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On 17 December 2018, the United Nations General Assembly affirmed the Global Compact on Refugees (GCR), after two years of extensive consultations led by UNHCR with Member States, international organizations, refugees, civil society, the private sector, and experts.

The GCR is a framework for more predictable and equitable responsibility-sharing, recognizing that a sustainable solution to refugee situations cannot be achieved without international cooperation.

It provides a blueprint for governments, international organizations, and other stakeholders to ensure that host communities get the support they need and that refugees can lead productive lives.

It constitutes a unique opportunity to transform the way the world responds to refugee situations, benefiting both refugees and the communities that host them.

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New York Declaration for Refugees and Migrants, 2016

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New York Declaration for Refugees and Migrants, 2016

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On 19 September 2016, 193 countries made a series of commitments to refugees and migrants in the New York Declaration for Refugees and Migrants.

The New York Declaration includes a range of commitments to protect refugees and migrants.  The Declaration also sets out steps for developing a Comprehensive Refugee Response Framework and a Global Compact on migration in the next two years.

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Education 2030: A Strategy for Refugee Education

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Education 2030: A Strategy for Refugee Education

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Refugee Education 2030: A Strategy for Refugee Inclusion aims to contribute directly to the following goals of the Global Compact on Refugees:

Ease the pressures on host countries

Enhance refugee self-reliance

Support conditions in countries of origin for return in safety and dignity

The strategy arises from lessons learned about parallel education provision for refugees reflected in the 2011 Review of refugee education, and from the
experience of shifting to national education service provision across a wide range of distinct contexts as a result of the guidance provided in the 2012-2016 UNHCR Refugee Education Strategy. It is also
informed by partner and UNHCR collaboration and innovations, new or amplified partnerships with ministries of education and planning, refugee youth,
civil society, development and humanitarian donors and the private sector, greater UNHCR internal capacity and significant international commitments related to the Global Compact on Refugees.

As the lead for refugee protection, UNHCR maintains its commitment to and support for refugees and host governments until solutions for all refugees are identified. UNHCR has nearly 70 years of experience
developing legal frameworks, policy, guidance and programming informed by monitoring and evaluation results, annual participatory assessments and research about and with refugee communities. It
works daily and directly with refugees, governments and partners at field, country, regional and global levels. It therefore assumes a global leadership role to ensure that decisions and actions related to
education for refugees in emergency and protracted situations are considered through the lenses of legal frameworks, historical experience and emerging
displacement trends. UNHCR aims to draw attention to education needs in hosting communities, create conditions for partnership and action that result in strengthened education systems that benefit all learners, leverage the comparable strengths of various partners in mixed situations for improved coherence across population groups and make meaningful and collaborative contributions to the goals of the 2030 Global Agenda for Education (2030 Agenda).

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ExCom Standing Committee 78th Meeting: Resettlement and Complementary Pathways, 2020

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ExCom Standing Committee 78th Meeting: Resettlement and Complementary Pathways, 2020

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This paper provides an update on efforts to secure third-country solutions for refugees through resettlement and complementary pathways for admission since the last report on solutions (EC/70/SC/CRP.12) presented to the 75th meeting of the Standing Committee in June 2019.

It is framed within the commitment of the Global Compact on Refugees to expand access to third-country solutions.

The paper highlights challenges in achieving the
goals set out in the “Three-year strategy (2019-2021) on resettlement and complementary pathways”. It should be read in conjunction with the Note on International Protection
(EC/71/SC/CRP.9).

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UNHCR Three-Year Strategy on Resettlement and Complementary Pathways

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UNHCR Three-Year Strategy on Resettlement and Complementary Pathways

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Recognising that third country solutions are a tangible demonstration of solidarity and responsibility sharing, their expansion is one of the four objectives of the Global Compact on Refugees (GCR). The GCR envisaged the development of a three-year Strategy (2019 – 2021) on resettlement and complementary pathways (hereinafter, the Strategy), as a key vehicle to increase the number of resettlement spaces, expand the number of resettlement countries and improve the availability and predictability of complementary pathways for refugees.

This multi-stakeholder Strategy was the result of wide-ranging consultations with a large number of relevant stakeholders across different regions, including,
States, national and international non-governmental organizations (NGOs), civil society, private sector actors, academia, faith-based actors, refugees and other UN agencies.

