Once funds are allocated for youth education, agencies must decide
which skills and information receive priority. According to UNESCO, the major
educational categories are: emergency information such as landmine awareness
and cholera, health practices, reproductive health, peace education, vocational
education and literacy and numeracy (Aguilar & Retamal, 1998). Specifically
heated is the debate regarding whether education should be based in a
traditional literacy and numeracy curriculum or if it should have a vocational
focus. For example, a major criticism of Bantu education in South Africa was
specifically that it trained indigenous Africans only for physical labor.
Conversely, in a refugee or IDP community, income generating skills are often
requested in lieu of traditional curriculum. When asked about this debate Jane
Lowicki, former Youth Protection and Development Advisor of the IRC, replied:
Listen to the youth and guide them. There are a range of opportunities, not just
one; literacy and numeracy are cross-cutting. If you look at the research, the vast
majority [of adolescents] hasn’t finished primary school and probably never will.
The younger ones are particularly interested in finishing primary; older youth
are more concerned about jobs than education….Part and parcel of vocational
must be literacy and numeracy. Conversely, literacy and numeracy need to be
applicable. Kids do not learn inside a box. (personal communication, April 8,
2005)
Lowicki explains that economic development is a key issue in vocational
education. For example, the camps on the Thai-Burma border have created a
phenomenon that has come to be called “warehouse refugees.” These are
refugees that are not able to use the skills they have been trained in, or who are
not able to advance in their education (Lowicki, personal communication, April
8, 2005). This also occurred in Sierra Leone when UNICEF allowed youth to
select apprenticeships. UNICEF did not conduct a labor market survey
beforehand, and youth selected training, such as auto-mechanics, for fields with
no demand (Kemper, 2005).
Ann Avery, the Education Research and Development Manager of the
RET, explains that the focus of education in refugee camps is often linked to the
needs of the donor, especially when the donor is from the private sector. For
example, in Azerbaijan private industries are interested in mining for oil, and
this creates a need for skilled construction workers. For this reason they will
fund a training program to teach people construction skills (personal
communication April 14, 2005).
The implication of this practice on a global scale certainly awards private
commerce a powerful hand in shaping the future. Alternatively, when funding
comes from governments or intergovernmental agencies, the primary factor that
textbooks and stationery, teacher training, incentives for teachers and support for
maintenance and construction of school buildings. In 2003, as a result of these
efforts, 5,735 pupils in 14 primary schools received scholastic material, 838
secondary school students received assistance, 688 people enrolled in adult
literacy classes and 77 for skills training. Additionally, scholastic materials were
provided for 688 learners in 12 adult literacy centers (JRS, 2003). The primary
schools are open to primary-age children and youth.
When asked why JRS decided to allocate funds for secondary education
rather than increase primary enrollment, Roxanne Schares, the Educational
Resource for Africa through JRS, answered, “Education is more than primary
level. In refugee camps primary education has funding through UNHCR. It is
always the first to be provided for but secondary is not always provided. If it is
not [available], JRS will identify that need and provide the service” (personal
communication, April 14, 2005).
Schares explains that in order to improve the educational opportunities
for youth, sensitization and advocacy is required to convince governments,
donors and families of the value of education to rebuild infrastructure and
educational systems. Teachers need to be trained and work needs to be done to
stem the tide of instructors out of camps and into more lucrative positions once
they have received training. Finally, alternative forms of education need to be
developed that include adult and youth literacy, accelerated learning programs
and skills training (personal communication, April 14, 2005).
When asked if the education gap had created a “lost generation” Schares
responded, “Several generations have been lost, but others can still benefit. For
those who may seem lost, ‘education is not just for the young’ needs to be
promoted in communities, and advocated for among governments, NGOs and
other groups” (personal communication April 14, 2005). Jane Lowicki also
commented:
[To quote] Neil Boothby, ‘I’ve never seen a lost generation.’ It is true that many
will be killed, but a generation is never entirely ‘lost.’…I don’t want to give up
on the ability of coping skills to overcome… but it is true that there is a cycle of
deprivation if you keep ignoring groups in need. (personal communication,
April 10, 2005)
Sadako Ogata said of the founding of the RET, “Post-Primary Education
should be a promise, not a dream.” (RET, n.d.) The mission of RET is to facilitate
and promote international cooperation in post-primary education for refugee
youth. This works toward the goal of advancing human dignity, achievement
and self-reliance. Finally, RET serves as a resource and advocate for innovative
approaches in post-primary education for refugee youth. RET is unique in that it
only works with adolescent populations. Ann Avery explains RET’s position in
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