor development of materials (including translation) can alsobe a cost effective means of developing learning materialsand internet sites, as well as a means to develop innovativeand diverse content.

Multifaceted approaches: Employing a diversity of ap-proaches that utilize both offline and online sources (videos,catalogues, etc.) are highly advantageous and can providea backup plan against internet interruptions, while also bedynamic and

Open Source: Using and creating open source material/software (where applicable) can assist in making learningmaterials accessible to those who are unable to afford them.

Training: Both staff and students need to receive ade-quate training on how to use the educational online plat-forms.

Partnership: Collaborations with the private sector canpotentially assist in cost-effective business models for de-livery of connected learning. For example, learning centresthat can be used as an internet caf during the eveningsand used as learning centres for the rest of day, etc.

Recycling: A small way to enhance the eco-system ofconnected learning is to provide livelihood trainings oncomputer repair, utilizing recycled computers from UNHCRand partner offices to ensure that individuals using comput-ers are also able to support the care and maintenance of ICTlearning centres.

Mentors have to be as invested in the mentorship processas the mentees.

Faculty should also be mentored, as this will facilitate a

faster learning curve for those responsible for connectedlanguage instruction.


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Towards a Nexus of Connected

Learning Actors:One of the main outcomes of the roundtable is recognition thatthe provision of higher education to refugees requires active col-laboration between different connected learning actors e.gfoundations, organisations, institutions, businesses, NGOs and in-dividuals -each of which bring key expertise and resources to anypotential solution. In order to facilitate collaboration, round tableparticipates identified that it is necessary to provide both a frame-work to enable potential actors to identify their role and how theymight work effectively with others, and a network to facilitate theformation of coherent teams of actors to work towards the provi-sion of higher education in any given circumstance.

To aid in the formation of this network and the development of aframework/guidance for connected learning programmes, the fol-lowing roles and support requirements were identified by roundtable participants.

United Nations High Commissioner for Refugees (UNHCR)UNHCR will work with partners to develop a framework, or guid-ance for connected learning programmes. They will also assistwith the coordination of partners to facilitate information and bestpractice sharing; as well as provide a platform to facilitate a dia-logue between education expertise and protection angles. UNHCRwill also advocate with universities and other post-secondary insti-tutions to support and establish connected learning programmes.

Jesuit Commons Higher Education at the Margins (JC:HEM)JC:HEM will work with UNHCR to facilitate the co-development ofadequate frameworks (partnerships and educational) for the deliv-ery of higher education for refugees.

The Borderless Higher Education for Refugee Project (BHER)BHER will work with partners to engender development and sus-tainability of connected learning. In addition they identify thatthere are some short term gaps that UNHCR can address such asfood and female sanitary wear. They also would hope that in thelong term UNHCR would consider BHER as an extension of theirsecondary school programme.

Australian Catholic University (ACU)ACU welcomes the opportunity to engage with and share our de-cade of experience with other participants in the field of deliver-ing tertiary education to refugees and internally displaced popu-lations. There is a need for research to identify and better servecommunity needs through collaborative partnerships and a rangeof approaches, including technology, to deliver culturally appropri-ate pedagogy. ACU is eager to participate in a network to explorethese issues.

InZoneInZone agrees to contribute its techno-pedagogical know-howand field experience to the development of virtual learning andvirtual learning environments in the field. By carefully document-ing the implementation of virtual learning in the field they areworking towards best practice guidelines for developing differentdistance learning and open courseware options that allow refugeelearners to reach their higher education objectives.

African Virtual Univeristy (AVU)AVU will bring the experience of setting up online institutions inthe deep field, as well as developing open source courses to theNexus. AVU has already developed open educational resourcesthat are available and can be used.

Swiss Humanitarian Organization (SIHO)SIHO identifies that they are new to this field and need to partnerwith organizations with previous experience and knowledge. Theywill contribute partnerships with universities, and propose to pi-lot the design and construction of a new learning space adaptedto connected learning needs in camps. At the same time they willwork to identify partners in Africa and in the Middle East, and toadvocate for the Sorbonne to sponsor students from camps.


Source: 2013 AUC


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ANNEX:PROGRAMME BRIEFS


The African Virtual University (AVU)

The African Virtual University (AVU) is a Pan African Intergovern-mental Organization established by charter with the mandate ofsignificantly increasing access to quality higher education andtraining through the innovative use of information communicationtechnologies. A Charter, establishing the AVU as an Intergovern-mental Organization, has been signed so far by eighteen (18) Afri-can Governments - Kenya, Senegal, Mauritania, Mali, Cote dIvoire,

Tanzania, Mozambique, Democratic Republic of Congo, Benin,Ghana, Republic of Guinea, Burkina Faso, Niger, South Sudan, Su-dan, The Gambia, Guinea-Bissau and Nigeria. The AVU has its head-quarters in Nairobi, Kenya and a Regional office in Dakar Senegalwith Host-Country Agreements and Diplomatic Status with thetwo governments.