Given the multi-faceted nature of third country solutions, the Strategy recognizes the need for comprehensive, solutions-oriented approaches and collaboration that transcends the current community of partners engaged in resettlement and complementary pathways. The expansion of resettlement and complementary pathways requires strong commitment to harness the power of partnerships to generate concrete collective actions and measurable results.

The Strategy was both a roadmap for expansion over the intended three years (2019-2021), and an ambitious blueprint for the further development of third country solutions over the next 10 years (2019-2028) through a vision that will continue to be relevant to achieving the goals of the GCR in the longer term.

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Integrating asylum seekers and refugees into higher education in Europe: National policies and measures (Eurydice Report)

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Integrating asylum seekers and refugees into higher education in Europe: National policies and measures (Eurydice Report)

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What role did higher education play in addressing the refugee crisis?
Many asylum seekers and refugees entering Europe in 2015 and 2016 were in the typical higher education age range and had been enrolled in university programmes in their home country. However, while continuing to study may be beneficial both for individuals and for host countries, integrating people who have escaped major conflict, who may be traumatised and who may lack language and other skills is far from a simple task.

A majority of countries has no specific policy approach on this matter and only six higher education systems monitor the integration of asylum seekers and refugees into their institutions. Nevertheless, good practice can be found in a few countries on issues such as recognition of undocumented qualifications, support to language learning, provision of financial support and personal guidance services.

The aim of this report, planned in the wake of two years of increased levels of migration, is to assess to what extent national systems have developed policy and measures to respond to the needs of asylum seekers and refugees.

The report is divided into two parts: the first presents a selection of indicators on migratory flows; the second part offers an overview of policies and strategies across 35 European countries for the integration of asylum seekers and refugees into higher education.

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OECD-UNHCR Study on third-country solutions for refugees: family reunification, study programmes and labour mobility

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OECD-UNHCR Study on third-country solutions for refugees: family reunification, study programmes and labour mobility

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This study is the first, comprehensive mapping exercise of its kind, building on the commitments made by the international community in the 2016 New York Declaration for Refugees and Migrants to improve data collection on resettlement and other pathways for admission of refugees.

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OECD-UNHCR Study on third country solutions for refugees - 2019 Update

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OECD-UNHCR Study on third country solutions for refugees - 2019 Update

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OECD-UNHCR Study on Third-country Solutions for Refugees: Admissions for family reunification, education, and employment purposes between 2010 and 2019.

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OECD-UNHCR Study on Third-country Solutions for Refugees: Admissions for family reunification, education, and employment purposes between 2010 and 2019.

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The report by UNHCR and the OECD titled “Safe Pathways for Refugees II”, examines admissions from 2010 to 2019 of people from seven countries propelling displacement: Afghanistan, Eritrea, Iran, Iraq, Somalia, Syria and Venezuela.

The report also provides data on the numbers of people from the seven refugee source countries that have been granted refugee status or humanitarian permits, and who have been resettled.

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The role of ‘complementary pathways’ in refugee protection.

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The role of ‘complementary pathways’ in refugee protection.

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This report addresses the following three questions:

1. What are complementary pathways?

2. Why increase complementary pathways?

3. How should complementary pathways be developed and implemented?

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REFUGEE EDUCATION: INTEGRATION MODELS AND PRACTICES IN OECD COUNTRIES           OECD Education Working Paper No. 203 

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REFUGEE EDUCATION: INTEGRATION MODELS AND PRACTICES IN OECD COUNTRIES           OECD Education Working Paper No. 203 

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The recent refugee crisis has put many OECD countries under considerable pressure to accommodate and integrate large numbers of refugees.

Refugee students are a particularly vulnerable group due to their forced displacement, but their needs are not always met by education systems, which can hinder the integration potential of these students. This poses considerable challenges as the integration of refugee students in education systems is important for their academic outcomes as well as their social and emotional well-being. The success (or lack of) integration in schools can also affect the future labour market and social integration potential of these children and youth.

While there is a growing body of research on the integration of immigrants, policy-relevant research on refugee children and youth from an educational perspective is rather limited, fragmented and case specific. Detailed surveys and research projects focusing on the current wave of refugees that allow for cross-country comparisons are not yet available.

