global task force on education pathways

Global Task Force on Third Country Education Pathways

Under the leadership of the United Nations High Commissioner for Refugees (UNHCR), the Global Task Force for Third Country Education Pathways was established in 2020 to promote and support the expansion of tertiary education as a complementary pathway for refugee students. The Global Compact on Refugees (GCR), affirmed by the United Nations General Assembly in 2018, called for an expansion of third-country solutions for refugees. The Task Force supports this objective by working with States, the international higher education community and other stakeholders to ease the burden on countries that are hosting large populations of displaced people by providing safe pathways to thid countries through education. 

JICUF is one of the founding members of the Task Force along with the governments of Portugal, Canada and Germany; the World University Service of Canada (WUSC); European Commission; Open Society University Network (OSUN); Agence Universitaire de Francophonie (AUF) among others.  

Working Group on Technical Advice (2023~present)

JICUF joined the Working Group on Technical Advice in 2023 and is working to provide practical advice to stakeholders who are already implementing or in the planning stage of a education pathways program, and seek information. Now, members of the Task Force's Community of Practice can request technical advice online .

Asia Pacific Region Community of Practice Meeting (February 2024)

On February 12 and 13, 2024, JICUF co-organized an Asia-Pacific Region Complementary Education Pathways Community of Practice Meeting in Manila with the Embassy of Canada to the Philippines, De La Salle University (the Philippines), the  Refugee Education Special Interest Group  (RESIG) (Australia), and  Pathways Japan . This was in response to an interest among participants from the Asia Pacific region in the Tokyo meeting (see below) to hold a separate regional meeting. The main objective was to further discuss ways to expand third-country educational opportunities for refugee students, with a particular focus on the commitments made and unique challenges faced by stakeholders in the region; the benefits of creating national university consortia; and the need for evaluation and research.  The meeting was attended in person by over 40 representatives of governments, UNHCR, higher education institutions, NGOs and students from Australia, Bangladesh, Japan, South Korea and the Philippines. All six universities in the Philippines committed to admitting refugee students (De La Salle University Araneta, De La Salle University Bacolod, Tarlac State University, Columban College, San Beda University and St. Louis University) were represented, along with 14 students. In the Philippines, the Department of Justice actively works with UNHCR to facilitate the recruitment of Rohingya students in Malaysia.    

The team from De La Salle University

Community of Practice Meeting in Tokyo (May 2023)

On May 17 and 18, 2023, JICUF co-hosted a conference titled “Expanding Refugee Education Pathways” at Sophia University with the Global Task Force, Pathways Japan (PJ), and Sophia University. The overarching goal of the conference was to help build new education pathways programs and expand existing programs. Around 60 people representing governments, international organizations, educational institutions and networks, NGOs and refugee organizations participated from 20 countries. JICUF and PJ volunteered to co-host this conference based on the growing interest in education pathways among several Asian countries, most notably the Philippines and South Korea, and the Japanese Government’s decision to  co-convene the second Global Refugee Forum  with five other states.

Photo by Daiki Murakoshi

Online Discussion Series on Higher Education Initiatives in Asia and the Pacific (2020)

At the first Global Refugee Forum in December 2019, JICUF pledged to co-host with the United Nations High Commissioner for Refugees (UNHCR) a regional conference in Asia and the Pacific on higher education opportunities for refugees. However, with the onset of the global pandemic, most complementary pathways programs were temporarily suspended, and educational institutions scrambled to adjust to new pedagogical tools and mitigate the crisis’ financial and educational impact.

With this backdrop, JICUF decided to host a series of online discussions instead of an in-person conference.

JICUF formed a steering committee with representatives of UNHCR, Refugee Education Special Interest Group (RESIG), Asia Pacific Refugee Rights Network (APRRN) and the Centre for Asia Pacific Refugee Studies to plan and host four 90-minute discussion sessions between July and October 2020.

Around 80 representatives of higher education institutions, NGOs, governments and students from 20 countries across the region and beyond joined for a lively discussion in Zoom breakout groups. The following topics were covered in each session. 

