The EU-Passworld Scholarship Programme
Best Practice from UNHCR Ireland and Nasc, the Migrant and Refugee Rights Centre
“Expanding Complementary Pathways linked to Community Sponsorship”
Background
The EU-Passworld Scholarship Programme is an EU-funded initiative designed to create education pathways for refugees from third countries to pursue master's degrees in Ireland. The programme partners with universities, NGOs, and UNHCR to offer scholarships covering tuition, living expenses, and travel costs. Required resources include university partnerships to provide academic opportunities, waiving of tuition fees, community sponsorship fundraising for living expenses, administrative support for application and selection processes, and collaboration with NGOs and community sponsorship groups for pre-departure orientation and post-arrival integration. The initiative aims to empower refugees with advanced education, fostering self-reliance and long-term economic stability.
University of Galway, Ireland. Photo by UNHCR/Aoife Harte.
Best Practice
Since its inception as a pilot in 2022, the EU-Passworld Scholarship Programme has evolved significantly, driven by a set of best practices that have been instrumental in its success. These practices are detailed below:
1. Leveraging the University of Sanctuary Initiative
The University of Sanctuary Initiative provided a robust framework for engaging universities with a demonstrated commitment to supporting refugees and asylum seekers. This network was leveraged to identify and partner with institutions already aligned with the programme’s mission, thereby ensuring smoother collaboration and implementation.
2. Committed and Flexible University Champion from the Start
University of Galway’s early and active participation served as a model for other universities. Their commitment set a high standard in terms of scholarship design, student support, and advocacy for the programme, encouraging other institutions to follow suit.
3. Targeted Bilateral and Multilateral Advocacy with Universities
Through targeted advocacy, the programme effectively communicated its goals and benefits to university stakeholders, ensuring alignment with their academic and equality, diversity and inclusion goals. This was done through both one-on-one meetings with key decision-makers and broader forums involving multiple actors.
4. Buy-In from Government
Securing government buy-in was critical, particularly in obtaining flexible immigration permissions that allowed students to study without bureaucratic hurdles. This also included pathways to work post-graduation, making the programme more attractive to prospective students. The government’s role in financing students’ flights and providing other logistical support was a key factor in ensuring the programme's feasibility and accessibility. Additionally, government advocacy on behalf of the programme raised its profile and legitimacy, further encouraging university participation.
5. Community Sponsorship formed to support education pathways
The Community Sponsorship model was adapted to support education pathways. A voluntary Community Sponsorship Group (CSG) that is independent from the university includes members bridging the local community, professionals, university alumni as well as university students. With operational support from a migrant advocacy group, the CSG offers comprehensive assistance to help students integrate into the community. This includes social support for accessing services, settling into university and community life, and ongoing support after graduation.
Challenges Encountered
1. Coordination across Multiple Stakeholders
Coordinating with various universities, government bodies, NGOs, and refugee communities can be complex. Each stakeholder may have different priorities, timelines, and expectations, making alignment and communication challenging. Solutions include developing a detailed communication plan that outlines the frequency, channels, and key points of contact for all stakeholders. Regular check-ins such as bi-weekly meetings can help maintain alignment and address issues promptly. Clearly defining the roles and responsibilities of each stakeholder from the beginning of the programme helps to reduce overlap and confusion, ensuring that each party understands their contribution to the overall project.
2. Timeline and Process Management
Given the number of stakeholders involved, there may have been delays in reviewing applications, conducting interviews, and finalising selections. Such delays can impact the overall timeline and lead to missed deadlines. Solutions include developing a clear and detailed timeline for each stage of the selection process, including deadlines for application reviews, interviews, and decisions, while including buffer periods to account for potential delays or setbacks.
3. Recognition of International Academic Certificates
Refugee students often come from diverse educational systems, which may not always align with the entry requirements of Irish universities. Assessing equivalence and ensuring that students are academically prepared for their chosen programmes can be challenging. A solution might be to agree standardised criteria for evaluating education history prior to launching applications to ensure that all candidates are assessed fairly and consistently, regardless of their country of origin.
Lessons Learned
1. Leverage existing networks and institutions to accelerate the implementation of the programme.
2. Secure a champion university, engage a respected university as a lead institution from the start.
3. Engage in strategic advocacy.
4. Ensure government support and flexibility with regard to immigration permission of students has been significant in creating a secure pathway.
5. Fostering community involvement with local communities in the support network for students outside of the university is a key strength.
6. Monitor and evaluate continuously to assess the effectiveness of the programme at each stage, both with scholarship recipients and host universities.