Drawing on research from previous refugee waves, the paper examines key needs of refugee students and factors that promote their integration. It proposes a holistic model of integration in education that responds to the learning, social and emotional needs of refugee students. Furthermore, the paper examines what type of policies and practices are in place in OECD countries that support the integration of refugee students. Nonetheless, evaluations of practices and policies are often missing, which makes it difficult to assess whether they are successful. The paper finishes with some policy pointers on how to promote the integration of refugee students.

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The Syrian war, the overall increase in refugee flows over the last few years, and the participation of student refugees at all levels of education, has brought the important, ongoing issue of refugee education into the spotlight.

Although education is a sovereign right of the refugee population, underpinned by relevant international law (UNHCR, 2000), many matters concerning the education of refugees continue to remain open. These include the search for better policies and strategies for the effective education of refugee students, ways of creating equal opportunities and social justice, and reducing the educational and social exclusion of people with refugee identity.

For the full article, visit: https://ger.mercy.edu/index.php/ger/issue/view/35

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Integrating refugees and migrants through education. Building bridges within divided societies.

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Integrating refugees and migrants through education. Building bridges within divided societies.

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Education and training can support the necessary holistic inclusion strategy for socio-economic and political integration of refugees and migrants in the fabric of the host countries.

Education is a public good and a human right, and in theory, few are those who doubt the importance of education as a powerful tool for social cohesion. In practice however, we see commitment to inclusive education and lifelong learning opportunities often falling short.

In this paper, the LLL Platform calls on EU Member States and other relevant actors to take responsibility, respect international laws and ensure integration of refugees and migrants into host societies using the educational tools provided in EU law and frameworks.

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Doubling our impact: Third countries higher education pathways for refugees.

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Doubling our impact: Third countries higher education pathways for refugees.

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In November 2019, UNHCR, UNESCO, and WUSC (World University Service of Canada) brought together
stakeholders with an identified interest or active engagement in developing education opportunities for refugees as complementary pathways for admission in third countries. The two-day international conference Education Opportunities as Complementary Pathways for Admission (the Paris Meeting), explored country-specific and region specific needs and barriers for refugees to access third country education pathways, and identified some emerging good practices to address barriers and expand opportunities.

The Paris Meeting represents an important milestone in the committed effort and focused dialogue among diverse
stakeholders working at the juncture of higher education and durable solutions for refugees. Further exploration and
demonstration of the principles outlined here is needed to significantly scale and expand quality higher education
opportunities and third country education opportunities for refugees.

For the full report, visit: https://www.unhcr.org/5e5e4c614.pdf

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Integration of Refugee Students in European Higher Education: Comparative Country Cases.

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Integration of Refugee Students in European Higher Education: Comparative Country Cases.

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This edited book provides an overview and descriptive analysis of how selected countries namely, Germany, the Netherlands, Spain, Norway, UK and Turkey have responded to the massive inflow of refugees, as well as of the policy practices they have developed concerning refugee students’ integration into higher education. Seeking to encourage sustainable policy responses and national frameworks, this book highlights these selected countries’ procedures to ensure access to higher education and also approaches to recognize foreign qualifications. It also examines particular challenges in the case of each country. The report limits its scope exclusively to refugee students, excluding practices developed for refugee academics/university staff.

The book offers a contribution to the existing literature on educational policy for refugees and encourages higher education institutions to remember their central role as a driving force for social development and integration.

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Successful Integration of Refugee Students in Higher Education: Insights from Entry Diagnostics in an Online Study Program.

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Successful Integration of Refugee Students in Higher Education: Insights from Entry Diagnostics in an Online Study Program.

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Accessing higher education without having to overcome bureaucratic hurdles is a serious concern for refugees. Although empirical studies on the integration and success of refugees in higher education are scarce, the challenges related to this issue are becoming apparent.

The Success and Opportunities for Refugees in Higher Education (SUCCESS) research project has been launched to investigate the effectiveness of new online study programs offered on the Kiron Open Higher Education (Kiron) platform that provides refugees with access to Massive Open Online Courses (MOOCs).

SUCCESS measures the prior knowledge and skills of refugee students and investigates to what extent their study opportunities, learning processes, and chances of academic success can be improved effectively through different forms of support provided in Kiron.

