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This study reports findings from an higher education program in Uganda with thirty refugee students, using offline solar-powered technology to strengthen agribusiness knowledge, digital literacy, and complementary skills. Results suggest that, upon return, participants are better prepared to support post-conflict reconstruction efforts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-22-issue-1-refugee-higher-education-and-future-reconstruction-efforts/600013/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-22-issue-1-refugee-higher-education-and-future-reconstruction-efforts/600013.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the higher education program described in the study?","Question",{"text":112,"@type":113},"The program aims to improve refugee learners’ content knowledge in agribusiness, digital literacy, and additional skills that support future reconstruction efforts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the program deliver learning in Nakivale Refugee Settlement?",{"text":117,"@type":113},"It used solar-powered offline/online technology with access via Wi‑Fi hotspot, enabling learning through Wi‑Fi enabled devices in a resource-constrained environment.",{"name":119,"@type":110,"acceptedAnswer":120},"Why do the authors connect higher education to future reconstruction efforts?",{"text":121,"@type":113},"They argue that higher education is linked to development at the individual, community, and national levels, and that participants can contribute more effectively to reconstruction after returning home.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600013,1792892192,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Comparative Education (CICE) Volume 22, Issue 1, Special Issue 2020  \nRefugee Higher Education and Future Reconstruction Efforts: Exploring the Connection through the Innovative Technological Implementation of a University Course in Nakivale Refugee Settlement,  \nUganda  \nMatthew Gallagher  \nArizona State University, Education for Humanity  \nCarrie Bauer  \nArizona State University, Education for Humanity  \nHigher education (HE) for refugees and displaced persons has often been considered a luxury. However, the humanitarian and educational sectors have recently committed to offering HE to this population. This is a welcome development, as research demonstrates that HE is intrinsically connected to development at the individual, community, and national levels. This study presents the findings of an HE program with thirty refugee students in Uganda which utilized offline technology to improve content knowledge in agribusiness, digital literacy, and other skills. The study’s results advance the idea that refugees, upon return to their home country, are better able to contribute to the reconstruction efforts of post-conflict societies when they have participated in HE programs.  \nIntroduction  \nFuture reconstruction efforts in post-conflict areas, where warfare has ended but reconstruction and peace are still in the formative process, are dependent on current efforts in higher education (Cloete, 2011) . Higher education (HE), defined here as all post-secondary educational program opportunities, is necessary for successful and sustainable reconstruction processes implemented through inclusive, sustainable, gender-equitable, and peaceful means (WUSC, 2018; Cloete, 2011). Despite this, HE for refugees and displaced persons has often been thought of as a luxury and not a priority (Dryden-Peterson, 2012). This is evident through the 70.8 million displaced people and refugees around the world for whom educational opportunities are extremely limited and access rates scant in comparison to global averages (UNHCR, 2019a). Approximately half of all refugee children have access to primary school, only 22% have access to secondary school, and only 3% have access to HE in comparison to 36% of global youth (Save the Children, 2017; UNHCR, 2019a; UNESCO, 2017) .  \nWhile access to HE education still lags far behind where it needs to be for these marginalized populations, global humanitarian efforts and support for HE education have recently increased. In the early 2000s, the Dakar Framework for Action (2000) and Africa Regional Training Conference on Tertiary Education (2003) brought the issue of HE for displaced populations to the forefront. In 2015, the United Nations adopted Sustainable Development Goal 4, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” by 2030 (UNHCR, 2019c) . In 2018, the Comprehensive Refugee Response Framework and the Global  \n© 2020, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 22(1), 39-57.  \nRefugee Higher Education and Future Reconstruction Efforts  \nCompact on Refugees highlighted HE education as a solution for refugee inclusion and integration, thereby allowing them to “thrive, not just survive”(Grandi, 2019) . Most recently, attendees at the December 2019 Global Refugee Forum targeted education and its financing as a main goal for humanitarian efforts moving forward, setting a goal of increasing refugee participation in HE from 3% to 15% by 2030 (\\#15by30).  \nHowever, despite growing support and efforts, existing HE programs do not always address the current barriers refugees face in accessing HE, such as their isolated location in low-resource environments, and a lack of technological and built infrastructure, electricity, access to devices, and internet connectivity, among others (Bauer & Gallagher, 2020) . Additionally, existing HE pr","cbCaipH4Pbcnx85x","https://ap.wps.com/l/cbCaipH4Pbcnx85x","pdf",203011,"English","# Introduction\n# Refugee Higher Education and Future Reconstruction Efforts\n# Literature Review\n## The Socio-ecological Framework Model","[{\"question\":\"What is the purpose of the higher education program described in the study?\",\"answer\":\"The program aims to improve refugee learners’ content knowledge in agribusiness, digital literacy, and additional skills that support future reconstruction efforts.\"},{\"question\":\"How did the program deliver learning in Nakivale Refugee Settlement?\",\"answer\":\"It used solar-powered offline/online technology with access via Wi‑Fi hotspot, enabling learning through Wi‑Fi enabled devices in a resource-constrained environment.\"},{\"question\":\"Why do the authors connect higher education to future reconstruction efforts?\",\"answer\":\"They argue that higher education is linked to development at the individual, community, and national levels, and that participants can contribute more effectively to reconstruction after returning home.\"}]","Current Issues in Comparative Education (CICE) - Volume 22 - Issue 1 - Refugee Higher Education and Future Reconstruction Efforts | PDF",1792089867,48]