Restoring Hope Providing Refugees with Tertiary Education on

Restoring Hope: Providing Refugees with Tertiary Education on the Thai-Burma Border

The faces of Burma 2

Refugees and forced migrants in protracted situations • In January 2014 UNHCR reported 647, 624 persons of concern in Thailand- refugees, asylum seekers, stateless individuals • Paradigm shift from emergency relief to long term support • migrant workers with few rights 3

4

Snapshot of Burma through Students’ Eyes “My mother died of disease in Burma and then my father was killed by the military. I took all my brothers and sisters and fled across the border. ” Mary “My father was a musician and jailed for 4 years because he had studied abroad. I got a scholarship from a foreign university but the junta refused me a passport. To study, I had to flee. ” Danny “The army came into our village and wanted to round up all the young men to use us as porters. In fact, they used us as guinea pigs to test whethere were landmines on the jungle paths. We fled instead. ” Jim 5

ACU Mission statement: guided by a fundamental concern for justice and equity and for the dignity of all human beings 6

ACU Diploma of Liberal Studies • a community development approach “empowering refugees…in shaping their destinies”, treating refugees as “’subjects’ in the search for durable solutions and be considered as resourceful and active partners rather than ‘objects’ or passive recipients of assistance” UNHCR (2001), 7

Tertiary education is a right not a luxury ’Learning is about changing the ways in which learners understand or experience or conceptualise the world around them. ” “Learning as a qualitative change in a person’s view of reality” Paul Ramsden, ‘Learning to Teach in Higher Education’ (2003). 8

Diploma of Liberal Studies: Connected learning • • • 8 units – mix of face to face and on-line English Communication skills Introduction to Development Fundamentals of Management Introduction to Human Rights Law *Global Health *Environmental Change ( offered by York University Canada) Arts- Photography Introduction to Teaching Skills • *2 online units integrate students with mainstream 9

Locations: • Mae Sot – Central Thailand • 36 students • 30 from 4 refugee camps housed in ACU Study Center • 6 Working students • Ranong – Southern Thailand • 9 Migrant workers • Bangkok • 5 asylum seeker students studying Certificate in Liberal Studies 4 units Mae Sot Bangkok Ranong 10

Diploma in Liberal Studies: innovations • • • Program evolved from a Karen refugee project in 2004 ACU Refugee program now includes diverse ethnic groups Onsite English tutors(with a pastoral and motivating role) Local involvement (local coordinators) Integration of students in mainstream on-line courses- enriching both • Collaboration- current Partners- York University Toronto Marist Fathers – Marist Mission Ranong Augustinian Fathers Palms 11

Difficulties and Dilemmas • Political instability • Resettlement • Internet • Financial sustainability in the future 12

The Good News • 94 students have graduated from the program 48 expected to graduate 2015 Course evaluations – students: • High academic achievement • Relevance of units • Development of attitudes, skills and knowledge Lecturing staff: • Transformation • Awards: B-Hert “ Best Collaborative International Project” ACU – Community Engagement Palms – Mutual Development Through Relationship 13

Assoc. Prof. Robin Roth, York University, Toronto While caught up in the daily grind here in Toronto, these students were a daily reminder for me of what really matters and were inspirational in their commitment to their education. Bringing their voices and experiences into my classroom (which I hope to do more of next year) also serves to educate our students here. In more concrete ways, these students reminded me that even with the challenges they face, global environmental change is of concern to them. 14

Graduates contributing to community • NGOs and CBOs eg • Danish Refugee Organisation • Karen Human Rights organisation • World education • Arakan Student organisation • University Scholarships 15

• ACU Diploma was a bridge for my life in order to go to the higher steps. Before I took ACU programs, I worked as a midwife in the refugee camp. I didn’t have much critical thinking skills and general knowledge at that time. However, I learned how to think critically and logically from ACU Diploma in liberal studies program. It also made me to improve the skills of academic English, communication and leadership. Because of these achievements, I felt more confidence and courage when I got a scholarship to continue my bachelor degree in Assumption University. Finally, I wouldn’t be stop showing my gratitude to ACU which altered me to be an intellectual person. Hannah ACU Website- video: RESTORING HOPE 16