Session 1 (July 2, 2020): Overview (Global and regional context for higher education for refugees)

Session 2 (July 23, 2020): Education Pathways: Providing Educational Opportunities and Protection to Refugees 

Session 3 (September 30, 2020): Connected Higher Education for Refugees

Session 4 (October 16, 2020): Successful Education Pathways Programs Outside the Region

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Mapping of complementary labour and education pathways for people in need of protection

Attachments.

INTRODUCTION

There has been increasing momentum behind complementary pathways as a way to enhance international responses to rising global displacement, which in many cases becomes protracted. When it comes to work-focused schemes, older programmes have primarily targeted people in certain professions, mainly scholars, writers, and artists, whose occupation may put them at risk. Networks of stakeholders in these industries, as well as cities, have banded together to facilitate short-term placements. Several more recent initiatives have taken the form of pilots launched by national governments and NGO partners; a couple have since transitioned from pilots to established programmes. Some initiatives target specific countries of origin (particularly Ukraine), while others are broader in scope. With regard to study pathways, war in Ukraine has also served as an impetus for the creation or expansion of several schemes, and before that, war in Syria. Several universities have taken their own initiative to provide scholarships for refugee students, along with visa and other travel and living costs, while some schemes are coordinated by multiple partners. A few schemes cover both study and work, as they provide opportunities for students and scholars.

The initiatives in this mapping are largely facilitating mobility to Europe and North America. Funding sources include philanthropy, universities, and governments. The schemes below represent both bottom-up and top-down approaches to implementing complementary pathways. A few programmes include a private or community sponsorship element, but the majority do not. They vary in terms of the length of stay provided for – many range from 6 months to 2 years, while others offer permanent residency upon arrival. It is important to note that programmes under which stays are short in duration, especially when it is not possible to extend them, cannot be fully labelled a ‘complementary pathway’. Nonetheless, these initiatives may serve as a stepping stone to a more sustainable opportunity. This mapping thus looks at all initiatives, regardless of duration.

In addition to the practical initiatives listed in this mapping, coalitions have also formed to expand complementary study and labour pathways. In the United States, Every Campus a Refuge launched in 2015 to encourage US colleges and universities to partner with local refugee resettlement agencies and house refugees on campus grounds, with the idea that campuses have the necessary components – housing, food, care, and skills – to welcome refugees and help them settle in. In 2018, the University Alliance for Refugees and At-Risk Migrants (UARRM) was formed in the US to tap into the potential of universities to support refugees and at-risk migrants, with a focus on higher education and vocational training for such students, threatened scholars, and their family members. At the international level, the Global Task Force on Third Country Education Pathways was launched in 2020 to promote the expansion of tertiary education as a complementary pathway. Its activities include gathering relevant stakeholders to expand available pathways; supporting the creation of pilot programmes and sustainable funding models; and coordinating a Global Community of Practice to share best practices and support cooperation. In 2022, the Global Task Force on Refugee Labour Mobility was established as a multi-sectoral and multi-stakeholder project to increase refugee access to third-country solutions via complementary labour pathways. It facilitates discussions with key stakeholders; provides technical support for new initiatives; and identifies ways to improve and scale up existing programmes. Also in the world of work, ResArtis, a network of artist residencies, has engaged in advocacy regarding migration since 1993, including the promotion of residencies as ‘safe havens’.

There are also several pilot initiatives in the making, alongside those already in operation discussed below. As part of the Displaced Talent for Europe (DT4E) project (2021-2024), Belgium, Ireland, Portugal, and the United Kingdom will facilitate the mobility of refugees in Jordan and Lebanon under labour mobility pilots, working with the International Organization for Migration (IOM) and Talent Beyond Boundaries (TBB). A TBB labour pilot is currently in testing phase in the US. The EUPassworld project is exploring ways to further link community sponsorship with complementary study and labour pathways and is in the process of developing programmes in Belgium, Ireland, and Italy. The DT4E and EU-Passworld projects are supported by the EU’s Asylum, Migration and Integration Fund (AMIF).

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Report: The Initiative on U.S. Education Pathways for Refugee Students

University sponsorship of refugee students: initiative on increasing u.s. education pathways for refugee students.

The need for collective action to support refugee students could not be greater. Forced displacement has doubled in the past decade, and among the displaced are thousands of university-aged youth dreaming about continuing their education. While 39 percent of students are able to access higher education worldwide, only 5 percent of refugee students access higher education. There are a multitude of barriers facing refugee students seeking to pursue their studies and find safety.  

