The Together project (2019-1-PT01-KA203-060772) has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The Together project (2019-1-PT01-KA203-060772) has been funded with support from the European Commission. This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Training Package for University Students



Module 3
INCLUSION AT HIGHER EDUCATION LEVEL OF REFUGEES AND OTHER BENEFICIARIES OF INTERNATIONAL PROTECTION

Table of Content

Chapter 3.1 - The role of university structures and the social background
3.1.2 Challenges faced by refugees, students and those working in universities in relation to accommodating refugees as students

This paragraph provides an introduction to some of the main challenges faced by refugees, students and those working in universities with regard to accommodating refugees as students. Firstly, it is important to note that the challenges are intertwined because of the many different aspects and the intersectionality of this phenomenon. For example, the reason why there are no well-supported structures is closely connected with the fact that, on average, the education sector receives less than 3 per cent of humanitarian aid.
At the same time, there are challenges that are affecting all three target groups, namely refugees, students and university staff. A common challenge for all three target groups is the language barrier; this is becoming even harder to overcome as there is minimum access to language learning opportunities for refugees. In addition to this, a report published by UNHCR highlights that in the common imagination globally, most refugees are displaced temporarily, receive concentrated life-saving support in camps and then return home to resume their briefly interrupted lives. Refugees themselves often feel the same way and are therefore reluctant to build a new life in the country of residence.
Some of the obstacles young refugees have to deal with are as follows: missed months or years of school because of crisis and displacement; being/becoming overage for their grade; the need to learn new languages of instruction and examination; missing documentation; lack of familiarity with enrolment procedures, and transport difficulties. Psychological factors should also be taken into account: trauma and the need for access to psychosocial support; heightened insecurity; exploitation; economic pressures; harmful social norms; stigmatization. According to the European Asylum Support Office (EASO) Report 2020 on refugee and migrant children’s access to education, “the fact that beneficiaries of international protection are entitled to education under the same conditions as nationals does not mean that they do automatically receive the corresponding benefits, a fact that restricts their access to quality education”.
Simultaneously, local students often have prejudices and stereotypes with regard to refugees and the fear of foreigners might be a common perspective for many of them. Prejudices are often connected with different cultural traditions and religious affiliation. Moreover, some students are not well informed about the refugee crisis. Nationalistic and nativist ideas spreading throughout Europe in an era of rising authoritarian populism and radicalization on both sides are also barriers to embracing refugee and immigrant students.
Those working in universities have to face new challenges which are an extra burden on their already heavy workload. The large influx of refugees found many Institutions unprepared for such a phenomenon. In addition, the small amount of funding support makes the situation harder to overcome. Teachers are not well-trained and supported. Moreover, despite the enormous benefits to children, societies and entire countries, education is often the first service to be suspended and the last to be restored during a crisis.

Table of Content