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TAPPING INTO GLOBAL TALENT - Investing in refugee talent

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TAPPING INTO GLOBAL TALENT - Investing in refugee talent

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In the ’global race for talent’, countries are seeking to attract the best and brightest to meet labour market needs and drive innovation and growth. National talent policies often look to attract international students, a group that is seen as a significant source of future talent. Students are sought after because their in-country academic qualifications, language proficiency, and internship or work experience are seen as gateways to easy integration and knowledge contribution in the destination country.

Parallel to this pursuit of talent, universities, student groups, and other stakeholders in Europe and elsewhere are increasingly spearheading initiatives to support the enrolment of refugee students, including through targeted scholarships and community sponsorship programmes. Bringing international students with a refugee background to campus is viewed as a complementary pathway that can help to offset low levels of refugee resettlement and thus expand opportunities for refugees. The framing of such efforts is often humanitarian and person-centred – in contrast to talent policy, which emphasises current and future economic needs in a location and the creation of a competitive environment.

To read the full article, visit: https://www.icmpd.org/blog/2021/tapping-into-global-talent-investing-in-refugee-talent

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Evidence from Austria: A setback for the labour market integration of refugees?

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Evidence from Austria: A setback for the labour market integration of refugees?

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Analysing survey data on recently settled refugees in Austria, two new studies by the International Centre for Migration Policy Development (ICMPD) and the Vienna Institute for International Economic Studies (wiiw) show that young people, women, and people with higher levels of qualification were strongly affected by the Corona crisis in the labour market.

To read the full article, visit: https://www.icmpd.org/news/evidence-from-austria-a-setback-for-the-labour-market-integration-of-refugees

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Skills based complementary pathways to protection – an area of policy relevance?

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Skills based complementary pathways to protection – an area of policy relevance?

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References to skills of refugees with the aim of creating pathways for protection can be found in the context of the Global Compact on Refugees. But they were (at least initially) also intended to lead to a more purposeful relocation of asylum seekers from Italy or Greece to other EU MS under the EU relocation programme which ran from September 2016 until September 2018. Recently, several publications additionally addressed the question of refugee protection and a possible connection with labour market considerations.

To read the full article, visit: https://www.icmpd.org/blog/2019/skills-based-complementary-pathways-to-protection-an-area-of-policy-relevance

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The RESPONSE Campaign: College and University Sponsorship of Refugee Students

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The RESPONSE Campaign: College and University Sponsorship of Refugee Students

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The project University Corridors for Refugees UNICORE 3.0 is promoted by 24 Italian universities with the support of UNHCR, Italian Ministry of Foreign Affairs and International Cooperation, Caritas Italiana, Diaconia Valdese, and other partners. It aims to increase opportunities for refugees currently residing in Ethiopia to continue their higher education in Italy.

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UNICORE - University Corridors for Refugees ENG

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Building Educational Pathways for Refugees: Mapping a Canadian peer-to-peer support model

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Building Educational Pathways for Refugees: Mapping a Canadian peer-to-peer support model

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Building Educational Pathways for Refugees: Mapping a Canadian peer-to-peer support model presents WUSC’s unique framework for the resettlement, education, and integration of refugee youth through Canada’s post-secondary network. It offers examples of practical considerations that have been informed by over 40 years of experience offering resettlement and post-secondary education opportunities to refugee youth.

This guide is not intended to be a comprehensive tool. Instead, it provides an overview of the key elements relevant in establishing such a program, including the funding of scholarships; the identification of potential students; the coordination of applications and admissions; the coordination of their pre-arrival preparation and resettlement; and the mobilization of students to provide peer-to-peer integration support.

This guide also outlines partnership suggestions at the campus, national, and international levels that are useful in implementing such an initiative. These partnerships ensure adequate post-arrival support to refugee students admitted through the program.

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This education strategy is anchored in a renewed focus on ensuring the provision of refugee education, not as a peripheral stand-alone service but as a core component of UNHCR’s protection and durable solutions mandate. Quality education that builds relevant skills and knowledge enables refugees to live healthy, productive lives and builds skills for self-reliance.

At present, many refugees do not have access to quality education that provides physical protection and personal capacity development. This is particularly true for marginalised groups, including children and young people with physical and cognitive disabilities; overaged learners who have
missed out on years of schooling; and children associated with armed forces.
Refugees can also be marginalised on the basis of gender, ethnicity, language, and poverty. Girls continue to be left out of
mainstream education.