The AVU Business Plan 2009-2014 has two main thrusts: (a) edu-cational and support services; and (b) development services. Theeducational and support services include AVU diploma and cer-tificate programs and courses, 3rd party programs and courses,eConferences and virtual meetings, webinars, and custom contentdevelopment. The development services aims at building the ca-pacity of AVU Partner Institutions (PIs) with an objective of increas-ing access to quality education through the following activities:updating and developing content; Open Educational Resources

(OER) Development; AVU Capacity Enhancement Program (ACEP);set up/upgrade ODeL centers; developing professional networksthrough Communities of Practices; Research and Development;and Quality Evaluation and Benchmarking.

The AVU has contributed to training more than 43,000 studentssince its inception in 1997. The greatest asset of the AVU is its abil-ity to work across borders and language barriers in Anglophone,Francophone and Lusophone Africa. As the leading Pan AfricaneLearning Network, the AVU has acquired the largest eLearningnetwork in Anglophone, Francophone and Lusophone Africa withmore than 53 Partner Institutions in 27 countries.

The AVU is implementing a Multinational Project, Phase II (2012-2016) , funded by the African Development Bank. The projectbuilds on the successfull implementation of the first phase ( 2005-2011). The overall objective of the project is to strengthen the ca-pacity of the AVU and a network of 27 Universities drawn from 21countries, to deliver and manage quality.

ICT integrated education and training opportunities. The projectwill have the following activities: (1) Establishment of new OpenDistance and eLearning (ODeL) Centres and/or upgrading of exit-ing AVU Learning Centres as well as Internet connectivity provisionat AVU Partner Institutions; (2) Development and/or improvement,and delivery of four ICT integrated Programs: AVU Capacity En-hancement Program (ACEP); Teacher Education (TE), ComputerScience (CS), and Peace and Conflict Resolution; (3) Gender Main-streaming (4) Research and Development; (5) Promotion and de-velopment of Open Education Resources (OERs); and (6) Enhance-ment of AVU Capacity.

The 21 countries benefiting from the AVU Multinational ProjectPhase II include: nine (9) Francophone African Countries: Benin,Burkina Faso, Burundi, Cameroon, Democratic Republic of Congo,Mali, Mauritania, Niger, Senegal; three (3) Lusophone African Coun-

tries: Cape Verde, Guinea Bissau and Mozambique; and eight (9)Anglophone African Countries: Gambia, Ghana, Kenya, Ethiopia ,Nigeria, Rwanda, South Sudan, Sudan, and Tanzania.

See www.avu.org


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ACU Refugee Program on theThai-Burma Border

The situation of refugees, forced migrants and internally displacedpeople is one of the greatest humanitarian challenges facing hu-mankind. This is especially true of what the UN High Commissionfor Refugees (UNHCR) calls protracted refugee situations wherethe refugees have lived for many years in a state of limbo with noresolution to their problem in sight. This is the case with the nineBurmese camps along the Thai-Burmese border the consequenceof brutal repression of ethnic minorities by the junta in Burma. Thechanging political landscape in Myanmar has not so far improvedthe situation of ethnic minorities.

In the camps, primary and secondary education are all provided byUNHCR and non-governmental organisations (NGOs) but there isno opportunity for young, bright refugees to have access to recog-nized qualifications in higher education.

ACU has been offering tertiary education since 2004 to refugeestudents from Burma living in the camps. While the majority arefrom the Karen ethnic group, reflecting their majority presence onthe Thai-Burma border, we have deliberately sought out studentsfrom other ethnic groups such as Kachin, Mon and Shan as well asensuring a good gender balance. ACU offers a Diploma in Liberal

Studies of eight broad liberal arts subjects such as English Commu-nication Skills, Introduction to Development, and Fundamentalsof Business Management. The Diploma is currently being taughtto forty nine students through a mix of online tutoring, use of dis-tance learning materials and face-to-face teaching. In the past, theDiploma was delivered through a consortium of ACU and three USbased Jesuit Universities who each contributed a small amount ofmoney as well as offering one subject each using on-line learning.However, the US Universities have withdrawn from ACUs programand are now participating in a similar tertiary program modelledon the ACU program through JCHEM: Jesuit Higher Education atthe Margins. Our current partners are York University in Toronto,Canada, the Marist Mission Ranong, ( MMR) Thailand , the Order ofSt Augustine ( OSA) and the Catholic Office for Emergency Reliefand Refugees, (COERR) Thailand .

