EDUCATIONAL DILEMMAS UNCOVERED

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Blended learning Blended learning modes provide opportunities to understand and share the realities on the ground; which is crucial for instructors to be close to the experience of the refugees, whether they live in a camp or urban setting (Anderson, Brown, & Jean, 2012). It was observed that having an instructor in front of them and having peers to interact with helps the refugee students to stay on the course and successfully completing it. One of the main reasons for that is the importance of motivation, which is considered to be an integral part of the learning process, not only in the context of crisis and conflict but in all contexts. It is the face-to-face interaction that makes it possible to design and develop contextualized programmes. Gladwell et al. (2106) realized that in countries hosting refugees, blended programmes designed for refugees had the target population and their context in mind, and that the community was consulted during the design phase as ...

Scholarships According to a UNHCR policy briefing (2015)   numerous scholarship programmes   at higher educational level have been made available to refugees in their countries of asylum, as well as in third countries, particularly in the European Union. However, the total of all available scholarships for Syrians promised since the start of the crisis, does not exceed several thousand ; consequently leading to a huge gap between the opportunities provided and actual demand, remembering that the demand reaches hundreds of thousand eligible youth for HE.   All-virtual learning mode According to Moser-Mercer (2014) from the University of Geneva, students’ engagement with all-virtual courses in fragile contexts cannot be described as regular, nor sufficient. In those contexts, set learning outcomes are usually not met and learners simply drop out. (Moser-Mercer, 2014) . A landscape review conducted to study HE potentials in low resource environments observed that...

UNHCR has estimated that globally there are only 1% of refugee youth able to access higher education (UNHCR, 2014). Statistically this means that around 195,000 refugees out of the total 7.2 million refugee children and youth who completed secondary education will are able to access higher education (HE). If we try to compare that with the % of HE students across Organization For Economic Co-operation and Development (OECD) member countries we will find a discrepancy of 40%. In the later case there is an average of 41% of 25-34 year-olds who attended HE (OECD, 2014).  Access to HE matters a lot to refugees for various reasons. It serves as a very strong incentive to K-12 students. HE has been listed according to some research as a primary aim for displaced students (Refugee Support Network, 2011). HE is, as well, an issue of protection, as it maintains a sense of hope for a future,, and thereby decreases the engagement in violent and sectarian activities. However, HE of ref...