Submitted by:
UNHCR Ireland and Nasc, the Migrant and Refugee Rights Centre
Key Contact Persons: Aoibhinn Helly and Tessa Cornally
E-mail: helly@unhcr.org, tessa@nascireland.org
Japan-Ukraine University Pathways
Best Practice from Tokiwa University and Ibaraki Prefecture
“Collaboration Between Local Government and University in Supporting Ukrainian Students in Ibaraki, Japan”
Presentation by a Ukrainian student in December 2023 _ Photo by Tokiwa University
Background
Japan-Ukraine University Pathways (JUUP) was launched in spring 2022 shortly after the Russian invasion of Ukraine. 18 universities in Japan offered to admit Ukrainian students as an emergency measure, and Pathways Japan and the Japan ICU Foundation (JICUF) co-managed the recruitment process. Most universities offered a full scholarship including tuition and fees, accommodation and stipend, while several offered a full-tuition scholarship and alternative forms of aid.
Tokiwa University is a private university located in Mito City, Ibaraki Prefecture, about 100 km north of Tokyo. It has about 3,000 undergraduate students across three faculties: Human Science, Management and Administration, and Nursing. In late April of 2022, Tokiwa University decided to join JUUP and provide two undergraduate scholarships for Ukrainian students that covered travel to Japan, tuition, accommodation and stipend.
Since the academic year had already begun, students were to be admitted as non-degree students who were guaranteed aid through August 2023. During this period, students had the opportunity to transition into a degree program, either as first-year or transfer students, contingent upon passing the entrance exam. If they passed the entrance exam, the university guaranteed aid until the completion of their degrees.
Welcome party for international exchange and refugee students in September 2023 _ Photo by Tokiwa University
Admission of Students
Given that most courses at Tokiwa University are taught in Japanese, the university had a Japanese language requirement. This inevitably narrowed the pool of eligible students, but PJ and JICUF were able to place one student in September 2022 and another in September 2023.
Best Practice
Most universities in JUUP had to come up with their own funding to cover tuition, accommodation and stipend. What was unique about Tokiwa University was its collaboration with the local government.
On March 2, 2022, just a week after the Russian invasion of Ukraine, Japanese Prime Minister Fumio Kishida declared that Japan would admit Ukrainian evacuees to Japan. Five days later, Governor Kazuhiko Oigawa of Ibaraki Prefecture announced that the prefecture would welcome Ukrainian evacuees. By late April, the prefecture had a plan to support Ukrainians whether or not they had any relatives or guarantors in the prefecture. The support package included provision of public housing and facilitation of employment and Japanese language education.
In principle, public housing was earmarked for families, as they were spacious family units. When Tokiwa University began to consider admitting Ukrainian students, they consulted with Ibaraki Prefecture and reached an agreement that if students were accompanied by family members, the Prefecture would provide public housing for the students’ families near the university. In the end, the two students that Tokiwa University admitted were single and did not need public housing, but the agreement between the two entities gave the university the confidence to welcome Ukrainian students.
It is worth noting that Tsukuba University, another local university which admitted Ukrainian students outside JUUP, signed an agreement with Ibaraki Prefecture which enabled housing multiple students in one unit and using it as a “shared house.”
One of the students who was admitted to Tokiwa University decided not to pursue a degree, and ended their time at the university in late August 2024. The student is currently seeking employment, and no longer receives support from the university. Tokiwa University went out of its way to negotiate with Ibaraki Prefecture, and the latter agreed to allow the student to move into public housing.
Open lecture by a Ukrainian student in November 2022 titled "The Reality of War - the Case of the Ukrainian Conflict" _ Photo by Tokiwa University
Takeaways
The key takeaway from the collaboration between Tokiwa University and Ibaraki Prefecture is that higher education institutions do not have to shoulder the cost of supporting refugee students alone. Conversely, local governments can rally support from private stakeholders to welcome refugees.
In education pathways programs, accommodation accounts for a large portion of the budget. Funding is arguably the number one obstacle for higher education institutions to establish or continue education pathways programs, and the prospect of financial and/or in-kind support from local governments could be a game changer that reduces the burden on education institutions. While public housing may be in high demand in some countries and regions, it is worth exploring creative partnerships between higher education institutions and local governments.
Moreover, it is notable that both Tokiwa University and Ibaraki Prefecture agreed to support this student even after the student left the university. Both acknowledged the student’s vulnerability and tried to ensure their wellbeing. The ideal situation is for students to secure employment before leaving the campus, but this is not always possible. Their collaboration gives a layer of security which will help the student reach a durable solution.
