scholarly journals Gender and Access to Higher Education among Refugees in Dadaab and Kakuma Kenya: Challenges and Possible Interventions

2021 ◽  
Vol 4 (1) ◽  
pp. 18-28
Author(s):  
Teresa Mwoma ◽  
Fatuma Chege
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Basic Education ◽  
Tertiary Education ◽  
Critical Role ◽  
Gender Disparity ◽  
Refugee Camps ◽  
Access To Higher Education ◽  
Male Youth ◽  
Political Differences

Education plays a critical role in rebuilding societies torn apart by conflicts and violence that are often driven by socio-economic injustices and political differences. This makes people both young and old flee their homes and countries to seek refuge in other places ending up in refugee camps. While children in refugee camps are able to access some form of education at lower levels of learning, more male youth than their female counterparts tend to seek post-basic education outside the confines of refugee camps. Statistics show an increase of youth attending secondary school from 4% in 2011 to 10% in 2017. However, there were fewer young women than men accessing higher education in 2016, thus creating a gender disparity in favour of men with thirteen out of 91 students enrolled in tertiary education being female while 78 were males. This article, therefore, explores the challenges experienced in accessing higher education by both female and male refugees, as well as provides suggestions on enhancing gender equity in participating in higher education. The article is informed by findings from a desk review on the implementation of the Borderless Higher Education for Refugees (BHER) in Dadaab and the Quality Secondary Education in Emergencies (QSEE) in Kakuma. The article further utilises findings from responses to an unstructured questionnaire that was administered to students undertaking the two programmes to explore their perceptions on challenges experienced in accessing higher education by refugees. Findings indicated that refugees face a myriad of challenges that compromise their ability to access higher education including, early marriages for girls, lack of scholarships to enable them to access education, limitation of movement which hinder them from joining other students in universities where they are enrolled for open learning.

scholarly journals Problematizing the concept ‘epistemological access’: A review of literature

2014 ◽  
Vol 4 (1) ◽  
pp. 15 ◽  
Author(s):  
Lucinda Du Plooy
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Conceptual Framework ◽  
South African ◽  
Basic Education ◽  
Access To Higher Education ◽  
Review Of Literature ◽  
Font Size ◽  
Black Line ◽  
South African Education

<em><span style="color: black; line-height: 115%; font-family: 'Arial','sans-serif'; font-size: 11pt; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-GB">This paper provides a review of literature which aims at problematizing the concept ‘epistemological access”, a fairly under-researched topic in South African education. Morrow’s distinction between formal access (institutional access) and epistemological access (access to the goods distributed by the institution) is used as a conceptual framework. We argue that the meaning of the concept ‘epistemological access’ as Morrow intended </span><span style="color: black; line-height: 115%; font-family: 'Arial','sans-serif'; font-size: 11pt; mso-fareast-font-family: Calibri; mso-ansi-language: EN-ZA; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">was borne out of a particular political need that arose in higher education; the need to democratize access to higher education. The dearth of literature on the concept “epistemological access” and its meaning for access to basic education, especially foundation phase schooling, therefore warranted this literature review.</span></em>

scholarly journals The Role of Feminist Standpoint and Intersectionality Epistemologies in Providing Insights into the Causes of Gender Disparity in Higher Education

2018 ◽  
Vol 6 (1) ◽  
pp. 19
Author(s):  
Enyonam Brigitte Norgbey
Keyword(s):  
Higher Education ◽  
Gender Gap ◽  
Critical Role ◽  
Gender Disparity ◽  
Gender Disparities ◽  
Sub Saharan Africa ◽  
Clear Understanding ◽  
Theoretical Frameworks ◽  
Feminist Standpoint ◽  
Sub Saharan

Higher education plays a critical role in society’s development, particularly in the current era of globalization in which knowledge-based innovations are critical for development. However, women’s underrepresentation in higher education remains a persistent issue of concern, particularly, in sub-Saharan Africa. The gender gap in higher education is created by complex interconnected sets of deep-rooted factors. A clear understanding of the underlying causes of gender inequality in higher education is necessary to develop effective interventions to overcome this disparity. Feminist standpoint and feminist intersectionality epistemologies have been used to provide insights into gender disparities in higher education. Drawing on existing published literature, I will discuss the conceptual and theoretical frameworks of these two feminist epistemologies and explore the methodological implications of these epistemologies for critically examining gender disparities in higher education in the context of sub-Saharan Africa. Keywords: epistemology, feminism, gender, higher education, intersectionality

scholarly journals A CASE STUDY OF "HABITUS" AND "FIELD": THE CHINESE RURAL STUDENTS ON THE UNIVERSITY CAMPUS

2012 ◽  
Vol 40 (1) ◽  
pp. 45-64
Author(s):  
Jingyi Dong
Keyword(s):  
Higher Education ◽  
Education System ◽  
Tertiary Education ◽  
Critical Role ◽  
Rural Students ◽  
Chinese Higher Education ◽  
Higher Education System ◽  
Education Inequality ◽  
Financial Pressure ◽  
The University

