By MakCOMMS
The ‘Policy, Practice, and Accreditation: Towards Connected Refugee Education HEAC integrative Models project, led by Rovincer Najjuma, Michael Gallagher, and Rebecca Nambi, focuses on implementing research findings concerning refugee students in higher education in Uganda. It aims to establish a network of universities, civil society groups, and refugee students to collaboratively create a support framework aligned with the Higher Education Certificate, allowing better access to education for refugees. Uganda, hosting approximately 1.5 million refugees mainly from South Sudan, DRC, Somalia, and Burundi, emphasizes inclusive education through policies like the Comprehensive Refugee Response Framework.
The initiative addresses barriers in policy, social support, and digital education specifically targeting refugee participation in higher education. Key goals include advocating for reduced barriers, improving data transparency among participating institutions, and expanding training for marginalized groups. A selected group of universities and civil society organizations, including the Scottish Refugee Council, actively participates to assist in facilitating refugee access to higher education.
Makerere University executed this momentous project with the support of partners including The University of Edinburgh, Refugee Law Project and The Royal Society of Edinburgh.
Professor Antony Mugagga, Principal of Makerere University College of Education and External Studies, reflecting on the themes of policy, practice, and accreditation in connected refugee education:
Professor Mugagga expressed his acknowledged the pressing issue of refugee education, referencing biblical teachings that advocate for compassion: “The Bible emphasizes treating refugees well because at one time we were all refugees.”
Addressing the historical context of refugee issues, he remarked, “After the Second World War, there was a belief that wars would end; however, the ongoing conflicts in places like the Balkans and Ukraine remind us that the refugee crisis is far from resolved.” He emphasized the growing challenges faced by refugees, highlighting that, “Today, conflicts in regions like Sudan and Congo demonstrate that the refugee situation may become more protracted.”
Professor Mugagga stressed the responsibilities of educational institutions, asking, “How do we train our teachers to support refugees who have faced severe trauma?” He expressed gratitude for collaborative efforts, specifically thanking “the University of Edinburgh and all partners involved in this transformative initiative.” He concluded by urging attendees to focus on adopting practical solutions as they move forward together in enhancing refugee education.
While discussing ‘Setting the Scene for Refugee Education Landscape’, Francis Randle from United Nations High Commission for Refugees (UNHCR) began emphasized the critical need to frame refugee education within the broader context of connected learning and higher education hoping it would help to stimulate some thoughts and guide the discussion over the two days which underscores the urgency of addressing educational challenges faced by refugees today.
Randle defined connected learning as a term that shifts focus from technology to the social aspect of education, saying, ‘We really wanted to decenter the technology,’ emphasizing the importance of human connection. He noted, ‘this approach is vital for refugees who often enter educational settings with significant trauma and bureaucratic challenges, emphasizing the need for a supportive learning environment.’
He highlighted UNHCR’s ambitious goal of enrolling 15% of refugees in higher education by 2030, noting that progress has been made, with the figure rising from 1% in 2019 to an expected 7% in 2025. He mentioned that, “Higher education is so successful because it unlocks solutions for refugees,” indicating that education not only empowers individuals but can also lead to sustainable solutions for their situations.
Randle positioned UNHCR’s educational initiatives within the ‘Global Compact on Refugees’, which aims to ease pressures on host communities and enhance self-reliance. He highlighted four objectives, stating, “If it’s done well, [education work] should align with the Global Compact on Refugees.” This alignment is essential for fostering better relationships and resources for refugees.
While addressing the emerging role of education technology, Randle cautioned against the variable quality of services available to refugees. “There’s a lot of providers of education technology with variable quality,” this he said underscoring the need for quality standards to ensure that educational resources can effectively support refugee learning.
In discussing the ‘conditions for return’, Randle noted the importance of skill acquisition during exile, saying, Higher education plays a particularly critical role, indicating that those with better education are more likely to contribute to their home countries post-return.
In general, Randle called for continued efforts to developing effective educational frameworks for refugees by focusing on human-centric approaches and addressing systemic challenges to transform the landscape of refugee education, making it more inclusive and impactful.
