Higher Education Policy and Access for South Sudanese from Bidi Bidi, Uganda

Abstract

This paper explores the influence of HE education policy formulation and practice on refugee access and resilience among South Sudanese from Bidi Bidi settlement, in Uganda. |The study adopted a qualitative approach, using exploratory case study design within the advocacy/ participatory world view philosophy. Data was collected from 27 participants -12 undergraduate students from 2 private Ugandan universities; 13 government and non-government organization (NGO) officials, 2 officials from public and private universities, all involved in refugee education. Data collection was through literature review, key informant, and student in-depth interviews, and a focus group discussion. Findings reveal that HE policy formulation is in principle incorporated in development of the Education Response Plan (ERP) for refugees and host communities. The HE policy formulation process in Uganda excludes input from refugee students and higher education institutions (HEIs). The process traverses a value chain with intersecting complexities including; refugee demographics, non-binding supra-state policy, donor preferences for basic education and emergency interventions, negative perceptions on HE returns, hostility and refugee exclusion, and students’ personal challenges. As a result, HE is relegated to the fringes, with no objectives and activities in the ERP, thus influencing refugee access and resilience. Relatedly, support for refugees is largely from HEIs and NGOs, within their silo, independent guidelines. This study adds to discourse on refugee access and can inform higher education policy formulation as well as enhance refugee access and resilience, especially in light of the UNHCR 15 by 2030.