This research focuses its inquiry on the economic aspect of rural university students' life in China, but the discussion goes beyond the economic field. Massification in the Chinese higher education system has increased the chance for rural youths to receive tertiary education. However, there is rarely sufficient data to record their status quo on the campus. This research intends to fill up the gap by making a comparison between the rural students who are located at different levels in the higher education system. This comparative analysis eventually leads to such findings: Those at the higher extreme of the hierarchy, who have more subsidies, tend to experience more frustration under financial pressure than those at the lower extreme, who are insufficiently funded. Presumably, the former are more directly exposed to rural-urban disparity. While the latter experience less frustration, they are less prepared to impacts from the unfamiliar urban society. The research, eventually going beyond the economic problems, has exposed a process in which the rural youths are victimized by the system that discriminates against the Chinese peasants, in which the higher education system plays a critical role. Key words: higher education, inequality, poverty, rural students.

Women in Higher Education in Nigeria

2021 ◽  
pp. 186-210
Author(s):  
Abiola Ibidunni Odejide ◽  
Obasanjo Joseph Oyedele
Keyword(s):  
Higher Education ◽  
Gender Equity ◽  
Educational Institutions ◽  
Access To Higher Education ◽  
Leadership Positions ◽  
Institutional Policies ◽  
The Sustainable Development ◽  
External Threats ◽  
Development Goals ◽  
Political Security

This chapter examines issues of female access to higher education in Nigeria and the equity and empowerment interventions available to female staff and students in higher educational institutions (HEIs) in the light of Items 4 and 5 of the Sustainable Development Goals. It focuses on the major challenges, responses, their drivers, and their effectiveness. Statistical and existing qualitative data are used to highlight the persistent sociocultural, economic, political, security, and policy challenges that continue to negatively impact female participation and experiences in higher education. It advocates enactment and implementation of legislation and institutional policies to promote gender equity, gendering of the curriculum, females' equitable and quality participation in leadership positions, and better security from internal and external threats. Advocacy to foster widespread attitudinal change and collaboration on global and regional development initiatives marked by national priorities should facilitate the attainment of these goals. .

Quo Vadis?

2021 ◽  
Vol 9 (6) ◽  
pp. 381-384
Author(s):  
ROCKY NINO MANIRE ◽  
Emily B. Tan
Keyword(s):  
Higher Education ◽  
High School ◽  
Basic Education ◽  
Tertiary Education ◽  
The Philippines ◽  
Educational Institutions ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Quo Vadis ◽  
Made In

The continuity of education must be seamless. Hence, adjustments in the basic education curriculum also calls for adjustments in the higher education curriculum to ensure the continuity of the learning process after transitioning from senior high school to tertiary education. Philippine Higher Educational Institutions is challenged everyday with the series of developments happening in the country. As such, adapting to these developments must be captured though curricular reforms in the PHEI curriculum. This short reflection deals with the adjustments made by the higher education in the Philippines in order to align themselves with the curricular reforms made in the basic education.

scholarly journals Empirical Analysis of a Model for Student Success using a Case Study Approach

2016 ◽  
Vol 4 (7) ◽  
pp. 100-112
Author(s):  
Zakiya S Wilson ◽  
Margaret I. Kanipes ◽  
Goldie S. Byrd
Keyword(s):  
Higher Education ◽  
First Generation ◽  
Critical Role ◽  
The United States ◽  
Black Colleges ◽  
College Completion ◽  
Access To Higher Education ◽  
Study Approach ◽  
Completion Agenda ◽  
Diverse Backgrounds

Historically black colleges and universities (HBCUs) play a critical role in the national college completion agenda within the United States of America (U.S.). With high enrolments of minority, first-generation, and economically disadvantaged students, HBCUs serve as essential access points to higher education and the American dream. Given the high needs student population of HBCUs, these institutions can serve as national and international models for improving college completion and demonstrating efficacy in promoting access to higher education among students from diverse backgrounds.

scholarly journals Universal Access to Quality Tertiary Education in the Philippines

2018 ◽  
Vol 94 ◽  
pp. 19
Author(s):  
Miguel Antonio Lim ◽  
Sylvie Lomer ◽  
Christopher Millora
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Universal Access ◽  
The Philippines ◽  
Access To Higher Education ◽  
Tuition Fees ◽  
Heated Debate

The Philippines has recently introduced a subsidy for tuition fees to enable universal access to higher education. There has been a heated debate about the Act’s sustainability and its implications for equity. We examine these issues and argue that, despite concerns, this move is a strategic long-term investment for the country.

