University of Kentucky
The Vital Role of Education on the "Human Factor" for Refugees
Institution
University of Kentucky
Faculty Advisor/ Mentor
Alissa Meyer
Abstract
The "human factor" refers to aspects of someone’s personality and performance abilities that enable him or her to function successfully in all realms of life, whether it be spiritually, physically, mentally, economically, or politically (Adjibolosoo, 1994). Unfortunately, due to circumstances beyond their control, the ever-increasing number of refugees in the world are unable to adequately develop these skills — education is especially important and especially lacking. Many of the refugee camps have limited resources for children to continue their education, creating the possibility of a lost generation of properly educated children. Without an educated population any country cannot hope to thrive and prosper. The goal of this study was to examine how education in the home and host countries affects the human factor and how a refugee resettles. I conducted direct interviews and focus groups with new refugees in a Central Kentucky high school, as well as carried out participant-observation at a refugee resettlement NGO, in an effort to learn more about access to and interest in education among my study sample. A key component of this project was the distribution of my results among community members, including school administrators, social workers, and others involved with refugee aid and resettlement in Central Kentucky. Although data collection is still in progress, I expect to find that refugees who have access to a quality education both in the host and home countries will resettle more smoothly and maintain key aspects of the “human factor.”
The Vital Role of Education on the "Human Factor" for Refugees
The "human factor" refers to aspects of someone’s personality and performance abilities that enable him or her to function successfully in all realms of life, whether it be spiritually, physically, mentally, economically, or politically (Adjibolosoo, 1994). Unfortunately, due to circumstances beyond their control, the ever-increasing number of refugees in the world are unable to adequately develop these skills — education is especially important and especially lacking. Many of the refugee camps have limited resources for children to continue their education, creating the possibility of a lost generation of properly educated children. Without an educated population any country cannot hope to thrive and prosper. The goal of this study was to examine how education in the home and host countries affects the human factor and how a refugee resettles. I conducted direct interviews and focus groups with new refugees in a Central Kentucky high school, as well as carried out participant-observation at a refugee resettlement NGO, in an effort to learn more about access to and interest in education among my study sample. A key component of this project was the distribution of my results among community members, including school administrators, social workers, and others involved with refugee aid and resettlement in Central Kentucky. Although data collection is still in progress, I expect to find that refugees who have access to a quality education both in the host and home countries will resettle more smoothly and maintain key aspects of the “human factor.”