Search

This qualitative article focuses on the high school experiences and post-secondary education (PSE) plans of 57 youth with refugee backgrounds from the Horn of Africa living in Ontario. The article is guided by two conceptual frameworks. The first is an anti-oppressive approach, which helps us examine the structural barriers at school that prevent, impede, and discourage the youth from successfully transitioning to PSE. We then use Yosso's (2005) community cultural wealth framework to highlight the cultural capital that the youth bring from their homes and communities to navigate the challenges at school and embark on a pathway to PSE. Our findings show that while a significant number of the youth continue to face challenges, some are pushing back on the common narrative that Black African refugees are not capable of attending PSE.

This paper argues that access to quality education and skills development programs for refugees, returnees and Internally Displaced Persons (IDPs) is not only one of the fundamental human rights that states and non-state actors have obligations to fulfill; it is also an integral part of sustainable development efforts which will have significant contributions to socio-economic transformation in host countries, countries of origin and countries of destinations in the event that refugees become migrant, which is sometimes the case. The Intergovernmental Authority on Development (IGAD) region, consisting of eight member states, namely, Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan and Uganda, host more than 13 million forcibly displaced people. This results from protracted and devastating conflicts; drought and famine and other natural or man-made calamities. Within the IGAD region, Somalia, South Sudan and Sudan produce 80 to 90% of displacement due to protracted civil wars. However, almost all the member states have refugees, IDPs or migrants sheltered in their territories. Access to higher education among refugees, returnees and IDPs is very low at only 3% compared to 36% globally. The figure for Africa is still dismal, at less than 1%; and the same holds true for the IGAD region. In an effort to address this major challenge facing these population categories, the Intergovernmental Authority on Development (IGAD) convened a high level regional (Ministerial Conference) on refugee education held in Djibouti, 12-14 December 2017. That Conference adopted what is now called the Djibouti declaration and Plan of Action for refugee education in the IGAD region. The major purpose of this paper was is to outline the refugee situations in general and the state of higher education in the region in particular.

This paper describes the role of regional institutions in translating regional policy instruments into practical action using the experience of the Intergovernmental Authority on Development (IGAD) in training teachers for refugee and host community secondary schools in three pilot member states: Ethiopia, Sudan and Uganda. The paper raises questions about the regional organizations could be engaged in developing commonly shared commitments and at the same time implement these policies. Using a participant observation method combined with textual and contextual analysis, the study outlined the results in terms of process, products and lessons achieved in the course of the teacher training process. Regarding the process, the paper highlights consensus building, needs assessment, selection of sites, teachers and trainers as well as development of training modules as important outcomes. The product involves the skill-sets acquired or capacities developed cultural materials and media products. The training initiative brought home useful lessons including the importance of the participatory approach and joint decision-making, the role of partnership, enabling leadership, effective coordination and flexibility in managing joint, multi-stakeholder programs. The paper concludes by articulating the need for further studies and scaling-up the teacher training covering member states that are not involved in the pilot phase.

Social emotional learning (SEL) has become a popular trend in the field of Education in Emergencies (EiE). Many SEL programs targeting refugee learners aim to help individuals develop skills that are necessary for learning and development, as well as mitigate the adverse impacts of crisis and displacement. While nearly half a billion USD has been invested in SEL initiatives for refugee and crisis contexts world-wide, little evidence exists about the impacts of SEL interventions with refugee communities. As 20% of all refugees globally reside in East Africa, and it is estimated that over 152 million African children live in active conflict zones, this study set out to qualitatively examine understandings, implementation, and implications of SEL interventions across actors engaging refugee communities in the region. The results expose tensions, challenges, and complex dynamics related to culture, power, and the complicated reality of implementing refugee education initiatives in East Africa. While further research into this area of inquiry is needed and proposed, these study findings provide a stronger understanding of the refugee education landscape in East Africa and its current insufficiencies through the example of SEL, and serve to inform other topical EiE interventions and the broader uptake of SEL by education systems globally.

This paper applies a critical lens to a Master's degree program in education in one University in Norway and its stated aim of promoting critical skills in students from the global south in particular. Two groups of students, one an international mix in Oslo, and the other, South Sudanese students studying in Hawassa, Ethiopia, were compared. The study employed tenets of action research, with the aim of boosting the continuing professional development of both students and course instructors. The findings reveal varying levels of challenges related to, among others, uncritical deference towards course instructors and literature and varying levels of language proficiency which, it is argued, undermines critical thinking. Despite the above, it is argued that the degree programme furnishes an important platform for culturally diverse students to interact and foster the kind of critical thinking skills valorized in the course aims.

