What kind of jobs did Ibrahim Al-Aboud have in Lebanon after fleeing Syria?

Initially, Ibrahim Al-Aboud worked illegally in construction for two years to support his family. Later, he found legal work in a chocolate shop, then with an NGO as a student support officer, safeguarding officer, and scrum master, before being dismissed due to changes in recruitment criteria for refugees.

How did Ibrahim Al-Aboud overcome his lack of English proficiency?

Ibrahim initially tried to register in a center in Lebanon but it was too expensive. He then joined Paper Airplanes in 2018, studying at 5 AM, and despite starting with zero English, he achieved an IELTS certificate with a 5.5 score after a year.

What is Ibrahim Al-Aboud's main message regarding NGO support for refugees?

Ibrahim believes that NGOs often fail to support the right people or have unclear support criteria. He suggests that support should be balanced and provided in areas like suitable jobs and education for children, which could empower refugees to achieve more and help others.

How did Bada manage to continue her education despite societal restrictions and war in Syria?

Bada found a virtual university in Syria that allowed her to study from home, only requiring travel to Damascus for exams. She overcame poor internet and electricity issues during the war and later resumed her studies in Istanbul after a six-year break.

What is Bada's key message about women in tech and refugees?

Bada aims to break the stereotype that women cannot succeed in IT fields and that refugees are 'unuseful people' only needing financial support. She asserts that refugees need opportunities, can work, study, and succeed, and want to contribute to their communities.

What problematic experience did Ahmad Abu Haran have with the UN organization regarding travel?

When Ahmad registered with the UN, he was told he couldn't return to Syria if he wanted to maintain refugee status in Lebanon, effectively forcing refugees to break the law and risk their lives with smugglers if they needed to visit family in urgent situations.

What educational dream does Ahmad Abu Haran have and why?

Ahmad dreams of becoming a professor in applied linguistics, particularly syntax. He chose this because of the lack of such professors in Syria and wants to fill this gap, aiming to study in the UK, USA, or Canada.

How did Ziad Chehadeh turn his 'most successful failure' into growth?

Ziad's project 'Bite's Lectures' to teach basic sciences failed, but it taught him valuable lessons in communication, leadership, and teamwork. These skills were crucial for his later successes, including volunteering and being accepted into the MIT REAP program.

What is Ziad Chehadeh's advice for displaced people and refugees?

Ziad advises displaced individuals to keep their options open by cultivating skills and abilities. He emphasizes living life to the maximum and understanding that time spent improving oneself is never a waste, even in challenging circumstances.

Describe Varis Khan's childhood experience as a refugee.

Varis Khan's childhood was marked by trauma, starting work at age six or seven by selling shopping bags in the market to support his family. He lived in a camp in a mud house and never experienced a normal childhood with friends or toys.

How did Varis Khan develop his passion for education and community change?

Inspired by seeing other children go to school, Varis convinced his parents to let him attend a government school for free. He worked in a shop after school to earn money, taught other refugee children for free, and realized education was the key to changing himself and his community.

Key Moments

Voices of Social Impact from Personal Experiences

MIT OpenCourseWare

Education4 min read91 min video

May 2, 2022|102 views|5

Migration Summit MIT ReACT Higher Education Workforce Development Displacement Refugees

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Key Moments

TL;DR

Refugees share personal stories of resilience, education, and overcoming immense challenges.

Key Insights

Refugee experiences highlight the critical need to center individual voices in aid and policy.

Education is a vital pathway for empowerment, enabling refugees to rebuild lives and contribute to communities.

Systemic barriers, including legal restrictions and lack of opportunities, significantly impede refugee progress.

Personal resilience and determination are key drivers for overcoming adversity and achieving goals.

Community support and opportunities are essential for refugees to not only survive but thrive.

The concept of 'successful failure' emphasizes learning and growth from setbacks.

THE VAST SCALE OF DISPLACEMENT AND THE LOST INDIVIDUAL VOICE

The session opens by highlighting the staggering statistic of over 84 million people displaced worldwide, with 26.6 million registered as refugees. A key tragedy is how the sheer number overshadows individual stories, making it difficult for aid organizations and governments to address the unique needs and aspirations of each person. It's crucial to remember that behind these numbers are individuals with passions, fears, strengths, and unique qualifications, whose desire is to contribute to their new communities.