The Education Strategy is framed by the 1951 Refugee Convention and relevant human rights instruments. It aims to meet Education for All targets, Millennium Development Goals and UNHCR Global
Strategic Priorities.

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UNHCR Education Report 2021: ‘Staying the course’ - The challenges facing refugee education

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UNHCR Education Report 2021: ‘Staying the course’ - The challenges facing refugee education

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The UNHCR Education Report 2021 focuses in particular on secondary education – the crucial yet critically under-resourced stage for refugees towards greater independence and improved prospects in life.

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Complementary Pathways for Admission of Refugees to Third Countries: Key Considerations

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Complementary Pathways for Admission of Refugees to Third Countries: Key Considerations

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In the New York Declaration for Refugees and Migrants (NYD), States agreed that “third countries would consider making available or expanding resettlement and complementary pathways for admission of refugees”.

Building on this commitment, the Global
Compact on Refugees (GCR), affirmed by the UN General Assembly in December 2018, recognizes that complementary pathways for the admission of refugees can facilitate access to protection and/or solutions, and are an expression of solidarity with host countries and communities. It also appreciates the need for complementary pathways to be made available to refugees on a more systematic, organized and sustainable basis, incorporating appropriate protection safeguards and recommends that this is pursued through the three-year (2019-2021) Strategy on resettlement and complementary pathways.

This document outlines examples of complementary pathways for admission of refugees to third countries, highlights the refugee protection considerations in their design and implementation, and suggests ways to increase their availability and predictability.

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UNHCR-ESSA, Complementary Pathways through Education for Refugees in the West and Central Africa Region: Mapping Refugee Education Opportunities

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UNHCR-ESSA, Complementary Pathways through Education for Refugees in the West and Central Africa Region: Mapping Refugee Education Opportunities

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Extending opportunities to complement resettlement of refugees from, and, within the WCA region, will require collective action by a broad spectrum of stakeholders.

UNHCR can contribute significantly by engaging its resources to catalyse processes and mechanisms that
enable the stakeholder community to design and coordinate mutually reinforcing actions aimed at positively influencing
the provision and uptake of complementary pathways through education.

The findings in literature and country data have revealed a mix of factors dominant in the optimisation of the offer and uptake of education pathways by refugees in WCA. Understanding the detailed dynamic of “push and pull” of refugee enrolment will be particularly important in identifying and mobilising levers of change.

For the full report, visit: https://www.unhcr.org/6124f6644

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Higher Education Considerations for Refugees in Countries Affected by the Syria and Iraq Crises

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Higher Education Considerations for Refugees in Countries Affected by the Syria and Iraq Crises

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UNHCR’s mandate is to provide protection and assistance to refugees, asylum seekers, stateless persons and others of concern, and to find solutions for them. As part of its actions to meet these protection and solutions responsibilities, UNHCR considers it a priority to ensure that refugees have access to educational opportunities at all levels, including higher education.

One of the key objectives of UNHCR’s Education Strategy (2012-2016) is to “Improve access to higher education opportunities for refugee young people” by increasing opportunities for refugee youth to benefit from higher education programmes at colleges, universities and postsecondary technical, vocational or para-professional institutions, leading to certificates and diplomas.
Higher education is a human right enshrined in the Universal Declaration of Human Rights (Art. 26.2), and referred to in the International Covenant on Economic, Social and Cultural Rights (Art. 13c) and the Convention on the Rights of the Child (Art. 28c).

Higher education is an essential part of the education continuum. Access to higher education serves as a strong incentive for students to continue and complete their studies at the primary and secondary levels. Higher education also contributes to solutions and post-conflict reconstruction,
promotes social, economic and gender equality, and empowers refugee communities.

For the full report, visit: https://www.refworld.org/docid/59c3b0f94.html

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Higher education holds many benefits for refugees. Yet, historically, their higher education opportunities have been very limited. This paper addresses refugees’ access to, and participation in, higher education by examining factors that serve as barriers.

It then specifies initiatives aimed at increasing access.

A case study based on original research delves deeply into how peer-to-peer sponsorship holds great promise for increasing higher education access and durable solutions for refugee youth.

The paper closes with recommendations for policy and research.

