[UNHCR] Tensions Rise Amongst Countries

Written by Daily Sabah


Education brought up in the initial discussions to protect refugees from abuse, exploitation and harassment. Heated arguments in UNHCR.


The UNHCR acknowledges the possibility of education as a solution. Education is a basic human right, which is protected under international law. It enables refugee children and youth to live a life of dignity and self-reliance. 


However, 91% of the children around the world are enrolled in primary schools, but only half of the 3.5 million refugee children of primary school-age goes to school. UNESCO research reveals access to education and levels of inequality in education is directly related to the increased risk of violence and conflict, creating a vicious cycle of lost educational opportunities, conflict and displacement. Regions with a very low education rate had a 50 percent chance of experiencing conflict. 


Most importantly, it provides a chance for the refugees to be better prepared with the ability to join the workforce, aiding them financially. Schools can also serve to identify children and refugees suffering from abuse and provide a platform for these refugees to gain easier access to report sexual abuse. It can also educate the children on what are the signs of abuse, making them less likely to fall victim to sexual exploitations and abuse. Countries in UNHCR agree with the importance of education as many children and women are uneducation, especially in the issue of human rights, and are often unaware of the rights they are entitled to. 


The Republic of Uganda provided a clearer and detailed view of the implementation of quality education amongst refugees. They draws out a six year programme, to allow refugee children to go through a proper education system. It would adopt a syllabus similar to that of the US or any other international syllabus, so that the education they receive is also one that is highly recognised. This would also allow greater ease to integrate into the workforce. Countries are urged to work together to realise the goal of quality education for the refugees. 


To follow up on the effectiveness of education, the Syrian Arab Republic poses a suggestion to maximise the benefits of education, to aid the refugees to break out of the poverty cycle. The Syrian Arab Republic believes that “Through education, they have the skills that they need to enter the labour market, but they don’t have the chance to do so.” In order for the education provided to serve its purpose of financially aiding the refugees through employment, they propose a ‘selection test’, citing reasons that “with the selection test, the refugees can be put inside the labour system, because some of the refugees can be like.. terrorist, and some of them have like a certain problem and that’s why most countries are not employing them inside the labour market” and thus the supposed need to ‘find out a standardised selection test for the refugees to know which area to help the refugees.’ 


France angrily criticizes Syria for “raising a stigma on these refugees that the possibility of them being terrorists might be true? Doesn’t that just increase the minds that these refugees are terrorists, and hence, increase the marginalisation of these terrorists?”


The Federal Republic of Ethiopia also raises both hands in shock and disbelief in response to Syria’s stereotype of refugees being terrorists, questioning “the consequences and gravitation” upon the occurrence of the selection test, challenging the feasibility of the selection test as a criterion in ensuring that refugees are able to pass through economy and workforce. 


However, the more imperative, short-term actions to solve the problem of abuse amongst refugees remains unclear. 


Measures of providing more job opportunities, although crucial, problems such as poor crime rates and lack of proper enforcement from governments remains as a pressing issue unsolved.

 

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