This paper examines three interrelated factors outside of formal provision of technical and vocational education and training (TVET) in sub-Saharan Africa that have undermined TVET systems. The first is the process, pace, and levels of industrialisation, which has had a direct effect on TVET provision: low numbers of well-paying jobs requiring technical expertise. This has an indirect effect, which is the second crucial factor: lack of economic development and change in labour markets. There are very few jobs that would be considered 'middle class' or 'mid-level' in wealthy countries. Most people are in survivalist work. An international consensus since the 2000s on palliative approaches to development which address the effects but not the causes of the lack of economic development in Africa has resulted in mass poor quality provision of education--the third factor. Education systems are rapidly expanding and achievement levels rising, in the context of very little possibility of labour market rewards for most people, and substantial labour market rewards confined mainly to graduates. This reinforces deeply embedded cultural preferences for general education, which originate in the type of education systems established by colonial powers, as well as the relationships between educational credentials and elite jobs.

For refugees, education provides life-changing opportunities, including tools for effective social integration. This study explores higher education (HE) participation among refugee-background African youth in Australia. Drawing on policy review, national HE statistics and population census data, and using theoretical insights from critical sociology and a capability approach to social justice, the article (a) maps trends of HE participation, and (b) sheds light on policy silences and alternatives. The findings show that only one in ten refugee-background African youth (aged 18-30) transitioned to HE within the first five years of their arrival. The group also lagged well behind the general population in terms of undergraduate course completion. In light of these concerns, the article calls for "expanding the educational capabilities" of the refugee youth, specifically highlighting the need for policy recognition, early intervention, and substantive opportunities that can be converted into valued outcomes.

This paper investigates the short and long-term pernicious impact of armed conflicts on education and educational agents (students, teachers and students' parents), using a multivocal review by means of the integration and qualitative analysis of 60 research reports (voices) found in two databases: Web of Science and PROQUEST in the period between 1995 -date of the first founding paper- until 2014. Through the analysis of source data (voices) and taking the "multivocal review" as a method, the voices have been combined in nine categories, namely: a) Refusal and impediments to a return to education; b) Educational infrastructure damaged or destroyed; c) Cuts in or withdrawal of spending on education; d) Loss of the educational and protective functions of the family; e) Loss of the academic community; f) Non-qualified teaching staff; g) Drastic loss of skills; h) Abandoning school (population movements, destruction of networks and social environment); i) Behavioural problems: traumas, pedagogical roles and self-victimization. These categories have highlighted the serious consequences arising from conflicts, infringing as they do the most basic human rights and in particular the right to a sound education during childhood.

This article examines how young African immigrant men in Southern Ontario cope with the dominant racial identity at school in an effort to improve their academic performance and access postsecondary education (PSE). Critical race theory in education is employed to explain how the young men distance themselves from stereotypes about Black masculinity by regulating their own behaviour and differentiating themselves from their Caribbean immigrant peers. Sixty-seven young men who had immigrated to Southern Ontario from several African countries over the last 10 years were interviewed individually and in focus groups for the study. The findings suggest that the research participants adopted a model minority status within an educational system that clearly embodies racist and systemically oppressive frameworks.

This article explores the understood purposes of refugee education at global, national, and school levels. To do so, we focus on a radical shift in global policy to integrate refugees into national education systems and the processes of vernacularization accompanying its widespread implementation. We use a comparative case study approach; our dataset comprises global policy documents and original interviews (n = 147) and observations in 14 refugee-hosting nation-states. We analyze how the purposes of refugee education are understood and acted upon by actors occupying diverse positions across these nation-states and over time. We demonstrate that the articulated purposes of refugee education are oriented toward possible futures for refugees, and they presuppose refugees' access to quality education, social belonging, and economic opportunities. Yet we find that across nation-states of exile, refugees' access to these resources is tenuous. Our findings suggest reconceptualizing refugee education to reflect how refugees are simultaneously embedded within multiple national contexts and to address the exclusions they face within each one. This study of refugee education has implications for understanding the purposes of education in other ever-more-common contexts of uncertainty, including the rapid economic and social changes brought about by migration, globalization, and technology. Empirically, understanding the purposes of refugee education is critical in a time of unprecedented forced migration.

