Technology, in many ways—has become a key component in global advancement. Significantly, in the sector of education. Technological innovations are, in a very particular way, making a way for marginalized population to access education on a higher level. Technology tools such as computers, internet, and social media are of great value in bringing education to people who, otherwise could not be able to access it. One pertinent case in Kakuma Refugee Camp is one of Jesuit Commons-Higher Education at the Margin.
JC-HEMs offer higher education to a limited number of refugees and hosts community members who need it most. JC-HEM international director Mary McFarland argues that: “By harnessing technology, we have brought universities to refugees.” (Retrieved from: http://www.unhcr.org/print/5166753e6.html). She proves that technology is a significant driver of change in the deliverance of education to refugees or displaced students. Personally, as one of beneficiaries, I would argue that with JC-HEM E-learning program, I have been blessed to acquire a diploma from Regis University. This is something that I thought would not be possible in a refugee life. The use of technological innovations has given me many occasions to explore the world through internet.
It is then clear that online education is one important option to help poor societies to improve their lives by giving them access to education, considering that some of refugees are obliged leave their countries before finishing their studies. Kakuma Refugee Camp has been lucky to have one channel through JC-HEM. However this is a very limited chance as the program gives admission less than forty students a year and diploma graduates who desire to reach another level of education are not able to continue due to lack of more sponsorship. Then the question is how can we improve technology facilities so that more refugees and people at the margin can attain the highest possible level of education?
Moreover, I would like to emphasize that enhancing access to education for displaced students; this can be the most constant and safeguarded atmosphere of offering structure and means to help them overcome the sufferings they have experienced and also helping them to recapture their academic self-esteem, social leadership traits and responsive stability. This is intensified by what the international director of JRS, Peter Balleis point out that: “In the midst of conflict and instability, education can be a form of healing to refugees hungry to rebuild their communities.” (Retrieved from: http://en.jrs.net/campaign_detail?-20140722044434&-20140722073332). All in all, colleges and universities can design an education-technological innovation project aiming higher to serve the needs of displaced students. I am strongly convinced that they contribute in providing hope and more opportunities which will restore hope in the heart of hopeless people—displaced students. This will enable displaced students to find meaning in all their hardship conditions faced in their past struggles.
Then the question is how can we improve technology facilities so that more refugees and people at the margin can attain the highest possible level of education (such as degree programs: Bachelors & Masters)?