Refugees, Education and Technology
Why we should merge them and 3 innovative ideas that have done so
Why should we care about refugee education?
I was born and raised in a developing country. Since a very early age, I started to notice that, in one given region, people may live in extremely different contexts, and have profoundly different access to opportunities and basic human rights. Access to education, for instance, is extremely unequal around the world. It is constrained by socioeconomic status, race, location, and war. Yes, war.
More than ever, children are leaving school because their hometowns are struck by conflict. Some of them have been displaced and have become refugees. According to UNESCO, 58 million children remain out of school. More than half of them live in conflict-affected settings (UNESCO, 2015). Among all refugees, only 1% of them are resettled to countries that offer them good education systems, such as the United States and Canada (UNHCR, 2016). Conflicts affecting refugees are not short-lived. In 2014, the average length of displacement for refugees was 25 years (UNHCR & Global Monitoring Report, 2016). It is clear that displacement may have numerous implications for access to education, as millions of children spend their entire childhood with limited opportunities for education.
Limited access to education causes several individual problems such as emotional trauma, lack of good future perspectives, difficulties to re-enter an educational system once resettled, weaker social skills, among others. In her research on the importance of education for refugees, Prof. Dryden-Peterson, from Harvard Graduate School of Education, has found three basic benefits of giving refugees access to education: it promotes “current physical security and the promise of future economic security”, it “can create conditions for children to imagine future stability through integration into a social, economic and political system” and it provides a “critical link between the present and future through aspirations” (Dryden-Peterson, 2011 ,98).
Providing education for refugees also guarantees their right as children and as refugees. Article 22 of the 1951 Convention relating to the Status of Refugees and its 1967 Protocol specified the right to education for all children, including refugees, and calls signatory states to “give refugees the same treatment as is accorded to nationals with respect to elementary education… [and] treatment as favorable as possible… with respect to education other than elementary education” (UNHCR, 2010).
Educating refugees is a global responsibility, and both local and global efforts must be united to guarantee their rights and provide them a secure present and a promissory future.
How has the world provided education for refugees in the past?
The story of refugee education started a few years after World War II, when several people were displaced due to war and conflict. Efforts to deal with refugees were led by the United Nations High Commissioner for Refugees (UNHCR), an organization created in 1950 to help Europeans who have fled or lost their homes due to war. Today, the UNHCR is responsible for assisting refugee needs around the world, including internally displaced and stateless people.
Until the mid-1980s, global institutions had a limited role in its scope, focusing only on post-primary education through scholarships for an elite few. At the same time, refugee communities organized themselves to create education opportunities. By 1986, 95% of UNHCR educated refugee children were in primary school (UNHCR, 1988).
By the mid-1990s, refugee education began to be led by policy, and not by people. UNHCR did not have officers working in host countries and, in 2004, 0.1% of UNHCR’s budget was destined to education staff (Kelley, Sandison, & Lawry-White, 2004, p. 27). During this period, the organization delegated education provision to national and international NGOs.
In 2012, a new UNHCR policy emphasized the “integration of refugee learners within national systems” (UNHCR, 2012), for three basic reasons: the geographic location of refugees in host countries made it impractical for them to have separate schooling, refugee education providers noticed that refugee children would likely spend their school years displaced and there was a need to fund refugee education over unknown time periods.
Okay… what does technology have to do with that?
As refugee needs became more visible, organizations at the present have used their creativity and resources to provide access to education for refugees in numerous ways, including by using technology.
In a recent report by the United Nations Educational, Scientific and Cultural Organization, authors stated that refugees have an increasing access to digital mobile technologies, which suggests that using these tools more frequently may be a way to provide support for education delivery and management in refugee contexts (UNESCO, 2018, pg. 5). In its report, UNESCO has shown that 32% of refugee households have a basic phone, and 39% have an internet capable phone. Also, 93% of refugees live in places covered by a 2G mobile network and 62% live places covered by 3G mobile networks (UNHCR, 2016a, p. 12).
Professor Dryden-Peterson et. al. has stated that technology, especially mobile devices, can “permeate the isolation of refugee camp contexts, connecting individual refugee students to resources that are in shorter supply in the camps” (Dryden-Peterson et. al, 2017, pg. 33), providing them a better perspective for the future and connections to locally and globally situated technologies available.
In its report, UNESCO has identified three types of challenges that edtech has tackled in refugee contexts: individual challenges, education system challenges and challenges related to specific levels and types of education.
Individual challenges include exclusion and isolation, disorientation in new environments, trauma and identity struggles and lack of language and literacy skills in host countries (UNESCO, 2018, p. 14). After analysing some edtech programs designed to tackle such challenges, UNESCO concluded that the provision of mobile literacy programs countered the lack of reading materials available to refugees and resulted in “significantly higher reading abilities among the beneficiary students”. Such results were also observed in foreign language learning and translation services (UNESCO, 2018, p. 19–20). Even though such programs still need further critical evaluations and have room for improvement, these emerging technologies have the potential to mitigate language and isolation difficulties encountered by refugees in their journeys. Among programs designed to tackle trauma and identity challenges, UNESCO has found that the potential of mobile learning apps to support psychological well-being and orientation is relevant for refugee educators and students. Examples of programs include digital storytelling and apps that gather systematic and trustworthy information useful for a refugee’s journey. Such potential has to do with reducing the feeling of isolation and loneliness, by helping integrating refugees with the culture and resources present at a specific location (UNESCO, 2018, p. 20–34).