In response to this need, the Presidents’ Alliance on Higher Education and Immigration (Presidents’ Alliance) , with a coalition of partners, hosted an inaugural strategy meeting in May 2021 on how to significantly increase refugee student entry into the U.S. to pursue higher education. The meeting marked the launch of an initiative to mobilize higher education leadership to advocate for, design, and engage in a university sponsorship program that would allow refugee students to enter the United States under a newly established P-4 category for private sponsorship of refugees to continue their studies at a sponsoring U.S. college or university. The Initiative was led by the Presidents’ Alliance, the UN Refugee Agency (UNHCR), the Global Task Force on Third Country Education Pathways, and the University Alliance for Refugees and at-Risk Migrants along with its Student Voices for Refugees network. 

The meeting launched a four-month process, bringing together current and former refugee students, leaders of refugee resettlement, higher education institutions, philanthropic organizations, and experts in advocacy, international education, student support, and student admissions, in five working groups to develop a robust policy framework, program model, educational outreach, and funding strategies. Representatives from approximately sixty organizations and institutions were engaged in the Initiative, developing a report, University Sponsorship of Refugee Students: Initiative on Increasing U.S. Education Pathways for Refugee Students , outlining a path for the U.S. to develop and implement a university sponsorship program for refugee students. 

You can download the full report here .

MANIFESTO ON EXPANDING REFUGEE TERTIARY EDUCATION PATHWAYS IN EUROPE

The university of bologna icmc share network caritas italiana consorzio communitas in cooperation with wusc global task force on third country education pathways unhcr.

At the occasion of the international conference on tertiary education pathways for refugees taking place at the University of Bologna on  10-11 March 2022,  participants  and engaged stakeholders express their commitment to  work towards  common advocacy, strategies and design of operational frameworks to further expand and create higher education pathways  for refugees in Europe,  building on successful examples, such as the Italian UNICORE programme, the German DAAD Leadership for Syria and Africa and the Student Refugee Program (SRP) in Canada managed by WUSC.

This commitment is even stronger taking into account the ongoing needs of Afghan refugees and the rapidly escalating war in Ukraine, with Ukrainians and other nationals present in the country fleeing in record numbers. This unprecedented situation will require higher education institutions, civil society and communities, to offer large scale refugee scholarships and support to arriving students, to continue their education and rebuild their lives and futures.

THE MANIFESTO

The undersigned organizations express their commitment to work towards common advocacy, strategies, and design of operational frameworks to further expand and create tertiary education pathways for refugees in Europe, building on successful examples, such as the Italian UNICORE programme, the German DAAD Leadership for Syria and Africa and the Student Refugee Program (SRP) in Canada managed by WUSC.

2021 has seen a continued increase in forced displacement with global numbers now exceeding 84 million. Conflict, COVID-19, poverty, food insecurity and the climate emergency have worsened the humanitarian plight of the displaced, most of whom are hosted in developing regions, often in protracted situations.

In this fragile context, the search for durable solutions remains urgent, requiring joint action.  Innovation and creativity in developing solutions should guide and support the process. Civil society, universities and other higher education institutions, students, local communities, and the private sector must – as encouraged by the Global Compact on Refugees – join forces in an active partnership to develop more predictable and equitable responsibility-sharing.

Migration pathways that complement traditional state-led refugee protection, known as ‘complementary pathways’, can help address the vast shortfall between the annual number of refugee resettlement places available and the number of refugees in first countries of asylum and for whom other durable solutions, including return or local integration, are not available.

Today, 5% of refugees have access to higher education compared to only 1% in 2019. This is far below the global average of higher education enrolment among non-refugees, which stands at 39%.

Increasing education pathways linked to a secure status with protection safeguards for refugees is, therefore, more urgent than ever and is a tangible way for states and the international higher education community to provide durable solutions to refugee students while contributing to improvements to their access to tertiary education. In line with the European principle of solidarity and rights expressed in the EU Charter of Fundamental Rights such as the right to asylum (art. 18) and the right to education (art. 11), expanding educational pathways will offer solutions for those most in need, promoting equal opportunities and diversity in higher education.