IBRAHIM'S JOURNEY: FROM LAW TO RESILIENCE AGAINST EXTREME ODDS

Ibrahim Al-Aboud, a Syrian lawyer, shared his harrowing journey, beginning with his legal studies disrupted by war. He faced direct threats from ISIS, displacement, and the destruction of his home. After escaping to Lebanon, he encountered severe hardships, including overcrowded living conditions and illegal work. His son's severe health issues, stemming from lack of medical care, and his own work-related injury further compounded his struggles. Despite these immense challenges, Ibrahim pursued education, learning English through 'Paper Airplanes' and eventually securing roles in NGOs, only to be dismissed due to his refugee status, underscoring the precariousness of his situation.

BARAAH ALSAID'S PATH: OVERCOMING GENDER AND CONFLICT BARRIERS IN EDUCATION

Baraah Alsaid Ramadan, an Information Systems Engineer, recounted her upbringing in a Syrian city where women faced significant restrictions on travel, work, and study. Her dream of pursuing a computer engineering degree was initially thwarted by geographical and societal barriers. The advent of a virtual university offered a lifeline, allowing her to study remotely. Despite the war, displacement, and starting a family, she persevered. After reaching Turkey, she retook her studies, completed them, and pursued further training in web programming, ultimately becoming a 'Woman in Tech' coordinator, aiming to empower other women facing similar obstacles.

AHMAD'S ASPIRATION: NAVIGATING LEGAL HURDLES FOR ACADEMIC DREAMS

Ahmad Abu Horan, an English Literature graduate from Aleppo, shared his experience of losing his home to war and facing legal barriers upon reaching Lebanon and later seeking refuge in Erbil, Iraq. He detailed frustrating encounters with aid organizations that offered help only to those who entered illegally. Ahmad's story highlights the complex and often contradictory rules refugees face. Despite numerous rejections for scholarships due to his legal status, he remains determined to achieve his dream of becoming a professor in applied linguistics, emphasizing the need for opportunities rather than just financial aid.

ZIAD'S PERSPECTIVE: FINDING OPPORTUNITY AMIDST FAILURE AND WAR

Ziad Chaer, a radiology resident in Damascus, shared his narrative, beginning with the onset of the Syrian war when he was 14. He experienced academic setbacks, including failing a crucial biochemistry exam, which he reframed as his 'most successful failure.' This led him to co-found 'Bites Lectures' to simplify science education in Arabic. Despite initial failures with the project and the challenges of war, he pursued further studies, including the MIT React computer science program. His journey culminated in securing a fully funded scholarship for a Master's in Biomedical Precision Medicine, highlighting the importance of maintaining options and believing in one's potential.

VARUS KHAN'S VISION: THE POWER OF EDUCATION FOR COMMUNITY CHANGE

Varus Khan, an Afghan refugee student in Pakistan, detailed his childhood marked by extreme poverty and the necessity of earning money from a very young age selling shopping bags. He described a profound realization upon seeing children in school uniforms, igniting a dream to pursue education despite his parents' initial objections. He attended a government school, juggled work and studies, and later taught children in his camp for free, driven by a desire to change his community. Despite challenges with his formal studies, his clear vision and passion led him to eventually pursue a Bachelor's in Business Administration, emphasizing education as the catalyst for self and community transformation.

THE POWER OF OPPORTUNITY AND PERSISTENCE

Across all narratives, a recurring theme is the critical role of opportunity, resilience, and persistence. Ibrahim, Baraah, Ahmad, Ziad, and Varus each faced immense obstacles—war, displacement, legal barriers, economic hardship, and societal prejudice. Yet, their unwavering determination to pursue education and rebuild their lives shone through. Programs like 'Paper Airplanes' and initiatives from MIT React provided crucial support and platforms. Their stories collectively advocate for a shift from viewing refugees as passive recipients of aid to recognizing their potential to contribute and thrive when given the right opportunities and a voice.

Mentioned in This Episode

●Organizations

●Concepts

●People Referenced

Common Questions

The main challenge is that despite their vast numbers (over 84 million globally), they are often viewed as a collective problem rather than distinct individuals, making it difficult for NGOs and governments to address their unique skills, passions, and needs, and their voices often get lost.

Topics

Mental Health & Psychology Learning & Education Society & Philosophy Workforce Development Human Rights Community Empowerment Education Access Refugee Experiences Displacement Crisis NGO Role

Mentioned in this video

Locations

USA

One of three preferred countries Ahmad dreams of living in to pursue his academic career.

Turkey

A country Bada and her family migrated to from Syria, where they started rebuilding their lives, and she learned Turkish and found job opportunities.