Dr. Michael Gallagher from the University of Edinburgh while discussing the ‘Connected Refugee Education Project’ acknowledged the importance of defending the social spaces in which we live, emphasizing the need for institutional design in education. “It’s a matter of what it is that we need to determine in terms of education,” he noted suggesting a thoughtful approach to creating robust and inclusive educational systems.
He raised critical points about the ‘classification of refugee students’, noting that “categorization and classification as international students can be both a great opportunity and a barrier.” This highlights the complexities refugees face when trying to navigate educational institutions, particularly regarding fees.
Dr. Gallagher identified ‘language learning’ as a fundamental barrier, asserting that learning the language becomes this critical piece of overcoming these barriers. He emphasized the role of social services in creating strong support networks necessary for refugee students to thrive in education.
He addressed the dual-edged nature of ‘digital technology’ in education, noting that while it can enhance learning, it can also complicate it stating ‘It complicates everything we try to do in education for better or worse’, urging institutions to focus on fostering effective communication and support systems.
In his analysis, Dr. Gallagher’s goal with the Connected Refugee Education Project is to help students feel included, as reflected in his quote from a student: “When someone seems like a normal person… you just have that good feeling.” This illustrates the importance of human connection and acceptance in higher education.
Professor Jude Lubega, Vice Chancellor of Nkumba University, on connected refugee education: access pathways, and the role of the digital contextualized the significance of digital education for refugees, emphasizing, “Uganda hosts over 1.7 million refugees, the largest number in Africa, and we must leverage our progressive refugee policies to enhance educational access.”
He highlighted the challenges refugees face, saying, “Many refugees encounter language barriers and limited resources, preventing them from accessing quality education.” He noted alarming statistics: “While primary school enrollment among refugees is at 68%, tertiary enrollment is shockingly less than 5%. This injustice calls for immediate action.”
Lubega presented how digital technologies could bridge educational gaps: “Connected education must utilize available digital tools to deliver quality learning experiences to refugees. Online and mobile technologies can facilitate educational access, making it possible for students in remote settlements to connect with quality resources and instruction.”
He challenged stakeholders to rethink traditional approaches, asserting, “We need to move away from conventional practices and embrace innovative methods to deliver education effectively within refugee communities.”
Professor Lubega concluded with a powerful reminder: “The digital divide should not hinder the educational journey of refugees. As educators and policymakers, it is our responsibility to create inclusive pathways that empower these learners.” He called for collaboration and investment in digital infrastructure, stating, “Together, we can ensure that education becomes a seamless reality for every refugee, thus enriching both their potential and our collective future.”
PANEL ONE
During the Panel discussion focusing on the analysis of accreditation policy and processes for the Higher Education Access Certificate (HEAC) and frameworks to access higher education for refugee students Rev Dr. Cyrus Seera Ssebugenyi, Principal Higher Education Officer at National Council for Higher Education (NCHE) presented the achievements and initiatives undertaken by the NCHE.
He explained the purpose of the Higher Education Certificate Programme, especially for those not meeting traditional entry requirements, saying ‘this program is designed to allow students who have not obtained the necessary principal passes in their secondary qualifications a pathway to higher education’. He emphasized inclusivity, noting, they treat refugees not as enemies but as students who deserve access to education.
Rev Dr. Ssebugenyi also discussed the significance of establishing minimum standards for the program, noting that in 2015, they approved standards that universities use to develop their programs. On the viability of online education, he affirmed that many courses can be run online, especially those without laboratory requirements, encouraging institutions to leverage digital pathways for learning.
He also highlighted the role of collaboration, stating that, the involvement of technical working groups can support universities in developing effective curricula ensuring all students, especially refugees, are provided with equitable educational opportunities.
On the same panel, regarding how UNEB addresses equating papers for foreign students, particularly refugees, Mr. Mugizi Moses, Head of Research & Equating Unit Officer at UNEB, highlighted the increasing number of refugees seeking higher education in Uganda, stating, “I think the biggest number of students who come, who are equating are refugees. This shows UNEB’s recognition of the unique needs of refugee students in the educational landscape.” He noted.