The current Diploma program includes eight subjects, seven ofwhich are taught by ACU staff and one by a York University. . It isbeing delivered in Mae Sot in central Thailand where ACU has es-tablished a study centre which also provides accommodation forthirty students from refugee camps along the Thai/ Burma borderand study facilities for the ten additional students who all work inCBOs or NGOs. There are also nine Diploma students in Ranongin the South with a tutor and study centre supported by the MMR

These students are all migrant workers from Burma who have hadno previous opportunities for tertiary or vocational education Afurther group of five students from Pakistan, Syria and the Demo-

cratic Republic of Congo are urban refugees in Bangkok and willcomplete a Certificate version of the course, studying only four ofthe eight Diploma subjects. The reasons for this relate to the morecomplex circumstances of this group as well as limitations in localresources.

Students are selected via an English test, both spoken and writtenas well as an extensive interview. In 2013, over two hundred andsixty students applied for the fifty four places in the 2014 course.

The native English speaking tutors at each site who hold regularclasses support students, providing much needed mediation ofon-line course material as well as contact with lecturers.

Former graduates of the ACU course have gained employmentin NGOs or CBOs serving the refugee communities, teaching (thecamps have lost 50% of their teachers over the past few years) andcommunity leadership. For those who have chosen resettlement,a number have gained scholarships from foundations such as theErasmus Mundi Foundation or Childs Dream and entry into univer-sities in Thailand or overseas.

The program was awarded Best Collaborative International Project

at the prestigious Australian Business Higher Education Round Ta-ble Awards (B-HERT) in 2008 and won the ACU Vice-ChancellorsAward for Outstanding Community Engagement in 2010.

Research has shown the studies of past graduates have benefitedthe refugee community (if they have stayed in the camps or in theborder area) or the community in diaspora (if they have been re-settled to a third country). Students who previously supported thearmed struggle against the Burmese military reported that, owingto their studies, they now believed in peaceful negotiation to endwhat is the worlds longest-running civil war.

This program is a direct embodiment of ACUs mission with its fun-damental concern for justice and the dignity of all human beings.

The on-going challenge is to raise the funds to make the programsustainable.

For further information, contact Maya Cranitch on 02 9739 2010 oremail: [email protected]. More information can be foundon the Faculty of Education and website under Community En-gagement Activities.

See www.acu.edu.au.


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Borderless Higher EducationFor Refugees (BHER)

The Borderless Higher Education for Refugees (BHER) project is adevelopment initiative that delivers higher education to refugeesin the Dadaab refugee camps and Kenyan nationals from local hostcommunities.

BHER is a multi-institutional collaboration within the seven-mem-

ber BHER Consortium bridging Kenya and Canada. In Kenya, theseconsortium partners are African Virtual University (AVU), KenyattaUniversity (KU), Moi University (MU) and Windle Trust Kenya (WTK).

The Canadian consortium members are York University (YU), Uni-versity of British Columbia (UBC), and World University Service ofCanada (WUSC). The BHER project is undertaken with the finan-cial support of the Government of Canada, provided through theDepartment of Foreign Affairs, Trade and Development (DFATD)through a grant for the period of 2013 2018, administeredthrough York University in Canada.

The project draws on Canadian, Kenyan and international exper-tise to develop and enhance professional capacities in situ. Spe-cifically, the project focuses on (1) enhancing the teaching work-

force in the Dadaab camps and local surrounding communitiesin Kenya through internationally-recognized university coursesand program offerings at the level of certificate, diplomas and de-grees; and (2) increasing the effectiveness of Canadian and Kenyanuniversities to deliver quality inter-cultural and gender-sensitiveuniversity programs for marginalized groups and communitiesthrough partnership activities and joint courses/programs

Project Goal: The ultimate goal of BHER is to afford refugee youth agreater likelihood of successful and productive repatriation to theirhome country when possible, and a rise in the quality of educationin host/home countries concerned with building peaceful, equita-ble and socially inclusive societies.

What does BHER do? Offers gender balanced and internationally recognized universityprograms at the level of certificates, diplomas and degrees in ed-ucation, social sciences and natural sciences to refugee and localpopulations; Supports Canadian and Kenyan universities to develop and de-liver individual or joint onsite and online programs through theBHER Learning Centre.

