This research investigates how refugees living in camps who graduated from a blended higher education programme have described their journey in building intercultural competences, by analysing the voices of almost 100 refugee graduates of the Diploma in Liberal Studies programme, accredited by Regis University and delivered by Jesuit Worldwide Learning.
Learning Facilitator programme graduates become empowered teachers who apply student-centred and inclusive approaches in their classroom. Our latest report reveals the transformative impact of this six-month programme on graduates and their communities.
What do professional programme students do after they graduate? Our latest report on the Peace Leader, Youth Sports Facilitator and Learning Facilitator programmes reveals that 64% of graduates are currently employed and that the majority pursue a career path in the field of education.
The Peace Leader programme has empowered its graduates to embark on a journey of reconciliation with themselves and with others. Find out more in the July 2023 issue of Pax Lumina.
The Youth Sports Facilitator programme results in self-confidence and initiatives promoting inclusive and cohesive communities. Through the analysis of graduates’ voices, the study shows the development of a social entrepreneurial mindset and the nurturing of two key existential competences.
Graduates of the Peace Leader programme find inner peace and develop a mindset which transforms them into servant leaders who take action to build peaceful communities.
A humble, creative and committed business leader, Innocent inspires others (especially youth) to pursue their entrepreneurial dreams. His soap business played a crucial role in supporting the community from the onset of the COVID-19 pandemic, ensuring access to affordable soap-based products.
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.