Submitted by:
Tokiwa University, International Exchange and Language Learning Center
E-mail: intlco@tokiwa.ac.jp
Ibaraki Prefecture, Women's Empowerment & Residents Cooperation Division, Department of Residential and Environmental Affairs
Written by:
Aki Takada, Vice President Japan ICU Foundation & Director Refugee Education Japan
E-mail: atakada@jicuf.org
DIME Refugee Student Council
“Advocating for and fostering refugee student-led initiatives.”
DIME Refugee Student Council members are mainly graduates from the Habesha Americas and Complementary Pathways programs. Members come from nationalities such as Colombia, Honduras, Nicaragua, El Salvador, Syria, Yemen, Haiti, South Sudan, and Venezuela.
Since December 2022, the Council has been led by young refugees living in Mexico. Representatives are democratically elected by refugee students enrolled in Habesha’s scholarship programs. The council seeks to advocate for and foster refugee student-led initiatives, engaging with similar national and international networks to share experiences and create spaces for meaningful participation.
Main Activities of the Good Practice
The main activities of the Council include:
Representing and pursuing the capacities of refugee students enrolled in Habesha’s scholarship programs by setting good practices from the base of the Council, internal guidelines, corporate image, and some other documental instruments to provide structure, formality, and sustainability;
Implementing good practices by participating and engaging with other organizations (national and international) and collaborating with stakeholders from civil society and student associations, raising students’ voices, ensuring meaningful engagement and representation, fostering awareness and refugee students capacity building;
Participating in cultural events and sharing experiences with the local community. Cultural events including Intercultural Mobility Weekend and Student Leadership Meetings, promoting inclusivity, intercultural exchange, and diversity between refugee students and the local community.
Actively representing and accompanying students and alumnus of the Habesha program in different universities-led events, highlighting the importance of involving refugees in decision-making that addresses matters that concern them. Attendance and participation in forums or conversations of interest to refugee students’ community to contribute ideas and opinions.
The Council and its members have participated in and co-organized events such as Migration Summit, sessions on meaning participation and engagement, among others.
Establishing an Interuniversity Projects (PIUCERD), that will provide financial support to student-led projects from the Council’s refugee student community. PIUCERD recently won a grant provided by Cohere for RLOs for its development.
Partners Involved
The DIME Refugee Student Council is an independent body, led by young refugees who are recipients of the Habesha Project scholarships. Diálogo Intercultural Mexicano (DIME), has provided the Council with invaluable technical assistance in areas such as finances, monitoring, evaluation, and training in specific skills. Despite DIME’s transition to becoming the regional office of the U.S. Committee for Refugees and Immigrants for Latin America and the Caribbean, it remains the Council’s main partner and continues to provide support and assistance.
Challenges encountered by the Initiative
DIME Refugee Student Council has encountered various challenges along its journey, including:
People's lack of interest in the topic, compounded by the absence of information channels;
Limited resources both financial and human, which makes it difficult to implement inclusive programs and activities that broaden perspectives. The Council do not have a fiscal registration, therefore cannot receive funds directly; thus, USCRI (Formerly DIME) receives the funds on its behalf.
How were they overcome
The Council convened strategic meetings with the local communities. Primary partners in this initiative included the USCRI’s Local Student Committees (LSC) network, present in eight universities across the country. The LSCs has been helping the Council to organize events, fundraise for their programs, and promote social media campaigns advocating for the Council’s projects and initiatives;
The Council has established connections with key stakeholders to enhance widespread awareness, foster secure environments, and promote the exchange of best practices.
Lessons learned and results
The Council has learned several lessons from past activities, challenges and successes including:
Fostering a greater sense of belonging among our student community has enabled us to grow and evolve as a refugee-led association;
Sharing experiences with other associations and organizations allowed us to acquire greater knowledge regarding meaningful participation, representation, advocacy, and projects and connect with people facing similar challenges and backgrounds, joining forces to create solutions together;
The absence of inclusive spaces/platforms and more young refugee leaders involved in these spaces, we can learn the best lessons by insisting and not giving up because by creating a sense of community, our voices have a better chance of being heard and attended to;
Cooperation with civil society institutions and international organizations, allows youth-led initiatives to maintain essential documents and mechanisms supporting the initiative's structure and history.
Submitted by:
José Andrés Madriz Villarroel, Member of Refugee Student Council,
Josearmv168@gmail.com
Ared Alejandra García González, Programs Director, USCRI Mex,
agarcia@uscrimail.org
University Clermont Auvergne (UCA)
Introduction
The UNIV'R program, launched by the United Nations Refugee Agency (UNHCR) and the Agence Universitaire de la Francophonie (AUF), aims to create a pathway for refugees to pursue Master's degrees across 12 universities in France. University Clermont Auvergne (UCA) plays a crucial role in the program by selecting master's courses, providing academic support, and assisting with integration procedures. Collaborating with Forum Réfugiés Association, the program welcomed two student laureates in September 2021. In the 2022-2023 project, 12 other universities, including UCA, participated in the University Corridor program. In September 2023, 13 higher education institutions joined the program to welcome refugee students.