How does BHER work? Students eligible to apply to any of the BHER programs will followadmission policies and procedures of the institution that adminis-ters any given academic program;

All students initially attend a year of preparatory work to becomeuniversity ready; After the preparatory stage, students enroll in Certificate and Di-ploma programs to train as teachers either in primary or secondaryeducation; Upon completion of either the Certificate or Diploma Programs,

students may apply to a degree program in a range of disciplines.These are still under development, but may include such disci-plines as Community Health, Community Development and Exten-sion and Business. All offerings are stackable, allowing students to earn a certifi-cates or diplomas at each level of study, incrementally building to-wards earning a degree; Costs for education are absorbed by donors and participatinguniversities.

BHER ModelStudents in the BHER program are organized in to cohorts, eachof which accommodates up to 200 students and lasts 4-5 years.Current funding covers 2 cohorts; one to begin in 2013 and one

in 2014. Each cohort will initially enroll in a university prepara-tion program called the Increased access and Skills for TertiaryEducation Program (InSTEP). Its purpose is to prepare prospectivestudents for university education through courses in English Lan-guage for Academic Purposes, Information and Communication

Technology (ICT) and Research Skills. Successful students will re-ceive a non-credit Certificate.

Students who elect to proceed with their studies after complet-ing InSTEP will be eligible apply to a BHER Certificate or Diplomain Education, pursuing either a primary or secondary educationstream. Graduates from these Certificate and Diploma programsmay then apply to a BHER Bachelor degree program offered by one

or more of the BHER consortium universities, with their Educationcredits counted towards the requirements of the degree. InSTEPand all Certificate, Diploma and Degree programs are designed tobe completed by students who remain resident in Dadaab duringtheir studies, with courses offered both on-site and online.

See http://crs.yorku.ca/bher


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Its About PartnershipsJC:HEM brings together a large group of individuals, organisations,institutions and foundations, individually and collectively investedto bring higher education to those at the margins. This includesthe Jesuit Refugee Service, UNHCR, Regis University as the award-ing institution, as well as the other 27 universities in the US and anincreasing number of organisations and institutions. Each bringstheir own networks and partners.

Not least, JC:HEM harnesses the willingness of individuals, partic-ularly faculty, to make their personal time available to teach those

at the margins.

Increasingly, the challenge for JC:HEM is not finding additionalpartners, but ensuring the appropriate management and targetingof their contributions.

Centralise Some Things, Decentralise Others(but keep them both small)JC:HEM has a small central team responsible for its academic activi-ties - course content management and delivery, faculty recruitmentand orientation for example. This central academic managementcan support many site with JRS and potentially other partners.The scope and respective responsibilities of these key partners hasbecome increasingly clear during the course of the pilot and will be

formalised when JC:HEM moves into Phase II though Memorandaof Understanding.

The Technology & Networks To Do This Are AvailableAt the outset it was thought that the principal challenges likelyto be faced would be technological how to get reliable powerand internet access to refugee communities; the maintenances ofcomputers, systems access, bandwidth etc. While these challengeshave not been insignificant, they have, for the most part proved tobe manageable.

Moreover, the technology used has rarely been cutting edge: so-lar-power cells, batteries, generators etc, while the internet has

usually been provided by commercial providers through existingnetworks. Buildings have been constructed using local labour andmaterials. Any visitor to the learning laboratories at Kakuma andDzaleka for example, would instantly recognise the legacy of learn-ing laboratories a formula which has been in use since at leastthe 1980s.

The Principal Challenges are AcademicThe majority of Diploma courses offered by JC:HEM have been ex-isting courses donated by partner institutions. In many cases it hasbeen necessary to adapt them for cultural context and sensitivity- often substantially. This process will culminate in Phase II whenJC:HEM will develop an entirely new curriculum for the margins.

This development represents a significant investment. Once com-plete however, it will be an equally significant asset capable of de-ployment wherever the need arises.

On-Site Support is CriticalDuring the initial assessment process, JC:HEM encountered severalprevious attempts at distance learning amongst refugees. Thesehad used a variety of media, paper-based postal systems, flashdrives, video technology etc. The usual mechanism was to offerscholarships to individuals that covered the costs of fees and per-

sonal learning materials. For the most part, they had been unsuc-cessful.

Upon examination, the assessment team concluded that it was notthe intrinsic quality of these courses which was at fault, but the lackof local support. Students were often expected to study in isolationwithout the support of either the awarding institution or the spon-soring agency. While there were several celebrated success stories,the drop-out rates made such initiatives unsustainable.