Compelling reasons sustaining the ‘why’ in favour of higher education for refugees: Higher education is a fundamental human right enshrined in the Universal Declaration of Human Rights (Art. 26.2), referred to in the International Covenant on Economic, Social and Cultural Rights (Art. 13c) and the Convention on the Rights of the Child (Art. 28c). Higher education is an essential part of the education continuum. Access to higher education serves as a strong incentive for students to continue and complete their studies at the primary and secondary levels. Furthermore, hhigher education contributes to solutions and post-conflict reconstruction, promotes social, economic and gender equality, and empowers refugee communities.  While certain new conflicts escalate leading to mass displacement one should not forget that most refugees live in a situation of protractedness, with no prospect, for a safe and dignified return home. While still in a country of first asylum, young refugees aspiring to higher education face several barriers that often lead to a clear lack of opportunities, since hosting countries are often poor and face their own internal conflicts.

This situation shows the sense of urgency and highlights the clear lack of sustainable opportunities.

We all agree that education is the primary means of building and regenerating society. Education is therefore a gesture of care and a pure social action. Education can be a powerful solution to extreme poverty as well as potential radicalization. In this sense, education can be seen as prevention. Highly educated refugees can also become leaders in their communities, creating businesses and social enterprises, or becoming engineers, scientists, and technology specialists.

Increasing opportunities through creativity, flexibility and strategic partnerships should therefore be a priority, given the clear shortage of options.

OUR COMMITMENT

The University of Bologna and all signatory organizations express their commitment to work towards a platform for structured multi-stakeholder exchange, cooperation, and networking, creating synergies with the work of the Global Taskforce on Third Country Education Pathways.

The platform will be composed of trans-sectoral, multi-stakeholder approaches, engaging representatives of states, international and regional organizations, universities and higher education institutes, NGOs, cities and regions, student and citizen groups, the private sector and other interested stakeholders.

It will work to develop common advocacy, strategies and operational frameworks to expand tertiary education opportunities as a durable solution for refugee students. Jointly signatories will commit to creating a welcoming and enabling environments for refugee students, acknowledging the many resources and talents that refugees bring and to change an often toxic narrative around migration.

The platform will commit to ensuring the Minimum Standards for Complementary Education Pathways in areas of protection and safeguarding, applications and admissions, funding, integration and psycho-social support.

Within the platform all stakeholders have their role to play and will commit to pursue following actions:

European Union

• Propose holistic frameworks for refugee education pathways, engage relevant institutions (European Parliament, European Commission, Council, European Committee of the Regions) and inter-service departments (DG EAC, HOME, EEAS) including financial support.
• Support and sustain higher education programmes, as well as their administration and coordination.

Governments

• Commit to the expansion of refugees’ access to education-based solutions;
• Engage in agreements to facilitate access to education pathways through visa and documentation waivers;
• Ensure protection and safeguarding, providing access to permanent legal status upon graduation and facilitating the transition to employment upon graduation.

Higher education institutions 

• Design and support programmes and study places defining   scholarship targets in terms of numbers and profiles for the short, medium and longer-term;
• Ensure relevant procedural waivers to supplement documentary and credentials requirements;
• Provide clear information on opportunities for family reunion and consider bridging programmes to enter the various programmes.

Higher education institutions, civil society, regions and cities

• Facilitate welcome and inclusion upon arrival, ensuring active participation of student and local communities by means of mentoring and opportunities to explore social, cultural, sports, and learning, including digital learning and socio-economic integration;
• Provide psycho-social support services.

Students and University Staff

• Welcome and include refugee students into the student community and support their integration through language learning, co-housing, sports, cultural events and more;
• Promote initiatives that raise awareness, providesensitization and fundraising to support the growth of education pathways.
• Ensure full consultation and participation of refugees in the design, implementation and evaluation of programmes.

Private sector and philanthropy

• Engage with the private sector and their employees to support higher education and inclusion in the community;
• Offer internship opportunities, career development, mentorship, and employment opportunities to refugee students and graduates;
• Commit human and financial resources to support programming and pilot education pathways projects, and evaluate and consider innovative funding models for sustainable financial support in the future.

In line with its mission to increase learning mobility and cross border cooperation, ETENR will meet the inclusive Erasmus+ objectives to provide enhanced education opportunities to refugees, as disadvantaged groups. This goal can be achieved via varied objectives outlined under the Erasmus+ including the possibility to support small-scale partnerships.