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The Honourable Marco E. L. Mendicino, Minister of Immigration, Refugees and Citizenship, today reaffirmed Canada’s ongoing commitment to exploring innovative solutions for refugees during the virtual Annual Tripartite Consultations on Resettlement (ATCR).

During the meeting, Minister Mendicino presented 3 new actions stemming from Canada’s pledge at the Global Refugee Forum in 2019. Moving forward, Canada will:

admit up to 500 refugees as part of the Economic Mobility Pathways Pilot over the next 2 years

establish an advisory role for a former refugee to attend international refugee protection meetings with the Canadian delegation, and

support the creation of a new Global Task Force on Refugee Labour Mobility

To read the full report, visit: https://www.canada.ca/en/immigration-refugees-citizenship/news/2020/06/canada-continues-to-explore-innovative-solutions-for-refugees.html

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Complementary pathways would give more refugees HE access

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Complementary pathways would give more refugees HE access

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A major report for the United Nations refugee agency has urged policy-makers and stakeholders in West and Central Africa to open up ‘complementary pathways’ in the region to enable refugees to access higher education and training in third countries and develop their skills and competencies to enter the labour market and contribute to post-conflict reconstruction when they return to their countries of origin.

The report compares data from 21 countries in West and Central Africa (WCA) and was commissioned by the United Nations High Commissioner for Refugees (UNHCR) regional bureau for WCA, which has the ambitious target of 15% of college-eligible refugees enrolled in higher education or technical and vocational education and training (TVET) by 2030.

In 2020-21, the UNHCR estimated that only 3% of refugees worldwide were in tertiary, technical and vocational training or connected education programmes in host and third countries and reported baseline figures of less than 1% in some WCA countries.

So extraordinary efforts will be required to reach the 2030 target and the new report turns the spotlight on the urgent need for a collective approach by West and Central African nations to get more young refugees into higher education and TVET.

The new study, Complementary Pathways through Education for Refugees in the West and Central Africa Region: Mapping refugee education opportunities, was carried out for UNHCR by Education Sub-Saharan Africa (ESSA), which describes itself as a United Kingdom and Africa-based charity using African data and evidence to improve education in Sub-Saharan Africa, enabling young people to achieve their ambitions and strengthening society.

The exercise identified existing and potential pathways through education for refugees in the region and highlighted some of the main barriers to access, as well as suggesting possible areas for further engagement.

For the full article, visit: https://www.universityworldnews.com/post.php?story=20211208045653377

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Novel Passages: The value of facilitating over implementing solutions

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Novel Passages: The value of facilitating over implementing solutions

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The humanitarian sector has the opportunity to pave new pathways, by pointing the way, and then getting out of the way.

For the full article, visit: https://medium.com/unhcr-innovation-service/novel-passages-the-value-of-facilitating-over-implementing-solutions-48a7687fac7d

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Admitted to Canada under pilot program, refugee nurses ready for work as PSWs

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Admitted to Canada under pilot program, refugee nurses ready for work as PSWs

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OTTAWA—Halfway through their 14-day quarantine period, Diala Charab and Yehya Al-Ayoubi are excited to start working as health-care aides after arriving Sunday from Lebanon.

Despite COVID-19 travel restrictions that prevent most people from coming to Canada, the two nurses were exempted, resettled under a pilot project to bring skilled refugees to the country.

For full article, visit: https://www.thestar.com/news/canada/2020/09/19/admitted-to-canada-under-pilot-program-refugee-nurses-ready-for-work-as-psws.html

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University Corridors: an Opportunity for Refugee Students

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University Corridors: an Opportunity for Refugee Students

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Access to education is a fundamental human right and must be guaranteed and protected.

People forced to flee war, persecution or violence often do not have the opportunity to continue their education in the country where they have found protection. Thanks to the University Corridors for Refugee Students (UNI-CO-RE) project five refugee students in Ethiopia will be able to continue their studies at the University of Bologna, Italy.

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University corridors: an opportunity for refugee students

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From Jordan to Morden: Iraqi family thrilled to be in Manitoba under new program to resettle skilled refugees

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From Jordan to Morden: Iraqi family thrilled to be in Manitoba under new program to resettle skilled refugees

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After spending five years in limbo as refugees in Jordan, Abdulghani, his wife and three children could hardly contain their excitement when they arrived in Morden this weekend.