scholarly journals Beyond Basic Education: Exploring Opportunities for Higher Learning in Kenyan Refugee Camps

Refuge ◽  
2012 ◽  
Vol 27 (2) ◽  
pp. 42-56 ◽  
Author(s):  
Laura-Ashley Wright ◽  
Robyn Plasterer
Keyword(s):  
Higher Education ◽  
Basic Education ◽  
Service Providers ◽  
National Level ◽  
Economic Benefits ◽  
Higher Learning ◽  
Social Benefits ◽  
Small Scale ◽  
Refugee Camps ◽  
Refugee Education

This paper seeks to elucidate the socio-cultural and economic benefits of higher education in refugee contexts. NGO and UNHCR initiatives in Dadaab and Kakuma camps are used as a reference point for discussing the challenges, best practices, and potential of higher and adult learning in contexts of protracted exile. This small-scale, qualitative study seeks to understand what opportunities for higher education exist for those living in Kenyan refugee camps, and do existing opportunities yield “social benefits” beyond those accrued by the refugees themselves? Drawing upon interviews with practitioners, observation in schools and learning centres, and data from refugee-service providers, our findings are primarily descriptive in nature and explore the myriad ways in which opportunities for higher learning can strengthen refugee communities in countries of asylum. We contend that although Kenya’s encampment policies limit the potential economic and social benefits of refugee education on a national level, opportunities for refugees to pursue higher education are still immensely valuable in that they bolster refugee service provision in the camps and provide refugees with the skills and knowledge needed to increase the effectiveness of durable solutions at both an individual and societal level, be they repatriation, local integration, or third-country resettlement.

scholarly journals Aligning Higher Education’s Promise of Well-Being with Sustainability as a Purpose of Education

2021 ◽  
pp. 355-361
Author(s):  
Katrin Kohl ◽  
Charles Hopkins
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Well Being ◽  
Access To Higher Education ◽  
Career Opportunities ◽  
Purpose Of Education ◽  
The Future ◽  
Academic Degrees

AbstractIn a world of increasing complexity, there is a growing demand for access to higher education. People of all ages aim at academic degrees to qualify for decent career opportunities in the future, often in hope of a better life. Numbers in higher education are globally on the rise with today approximately 38% gross enrolment in tertiary education (UNESCO 2018).

scholarly journals POR QUE A DISCIPLINA DE QUÍMICA GERAL REPROVA TANTO?

2020 ◽  
Vol 5 (1) ◽  
pp. 449-468
Author(s):  
Eduardo Ribeiro Mueller ◽  
Leticia Vanin ◽  
Gabriel Bezerra Cardoso ◽  
Rans Miler Pereira Dantas
Keyword(s):  
Higher Education ◽  
High School ◽  
General Chemistry ◽  
Data Collection ◽  
Basic Education ◽  
Participant Observation ◽  
Failure Rates ◽  
Access To Higher Education ◽  
Level Of Difficulty ◽  
The Relationship

Resumo: Este trabalho faz parte de uma abordagem investigativa denominada Transição Ensino Médio/Universidade: conflitos do acesso ao ensino superior em Química. Neste artigo o objetivo foi verificar contradições estatísticas relacionadas a aprovações e reprovações na educação básica e no ensino superior em Química, e investigar a relação entre os altos índices de reprovação na disciplina de Química Geral e o perfil dos estudantes que ingressam no curso de Licenciatura em Química da UFMT – Campus Araguaia. Para isso, realizamos coleta de dados (matriculados, aprovados e reprovados) junto ao curso de Licenciatura em química e junto à SEDUC-MT, resultados de 2014 a 2018, e realizamos observação participante na turma de química geral do semestre 2019/1. Os resultados comprovaram nossa hipótese, de que há distinção quanto à aferição de notas e quanto ao nível de dificuldade das avaliações praticadas. Concluímos que, em ambos os casos, a aprendizagem não está sendo alcançada de modo satisfatório.Palavras-chave: Química Geral; Aprovação; Reprovação; Aprendizagem. Abstract: This work is part of an investigative approach called Transition High School/ University: conflicts of access to higher education in Chemistry. In this article the objective was to verify statistical contradictions related to pass and fail in Basic Education and Higher Education in Chemistry, and to investigate the relationship between the high failure rates in the discipline of General Chemistry and the profile of students who enter the undergraduate course in Chemistry at UFMT - Campus Araguaia. For this, we performed data collection (enrolled, approved and disapproved) with the chemistry degree course and with SEDUC-MT, results from 2014 to 2018, and performed participant observation in the general chemistry class of the semester 2019/1. The results confirmed our hypothesis, that there is a distinction regarding the assessment of grades and the level of difficulty of the practiced evaluations. We conclude that, in both cases, learning is not being achieved satisfactorily.Keywords: General chemistry; Approval; Disapproval; Learning.

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