Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia
An intricate mesh of factors hampers students from refugee backgrounds from accessing and having success in higher education (HE). The paper examines HE within a broader framework of refugee education and the future politics of its provision. Much research is done on refugee children and youth in s...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2023-07-01
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| Series: | African Journal of Teacher Education |
| Subjects: | |
| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7516 |
| _version_ | 1797400670502912000 |
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| author | Emnet Tadesse Woldegiorgis Kennedy Monari |
| author_facet | Emnet Tadesse Woldegiorgis Kennedy Monari |
| author_sort | Emnet Tadesse Woldegiorgis |
| collection | DOAJ |
| description |
An intricate mesh of factors hampers students from refugee backgrounds from accessing and having success in higher education (HE). The paper examines HE within a broader framework of refugee education and the future politics of its provision. Much research is done on refugee children and youth in schooling contexts, but less is known about students from refugee backgrounds in HE. According to the United Nations High Commissioner for Refugees (UNHCR), an estimated 65 million people are currently displaced, of whom over 21 million meet refugee status criteria. Nevertheless, only five percent of this group has access to HE. Thus, access to HE and the success of students from refugee backgrounds are central to the discussion on the future of HE. The paper provides a comparative overview of difficulties regarding access to HE for refugee students in Uganda and Ethiopia, highlighting policy and settlement issues in their legislative and political contexts. It also interrogates students’ coping mechanisms, exploring their experiences through interviews. The study uses secondary data, document analysis, and interviews with a total of 30 students from refugee backgrounds, fifteen from Makerere University in Uganda and fifteen from Addis Ababa University in Ethiopia.
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| first_indexed | 2024-03-09T01:58:48Z |
| format | Article |
| id | doaj.art-911cefff69b3488c93ef88e34b0b03fa |
| institution | Directory Open Access Journal |
| issn | 1916-7822 |
| language | English |
| last_indexed | 2024-03-09T01:58:48Z |
| publishDate | 2023-07-01 |
| publisher | Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD) |
| record_format | Article |
| series | African Journal of Teacher Education |
| spelling | doaj.art-911cefff69b3488c93ef88e34b0b03fa2023-12-08T10:00:05ZengSustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)African Journal of Teacher Education1916-78222023-07-0112210.21083/ajote.v12i2.7516Access and politics of higher education for refugees: Comparative contexts from Uganda and EthiopiaEmnet Tadesse Woldegiorgis0Kennedy Monari1University of JohannesburgRotary Peace Fellow at Makerere University Rotary Peace Center An intricate mesh of factors hampers students from refugee backgrounds from accessing and having success in higher education (HE). The paper examines HE within a broader framework of refugee education and the future politics of its provision. Much research is done on refugee children and youth in schooling contexts, but less is known about students from refugee backgrounds in HE. According to the United Nations High Commissioner for Refugees (UNHCR), an estimated 65 million people are currently displaced, of whom over 21 million meet refugee status criteria. Nevertheless, only five percent of this group has access to HE. Thus, access to HE and the success of students from refugee backgrounds are central to the discussion on the future of HE. The paper provides a comparative overview of difficulties regarding access to HE for refugee students in Uganda and Ethiopia, highlighting policy and settlement issues in their legislative and political contexts. It also interrogates students’ coping mechanisms, exploring their experiences through interviews. The study uses secondary data, document analysis, and interviews with a total of 30 students from refugee backgrounds, fifteen from Makerere University in Uganda and fifteen from Addis Ababa University in Ethiopia. https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7516Access to higher educationrefugeesdisplaced peopleUgandaEthiopia |
| spellingShingle | Emnet Tadesse Woldegiorgis Kennedy Monari Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia African Journal of Teacher Education Access to higher education refugees displaced people Uganda Ethiopia |
| title | Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia |
| title_full | Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia |
| title_fullStr | Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia |
| title_full_unstemmed | Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia |
| title_short | Access and politics of higher education for refugees: Comparative contexts from Uganda and Ethiopia |
| title_sort | access and politics of higher education for refugees comparative contexts from uganda and ethiopia |
| topic | Access to higher education refugees displaced people Uganda Ethiopia |
| url | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/7516 |
| work_keys_str_mv | AT emnettadessewoldegiorgis accessandpoliticsofhighereducationforrefugeescomparativecontextsfromugandaandethiopia AT kennedymonari accessandpoliticsofhighereducationforrefugeescomparativecontextsfromugandaandethiopia |