Managing Higher Education Needs of Internally Displaced Persons in Cross River State, Nigeria

Abstract

Displaced persons encounter some difficulties in accessing higher education, yet higher education remains their inalienable rights. This study focused on ways of managing the higher education needs of internally displaced persons. Three hypotheses guided the study. The descriptive survey research design was adopted in the study. The entire population was used since it is not large enough to warrant randomization. The sample comprised 600 participants (38 teachers and 562 senior secondary (SS 1-3) students from three secondary schools. The instrument used for data collection was questionnaire titled Higher Education Needs for Displaced Persons Questionnaire (HENDPQ) on a modified four point Likert scale. The precision and internal consistency of the instrument was determined using Cronbach reliability method which gave rise to a coefficient ranging from 0.76 - 0.81. The data was collected personally by the researchers with the help of three research assistants. The data collected was analyzed using Pearson Product Moment Correlation Analysis at 0.05 level of significance. The result of the analysis revealed that there is a significant positive influence of higher education needs on development of displaced persons, provision of scholarships/bursaries on access to higher education; and provision of certified distance learning and e-learning opportunities on access to higher education for displaced persons. Based on these findings it was recommended that the government should urgently manage the higher education needs of displaced persons through adequate provision of scholarships/bursaries, distance learning and e-learning opportunities to enhance access to higher education.

Exploring Higher Education Demand and Opportunities for Young Refugees in Africa

“…In the WCA context, Sule et al (2020) and Kyereko (2020) argue that young refugees face difficulties in exercising their right to education. The literature mentions several reasons for this situation, including refugees being required to present valid documents proving their age, educational background or schooling history and place of residence (Sule et al, 2020;Kyereko, 2020). Bruni et al (2017) add that economic hardship, a lack of information and language barriers keep university-ready refugees out of school.…”