In response, JC:HEM has actively sought to develop learning cen-tres which physically bring students together and encouragesthem to support each other amongst a community of learners.Moreover, JRS has employed dedicated staff to support students,

resolve technical queries, monitor student progress and to identifyand address both individual and collective student issues. This sup-port has been critical.

Sustainability Requires A Business PlanJC:HEM has been an extremely effective mechanism for harnessingthe voluntary contributions of people and institutions. However, toaddress issues of sustainability and to reassure existing and futurepartners, it has been necessary to develop a business model whichquantifies and allocates the costs of the project amongst its variouscontributors.

Not only has this model enabled partners to manage their on-go-

ing contributions, but also to evaluate the value of the programmeto them. This takes a variety of forms: universities for example notonly participate in an activity which helps them to deliver the morealtruistic elements of their institutional their mission, but whichalso contributes to the professional and academic developmentof their faculty. The JRS and UNHCR, our on-site partners are notonly able to provide educational opportunities for the group forwhich they are advocates but similarly benefit from the trainingand development of their staff. In addition, though engagementwith JC:HEM International Faculty, they enhance other educationalactivities.

See http://www.jc-hem.org/

JC:HEM


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Humanitarian Communition: ChallengesConflict and natural disasters know no linguistic boundaries. Or-ganisations working in the field are often ill equipped to deliveremergency and humanitarian aid across language barriers.

InZone is committed to improving communication in conflict andpost-conflict zones by delivering virtual and on-site training to hu-manitarian field interpreters.Lack of translation and interpreting services is a vital missing linkin our ability to coordinate humanitarian aid effectively. Head ofOCHA, Hati (2010)

Interpreter Training

InZone delivers tailor-made courses that blend on-site and onlinetraining. Course materials are always organization- and contex-t-specific. The InZone Basic Course for Humanitarian Field Inter-preters includes two key components:

Basic consecutive and note-taking skills

Ethics in the communication process

JC:HEM InZones online training is delivered through InZoneslearning environment, optimized for a variety of devices andscreen sizes.

InZones Mission & ActivitiesInZones mission is three-fold:

1. Documentation and research Publication database

Documentary evidence

Research on ethics & humanitarian interpreting

2. Training 2009-2010 ICRC I - online pilot course for ICRC

2011 ICRC II

UNHCR I - rst course for UNHCR, Nairobi

2012-2013

UNHCR II - UNHCR, Nairobi UNHCR III, Kakuma Refugee Camp

UNHCR IV, Khartoum & East Sudan

UNAMA I, Kabul

UNHCR V - UNHCR, Nairobi

ICRC III & IV

UNHCR VI, Dadaab Refugee Camp

3. Community-buildingProviding a virtual meeting point for humanitarian fieldinterpreters from different areas and humanitarianorganisation

Recent Accomplishments Over 150 interpreters trained for ICRC, UNHCR, IOM and ILO, cov-ering up to 25 languages On-site courses in Kenya, Sudan, Afghanistan and Switzerland

Opening of an oce at UNON in Nairobi

Launch of a Continuing Education Certicate in Humanitarian In-terpreting (CAS) MOOC on communication in humanitarian settings in collabora-tion with CERAH Higher education in fragile contexts

For more information contact:Prof. Barbara Moser-Mercer: [email protected]@unige.ch - [email protected] -

[email protected]@unige.ch

Or see http://inzone.fti.unige.ch

InZone: Centre for Interpretingin Conflict Zones


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A special thank you to all roundtable participants:

Agnes Namunyak K. Mutele, Audrey Nirrengarten, Barbara Moser-Mercer, Beryl Pilkington, Don Dippo, Dunja Markovic, GeorgeKihara, Ita Sheehy, Jacqueline Strecker, James Karanja, Jean Bosco, Joanina Karugaba, Johannes Tarvainen, Josephine Gitome,

Maguelone Arsac, Marangu Njogu, Marilena Cabral, Mary R. McFarland, Maureen Kopiyo, Maya Cranitch, Neil Sparnon, Rich-ard Tsalwa, Sarah Dryden-Peterson, Sophie Dupont, Suad Sharif Mohamed, Troy Etulain, Wangui Kimari, and Yveline Wood.


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United Nations High Commissioner for Refugees

Rue de Montbrillant 94CH-1201 GenveSwitzerland

www.unhcrinnovation.orgwww.unhcr.org

UNHCR Connected Learning Report

Documents

Transcript of UNHCR Connected Learning Report