Access to education, or the absence of it, directly impacts how migrants and refugees are perceived and represented, socially and economically, as well as how they perceive themselves and integrate, according to Federico Soda, director of the International Organisation for Migration Office for the Mediterranean.
“Limited access to education not only perpetuates inequality but also amplifies the difficulties for migrants and refugees to realise their full potential, rebuild networks, lead lives that they have reason to value and effectively become active members of the communities they belong to,” Mr Soda said.
Mr Soda was contacted by The Sunday Times of Malta ahead of a roundtable meeting at San Anton Palace tomorrow which will discuss mentorship programmes for migrants in higher education in Malta.
There are already a number of people and organisations in Malta that engage with young migrants within an educational context, and the President’s Foundation for the Wellbeing of Society hopes that the roundtable discussion will bring formal cohesion to these efforts.
The meeting, organised by the foundation, will hear how the Embassy of Canada in Rome, in cooperation with the regional IOM bureau, has been engaged in a dialogue with Italy on inclusion and integration. Sarah Hayward and Paul Gibbard from the embassy bring together stakeholders to share best practices of refugee mentoring and sponsorship programmes.
How is a refugee’s situation different from any other person who studies abroad? Why do they need a buddy to show them around? “When I went to the UK to further my studies, I knew beforehand where I was going. I already had a grasp of the language and a support network. Often refugees have no such choice and will have additionally lost their belongings, families and contacts,” Mr Gibbard told The Sunday Times of Malta.
When I went to the UK to study, I already had a grasp of the language and a support network. Refugees have no such choice and will have lost their families
Their unfortunate situation is further compounded by the trauma they may have experienced in their home-country and on their way to the host country.
For Mr Soda, access to education for migrants and refugees is not only, or simply, about ensuring that they are aware of their rights and obligations and the structure and norms of the host society.
Integration takes place in the most social spaces, such as schools, nurseries, at university, in playgrounds and sports fields.
“It’s in these shared social spaces that stereotypes are often most effectively demystified and that new forms of identification and belonging emerge, which help build more inclusive societies and strengthen global citizenship.”
Asked why refugees need mentoring, considering that some are already familiar with higher education systems in their home-countries, Mr Soda said inclusion was about giving everyone the chance to access opportunities and the possibility to realise their potential on an equal footing.
Students with a migrant background may already be familiar with higher education systems, but anyone who is confronted with a new environment, new language and new people, irrespective of their background, would welcome support in navigating this new context.
Mentoring is not as much about supporting students with a migrant background to navigate administrative procedures or choose the right class as it is about fostering a sense of belonging to an academic community that upholds diversity.
“Interaction and peer-to-peer contacts are key drivers of integration and not only empower migrant students to overcome administrative, linguistic or cultural barriers to make the most of their education, but also youth in mainstream society to understand the richness of diversity and the privilege of exchanging, confronting and questioning our own values and world views.
“It is a unique opportunity for both refugees and host societies to build bridges between various cultural practices,” Mr Soda said.
From one refugee to another
Access to education provides refugees with a sense of belonging, according to Sari Albaaga, from Libya.
Sari AlbaagaThe 26-year-old has not only fled his home to seek protection but has also worked with refugees as a volunteer with local NGOs. He knows that it is very difficult for refugees to access higher education, as there is a lack of understanding of what makes a refugee and what are they entitled to.
Mr Albaaga has helped set up Spark15, a youth group run by refugees of different nationalities who have appealed for education rather than social benefits. Like painkillers, social benefits help in the short term, but education helps in the long term, Mr Albaaga believes.
“Education plays a huge role when it comes to integration – it is the easiest way for asylum seekers to be exposed to the new culture of their host country and make friends. This gives them a sense of belonging.”
Spark15 has its own mentorship facility, where it provides refugees with free International English Language Testing System lessons by professional teachers. This has helped ease access to higher education for seven refugees, while another 30 are preparing for the IELTS exams.