Switzerland

A European country mentioned as the location of a company where Bada secured a remote internship.

Pakistan

The country where Varis Khan has lived as an Afghan refugee since birth and pursued his education.

Sabra and Shatila Camp

A camp for Syrian and Palestinian refugees in Lebanon where Ibrahim lived but did not receive support from NGOs after breaking his leg.

Aleppo

A city in Syria where Ibrahim Al-Aboud tried to apply for a PhD but couldn't continue due to bad circumstances of war.

Canada

A country where Ibrahim received a job opportunity in the human rights committee in Yukon.

Lebanon

A country where Ibrahim Al-Aboud escaped to after fleeing Syria, but faced challenges of not being allowed to work legally as a refugee.

Erbil

A city in the Kurdistan Region of Iraq where Ahmad Abu Haran traveled seeking safety and a job, facing homelessness and further disappointment from the UN organization.

Istanbul

A city in Turkey where Bada and her family arrived in a difficult situation, and where she found an examination center for her university and attended a web programming bootcamp.

United Kingdom

One of three preferred countries Ahmad dreams of living in to pursue his academic career in applied linguistics due to the quality of education.

Germany

The country Ziad will be traveling to at the end of the month to pursue his career as a physician after securing a full-funded scholarship.

Organizations

ISIS

A militant group that operated in Ibrahim's region, destroyed his house, tried to arrest and kill him for being 'secular' because he studied law, and cut his brother's leg with a bomb and arrested his father.

UNHCR

The UN Refugee Agency, mentioned by Ibrahim as having rejected his plea for support, stating he should support himself after he healed.

Aleppo University

The university in Syria where Ahmad Abu Haran studied English Language and Literature.

ICT Incubator

The Incubator of Communication and Information Technology in Homs, Syria, which accepted Ziad's project, Bite's Lectures, despite it not being purely technology-focused.

International Labour Organization

An organization that supported a web programming bootcamp Bada attended in Istanbul and connected her with a job opportunity in Turkey.

Namal Institute

An institute mentioned as doing an amazing job co-organizing the migration summit, and as seeking to collaboratively resolve key challenges for refugee and migrant communities.

Paper Airplanes

An organization that helped Ibrahim learn English, provided him with volunteer opportunities, and later offered him a stipend as English program manager. It is also mentioned as having supported Bada, Ahmad and Ziad.

Ekraj University

A university in Pakistan where Varis Khan is studying for his bachelor's in Business Administration.

World Food Programme

An organization that supported a web programming bootcamp Bada attended in Istanbul.

IELTS

The International English Language Testing System. Ibrahim obtained a 5.5 score after a year of studying English, demonstrating his commitment to education.

An organization Ahmad Abu Haran sought protection and help from in Lebanon and Erbil, but faced regulations that he found problematic, such as preventing refugees from returning to Syria or only helping those who entered illegally.

Bite's Lectures

A team Ziad and his friends formed to introduce basic sciences in Arabic through short videos; despite failing, it taught him valuable lessons in communication, leadership, and teamwork.

Erasmus Mundus

An organization offering scholarship programs. Ziad applied to three Erasmus Mundus programs and was invited for interviews, receiving an offer for a full-funded scholarship.

Concepts

Damascus

The capital city of Syria, where a university examination center was located, presenting a challenge for Bada to attend due to travel restrictions for women.

Chevening Scholarship

A scholarship offered by the UK that Ziad applied for and is awaiting an interview.

MIT REAP

A life-changing computer and data sciences program offered by MIT REAP that Ziad attended, where he met people who inspired him to overcome difficulties.

People

Ahmad Abu Haran

A Syrian English language and literature graduate and intern curriculum designer at Paper Airplanes, who shares his story of displacement, encountering challenges with UN organizations, and his dream of becoming a professor in applied linguistics.

Ziad Chehadeh

A Syrian second-year radiology resident and MIT REAP Computer and Data Science graduate, shares his story of turning failures into valuable lessons, pursuing medicine, and securing a fully funded scholarship in Germany.

Ibrahim Al-Aboud

A Syrian English program manager and law graduate who shares his personal story of displacement, working illegally, breaking his leg, overcoming medical and financial hardships, and pursuing education through Paper Airplanes.

Varis Khan

An Afghan refugee student in Pakistan studying Business Administration, shares his challenging childhood experiences, his struggle to pursue education against financial odds and family expectations, and his vision to change his community through education.