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class="byline-country botmar12"><b><a href="https://www.universityworldnews.com/fullsearch.php?mode=search&writer=Ibrahim+M+Karkouti" style="white-space: nowrap">Ibrahim M Karkouti</a> and <a href="https://www.universityworldnews.com/fullsearch.php?mode=search&writer=Hagar+Younes" style="white-space: nowrap">Hagar Younes</a></b>  <span style="white-space: nowrap">20 January 2024</span></div> <div style="height:39px"><script src="https://platform.linkedin.com/in.js" type="text/javascript">lang: en_US</script> <div style="float:left;margin-right:8px"><script type="IN/Share" data-url="https://www.universityworldnews.com/post.php?story=20240117134328812"></script></div><div style="float:left;margin-right:8px"><a href="https://twitter.com/share?ref_src=twsrc%5Etfw" class="twitter-share-button" data-show-count="true">Tweet</a><script async src="https://platform.twitter.com/widgets.js" charset="utf-8"></script></div><iframe src="https://www.facebook.com/plugins/share_button.php?href=https%3A%2F%2Fwww.universityworldnews.com%2Fpost.php%3Fstory%3D20240117134328812&layout=button_count&size=small&mobile_iframe=true&width=106&height=28&appId" width="106" height="28" style="border:none;overflow:hidden" scrolling="no" frameborder="0" allowTransparency="true" allow="encrypted-media"></iframe></div> In the midst of ongoing conflicts and humanitarian crises in regions such as Sudan, South Sudan, Ethiopia, Eritrea and Somalia, the plight of African refugees has become a pressing concern that demands urgent attention. As these displaced individuals seek refuge, one crucial aspect of their journey is the pursuit of higher education in host countries, such as Egypt.<br /> <br /> To address the issues they face requires an understanding of the intersection of conflict, displacement and educational aspirations and of the barriers to higher education faced by African refugees. Tackling these barriers is not only important for their individual empowerment but also holds the key to cultivating a more inclusive and sustainable future for the African continent.<br /> <br /> We have co-authored a <a href="https://link.springer.com/article/10.1007/s11159-023-10031-z" target="_new">qualitative phenomenological case study</a> which investigated the barriers faced by African refugee students in accessing higher education in Egypt.<br /> <br /> Through semi-structured interviews with 15 African refugee students, the study delved into their perspectives on the challenges hindering their attendance at both public and private post-secondary institutions. We identified and organised these challenges into three overarching thematic categories: sociocultural, economic and psychological barriers.<br /> <br /> <b>Identifying the barriers</b><br /> <br /> At the heart of sociocultural barriers lies a stark reality of social inequality. Study participants shed light on factors such as refugee status, documentation and qualification recognition, lack of protection, deficient social capital and language barriers. These elements, woven into the fabric of their everyday life, serve as poignant reminders of the ongoing disparities between refugee and local students, perpetuating a long-standing educational divide.<br /> <br /> Economic challenges, another formidable adversary, loom large on the path to higher education for African refugee students. The burden of university costs and exorbitant tuition fees is compounded by the harsh realities of living and study expenses, coupled with the spectre of unemployment and low-income jobs. This confluence of financial strains casts a long shadow, intensifying the struggle for educational access.<br /> <br /> Equally important are the psychological barriers that haunt the aspirations of African refugee students. Bullying, echoing traumas of the past, and a glaring absence of support systems collectively erode their psychological well-being, acting as deterrents that thwart their journey towards higher education in the Egyptian context.<br /> <br /> <b>An already precarious situation</b><br /> <br /> The findings highlight not only the complexities of sociocultural dynamics but also the interplay with the economic and psychological obstacles that these students encounter. Moreover, the absence of pertinent laws and policies regulating refugee access to higher education, coupled with a lack of support systems, compounds the already precarious situation for these individuals.<br /> <br /> In light of these findings, it is imperative that we not only recognise the gravity of these barriers but also galvanise the collective action needed to dismantle them.<br /> <br /> Higher education should be a beacon of hope and empowerment, irrespective of one’s background or displacement status.<br /> <br /> By dismantling sociocultural, economic and psychological roadblocks, we pave the way for a more inclusive and equitable educational landscape – one that not only recognises the resilience of African refugee students but also harnesses their potential as architects of a brighter, shared future.<br /> <br /> <b>Comprehensive interventions and policy changes</b><br /> <br /> In conclusion, we strongly recommend a comprehensive set of recommendations to enhance the access of refugees to higher education within their host communities. These encompass a multifaceted strategy, fostering collaboration between humanitarian aid agencies and host communities to tackle admission, tuition and administrative hurdles.<br /> <br /> In the absence of clear national policies, we highlight online learning as a flexible and cost-effective solution. Addressing language barriers through volunteer partnerships and providing essential support for procedural challenges via peer coaching and mentorship are vital.<br /> <br /> The transformative potential of African refugee students in Egypt can only be fully realised through concerted efforts involving policy-makers, educational institutions and NGOs working together.<br /> <br /> The study aims to ameliorate refugee access to higher education within their host communities by contributing valuable insights about the multifaceted challenges faced by African refugee students in Egypt. The emphasis is on the need for comprehensive interventions and policy changes to foster a more inclusive educational environment.<br /> <br /> <I>Ibrahim M Karkouti, EdD, is an assistant professor in the department of educational studies at the American University in Cairo. His research focuses on diversity issues in higher education, refugee education, educational technology and the types of social support teachers need to implement reform. Hagar El Sayed Younes, MA, is an education project officer at Catholic Relief Services – Egypt, and a holder of a Masters in Migration and Refugee Studies from the American University in Cairo. She is a strong advocate for assisting vulnerable populations and is a dedicated humanitarian aid worker with expertise in refugee issues, particularly focusing on refugees’ education, safeguarding, safety and security in host countries.</I> </div><br><script src="https://www.universityworldnews.com/subscribe2.js"></script> <div style="background:#ffe57d;padding:8px" id="subform"> <span style="font-family:arial"><b>Receive email updates from UWN</b></span> <br> <input type="text" name="email" id="email" value="" style="width:65%;font-size:16px" placeholder="enter your email address">   <input type="submit" style="background:#000;color:#fff;padding:4px;font-size:20px; border:1px solid #000;font-weight:normal;border-radius:8px;font-family:arial" name="action" id="signupbutton" value="Sign Up" onclick="return formCheck();"> <br> <input type="checkbox" id="globalnl" name="globalnl" value="1"> Global newsletters    <input type="checkbox" id="africanl" name="africanl" value="1"> Africa 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