Sustainable education for refugees (Research Proposal Sample)

Sustainable Education for Refugees Name Institution Author Note Sustainable education for refugees Purpose of the proposed study The primary purpose of this study is to investigate the sustainability of education for refugees.  This study is motivated by current challenges refugees encountered and the need to investigate the state of refugee education in line with the sustainable development Goal 4 of vision 2030 (Albakri & Shibli, 2019). The challenges, such as conflicts, continue to generate millions of registered refugees in multiple countries such as the Syrian conflict resulting in 5.6 million refugees in Egypt, Iraq, Jordan, Turkey, and Lebanon (Albakri & Shibli, 2019). However, organizations such as the UNHCR advocates for sustainable education for refugees to offer them equal opportunity in the job market and reduce the crisis (UNHCR, 2019). Education plays a significant role in fulfilling sustainable development Goal 4 (SDG4) (Albakri & Shibli, 2019). While countries are striving and implementing sustainable development strategies and achieving vision 2030, the issue of education among refugees has not been adequately managed (UNHCR, 2019). Based on these unclear challenges,  Objectives * To investigate and compare the current status of refugee education in different countries. * To critically examine the effectiveness and alignment of the current education system for refugees, according to SDG4. * Identify possible strategies that can be adopted to realize SDG4.  Theoretical worldview underpinning the proposed study Sustainable development goal (SDG) 4 advocated for quality education for refugees across the world. However, based on Gidden’s and Bourdieu's theories, power struggles, reproduction, and social structures and education systems need the input of governments, individuals, and institutions to achieve SDG4 (Boeren, 2019). According to Boeren (2019), SDG4 is one of the key areas included in the United Nations (UN) “2030 Agenda for Sustainable Development” that was accepted and adopted by all the UN member countries in 2015. Similarly, Shava (2020) argues that the agency and structure theory's basis is the interdependence of society and individuals that must work collaboratively to establish education for sustainable development (ESD). According to Shava (2020), ESD must be managed across all the education levels since it is a good strategy to enable all people to acquire knowledge that shapes sustainability in the future. ESD focuses on addressing issues in learning and teaching that have a direct impact on sustainable growth.  Based on the UN specifications for SDG4, the goal is to “ensure inclusive, equitable quality education and promote lifelong learning opportunities for all” (Shava, 2020, p.1). Therefore, since all the UN member states agreed to initiate plans of achieving SDG4, the worldview of sustainable education where appropriate professional standards should be integrated into the curriculum to enable students of all levels to get a better education for a sustainable world. However, Nairz-Wirth, Feldmann, and Spiegl (2017) claim that social inequality is a major factor influencing decisions on the distribution and access to university education and opportunities, especially in the European Union. Based on the Bourdieusian theory, Nairz-Wirth et al. (2017) noted that ‘academic’ university habitus, ‘vocational’ school habitus and family habitus significantly contributes to the increasing fears of failure, sense of a crisis, and increased strength of feelings among students that they do not fit in a particular university field. As a result, these impacts contribute to the poor or failed transition to higher education. Hence, while implementing strategies for realizing SGD4 among refugees, individuals, governments, and institutions must address the challenges of the primary habitus's differences.  Based on Kenyon's (2018) study, colonialism seems that it never ended, but only a few changes were made, although still collected to colonialism. The existence of human trafficking in the post-modern era (though a form of slavery) and dictatorship among people occupying political powers raises the question of whether education makes us better people. Based on the examples such as Mobutu Sese Seco (1965-1997), who was highly educated (from the Belgian system) but became a dictator extorting natural resources, it portrays a negative worldview of education. On the other hand, education for sustainable development is a human right for children, but this has not been achieved (McCown, 2011). Regardless of their background or home country, all children should be provided with a quality education from early childhood. As a result, sustainable support for children's education as a human right will benefit all students in the national education systems and offer equitable opportunities for all in the long term (UNHCR, 2019). Similarly, Webb et al. (2017) argue that the provision of better education for refugees at all levels of their educations helps them build-up suitable qualifications and enhance the skills that they could use to secure jobs vital for establishing and supporting themselves. Therefore, apart from a human right, the world views sustainable education for refugees as a better source of livelihood and resolves social and economic challenges, and constructs educational communities in the long term (Bourdieu, 2002).  Research question The main research question for this study is...