We will reach out to the European Parliament for support through capacity building and exchange via pilot actions and preparatory activities, as well as by exploring innovative financing and private sector engagement to create funds that ensure sustainable frameworks which:

•  ensure human resources for higher education institutes to screen refugee applications and carry out selection processes of eligible candidates and match refugees with suitable scholarship opportunities;
• create refugee scholarships funds that include ample opportunities for language learning, personal development, social inclusion in host societies and employment trajectories;
• engage local communities in supporting refugee education by offering language learning, social and socio-economic integration improving independence, enhancing educational, social, personal and professional development;
• ensure networking, capacity building, exchange of best practices and mutual learning among network members;
• raise awareness about educational needs and opportunities at European, national and local levels and the benefits of education pathways for diversity and inclusion.

Bologna, March 2022

Preamble At the occasion of the international conference on tertiary education pathways for refugees taking place at the University of Bologna on 10-11 March 2022, participants and engaged stakeholders express their commitment to work towards common advocacy, strategies and design of operational frameworks to further expand and create higher education pathways for refugees in Europe, building on successful examples, such as the Italian UNICORE programme, the German DAAD Leadership for Syria and Africa and the Student Refugee Program (SRP) in Canada managed by WUSC. This commitment is even stronger taking into account the ongoing needs of Afghan refugees and the rapidly escalating war in Ukraine, with unprecedented numbers of Ukrainians and other nationals present in the country fleeing. This unprecedented situation will require higher education institutions, civil society and communities, to offer large scale refugee scholarships and support to arriving students, to continue their education and rebuild their lives and futures.

The Manifesto The undersigned organizations express their commitment to work towards common advocacy, strategies, and design of operational frameworks to further expand and create tertiary education pathways for refugees in Europe, building on successful examples, such as the Italian UNICORE programme, the German DAAD Leadership for Syria and Africa and the Student Refugee Program (SRP) in Canada managed by WUSC. 2021 has seen a continued increase in forced displacement with global numbers now exceeding 84 million. Conflict, COVID-19, poverty, food insecurity and the climate emergency have worsened the humanitarian plight of the displaced, most of whom are hosted in developing regions, often in protracted situations. In this fragile context, the search for durable solutions remains urgent, requiring joint action. Innovation and creativity in developing solutions should guide and support the process. Civil society, universities and other higher education institutions, students, local communities, and the private sector must - as encouraged by the Global Compact on Refugees - join forces in an active partnership to develop more predictable and equitable responsibility-sharing. Migration pathways that complement traditional state-led refugee protection, known as ‘ccomplementary ppathways’, can help address the vast shortfall between the annual number of refugee resettlement places available and the number of refugees in first countries of asylum and for whom other durable solutions, including return or local integration, are not available. Today, 5% of refugees have access to higher education compared to only 1% in 2019. This is far below the global average of higher education enrolment among non-refugees, which stands at 39%. Increasing education pathways linked to a secure status with protection safeguards for refugees is, therefore, more urgent than ever and is a tangible way for states and the international higher education community to provide durable solutions to refugee students while contributing to improvements to their access to tertiary education. In line with the European principle of solidarity and rights expressed in the EU Charter of Fundamental Rights such as the right to asylum (art. 18) and the right to education (art. 11), expanding educational pathways will offer solutions for those most in need, promoting equal opportunities and diversity in higher education.

WHY? Compelling reasons sustaining the ‘why’ in favour of higher education for refugees: Higher education is a fundamental human right enshrined in the Universal Declaration of Human Rights (Art. 26.2), referred to in the International Covenant on Economic, Social and Cultural Rights (Art. 13c) and the Convention on the Rights of the Child (Art. 28c). Higher education is an essential part of the education continuum. Access to higher education serves as a strong incentive for students to continue and complete their studies at the primary and secondary levels. Furthermore, hhigher education contributes to solutions and post-conflict reconstruction, promotes social, economic and gender equality, and empowers refugee communities.

While certain new conflicts escalate leading to mass displacement one should not forget that most refugees live in a situation of protractedness, with no prospect, for a safe and dignified return home.

