Higher education for refugees:Good practices from the DAFI programme 

“Strengthening Delivery of Higher Education to Refugees”Istanbul, Turkey

6 October 2015

UNHCR’S mandate

Under the 1951 Convention relating to the Status of Refugees:

UNHCR’s mandate is to safeguard the rights and well-being of refugees •Ensuring protection for people of concern•Providing for basic needs•Finding durable solutions

59.5 million forcibly displaced as a result of persecution, conflict, generalized violence and human rights violations14.4 million refugees under UNHCR’s protection38.2 million IDPs51% of all refugees are under 18

Over 4 million Syrian refugees in host countries in the region (1st October 2015)

Forced displacement in 2014

UNHCR Education Strategy 2012-2016

Action 4: More young people will follow higher education courses

Kenya/UNHCR/R. Gangale/May 2010

Contribution of higher education

• Globally, less than 1% of refugees have access to higher education opportunities and demand is rapidly increasing

• Higher education for refugees serves individuals, communities and societies Professional development and self-reliance Reinforced protection of children and young people Skill-sets necessary for solutions to refugee situations Peaceful co-existence between refugee and host communities

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DAFI scholarship programme

• Initiated and primarily funded by Germany, complemented by private donors, implemented by UNHCR since 1992

• Sustainable growth: 2,240 scholarships for refugees in 41 host countries in 2014

• TOP-5 subjects of study: business & commerce, medical & health, pedagogics, engineering, mathematics & IT

• Largest student populations: Afghans, Somali, Congolese, Sudanese, Syrians

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DAFI for Syrian refugees

• DAFI has rapidly scaled up access for Syrian refugees: from 34 students in 2013 to 144 students in 2014

• New country programmes in Lebanon and Turkey since 2014, expanded programmes in Jordan and Egypt

• 200 new scholarships for Syrians in 2015

• Demonstration of high demand: 5,800 applications for 70 scholarships in Turkey in 2015

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Connected/ blended learning

• Combination of online and onsite learning adapted to refugee contexts (urban, camp-based)– Flexibility in programmes

• Expanding and diversifying access to accredited higher education within refugee communities – Complementary approach to scholarships

• Jordan: English and IT classes in Amman by JC-HEM

• UNHCR’s engagement in operational partnerships: towards a consortium of connected learning partners

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Good practices

• Clear selection criteria & diverse student cohorts– Reach-out to refugee communities, management of expectations

• Investment in broad partnerships– Governments, academic institutions, NGOs, refugee committees

• Established student support throughout the programme– Creation of student and graduate networks, peer support

• Perspectives beyond studies and the programme– Education and protection response, professional development

• Ensuring broader benefits for refugee communities– Volunteering as part of the scholarship, guidance to students

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Considerations on scholarships for refugees

• Protection and legal status of refugee students– Clarity in legal status of utmost importance– Right to work, prospects after graduation?– Communication with government offices and other actors

• Sustainability of scholarships– Coverage of whole degree cycle

• Language, academic and psychosocial support– Integration into social networks

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Regional Context

• Access to higher education important in the region– Providing meaningful education opportunities for youth– Reducing economic vulnerability– Improving livelihoods– Contributing to protection of young people and of their

communities

• Regional Refugee and Resilience Plan (2015 – 2016)– USD 455 million for education, including higher ed needs for

11,000 refugees

• Increased Scholarships (COA and third countries)– Complement education and protection strategies– Preserve protection space for refugees in the region

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Considerations

• Initiatives outside UNHCR should consider:– Protection and safety of refugee students– Requisite precautions to “do no harm”– Lead to durable solutions

• Coordination (with protection and education mechanisms) - key to avoid unintended consequences e.g. jeopardizing protection of students including legal status

• Principle of long term support – full course of study to complete certification

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Considerations

• Country of Asylum– Capacity building of local higher education institutions– Necessary support to integrate into the academic environment

for social cohesion

• Third Countries– Protection against situations of expiry of residency, destitution or

forced return as a result of studying abroad– Close coordination with national authorities on legal status,

lawful travel, asylum procedures, work placements etc.

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Questions and comments?The floor is open for discussion!