“We already feel like home in Morden,” the mechanical engineer said Sunday. Still in quarantine, the family could only glimpse their adopted community through the living-room window.

For the full article, visit: https://www.thestar.com/news/canada/2020/08/09/from-jordan-to-morden-iraqi-family-thrilled-to-be-in-manitoba-under-new-program-to-resettle-skilled-refugees.html?rf

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On World Refugee Day, the TG1 Rai interview with Bereket, the first LUISS student of the UNICORE Project, a UNHCR initiative that allows young refugees to study in Italian universities.

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Luiss Guido Carli University on LinkedIn: Bekert Gebremichael Kidanemariam al TG1 per la Giornata del rifugiato

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In occasione della Giornata del rifugiato, l’intervista del TG1 Rai a Bereket, il primo studente #Luiss del progetto “Corridoi universitari”, iniziativa...

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Arrived in Italy in 2019 thanks to the University Corridors Project, Bereket is the first UNICORE student to graduate.

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Luiss Guido Carli University on LinkedIn: #UNICORE

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Arrived in Italy in 2019 thanks to the University Corridors Project, Bereket Gebremichael Kidanemariam is the first #UNICORE student to graduate. Auguri...

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It is a generally agreed fact that the family is the fundamental group unit of society entitled to protection by society and the State. Following separation caused by forced displacement, such as from
persecution and war, family reunification is often the only way to ensure respect for a refugee’s right to family unity. Separation of family members can have devastating consequences on peoples’ wellbeing and their ability to rebuild their lives. Family reunification is therefore a fundamental aspect of bringing normality back to the lives of persons who have fled persecution or serious harm and have lost family during forced displacement and flight.

While the 1951 Refugee Convention does not address family reunification and family unity specifically, the Final Act of the United Nations Conference of Plenipotentiaries on the Status of Refugees and Stateless Persons recommends that Member States “take the necessary measures for the protection of the refugee’s family, especially with a view to (…) [E]nsuring that the unity of the refugee’s family is maintained particularly in cases where the head of the family has fulfilled the necessary conditions
for admission to a particular country.”

Furthermore, UNHCR’s Executive Committee (“ExCom”) has adopted a series of conclusions that reiterate the fundamental importance of family unity and reunification, and call for facilitated entry on the basis of liberal criteria for family members of persons recognized as being in need of international protection.

In addition, UNHCR has emphasized that family reunification is an important element for the integration of beneficiaries of international protection in their host societies. ExCom Conclusion No. 104 in particular notes the potential role of family members in promoting the smoother and more rapid integration of refugee families given that they can reinforce the social support system of refugees.

In this regard, family separation can affect refugees’ ability to engage in many aspects of the integration process, from education and employment, to putting down roots, while it also impacts negatively on their physical and emotional health. Indeed, in most cases, family reunification is the
first priority for refugees upon receiving status.

UNHCR therefore advocates for family reunification mechanisms that are swift and efficient in order to bring families together as early as possible Moreover, the concept of the family should be interpreted flexibly by States, which could reflect strong
and continuous social, emotional or economic dependency between family members, though which does not require complete dependence (for example, as in the case of spouses or elderly parents).

For the full report, visit: https://www.unhcr.org/56fa38fb6.pdf

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The access of refugees and other forcibly displaced persons to the labour market

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The access of refugees and other forcibly displaced persons to the labour market

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Introduction, aims and objectives
1. Large movements of refugees and persons forcibly displaced by violence, conflict, human rights abuse, deprivation of social and economic rights, disasters and environmental change are creating considerable challenges for countries of first asylum, transit and destination, as
well as countries of origin. These challenges include the actual and potential impact of these populations on labour markets, particularly those in difficulty even prior to large movements.

2. Of the 17.4 million recognized refugees and registered asylum seekers, and millions of forcibly displaced persons, only a very small minority gain access to labour markets in the formal economy, opportunities for decent work and satisfactory conditions of employment
and rights protection in the workplace. Access to work may be prohibited or restricted by law and those that do manage to find work do so, in many instances, in the informal economy – the main labour market in many of the refugee-impacted countries.

3. The precarious situation of these populations renders them vulnerable to discriminatory practices which can lead to exploitation and the denial of fundamental principles and rights at work. The failure to uphold fundamental principles and rights at work can result in situations of forced labour, bonded labour and child labour.