While still in a country of first asylum, young refugees aspiring to higher education face several barriers that often lead to a clear lack of opportunities, since hosting countries are often poor and face their own internal conflicts.

This situation shows the sense of urgency and highlights the clear lack of sustainable opportunities. We all agree that education is the primary means of building and regenerating society. Education is therefore a gesture of care and a pure social action. Education can be a powerful solution to extreme poverty as well as potential radicalization. In this sense, education can be seen as prevention. Highly educated refugees can also become leaders in their communities, creating businesses and social enterprises, or becoming engineers, scientists, and technology specialists.

OUR COMMITMENT The University of Bologna and all signatory organizations express their commitment to work towards a platform for structured multi-stakeholder exchange, cooperation, and networking, creating synergies with the work of the Global Taskforce on Third Country Education Pathways. The platform will be composed of trans-sectoral, multi-stakeholder approaches, engaging representatives of states, international and regional organizations, universities and higher education institutes, NGOs, cities and regions, student and citizen groups, the private sector and other interested stakeholders. It will work to develop common advocacy, strategies and operational frameworks to expand tertiary education opportunities as a durable solution for refugee students. Jointly signatories will commit to creating a welcoming and enabling environments for refugee students, acknowledging the many resources and talents that refugees bring and to change an often toxic narrative around migration. The platform will commit to ensuring the Minimum Standards for Complementary Education Pathways in areas of protection and safeguarding, applications and admissions, funding, integration and psycho-social support.

Within the platform all stakeholders have their role to play and will commit to pursue following actions: European Union • Propose holistic frameworks for refugee education pathways, engage relevant institutions (European Parliament, European Commission, Council, European Committee of the Regions) and inter-service departments (DG EAC, HOME, EEAS) including financial support. • Support and sustain higher education programmes, as well as their administration and coordination.

Governments • Commit to the expansion of refugees’ access to education-based solutions; • Engage in agreements to facilitate access to education pathways through visa and documentation waivers; • Ensure protection and safeguarding, providing access to permanent legal status upon graduation and facilitating the transition to employment upon graduation.

Higher education institutions • Design and support programmes and study places defining scholarship targets in terms of numbers and profiles for the short, medium and longer-term; • Ensure relevant procedural waivers to supplement documentary and credentials requirements; • Provide clear information on opportunities for family reunion and consider bridging programmes to enter the various programmes.

Higher education institutions, civil society, regions and cities • Facilitate welcome and inclusion upon arrival, ensuring active participation of student and local communities by means of mentoring and opportunities to explore social, cultural, sports, and learning, including digital learning and socio-economic integration; • Provide psycho-social support services.

• Welcome and include refugee students into the student community and support their integration through language learning, co-housing, sports, cultural events and more; • Promote initiatives that raise awareness, providesensitization and fundraising to support the growth of education pathways.

• Ensure full consultation and participation of refugees in the design, implementation and evaluation of programmes.

Private sector and philanthropy • Engage with the private sector and their employees to support higher education and inclusion in the community; • Offer internship opportunities, career development, mentorship, and employment opportunities to refugee students and graduates; • Commit human and financial resources to support programming and pilot education pathways projects, and evaluate and consider innovative funding models for sustainable financial support in the future.

HOW In line with its mission to increase learning mobility and cross border cooperation, ETENR will meet the inclusive Erasmus+ objectives to provide enhanced education opportunities to refugees, as disadvantaged groups. This goal can be achieved via varied objectives outlined under the Erasmus+ including the possibility to support small-scale partnerships.

WHEN We will reach out to the European Parliament for support through capacity building and exchange via pilot actions and preparatory activities, as well as by exploring innovative financing and private sector engagement to create funds that ensure sustainable frameworks which:

• ensure human resources for higher education institutes to screen refugee applications and carry out selection processes of eligible candidates and match refugees with suitable scholarship opportunities;

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“Expanding Refugee Education Pathways” Meeting was held in Tokyo

With more than 100 million people displaced worldwide due to conflict, oppression, and persecution, the private sector is playing an increasingly important role, as seen in the acceptance of displaced persons from Ukraine and Afghanistan, in addition to government acceptance. The Global Task Force on Third Country Education Pathways (GTF) , the Japan ICU Foundation (JICUF), Sophia University, and Pathways Japan jointly hosted Japan’s first international meeting on May 17 and 18 to discuss the pathways to accept refugees and displaced persons through education. The meeting, the second of its kind following the one held in France in October 2021, brought together about 60 experts and practitioners from 20 countries to share experiences and discuss cooperation in expanding educational pathways in their countries.