Learning assessment is essential for education systems to provide quality and equitable education. Education partners, both national and international, are supporting education systems around the world in their efforts to develop and implement holistic learning assessment strategies and mechanisms. In many cases, examining how learning is being measured and multi-stakeholder cooperation led to transformative changes in curriculum and skills development at the national level. These partnerships and collaborations for measuring learning rely on the principles of Education Diplomacy to agree upon and work toward their goals.

The number of refugees who have fled across international borders due to conflict and persecution is at the highest level in recorded history. The vast majority of these refugees find exile in low-income countries neighboring their countries of origin. The refugee children who are resettled to North America, Europe, and Australia arrive with previous educational experiences in these countries of first asylum. This article examines these pre-resettlement educational experiences of refugee children, which to date have constituted a "black box" in their post-resettlement education. Analysis is of data from the United Nations High Commissioner for Refugees, key informant interviews in 14 countries of first asylum, and ethnographic fieldwork and interviews in four countries. The article argues that contemporary conditions of conflict usefully inform conceptual understanding of refugee education globally, including the types of schools that refugees access in countries of first asylum and their rates of access. It further identifies three empirical themes that are common to the educational experiences of refugees in countries of first asylum: language barriers, teacher-centered pedagogy, and discrimination in school settings. The article examines the theoretical and practical relevance of these pre-resettlement educational experiences for post-resettlement education of refugee children.

Young children are particularly vulnerable to war and armed conflict. Although the long-term priority is always to try to unravel and reduce violence and conflict, in the short term some interventions may reduce suffering. In this article the authors report on recent evidence on psychosocial interventions designed to mitigate the impact of armed conflict on young children's development. A systematic review method was used to explore evaluations of interventions addressing the cognitive and psychosocial development of young children directly affected by armed conflict. In general the literature suggests therapeutic interventions drawing on the concept of post-traumatic stress disorder run the risk of imposing cultural norms from the global North. In contrast, more general psychosocial interventions and normalisation routines are likely to be more effective. But recent reviews also suggest that evaluation of interventions with children affected by armed conflict is weak. More robust evidence is badly needed.

The "Lost Boys of Sudan" were separated from their families by civil war and subsequently lived in 3 other countries--Ethiopia, Kenya, and the United States. In-depth interviews were conducted with 10 refugees who located surviving family members in Sudan after an average separation of 13.7 years. The interviews probed their experiences of ambiguous loss, relationships in the refugee camps, the search for family, and reestablishing relationships with family members living on another continent. With guidance from elders, peer groups functioned as surrogate families until the youth reestablished relationships with surviving members of their biological families.

Clark and Murray examine the six Critical Performance Factors for Mega planning in an example drawn from the five-year history of the population program of a major west coast philanthropy. In this article, the authors describe the salience and scope of the population issue as it is relates to other global trends; the steps the foundation took to "scope" the program and establish measurable impacts. It rates performance against the critical factors, then looks at some specific country impacts five years later. This analysis will be incorporated into the plan revision. (Contains 2 figures and 4 notes.)

Research on medical missions has largely focused on the nineteenth and twentieth centuries paying comparatively little attention to earlier periods. The Roman Catholic Church in particular was seen as a latecomer in medical missionary work because canon law supposedly forbade clergymen to engage too closely with the human body. This article offers a different view of medicine and law in early modern conversion efforts and argues that some Catholic missionaries can be called 'medical missionaries'. Looking at Franciscan friars sent to Ethiopia around 1700, the article analyses the legal negotiations surrounding the use of surgery by Catholic clergymen, healing practices they used during the missions and the relationship between medicine and conversion. It shows that missionaries received systematic medical and surgical training in Rome, that they used the acquired skills during their travels and that medicine was crucial to Catholic strategies of spiritual conquest. [ABSTRACT FROM AUTHOR]