Education system challenges include teachers who are unprepared for education for refugees, scarcity of appropriate learning and teaching resources, and undocumented and uncertified educational progress (UNESCO, 2018, pg. 35). Some programs designed to tackle such challenges include instant messaging for mentoring, open educational resources and mobile and SMS technologies for informations systems that gather data on education services and allow students to receive documentation and certification for their achievements. These programs are still in the early stages. If improved, translated into different languages and harmonized, they could be useful in lowering some barriers to refugee educators and providing better quality of education to refugee students.
The third challenge group identified by UNESCO has to do with specific levels and types of education, which include limited access to quality primary and secondary school, obstacles to vocational training and the labor market and restricted access to higher education (UNESCO, 2018, pg. 52). While 91% of non-refugees around the world have access to primary education, only 61% of refugees do. Numbers for refugees in secondary school are even lower, as 77% of them are not enrolled in secondary school. (UNHCR, 2016b). Even when refugees have access to education, they may have poor quality and deficient infrastructure, which reflects in low attendance. In addition, some families may choose not to allow their children to enroll in school because of a trade-off between education and income, and some parents may prefer that girls get married as opposed to going to school. Existing programs include non-formal mobile learning, SMS approaches to supplementary learning and MOOCs (Massive Open Online Courses) for higher education. Unfortunately, there is little evidence of existing initiatives that help bridge school and work-based learning. Existing programs have shown that much remains to be done in the context of mobile learning, but that it can become a path for innumerable opportunities for refugees (UNESCO, 2018, pg. 67).
Refugees’ need for education is urgent, and local and global actors must not wait for better conditions or legal matters to begin improving existing programs and creating new tools. The use of systematic mobile and instant messaging tools have been largely reported in refugee contexts and are essential in helping refugees navigate their journey and have their rights secured. Technology can be an enabler and multiplier of learning opportunities, blending educational systems with refugee needs and providing them a smart way to mitigate individual, education system and education level challenges.
What are some examples of programs that have provided education for refugees using technology?
So far, I have shown you some advantages and current challenges of using edtech for refugee education. It is a new concept, and we can affirm that edtech providers are still learning how to provide their services in refugee contexts. We could talk about a variety of programs that have shown successful results. I will show you three of them: eLearning Sudan, The Vodafone Foundation and Libraries Without Borders.
- eLearning Sudan
eLearning Sudan is a program to supplement traditional education efforts in the short term, without replacing it in the long-term. It was designed in response to challenges faced by children in Sudan, a country with a history full of conflict and insecurity, where more than 2 million children in primary school do not have access to education.
The program started with one subject, Mathematics, and was implemented in places with no or limited access to school buildings, teachers and electricity. Lessons are taught through educative games with child-centered design. It enables children to learn what they would learn in a traditional school and acquire Certificates of Primary Education, which would lead them to a formal education system.
During its testing phase, the program implemented rigorous research and analysed its progress during development and implementation. Its research found positive results, including that children learn significantly from the game, that it promotes a gender balanced learning experience, that it increases self-esteem and is effective in supporting traditional learning outcomes (measured using EGMA).
More about eLearning Sudan: https://www.warchild.nl/sites/default/files/bijlagen/node_13537/27-2016/6_pager_-_e-learning_sudan_may_2016.pdf
2. The Vodafone Foundation
The Vodafone Foundation is a UK based charity foundation designed to fund local initiatives to support communities in countries where Vodafone has commercial interest. In 2013, through a partnership with UNHCR, it was part of an effort in Dadaab (Kenya) and Ajuong Thok (South Sudan) refugee camps. The initiative was designed to provide access to education to refugee children through Instant Network Schools (INS).
The program was co-developed with school members and local community representatives who helped determine types of content and the program’s agenda. Technology was used as the main tool to support teaching efforts and counted with a holistic approach to invest in training of local operators, provide internet connection via mobile network or satellites and provide energy through solar panels, battery systems, a backup generator and a curation of energy-efficient hardware. Teachers counted with tools to assist in lesson planning and a partnership with Columbia University’s Teachers College to design effective curriculum and learn how to integrate technology into the classroom. In addition, The Vodafone Foundation and UNHCR focused on data-driven analysis to maximize their impact, identify gaps and prioritize main needs through a mobile data collection tool that allowed INS field teams to report activities.
Overall, results were positive. The performance of refugee children in national examinations, such as the Kenya Certificate of Primary Education (KCPE), for instance, increased from 75.6% to 90% after the implementation of INS schools. INS staff in various locations have observed that teachers who have used online and offline resources have improved their teaching, and students have benefited as a result.
