Introduction: higher education for refugees
Introduction: higher education for refugees
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简介：难民高等教育
DOI：
10.25071/1920-7336.34717
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发表时间：
2010
期刊：
影响因子：
1.9
通讯作者：
W. Giles
中科院分区：
文献类型：
--
作者：
Sarah Dryden;W. Giles
青年难民男女在最不确定和最可怕的情况下为未来带来希望。对他们的家庭来说，他们代表着获得更可持续经济生计的机会；对于他们的原籍国来说，更稳定的政治和社会领导的可能性。然而，大多数人被剥夺了接受教育的机会，而这种教育可以帮助他们培养技能、知识和批判性思维能力，以达到这些期望。教育通常不包括在人道主义反应中。尽管自2004年以来已经有了紧急情况下提供教育的规范性框架，其形式是紧急情况下教育机构间网络（INEE）紧急情况下教育最低标准(1)，该标准是《球体项目人道主义宪章和最低标准》的同伴；(2)自2006年以来，机构间常设委员会（IASC）的教育人道主义反应集群制度化。(3)教育响应的缺乏是显而易见的，例如，在肯尼亚北部的达达布难民营，那里迫切需要75所学校或1800间教室来为75,000名最近抵达的学龄儿童提供服务，然而，2011年7月联合国难民事务高级专员公署（UNHCR）对非洲之角的呼吁并未包括教育。(4)流离失所不是一个短期情况，这一现实加剧了教育方面缺乏应急反应：1999年至2007年期间，低收入国家的冲突平均持续了12年，中等收入国家的冲突平均持续了22年。难民营，在历史上是临时的过渡场所，通常类似于资源贫乏的村庄和城镇。2009年初，全世界有850万人在长期难民状况下被隔离了十年或更长时间，(6)没有返回原籍国、在庇护国当地定居或被重新安置到第三国的前景。目前，全世界大约有30个“长期”难民情况(7)，其中平均停留时间现在接近20年。(8)截至2009年初，这些难民占全世界在其国家以外的1 360万公约难民和其他寻求庇护者的63%。此外，目前还有2 750万国内流离失所者或国内流离失所者，他们因内战而被赶出家园和当地社区，但仍留在本国境内。（11）流离失所的扩大性和在流亡期间缺乏受教育的可能性意味着大多数难民失去了一次在学校学习的机会。然而，鉴于难民未来的不确定性，他们大多数人面临的日益全球化的现实，以及知识经济的前景，具有适应性和便携性的教育至关重要。《儿童权利公约》（1989年）指出，承认受教育权包括“根据能力，通过一切适当手段使所有人都有机会接受高等教育”。（12）实现难民的这一权利需要采取一种办法，认为教育是对社会的长期投资，缺乏获得各级高质量教育的机会会阻碍发展潜力。（13）难民通常表达这种方法，但捐助者和联合国机构的政策和做法通常没有反映出来。虽然在向难民提供小学和中学的高质量教育方面仍有许多未解决的问题，（14）难民高等教育的问题在奖学金和政策方面几乎都没有探讨。在接下来的内容中，我们将介绍难民高等教育这一新兴领域，以便将关于这一问题的第一批论文集合置于被迫移民和教育领域更广泛的辩论中。…
Young refugee women and men provide hope for the future in the most uncertain and dire of situations. For their families, they represent the chance for more sustainable economic livelihoods; and for their countries of origin, the possibility of more stable political and social leadership. Yet most are denied opportunities to pursue the kinds of education that would help them to cultivate the skills, knowledge, and critical thinking capacities to live up to these expectations. Education is not often included in humanitarian responses. This is so, despite a normative framework for the provision of education in emergencies since 2004, in the form of the Interagency Network for Education in Emergencies (INEE) Minimum Standards for Education in Emergencies, (1) which is a companion to the Sphere Project Humanitarian Charter and Minimum Standards; (2) and the institutionalization, since 2006, of an Inter-Agency Standing Committee (IASC) humanitarian response cluster for education. (3) The lack of educational response has been evident, for example, in the Dadaab camps in northern Kenya, where seventy-five additional schools or 1,800 classrooms were urgently needed to serve 75,000 recently arrived school-aged children, and yet education was not included in the July 2011 United Nations High Commissioner for Refugees (UNHCR) appeal for the Horn of Africa. (4) Compounding the lack of emergency response in education is the reality that displacement is not a short-term situation: conflicts between 1999 and 2007 lasted on average twelve years in low-income countries and twenty-two years in middle-income countries. (5) Refugee camps, historically meant to be temporary transit places, often resemble poorly resourced villages and towns. At the start of 2009, 8.5 million people worldwide had been sequestered for ten years or more in long-term refugee situations, (6) without prospects for returning to their countries of origin, settling locally in their countries of asylum, or being resettled to a third country. Currently, there are approximately thirty "protracted" refugee situations (7) throughout the world wherein the average length of stay is now close to twenty years. (8) These refugees represented 63 per cent of the 13.6 million Convention refugees and other asylum seekers located outside of their countries worldwide, as of the beginning of 2009. (9) In addition, there are now 27.5 million internally displaced persons or IDPs, (10) who have been ousted from their homes and local communities due to civil wars, but who remain within their home country borders. (11) The extended nature of displacement and the lack of possibilities for education in exile mean that most refugees miss out on their one chance for school-based learning. Yet given the uncertainty of the future for refugees, the increasingly globalized realities that most of them face, and the promise of knowledge-based economies, education--that is adaptable and portable--is critical. The Convention on the Rights of the Child (1989) states that recognizing the right to education includes "mak[ing] higher education accessible to all on the basis of capacity by every appropriate means." (12) Realization of this right for refugees requires an approach that conceives of education as a long-term investment for society and the lack of access to quality education at all levels as stunting development potential. (13) Refugees commonly articulate this approach, but it is not generally reflected in policies and practices of donors and UN agencies. While there remain many unaddressed issues related to the provision of quality education for refugees at primary and secondary levels, (14) the issue of higher education for refugees is virtually unexplored in both scholarship and policy. In what follows, we provide an introduction to the nascent field of higher education for refugees to situate this first collection of papers on the issue within broader debates in the fields of forced migration and education. …
影响因子：
3
作者：
Kabeer, N
通讯作者：
Kabeer, N