This study followed an interdisciplinary mixed approach that consisted of social research methods and geospatial technology to investigate the livestock mobility of four pastoralist groups from Sudan and two Ethiopian pastoralist groups who fled to Sudan due to the conflict in the Tigray region. The study area is a shared borderland located between the two countries and is part of Gadarif State in Sudan and the Tigray and Amhara regions in Ethiopia. The findings of the study showed that there are diverse types of pastoral mobility in the borderland, ranging from short and circular movement to wide and directional type of mobility in response to seasonal variations, the spread of mechanised farming and the eruption of insecurity events. Despite facing numerous challenges including the governments' restrictions on cross-border movement and the prevalence of looting and rustling, trans-boundary mobility is practised by most pastoralist groups in the borderland. Pastoralist leaders are playing an important role in facilitating cross-border mobility. The recent conflict in the Tigray region forced many Ethiopian pastoralists to flee to Sudan with their animals, and they have had to cope with this situation by reducing the number of head they own and limiting their mobility to a more confined area. Despite competing claims by both governments, there is a pressing need for a cooperative land management policy applying soft border arrangements that incorporate customary land use rights for pastoralists from both sides, instead of the hardline border policies currently in place. [ABSTRACT FROM AUTHOR]

Based on the exhaustive examination of untapped archival sources housed in Gondar Town and at the Ministry of Foreign Affairs of Ethiopia, and in-depth interview, the present study explores the challenges involved in governing the border between Ethiopia and the Sudan in the Sätit Humära, Mätämma, and Qwara border regions, 1940s-1974. These border regions are politically sensitive and complex geographical zones, where conflicting interests between Ethiopia and the Sudan over the boundary, ownership of the farmland, and resource utilization have recurrently appeared in history. The border dispute is a century old, but the issue has been complicated since the beginning of commercial agriculture in the 1950s. Both countries took various measures to address recurrent uncertainties and suspicions. On its side, Ethiopia empowered local-led security units called täräfäññoč, while both countries established the Joint Frontier Administration Committee (JFAC), authorized to handle any conflicting interests over the border regions based on mutually agreed principles. The JFAC had played an extraordinary role in governing outlaw movements in the border areas and maintaining friendly relations between Ethiopia and Sudan. [ABSTRACT FROM AUTHOR]

Conflicts in Africa have been misunderstood by classical and dominant approaches, because it has been suggested that violence is inherent to African people. However, this position has been structured in racist logic that contributes to reinforcing stereotypes and maintaining the exploitation of these bodies and territories. In this work, three African wars will be analyzed: Ethiopia, Sudan and countries of western Sahel. These conflagrations are generating deep humanitarian crises. The objective of this article is to briefly recover its genealogies and study some external interests that promote them. [ABSTRACT FROM AUTHOR]

The absence of a basin-wide apportionment agreement on using the Nile River equitably has been a long-standing source of disagreement among Nile riparian states. This study introduces a new approach that the riparian states can consider that quantifies the Nile River's apportionment. The approach includes (1) developing a basin-wide database of indicators representative of the United Nations Watercourse Convention (UNWC) relevant factors and circumstances, (2) developing an ensemble of indicator weighting scenarios using various weighting methods, and (3) developing six water-sharing methods to obtain a range of apportionments for Egypt, Sudan, Ethiopia and the group of the White Nile Equatorial States for each weighting scenarios. The results illustrate a relatively narrow range of country-level water apportionments, even though some individual factor weights vary from 3% to 26%. Considering the entire Nile River, the water apportionment for Ethiopia ranges from 32% to 38%, Sudan and South Sudan from 25% to 33%, Egypt from 26% to 35%, and the Equatorial States from 5% to 7%. We trust that the six proposed equitable water-sharing methods may aid in fostering basin-wide negotiations toward a mutual agreement and address the dispute over water sharing. [ABSTRACT FROM AUTHOR]

This article asks whether and under what conditions the use of retrospective or "recall" measurement is reliable. Migration researchers are often forced to retrospectively measure baselines when evaluating the impact of interventions due to the transitory nature of migration, developing country contexts, and hastily assembled policy programmes, a situation exacerbated by Covid‐19. This article first theoretically considers the extent to which this approach is reliable and likely to result in biased estimates, as well as its broader advantages, disadvantages, and recommendations for best practice. It then considers the case of the "IMPACT" evaluation of the EU‐IOM Joint Initiative for Migrant Protection and Reintegration in which 1774 Ethiopian, Somalia, and Sudanese migrant returnees in 2021 were assessed on a range of reintegration measures, 1095 of whom were measured retrospectively. Regression analyses demonstrate that those measured retrospectively give more negative scores on several "Reintegration Sustainability Scores" in line with some theoretical expectations but contrary to others. However, this—mostly non‐statistically significant—effect is largely diminished when the small minority who report finding it difficult to remember the baseline period are removed—suggesting that any retrospective measurement effect results from memory bias rather than, for example, consistency bias. No evidence is found to support several theoretically derived interaction effects. Determinants of self‐reported memory are demonstrated and recommendations for usage of retrospective measurement are provided, based on these findings. [ABSTRACT FROM AUTHOR]

