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.
As JWL celebrates a decade of online higher education at the margins, this report reviews and reflects upon this journey, unpacking trends and lessons learnt, in order to strengthen efforts for the next decade.
JWL and its community learning centres have experienced challenges related to the COVID-19 pandemic and the organisation had to rapidly adapt in order to ensure students continued learning. this report notes challenges faced, solutions implemented, and opportunities identified, witha special focus on academic and professional programmes beween March and July 2020.
Creighton University in cooperation with Jesuit Worldwide Learning: Higher Education at the Margins (formerly Jesuit Commons: Higher Education at the Margins) piloted a program in 2017-2018 in which 8 Creighton University undergraduates in the College of Arts & Sciences took an online course in Jesuit Worldwide Learning’s Diploma in Liberal Studies and a newly developed online course at Creighton University that framed their online experience in a global classroom with students living at the margins through readings, videos, discussions, reflections, and community service.
The Jesuit Worldwide Learning (JWL) programme offers transformational learning through institutional partnerships that grant academic degrees to students at the margins of society. Ignatian principles and pedagogy are applied within online coursework. Teaching anthropology within this diverse, intercultural learning environment required artful language and narrative approaches to create a trusting environment in which to discuss challenging concepts. The place of hope in students’ lives was underscored in this process that describes how teaching is a practice of accompaniment.
This report presents the findings from a year-long research study which analyses different approaches to providing higher education for refugees. The research study is best read in combination with the associated report titled Higher education for refugees in low-resource environments: landscape review.
The purpose of the landscape review is to provide a comprehensive mapping of programmes providing higher education for refugees. The review functions as a standalone resource but is best read in conjunction with the associated report titled Higher education for refugees in low-resource environments: research study.