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Main Article Content
ACCESS TO HIGHER AND TERTIARY EDUCATION FOR REFUGEES AT TONGOGARA REFUGEE SETTLEMENT IN CHIPINGE DISTRICT, MANICALAND PROVINCE, ZIMBABWE
Francis Maushe
Martha Razawu
Abstract
Access to higher education is a fundamental human right and a crucial pathway for refugees to rebuild their lives and gain independence. This study investigates the challenges facing refugees at Tongogara Refugee Settlement in Chipinge District, Manicaland Province, Zimbabwe in accessing higher and tertiary education. the study employs the structural violence theory and the capability theory or framework. Using a qualitative exploratory case study design informed by structural violence theory, the researcher employed semistructured interviews and focus group discussions with 16 primary participants (aged 18–35 years) and 3 key informants, with data saturation determining sample size. The study examined barriers to higher education access, including financial constraints, restrictive policies, language difficulties, lack of proper documentation, and inadequate educational infrastructure. Findings revealed that financial insecurity within the settlement and limited employment opportunities in Zimbabwe's struggling economy significantly impede access to tertiary education. Participants perceived higher education as essential for breaking cycles of poverty, improving integration, and acquiring skills necessary for economic independence. Recommendations include expanding targeted scholarship programs, simplifying qualification recognition processes, providing language support, and building educational infrastructure within refugee settlements to enable equitable access to higher education.