The main concern to UNHCR and the Vodafone Foundation is related to funding, since UNHCR relied on annual contributions that limit its ability to long-term planning. To tackle this challenge, the organizations have encouraged community ownership and sought to implement the INS model into formal education efforts.
More about The Vodafone Foundation: https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/5a1220629140b7281e2b0c3a/1511137380530/9_PromisingPractices_Vodafone+Foundation_WEB.PDF
3. Ideas Box/Libraries Without Borders
Bibliotèque Sans Frontieres (BSF, or Libraries Without Borders, in English) conducts the Ideas Box program. The program does not replace schools, but seeks to create a safe environment where refugee children can access high-quality materials at no cost. It addressed challenges related to low quality of educational tools, resources and training of teachers, especially among refugee populations.
The program happens through a comprehensive toolkit delivered to emergency locations. It serves up to 5,000 people and can serve all age groups. It was developed over a year in Burundi, and was scaled in partnership with local and international NGOs operating in emergency and post-conflict locations. Each project is co-developed by BSF and the implementing partner, which counts with training “to promote ownership and optimal usage of the Ideas Box” (BSF, 2015, pg. 6). The box is adapted to the needs of the local population, considering their culture and language. When opened, it creates a 100m2 spaced with internet connection via satellite, 4 laptops, 15 touchscreen tablets, 50 electronic readers, 300 hard-copy books, numerous pedagogical tools, a cinema module equipped with the necessary material to produce documentaries and community news, various games and video games, toys, puppets and theatre set” (BSF, 2015, pg. 3).
Though Ideas Box, BFS focuses on content curation, seeks to answer each population’s needs, promote community engagement, share best practices through a collaborative platform whereby teachers may access contributions by external curators and facilitators, trains facilitators before and during the program, and provides technical maintenance throughout the project.
Beneficiary students have showed a 23% higher progression rate than students who did not benefit from the Ideas Box program, and teachers have benefited from the wide variety of technology and educational content provided. Consolata, a student in the Kavumy camp, for instance, has positively told Ideas Box researches: “With the renovation you bring, I assure you that there will be a change. Our children will become scholars with this. We will compare them with children at home. With the Internet, with computers, with the Ideas Box, our children will see what they have not had access to for years” (BSF, 2015, pg. 13).
More about Ideas Box and BSF: https://static1.squarespace.com/static/583af1fb414fb5b3977b6f89/t/59bdba1229f187158ef185c1/1505606164678/16_PromisingPractices_Libraries+Without+Borders_WEB.pdf
Looking ahead
Technology in refugee education is, no doubt, a new association. As we currently live the largest refugee crisis since World War II and refugee needs become more visible, we must use the tools we have to promote innovative solutions that help guarantee refugee rights, including the right to education.
Existing programs have shown a promising path, but still need improvement and scaling opportunities. Internet connectivity, cultural traits and gender disparities are still some challenges that must be tackled. Partnerships and community engagement must be pursued. Further research to validate educational impact and measure cost-effectiveness is still needed. Scaling and expanding efforts must also be explored, as most existing programs have a limited reach.
Finally, as someone who has had the privilege of accessing quality education, I hope this article has sparked your interest in reasons why not every child has such opportunity, and I hope we can unite our forces to eliminate barriers refugee children encounter when they seek to learn.
References
Dryden-Peterson, S. (2011). Refugee Children Aspiring Toward the Future: Linking Education and Livelihoods. In Educating Children in Conflict Zones (pp. 85–99). Columbia University.
Dryden-Peterson, S., Dahya, N., & Adelman, E. (2017). Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources. American Educational Research Journal, 54(6), 1011–1047.
Kelley, N., Sandison, P., & Lawry-White, S. (2004). Enhancing UNHCR’s capacity to monitor the protection, rights and well-being of refugees. Main report. Geneva, Switzerland: United Nations High Commissioner for Refugees.
UNESCO. (2015). EFA global monitoring report: Education for All 2000–2015: Achievements and Challenges. Paris: Author.
UNESCO (2018). A Lifeline to learning: Leveraging technology to support education for refugees. Paris, France: Author.
United Nations High Commissioner for Refugees (1988). Organizing primary education for refugee children in emergency situations: Guidelines for field managers. Geneva, Switzerland: Author.
— — . (2010) Convention and Protocol Relating to the Status of Refugees. Geneva: UNHCR.
— — . (2012). Education strategy 2012–2016. Geneva, Switzerland: Author.
— — .(2016). Global trends: Forced dis- placement in 2015. Geneva: Author.
— — . (2016a). Connecting Refugees: How Internet and Mobile Connectivity Can Improve Refugee Well-Being and Transform Humanitarian Action. September 2016. Geneva, Switzerland, Author.
— — . (2016b) . Missing Out: Refugee Education in Crisis. Geneva, Switzerland, Author. http://www.unhcr.org/ publications/education/57d9d01d0/missing-refugee- education-crisis.html
United Nations High Commissioner for Refugees & Global Monitoring Report. (2016). No more excuses: Provide education to all forcibly displaced people. Paris: UNESCO.
