Abstract

SEMPEBWAO, Christine Semambo. Higher Education Policy and Access for South Sudanese Refugees from the Bidi Bidi Settlement, Uganda. AHMR [online]. 2023, vol.9, n.3, pp.82-103. ISSN 2410-7972.  http://dx.doi.org/10.14426/ahmr.v9i3.1665.

Globally, refugee-hosting states are required to have a higher education (HE) policy that incorporates refugees, in order to raise refugees' HE access to 15% by 2030. This paper explores the influence of HE policy formulation and implementation on refugee access and resilience among South Sudanese from the Bidi Bidi settlement in Uganda. The study adopted a qualitative approach, an exploratory case study design, and an advocacy world view. The researcher collected data from 27 participants - 12 undergraduates from two private Ugandan universities, 13 government and non-governmental organization (NGO) officials, two officials from public and private universities - all involved in refugee education. Additionally, the researcher obtained data through a literature review, in-depth interviews with key informants and students, and a focus group discussion. The findings reveal that in principle, HE policy formulation in Uganda is incorporated in the development of the Education Response Plan (ERP) for refugees and host communities, through a multi-stakeholder approach. However, neither students nor higher education institutions (HEIs) were part of the ERP formulation process. The HE policy formulation process in Uganda traverses a value chain with intersecting complexities. These include: supra-state and national policy, refugee demographics, preferences for basic education and emergency interventions, negative perceptions of HE returns, hostility and refugee exclusion, and students' personal challenges. Relatedly, support for refugees is largely provided by HEIs and NGOs, using silo, independent guidelines. Ultimately, the findings indicate that the HE policy formulation and implementation do not address the intersecting complexities adequately, with implications for student access and resilience. This study identifies areas that could inform HE policy formulation and implementation, and enhance refugee access and resilience, especially in light of the United Nations High Commissioner for Refugees' (UNHCR) 15by30 Roadmap.

Keywords : refugees; tertiary education; admission; resilience; Uganda.

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