Current status of the program
Applicants must hold refugee status in their first country of asylum and have a bachelor's degree equivalent to French standards. With specific targets to the refugee student of the first asylum African countries of Niger, Chad, and Cameroon, the selection process includes application review and interviews to suffice academic level. Refugee students receive specialized support through a selective application process, dedicated assistance from the international relations department, access to foreign student systems, and a living grant and support from Forum Réfugiés. Various partners provide financial, academic, legal, social, and psychosocial support.
Refugee students who arrive in France under the university corridor are classified as International students. They are granted a one-year study visa of the VLS-TS type, which is equivalent to a residence permit. After one year, they must apply for visa renewal since they are welcome for a two-year master's degree program. Upon graduation, they can apply for a residence permit if they find work or wish to do so. UCA has welcomed ten students (3F, 6M) over three years: 2 in 2021, 3 in 2022, and 5 expected in 2023. The initiative has brought together actors and raised awareness about the refugee public. The program has facilitated higher education access and enriched campus diversity.
The following steps for UCA include making the project sustainable by offering new master's courses in Clermont-Ferrand and other campuses. The university strives to continue the project each year, ensuring it remains an integral part of its commitment to supporting refugee students.
Best practices
Some of the best practices the initiative can share are:
Partnerships and close collaboration with the Forum Réfugiés association. We have well-defined and distributed roles and take stock monthly to discuss student follow-up.
First, they benefit from a specific selection process, which allows training managers to pay particular attention to these students' applications.
Once they arrive at the University, they have access to all the systems put in place for foreign students, with the possibility of calling on a person dedicated to supporting the refugee public
Support for day-to-day procedures, housing, psychological support, monthly grants, and access to the labor market.
Challenges
Some of the challenges the initiative faces are:
Justifying resources for refugee students coming from outside of France;
Supporting students to adapt to cultural shocks;
Expanding the program required finding master’s courses;
Raising funds;
Convincing partners to participate in other University actions for the public in exile.
These challenges were overcome by maintaining a balance between actions deployed and convincing partners to participate more generally in other University actions aimed at the public in exile.
Conclusion
The University Clermont Auvergne's initiative provides complementary education pathways for refugee master's students. The Programme is a powerful example of how higher education institutions can play a pivotal role in supporting refugee students. Despite the challenges, the program has demonstrated significant potential in facilitating access to higher education for refugees and contributing to their successful integration into the academic community.
Mexican Commission for Refugee Aid (COMAR)
It all begins with an idea.
Following up on Mexico's commitments at the 2019 Global Refugee Forum, COMAR and its partners are working toward making Complementary Education Pathways accessible for more refugees in Mexico.
Introduction
The Mexican Commission for Refugee Aid (COMAR) oversees all the topics related to refuge, asylum, and complementary protection for asylum seekers in Mexico; it reports to the Undersecretary for Human Rights, Population, and Migration, which at the same time is under the supervision of the Ministry of Interior.
Their work does not end only with the recognition of refugee status; it goes beyond that and also focuses on local integration, including access to higher education, which is the topic that is being discussed today. Also, access to documentation, health, and work permits, among others. These topics are understood as vital so refugees can be adequately integrated into Mexico.
Current status of the program
In the First Global Refugee Forum in 2019, COMAR and partners pledged to support 100 refugee students in accessing Mexico through complementary education pathways from 2019 to 2023. After a couple of years, on November 22, 2021, an “Agreement for Collaboration and Coordination of Actions” was signed between COMAR, the Ministry of Foreign Affairs, through the Undersecretariat for Multilateral Affairs and Human Rights, UNHCR, and the NGO; Diálogo Intercultural Mexicano. (DIME), which aims to establish the bases and procedures for coordination and collaboration that would build a mechanism to facilitate refugee students selected by the program developed by DIME to apply for refugee status in Mexico and have access to higher education opportunities in Mexico through Complementary Education Pathways.
COMAR and partners' goal is to build a permanent, viable, and lasting mechanism that implements the obligations acquired by COMAR and partners within the framework of the "Agreement for Collaboration and Concertation of Actions" and make Complementary Education Pathways more accessible for the years to come and that is not affected by a change of governments.