He elaborated on the newly streamlined online equating process, mentioning, they have moved it online so that refugees can access it from anywhere. This initiative, he says, emphasizes UNEB’s commitment to making the accreditation process more accessible for all students.
Moses also noted the challenges associated with documentation for refugee students, explaining, “As we are aware, when refugees are fleeing, they do not have time to prepare or look for documents.” He stated that while the verification process is necessary, it can pose security concerns for some refugees, indicating the need for sensitivity in these situations.
To address undocumented qualifications, UNEB introduced the UNESCO Qualifications Passport, which allows students without formal certifications to gain access to higher education, affirming that once those documents are submitted, then they are safe investments for them to join the HEAC programme.
In the second panel that featured discussion on ‘HEAC Provider and Non-provider Perspectives on Current Provision, Actors, and Possible Improvements that Need to Be Made’, Professor Olema David from Busitema University, reflected on the significance of higher education access, particularly for refugees noting that, the issue of access to higher education is deeply rooted in statistics and regional perspectives, for example, South Sudan displays a concerning statistic of less than 15% for higher education access. Olema emphasized historical challenges, recounting that, After the Second World War, it was believed that there would be no more wars in Europe, but the ongoing conflicts remind us that the refugee situation is not resolved.
For Dr Sekajugo, from KIU, added to this context by discussing the evolution of the Higher Education Access Certificate (HEAC) remarked that, when ‘we initially developed HEAC, we collaborated closely with stakeholders to ensure it addressed access issues comprehensively.’ He explained that their aim was to incorporate diverse curricular elements to support the varied backgrounds of refugee students, noting that their programs had to adapt to the needs of students from different educational systems.
Mugizi Moses, Head of Research at UNEB, emphasized the challenges faced in recognizing qualifications for refugee students. He stated, “We have streamlined the equating process to be accessible online, eliminating discrimination in fees, ensuring that refugees pay the same as national students.” However, he acknowledged the difficulties that arise when refugees lack documentation: “Verification can be challenging due to issues of protection and essential documentation.”
Moving forward, Professor Olema highlighted the need for continuous improvement, saying, “We must ensure the HEAC programs are inclusive and meet the standards that allow students to thrive in their academic journeys.” He urged participants to consider how academic institutions can better support refugee students, stressing that a collaborative effort among educators, policymakers, and community organizations is vital to initiate transformative practices in refugee education.”
The other panel featured refugee students’ experiences within the Higher Education Access Certificate (HEAC) programs. As they explored their application experiences, one student noted that the application process was quite challenging, especially since this was his first time applying for university. He expressed how transitioning from high school to university coursework, especially in economics, was a steep learning curve due to a lack of prior exposure.
From KIU, another panelist discussed the structure and offerings of their HEAC program, stating, “This year, we cover a variety of disciplines, including data studies and international counseling.”
A female student from Cavendish University shared her struggles with online learning: “Adjusting to online classes was difficult for me initially, but I found support from friends.” She emphasized the importance of community in navigating these challenges, explaining, “Friends helped me understand how to engage with the material better.”
Reflecting on the overall experience in HEAC, one student advised future participants, “Join HEAC; it’s a great opportunity to build social networks and gain knowledge,” encouraging others to embrace the journey of education.
The gathering concluded with a sentiment underscoring unity: “It’s essential to accept and support one another through these educational journeys,” highlighting the collective commitment to overcoming barriers in higher education.
Speaking at closure of Day One of the engagement, Dr. Rebecca Nambi, a Research Team Member from Makerere University College of Education and External Studies noted that, they started their journey with collective knowledge sharing, and that today marks the continuation of that important dialogue. She emphasized the value of collaboration in shaping educational frameworks.
She highlighted the project’s aim to create a robust framework for implementing connected communication tailored to refugee education, mentioning, “Our goal is to develop a shared framework that works with or without digital technologies. By improving educational systems for refugee students, we simultaneously uplift the education system of the host country.”