4. The wider socio-economic consequences of forced displacement have triggered intense debates globally on how to develop appropriate and sustainable policy responses to these
challenges. Discussions have taken place within the ILO during a side event organized at the 104th Session of the International labour Conference (ILC) in June 2015 and during the 325th and 326th Sessions of the Governing Body in November 2015 and March 2016
respectively. In this context, the Governing Body at its 326th Session agreed to convene a tripartite technical meeting on the access of refugees and other forcibly displaced persons to
the labour market.

5. The purposes of the Tripartite Technical Meeting are to:

Discuss for adoption a set of guiding principles to inform policy measures on the access of refugees and other forcibly displaced persons to the labour market based on relevant ILO standards and other related human rights instruments, as well as good practices where these exist.

Recommend ways to disseminate and give practical effect to such ILO guidance, including to inform national and multilateral responses and forums.

Prepare the ILO and its constituents to contribute to international events addressing global concern about refugees and forced displacement, in particular the UN GeneralAssembly Summit addressing large movements of refugees and migrants and the US Summit on the refugee crisis both to be held in September 2016.

6. This background paper and draft ILO guiding principles have been prepared to provide a basis and framework for the Technical Meeting’s deliberations. The paper is in four parts. Part I provides the setting and context exploring the challenges posed by the contemporary phenomena of refugees and forcibly displaced persons. Part II briefly sets out the normative context for the ILO’s role in addressing labour market impacts of refugees and other forcibly displaced persons. Part III then examines access to labour markets – diagnosing the
challenges, identifying the normative guidance and exemplifying good practices. Based upon the preceding analysis, Part IV presents possible draft guiding principles for consideration by the Tripartite Technical Meeting.

For the full report, visit: https://www.refworld.org/docid/58bd53f14.html

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RECOMMENDATION 205
Recommendation concerning employment and decent work for peace and resilience, adopted by the conference at its one hundred and sixth session.
Geneva, 16 June 2017

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UNHCR Education Report 2021: ‘Staying the course’ - The challenges facing refugee education

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UNHCR Education Report 2021: ‘Staying the course’ - The challenges facing refugee education

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The UNHCR Education Report 2021 focuses in particular on secondary education – the crucial yet critically under-resourced stage for refugees towards greater independence and improved prospects in life.

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Monitoring and Evaluation of Community Sponsorship Programmes in Europe: First Lessons Learned

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Monitoring and Evaluation of Community Sponsorship Programmes in Europe: First Lessons Learned

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Community sponsorship has become a reality in Europe with an increasing number of programmes piloted in recent years. Since the development of the various sponsorship schemes, a number of
formative evaluations have been conducted in different European countries looking at programme design and best practices and challenges, whilst also providing stakeholders recommendations for
future adaptations of their programmes.
Some of the community sponsorship models have also begun to develop monitoring tools to assess how well the programmes are performing, facilitate quick
interventions, and adapt to new needs.

This summary and policy brief takes into account the findings and recommendations from these formative evaluations and monitoring practices, which were presented at the Share QSN Transnational Roundtable on Refugee Sponsorship Evaluations and the follow up workshop on Monitoring of Community Sponsorship Programmes in 2021.2 Both events were organised in the context of the SHARE Quality Sponsorship Network (QSN), a programme co-funded by the European
Union’s Asylum, Migration and Integration Fund (AMIF) which supports pilot and ad-hoc sponsorship initiatives to develop into sustainable, community-driven programmes.

Looking at the monitoring and evaluation of these programmes in a comparative perspective has been useful to document common challenges across the different schemes and begin to establish the good
practices which can help make the various models more resilient over the long-term. The evaluations have also allowed an initial assessment of how well these practices and design frameworks work in different contexts and operational settings as well as with different profiles of refugees, sponsors, and hosting communities.

This brief is divided into two parts, the first provides an overview of evaluations of community sponsorship schemes in Italy, France, the United Kingdom, Germany, Ireland, and Spain, as well as the challenges, main findings and lessons learned. The second part provides the main takeaways from these initial evaluations in the form of recommendations and concluding remarks. While the implication of COVID 19 was not taken into account in most evaluations carried out, it is clear that this has affected the ongoing monitoring and evaluation of the programmes in a context of extremely reduced arrivals during the pandemic.