Best practices
The Mexican government is part of international and regional mechanisms such as the Global Refugee Forum and the Comprehensive Regional Protection and Solution Framework (MIRPS), which are dedicated to seeking lasting solutions for refugees and internally displaced persons. Said this, the COMAR and Mexico have constantly worked to find lasting solutions for refugees in the pillars of integration, such as access to health services, documentation, work, and education, always safeguarding their human rights and the well-being of people who have been forced to leave their country of origin, so the motivation to support complementary education pathways was a natural fit.
According to the agreement, COMAR is responsible for making the assessment and, where appropriate, issuing an opinion regarding whether or not a foreigner had effective protection in a third country for admission as a refugee in Mexico. One of the good practices COMAR would like to highlight is that at the signing of the agreement, there were slight adjustments to meet the commitment. Some issues were discussed and that continue to be discussed in the agreement to have full clarity on the type of program (complementary pathways) to create a specific mechanism for the refugee students to benefit from this program due to all the characteristics that a complementary pathway program has, mainly, the effective protection in a 1st country of asylum analysis.
Challenges
One of the challenges COMAR highlighted was the need for coordination with other institutions that are not part of the agreement yet; when the program was recently launched, they were not able to approach the National Institute of Migration (INM), also dependent on the Ministry of the Interior, in charge of documentation related to migration and legal stay in Mexico, not including refuge and asylum issues.
The issue was that the INM was in charge of the initial status of the refugee students. (students permit) However, communication has improved through participation in an inter-institutional table coordinated by the Ministry of Education (SEP), including COMAR and INM. The following steps are to include SEP and INM in the action concertation agreement.
Conclusion
Mexico's role has always been important in international forums; Mexico's role in Complementary Pathways is to be a regional champion. Although they understand that the project is still developing, COMAR would look forward to when they have more important numbers, when the initial goal of 100 students is met, and when they can share their journey and good practices with other countries.
COMAR proposes that more and more countries incorporate Complementary Pathways in their systems and durable solution actions related to complying with international commitments on the matter. They consider that when countries integrate high-level students into national societies, they will contribute their skills and abilities to the country.
Kepler - Refugee College Guidance Counselors (RCGC)
It all begins with an idea.
Introduction
RCGC, a pioneering initiative conceptualized by a U.S. college board, provides meaningful guidance to refugees aspiring to pursue college and university education. Operating in all camps in Rwanda, with a smaller presence in Kakuma, Kenya, and Ethiopia, RCGC aspires to overcome the unique challenges refugees face in accessing tertiary education in their first countries of asylum and globally.
Current status of the program
The program offers advice on scholarships and internships for high school graduates. They customize their content to overcome specific challenges in refugee camps, such as increasing women's access to higher education. They have collaborated with Duolingo and ALU to offer English-validated and practice tests. ITEME has supported 76% of high school graduates accessing employment or scholarship opportunities. ITEME provides five months of training for generalized skills, followed by one month of support for applying to specific initiatives.
The future benefits of this program include
Improved access to education and employment opportunities for refugee students.
Enhanced language skills and professional development for refugee students.
Increased support for bridging programs and pathway programs.
Improved documentation and admissions policies for universities in refugee contexts.
Encouragement of universities to recruit from bridging programs and pathway programs.
Best practices
Partnerships: RCGC partners with Duolingo, UNHCR, schools, universities, immigration departments, and refugee student-led initiatives to provide comprehensive support to refugee students.
Programs: RCGC offers two main programs - Iteme for high school students and a program for bachelor's degree students. These programs provide skills training, support for specific initiatives, and assistance with employment after graduation.
Contextualization: RCGC tailors its contents to the specific challenges of each local camp, which has leveraged women’s participation in the program from 6% to 40%.
Challenges
Documentation and Immigration Processes: Refugee students often struggle with documentation and understanding immigration processes. RCGC assists both students and institutions in navigating these complexities, providing resources and guidance to facilitate the process.
Information Gap: RCGC counselors, who have navigated similar processes, mentor refugee students by providing essential information and guidance about educational opportunities.
Language Barriers: RCGC addresses language barriers by offering remedial English classes and working with Duolingo to have students’ language tests accepted by universities.
Recommendations for Stakeholders
Universities: Universities should be more flexible in their documentation and admissions requirements, better understand the unique barriers faced by refugee students, and consistently offer opportunities.
Governments: Governments should facilitate the processing of travel documents for refugee students, improve secondary education, and address mobility challenges.
Non-Governmental Organizations: NGOs should implement programs that lead to actual jobs or educational opportunities, offer certificates that matter, and develop contextualized, refugee-informed programs.
RCGC: Connect refugee students with higher education opportunities through guidance, resources, and support. With stakeholder support, RCGC can expand its impact and help more students.