Egypt, Sudan and Ethiopia possess diverse natural resources and a substantial labor force that permit forming a successful trade integration. However, the recent dispute over the Grand Ethiopian Renaissance Dam (GERD) project between Ethiopia and downstream countries, Egypt and Sudan, has weakened the bilateral relations and disrupted trade flows among the three countries. This paper investigates the pattern of trilateral trade between Egypt, Sudan and Ethiopia during the period between 1995 and 2018. The study also examines the prospects and challenges for establishing a trilateral trade integration between the three countries. The study adopted the gravity model approach, along with the export diversification and trade complementarity indices, in order to scrutinize the pattern and structure of trade between the countries under study. The analysis indicated that Egypt is the most diversified economy with many crucial comparative advantages, which may grant it a leader position in the integration. Moreover, the paper revealed many challenges that may hinder the implementation of trilateral trade integration including, export concentration, poor infrastructure and disputes over water resources. Finally, the paper recommends that facilitating bilateral trade among the riparian countries of Eastern Nile Basin would mitigate the complex clashes over water rights. [ABSTRACT FROM AUTHOR]

Objectives To improve visceral leishmaniasis (VL) treatment in Eastern Africa, 14- and 28-day combination regimens of paromomycin plus allometrically dosed miltefosine were evaluated. As the majority of patients affected by VL are children, adequate paediatric exposure to miltefosine and paromomycin is key to ensuring good treatment response. Methods Pharmacokinetic data were collected in a multicentre randomized controlled trial in VL patients from Kenya, Sudan, Ethiopia and Uganda. Patients received paromomycin (20 mg/kg/day for 14 days) plus miltefosine (allometric dose for 14 or 28 days). Population pharmacokinetic models were developed. Adequacy of exposure and target attainment of paromomycin and miltefosine were evaluated in children and adults. Results Data from 265 patients (59% ≤12 years) were available for this pharmacokinetic analysis. Paromomycin exposure was lower in paediatric patients compared with adults [median (IQR) end-of-treatment AUC0–24h 187 (162–203) and 242 (217–328) µg·h/mL, respectively], but were both within the IQR of end-of-treatment exposure in Kenyan and Sudanese adult patients from a previous study. Cumulative miltefosine end-of-treatment exposure in paediatric patients and adults [AUCD0–28 517 (464–552) and 524 (456–567) µg·day/mL, respectively] and target attainment [time above the in vitro susceptibility value EC90 27 (25–28) and 30 (28–32) days, respectively] were comparable to previously observed values in adults. Conclusions Paromomycin and miltefosine exposure in this new combination regimen corresponded to the desirable levels of exposure, supporting the implementation of the shortened 14 day combination regimen. Moreover, the lack of a clear exposure–response and exposure–toxicity relationship indicated adequate exposure within the therapeutic range in the studied population, including paediatric patients. [ABSTRACT FROM AUTHOR]

This article analyzes the role of Sudan in the Grand Ethiopian Renaissance Dam (GERD) dispute settlement process. The role of the Nile and water resources in the domestic policy of Sudan in connection with its foreign policy is researched mindfully. In different historical periods, political elites have formed a water discourse to expand their power and obtain resources, while using the rhetoric of modernization and consolidation of the nation. In order to track the change in discourse of the GERD project in connection with the political regime change in 2019, an analysis of the statements of officials was carried out using materials from the Sudanese media. The analysis revealed a gradual change in position from more pragmatic to more confrontational in relation to Ethiopia. Despite this, Sudan is closest to a pragmatic approach in the negotiation process on the Nile waters and can help to reach a compromise. [ABSTRACT FROM AUTHOR]

Copyright of World Water Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Babylon Center for Humanities Studies is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)