The opening of the first day of the conference was held at the First House of Representatives Building. First, Ichiro Aisawa, a member of the House of Representatives, gave a speech, followed by comments on the Education Pathways initiative by Hideki Kusakabe, Deputy Director-General, International Cooperation Bureau, the Ministry of Foreign Affairs and Manal Stulgatis, Education Officer, United Nations High Commissioner for Refugees (UNHCR). Rebecca Granato of the Global Task Force for Education Pathways/Open Society University Network then spoke on the Global Task Force’s efforts.

The workshop was then held at Sophia University for two days of discussions.During the workshop, participants discussed issues and solutions in expanding Education Pathways, including funding and student screening methods, challenges faced by students and how to support them, and job hunting assistance. Some of the participants were from Asia, including Korea and the Philippines, and the workshop also provided an opportunity to learn about the development of educational pathways in the Asian region.

This December, the quadrennial Global Refugee Forum will be held, and Japan will be a co-convene. Pathways Japan will work to expand educational pathways in Japan, and will also collaborate with universities and support organizations in Japan and abroad to expand educational pathways globally.

＊The event is also introduced on the page of JICUF, the co-host of the event. Please click here. JICUF Co-Hosts “Expanding Refugee Education Pathways” Conference at Sophia University

Latah County Human Rights Task Force

Strengthening the bonds of community to embrace diversity and reject bigotry..

Welcome to the Latah County Human Rights Task Force webpage!

Congratulations to the 2023-2024 MLK Art and Essay Contest winners!

This year’s theme was FREEDOM OF EXPRESSION AND OUR LIBRARIES

The winners for the Art Contest were Cece Rose Ristene (St. Mary’s), Eduarda Gurge (Moscow Charter), Quinten Rowley (Moscow Charter), Hayley Cohee (Moscow Charter),

The winners for the Essay Contest included Cordelia Haley (Lena Whitmore), Leo Johnson (St. Mary’s), Fern Newlan (St. Mary’s), Catherine Apt (McDonald), Amy Zhou (Moscow Charter School), Naya Lee (Lena Whitmore), Emily Scout Heward (Lena Whitmore), Nora Algarni (Moscow Middle School), Lillian Camin, (Moscow Middle School), and Morgan Apt (Moscow High School).

A little about us and ways to become involved!

Our 2023 Martin Luther King, Jr. Breakfast on January 21st was a great success with an excellent presentation by Dr. Scott Finnie. A video of the Breakfast, including the Rosa Parks Awards and Dr. Finnie’s speech is now available here: 2023 Breakfast and Friends of Human Rights .

The Rosa Parks Award winners are available here: 2023 Rosa Parks Award Winners | Latah County Human Rights Task Force (humanrightslatah.org)

The Art and Essay Contest winners are available here: 2023 Art and Essay Contest Winners | Latah County Human Rights Task Force (humanrightslatah.org)

Dr. Scott Finnie’s Keynote address at the 2023 MLK Jr. Breakfast:

AREA RESPONSE TO ANTISEMITISM

Check out the recent Palouse Pride Day under Recent Events here: Palouse Pride Day 2021

Our mission:  To work for social justice for all people by supporting diversity, respect, and inclusiveness, while opposing bigotry, harassment, and discrimination.

Please click our Announcements tab for current or upcoming events. (For upcoming events visit: Upcoming Events )

These are annual events that the Task Force currently sponsors:

• Martin Luther King Art and Essay Contest – January
• Presentation of Rosa Parks Human Rights Achievement Awards – January
• Human Rights Day at the Moscow Farmer’s Market – September (Visit: HR Day )
• Great Moscow Food Drive – August
• Human Rights Education Programs for Area Schools – throughout the school year

and we encourage you to attend or support us in these events.

Meetings of the Latah County Human Rights Task Force are generally held the second Thursday of each month, and you are welcome to attend.

Please visit our Facebook page: Facebook

If you are interested in joining, volunteering, or attending a meeting, please see our Contact Us page: Contact Us