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within Afghanistan are very limited


6FMR 30Afghans still in Pakistan and Iran other avenues for Afghans in from Afghanistan reaching a peak however inevitably inx0066006Cuence the return of Afghans since 2002 the overall number of stud

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Document on Subject : "within Afghanistan are very limited"— Transcript:

1 6 FMR 30 within Afghanistan are very lim
6 FMR 30 within Afghanistan are very limited Afghans still in Pakistan and Iran, other avenues – for Afghans in from Afghanistan reaching a peak however, inevitably in�uence the return of Afghans since 2002 the overall number of students enrolled in Iranian and Pakistani universities has fallen considerably. Iran stopped admi�ing new Afghan tertiary active repatriation policy. This policy was li�ed in 2007 and Iran is currently number of Afghan refugee students. In 2005, due to an overall gender and as UNHCR tried to speci�cally target girls’ education, only female students were permi�ed to enrol in the DAFI programme in Pakistan. The available level of funding set the countries need to have policies allowed to enrol in university, need prohibitive ‘international’ student more di�cult. Globally, the average To ensure the long-term success of the Afghan intervention, numerous challenges have been addressed. DAFI has focused on motivating programme, seeking gender parity. among Afghan refugee students has increased. Women now comprise 54% of Afghan DAFI students, considerably above the global average of 39% in 2006. These women are role models for Afghan women and promote education and motivate families and girls themselves to for Afghans has been a problem. A large number of education have created competing structures within the Afghan education and return for young refugees. UNHCR and partners realised the future studies and plans and have organised workshops in countries of AIDS awareness to general questions regarding return to Afghanistan. 2, UNHCR has been implementing the Albert Einstein German Academic Refugee Initiative (DAFI), a German government-funded programme to provide tertiary education for refugees in countries of asylum. Afghans have comprised the largest group of DAFI students. Tertiary refugee education in Afghanistan: vital for reconstruction Claas Morlang and Carolina StolteERTIARY The Care Full Initiative is raising awareness among EU politicians, governments and to work towards incorporation n developing at the national level supporting and developing n n pharos.nl) is Head of International ( e.bloemen@pharos.n l ) is a medical doctor and trainer/advisor at PHAROS ( www.pharos.n l ). 1. Ren’ Bruin, Marcelle Reneman & Evert Bloemen (2006) Care Full: Medico-legal reports and the Istanbul protocol in asylum procedures, www.pharos. 3. The UNHCR reaction to the Green Paper can be found Signing up to the Care Full initiative OrganisationsAoutsideAEuropeAareAalsoAwelcomeAtoAsignAupAtoAtheACareAFullA Principles and Recommendations OASupportingAorganisationsAareAlistedAinAthisAdocumentA– whichAisAregularlyAupdatedAandAcanAbeAusedAthroughoutAEuropeAtoAlobbyAonAtheA nationalAlevelOAPleaseAcontactAErickAVloeberghsAatA eOvloeberghs@pharosOn l 6 FMR 30 Evidence of success DAFI’s impact, in 2007 UNHCR Responses from the Afghan cohort show the direct link between a reconstruction. By educating Afghan and made the move back home a The impact of returned university of Afghanistan is clearly visible. Refugees who have received a uni- versity education in the region have both the skills and the entrepreneurial willingness to return early. This drain of vital brainpower. While there was still co

2 nsiderable room were encouraged to unde
nsiderable room were encouraged to undertake development-oriented degree programmes. As a result, the di�erent �elds of study and, subsequently, work within the Afghan group of of a country which did not have proper functioning universities for a number of years. now work in Herat or Kabul. Over 70% work as civil servants or as NGO private sector. Research indicates that Afghanistan faces an acute lack around a quarter of DAFI’s Afghan and economics studies. Another area of special intervention has been long-term food security. DAFI has in Pakistan. Approximately 20% of the Afghan students are currently agriculture/�shery and forestry. levels of Afghan society. One DAFI another heads Afghanistan’s National Assembly and another works for the National Standards Authority. A number of DAFI graduates are in issues, humanitarian interventions and social service delivery. “DAFIAscholarshipsAhaveAmadeA a substantial contribution to the educationAandAdevelopmentAofAmanyA youngMAtalentedArefugeesMAenablingA them to expand their horizons and exploreAtheirApotentialOAThroughAtheA scholarshipsAforAhigherAeducationMA DAFIAhasAgivenAthousandsAofAyoungA menAandAwomenAtheAmeansAtoAbreakA theAcycleAofAviolenceAandAdeprivationOA DuringAmyAmissionsAabroadAIAhaveA met DAFI scholars and graduates on several continents and have seen �rsthandAtheirAexperienceAputAtoA workAforAtheAgoodAofAtheAcommunityOA TheAvalueAofAthisAeducationAcannotA beAoverestimatedOAItAgivesArefugeesA the hope to imagine a brighter futureAforAthemselvesAandAtheirA communities and the skills and determinationAtoArealiseAtheirAgoalsO” AntónioAGuterresMAUNAHighA CommissionerAforARefugees Conclusion Tertiary refugee education is not a levels of education, especially primary. However, research into 15 years of experience with the DAFI scholarship programme has proven that the bene�ts for development can and do work, provided they are e�ciently allocated. It makes sense for close to their countries of origin – both it makes returning home more likely. be geared towards sustainable results. work with regionally available counterproductive to learn to handle start working in their communities. UNHCR does not fund scholarships for multi-year courses like medicine; they are too expensive and tie up hand, UNHCR does fund paramedic courses because graduates deliver valuable services. A similar cost- more sense to help two students reach Unsurprisingly, three quarters of report earning above average incomes. However, the bene�ts of The Afghan example shows that contribute towards reconstruction globally, 94% of returning DAFI they have found employment and students are all positive indicators of future change. UNHCR has shown that in Afghanistan, as elsewhere, highly relevant and that all forms of humanitarian intervention must be linked to long-term development. Claas Morlang ( morlang@unhcr. or g Geneva. Carolina Stolte (stolte_ carolina@yahoo.com) is completing capacity and does not necessarily represent the views of UNHCR. For more information about articles/065278/index.en.shtm l . www.unhcr.org/protect/ f 1. In 2006, 1,067 DAFI students from 37 countries were 2. www.unhcr.org/protect/PROTECTION/4603d6954.pdf ERTIARYEDUCATIONFGHANISTANITAFORRECONSTRUCTION