How do communities perceive graduates' impact? In the fourth of five case studies from Kakuma, we introduce Nura, who goes above and beyond to empower others through education.
Learners in forcibly displaced, remote, and rural contexts face multiple challenges in accessing higher education. What are the requirements for a system that enables the successful implementation of a blended learning programme for these communities?
Anna Mayr and Stefan Oppl surveyed JWL learners across 3 continents to analyse factors that impact the success of blended learning systems.
How do communities perceive graduates' impact? In the third of five case studies from Kakuma, we introduce Lukambo, a visionary and role model for youth in the community.
This best practice unpacks how the Peace Leader course enables peace and reconciliation in fragile and complex contexts through its blended learning approach rooted in the Ignatian Pedagogy tradition.
How do communities perceive graduates’ impact? In the second of five case studies from Kakuma, we introduce the story of Christophe, a servant leader and peacemaker.
Servant Leadership is an approach to leadership that puts serving others at the forefront. This article explores how youth at the margins who graduated from the Diploma in Liberal Studies use Servant Leadership to contribute to their communities and to nurture peaceful and just societies.
How do communities perceive graduates’ impact? In this first of five case studies from Kakuma where community members were interiewed, we introduce the story of Dorine and her commitment to her community, particularly to end sexual and gender-based violence and promoting gender equality.
The report reveals how the Diploma became more than a higher education programme accessible to learners at the margins. It became the means by which graduates and their communities can choose their own definition of development and self-emancipation.
This report investigates the paths taken by graduates of the Diploma in Liberal Studies, by looking at their careers, their furhter efforts in pursuing higher education programmes, and the ways in which they engage with their local communities. The results are based on a survey distributed online to graduates in 6 countries - Malawi, Kenya, Afghanistan, Iraq, Jordan, and Myanmar in September 2020.