What are the primary challenges faced by refugee learners seeking mentorship?

Challenges include busy schedules, differing internet and technology access, potential lack of recognition for prior certifications, and needing skills for both online and in-person learning. Many are also involved in entrepreneurship due to work restrictions.

How should mentorship programs be timed and structured for refugee learners?

Programs should be flexible, consulting learners about schedules. It's debated whether to start early in their educational journey or before internships. A blended model with both synchronous and asynchronous components is suggested to accommodate varying access levels.

What role do internships play in supporting refugee learners?

Internships are seen as crucial for refugees to gain practical experience, which is often a barrier when applying for jobs. Providing these opportunities can enrich CVs and qualify them for employment.

How can mentorship programs be made more accessible to those with limited resources?

The discussion highlighted the need to bring programs to marginalized learners, including those without internet access. This could involve contributing resources or designing programs that don't solely rely on digital access.

What is the importance of training mentors for refugee and displaced learners?

It's crucial for mentors to understand the specific contexts and potential traumas of refugee learners. Training can equip mentors on how to behave and support mentees effectively, moving beyond generic mentorship approaches.

How can alumni be engaged and sustained in mentorship programs?

Sustaining engagement involves activating and involving alumni beyond program deadlines. Successful alumni can also mentor new participants, sharing their experiences and insights.

What are the core components an effective mentorship program should have?

Effective programs should be learner-centric, understanding individual statuses, prior skills, and learning needs. They should also address logistical challenges, provide access to resources, and focus on developing both soft and technical marketable skills.

What is the 'multiplier effect' of mentorship programs for refugees?

The multiplier effect refers to how supporting one refugee learner can lead to them impacting and helping others. This extends beyond their immediate work outcomes, creating a ripple effect of positive influence.

What is the ultimate goal for refugee mentorship programs?

A key discussion point was ensuring programs are centered on delivering tangible outcomes, such as landing a job within a reasonable timeframe. This involves equipping refugees with sellable skills and preparing them to express their value to employers.

What are the implications of administrative and recognition barriers for refugees?

Refugees face challenges with their legal status, differing psychological perceptions, and recognition of prior educational certifications in host countries, which can hinder integration into higher education or the workforce.

Key Moments

Designing Systems of Support: Design Workshop

Q: What are the key characteristics of refugee and displaced learners mentioned?

Learners are described as resilient and innovative, but also diverse in needs. Characteristics include varied language support requirements, different legal and psychological statuses (refugee, asylum seeker, forced migrant), potential trauma, varying digital literacy, and sometimes restrictions on work or movement.

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Education3 min read73 min video

Jul 4, 2022|96 views|6

Migration Summit MIT ReACT Higher Education Workforce Development Refugees Displacement

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Key Moments

TL;DR

Designing mentorship programs for refugee learners: collaboration, needs-based support, and overcoming barriers.

Key Insights

Mentorship programs for refugees must be tailored to diverse needs, acknowledging individual circumstances like trauma, status, and access to resources.

Collaboration between various actors (NGOs, government, private sector, community) is crucial for creating comprehensive support pipelines.

Addressing logistical challenges such as internet access, electricity, and busy schedules is essential for program accessibility and success.

Programs should focus on building both soft skills (communication, confidence) and technical, marketable skills to enhance employability.

Sustaining mentor engagement and activating alumni can extend program impact beyond initial phases.

Mentorship should be viewed as a continuous journey, benefiting learners at different life stages, not just at the beginning of their education.

UNDERSTANDING LEARNER DIVERSITY AND NEEDS

The workshop began by exploring the diverse characteristics of refugee and displaced learners. Participants emphasized that this is not a homogeneous group but one that requires programs sensitive to individual needs. Key considerations include trauma, varying statuses (refugee, asylum seeker, migrant), language proficiency, digital literacy, and the psychological impact of displacement. Recognizing their resilience and innovation is also vital, but programs must go deeper to understand specific needs like scheduling, family structures, and access to technology, which can significantly impact participation.

IDENTIFYING KEY ACTORS AND FOSTERING COLLABORATION

A significant theme was the necessity of collaboration among various organizations and actors to create a robust support pipeline. Participants identified local partners, humanitarian organizations, UN agencies, government entities, and businesses as crucial collaborators. The goal is to build a network where different organizations can specialize and refer individuals, ensuring a smoother transition for refugees from skill acquisition to employment. Creating a shared understanding and visual map of these actors can enhance coordination and maximize collective impact.

DESIGNING ACCESSIBLE AND FLEXIBLE PROGRAM STRUCTURES

The discussion highlighted the need for flexible and accessible program structures. Participants pointed out that busy schedules and limited access to reliable internet and electricity are major barriers. Therefore, programs should consider blended (online and in-person) or asynchronous learning options to accommodate these logistical challenges. Consulting directly with learners to co-create schedules that fit their lives, rather than imposing rigid timings, was deemed essential for effective engagement and to ensure programs meet mentees where they are.

FOCUSING ON SKILL DEVELOPMENT AND EMPLOYABILITY

A core objective is equipping refugee learners with both soft and hard skills for better employability. While soft skills like communication and confidence are important, they need to be complemented by technical, marketable skills that employers seek. The conversation also touched upon the recognition of prior certifications and the gap in obtaining experience, suggesting the importance of internships. Mentorship programs also need to address the challenge of lost hope and rebuild trust by demonstrating tangible future benefits of education and skill development.

SUSTAINING ENGAGEMENT AND EXPANDING ACCESS

Sustaining engagement beyond program deadlines and activating alumni emerged as key considerations for long-term impact. The workshop explored how to keep former participants involved, creating a continuous cycle of support and knowledge sharing. Expanding access also means reaching the most marginalized, including those in remote areas without internet. This requires a proactive approach, bringing programs to the learners instead of expecting them to seek out the programs, possibly through community-based initiatives or partnerships that can provide necessary resources.

DEFINING THE ULTIMATE GOAL AND MEASURING IMPACT

A critical takeaway was the challenge of defining the ultimate goal and measuring the impact of mentorship programs. Participants questioned whether landing a job is the sole objective or if there are broader outcomes. The conversation emphasized the need to center programs around delivering tangible outcomes, such as employment within a specific timeframe. This involves ensuring learners can effectively articulate and 'sell' their skills to potential employers, highlighting the multiplier effect of empowering individuals who can then, in turn, support others.

Mentioned in This Episode

●Organizations

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Common Questions

The workshop aims to collaboratively improve the design of mentorship and advising programs for refugee and displaced learners. Key goals include maximizing impact, mapping out actor roles, understanding learner characteristics, and designing effective program structures.