The role of universities in the inclusion of refugees in higher education and in society from the perspective of the SDGS

Abstract

Purpose The purpose of this paper aims to discuss the outreach strategies of higher education institutions (HEIs) to promote the inclusion of refugees, focusing on two case studies of programs in southern Brazil. Design/methodology/approach This paper analyzes two outreach programs of Brazilian universities: the Welcome Program for Immigrants (Programa Acolhida ao Imigrante) of the University of South Santa Catarina, a private higher education institution and the Support Center for Immigrants and Refugees (Núcleo de Apoio ao Imigrantes e Refugiados), sponsored by the Federal University of Santa Catarina, a public university. The activities of the two institutions were compared with the targets of the sustainable development goals to discuss the outreach strategies of HEIs aimed at promoting the inclusion of refugees, through descriptive research, with a qualitative approach based on documentary and bibliographic research. Findings The results show that academic participation in research and outreach programs provides refugees with an education but also represents a social contribution far beyond qualifications and technical training, by mitigating local and global problems. The practice of inclusive education allows a reduction in historically existing inequalities. The findings of this study indicate that the results are much more effective when universities, government and society work together to reduce inequalities. Originality/value This study addressed how universities can and should ensure life quality (SDG 3), including an equitable education and fostering lifelong learning opportunities for everybody (SDG 4) and gender equality (SDG 5), to reduce unemployment (SDG 8) and inequalities among people (SDG 10), through outreach projects.

Comparative Analysis of Risks Behind the Beta Value Difference of New Energy Vehicles in China

“…At the same time, the three new energy vehicle companies also pay great attention to the development of networking, continue to increase the number of vehicles with the Internet of Vehicles, and provide more comfortable and convenient experience for the owners through the Internet of Vehicles system [21]. The goal of new energy vehicle enterprises is not only to increase market share, but also more importantly to explore the sharing mode with "sales store as the center", flexibly launch the shared travel business in combination with customer use scenarios, and provide customers with customized and scenario-based high-quality car experience through continuous mature application of intelligent technology, so as to achieve the application and popularization of intelligent vehicles.…”

Building a pathway to belonging: the role of higher education in supporting refugees' inclusion

“…Past research and literature has accrued the social and economic benefits of access to higher education for both refugees and the receiving societies (i.e., Unangst and Crea, 2020;Martin and Stulgaitis, 2022). Research findings link higher education to refugees' greater social, economic and civic integration, healing of post-traumatic experiences, smoother resettlement process, wellbeing, and livelihoods, while leading to broader social inclusion and cohesion (i.e., Fincham, 2020;Kingston and Karakas, 2022;Finatto et al, 2023). Nonetheless, past research also cautions about the barriers refugees are facing in accessing and successfully completing higher education including limited understanding of the higher education system of the host country, financial and information barriers, language and cultural obstacles, psychosocial difficulties, complex family dynamics, and colonial knowledge systems prevailing in HEIs (i.e., Lambrechts, 2020;Kingston and Karakas, 2022;Martin and Stulgaitis, 2022).…”

“…For example, a number of universities across the world offer full scholarships, both for conventional and distancelearning programmes, to newly arrived refugees, who meet the academic criteria, but do not have the opportunity for higher education mainly because of economic reasons (i.e., Détourbe and Goastellec, 2018;Kingston and Karakas, 2022;Finatto et al, 2023). It is notable that for the same reasons some HEIs offer access flexibility and distance-learning opportunities to refugees living in countries different to the location of the HEI, or to refugees located in rural areas or even asylum seekers located in refugee camps.…”

“…However, on the other hand, this article aims to urge higher education stakeholders around the world to put the necessary structures, policies, and practices in place for their institutions to make an impact both on the receiving societies, and on refugees' lives. Although this article seeks to inter alia highlight best practices that may be endorsed by HEIs, it should be noted that there is still a long way to go for HEIs to indeed play a catalytic role in the academic and socio-economic inclusion of refugees (Finatto et al, 2023). Arguably, there is still a strong need for more initiatives and support from HEIs toward refugees.…”

“…In this context, HEIs can and should contribute in the management of the refugee crisis by developing actions aimed at the populations in move, and by implementing actions directed toward the receiving society (Finatto et al, 2023). Therefore, this opinion article aims, on the one hand, to examine in what ways HEIs around the world are currently working toward supporting refugees in their efforts to become socially, economically, and academically included.…”