Voices from the Field

We asked the refugees we work with, if they were given the stage – with the world as their audience – what would they want to tell the world?

We hope you find yourself as engaged as we are in this small snapshot of a people as diverse as you and me – may their stories give you inspiration, wisdom and perhaps even a shift in perspective.


«We shouldn’t give up. We should continue,
whatever happened...» Read more


«I have only one thing to say to the world: …»
Read more


«About three years ago because of the
circumstances of the war...» Read more


InZone believes quality higher education transforms individuals and societies both locally and globally. Because our approach is learner-centered, we keep the voices of our learners at the center of this story of transformation.

Voices from the Field is a growing collection of these refugee voices telling this unfolding story.

Whether it's a film co-produced by refugees or an interview with a refugee, the intention is for these diverse stories to open up our understanding of what moves refugees to education and the many possible forms higher education can take in fragile contexts, and ultimately, how this transforms individuals and societies.


InZone Applied Arts—Yearbook of Projects 2017-18


KakumaArts2017-18-Yearbook_450.png InZone’s MOOCs4Peace Center includes the Kakuma Applied Arts program. Applied Arts practitioners are trained onsite and and online to employ the arts as a means of extending the benefits of higher education to the wider refugee community.
Many projects are based on an InZone MOOC, others are focused on exploring other topics or developing 21st Century Skills that build social and emotional health into the community.
Practitioners began developing and running these arts projects at the end of 2016. This is our Applied Arts Yearbook for 2017-2018. It’s a snapshot of the 21 projects they’ve run in Kakuma over the last two years. It includes details on the projects and their participants, as well as photos and reflections from the practitioners and participants.









Reimagining Higher Education in Emergencies

A look at InZone's learning eco-system and the value of a collaborative, learner-centered pedagogy

In this video, we see how InZone reimagines education by creating a unique learning eco-system together with refugees. Higher education becomes more about enabling rather than delivering learning. This video includes two refugee Applied Arts practitioners reflecting on their own experience of creating a collaborative, hands-on learning environment rather than the old traditional top-down lecture model.



Discovering Global Health Together

UNIGE's students and African refugees connected through a MOOC.

In autumn 2017, InZone with the Institute of Global Health (UNIGE) decided to propose the MOOC “Global Health at the Human-Animal-Ecosystem Interface” to refugees in the Kakuma Camp (Kenya). The content of the course is highly relevant for these refugees as they are facing many of the health challenges addressed in the MOOC (rabies, snakebite, vector borne diseases, etc.).

A film about the Applied Arts in Kakuma—co-produced by refugees

The film tells the story of how Applied Arts practitioners in Kakuma are supporting InZone’s vision of building higher education spaces in fragile contexts.

The Arts play a key role in encouraging the expression of intellectual and cultural diversity - foundational ingredients of peace-building and new forms of governance.

With footage shot entirely by Kakuma refugees, the film was edited across three continents by a refugee, a resettled refugee, and an Emmy Award winning producer interested in helping to get the unheard voices out.


«Studying with top universities and being connected to the outside world of academia makes you feel part of something bigger—not just a number in a refugee camp»

The InZone Higher Education Space is designed to unlock the innovation potential of its users. As we operate in an uncertain environment we implement our collaborative pedagogy with rigour, while at the same time promoting flexibility and tolerance, and adaptability; our learning design allows learners multiple pathways to reach their objectives. Our digital learner eco-system includes multiple support structures that allow learners to engage with professors, tutors and facilitators to ensure that their needs are met. At the same time, our pedagogy encourages peer collaboration, whether locally or globally when classes are linked across different refugee camps and universities. Such peer collaboration fosters independence and autonomy as learners increasingly find answers to their questions within their cohorts and develop the ability and motivation for life-long learning. Our research regarding optimal pedagogy for fragile contexts has shown that the social dimension of learning assumes even greater importance in fragility, that learners rely on the team to progress, and that they do develop autonomy the further advanced they are in their studies. Here is what Qusai has to say in the latest UNHCR-report.


Former InZone-tutor Fartun Abass interviewed by the moderator for the World of Work Summit


Transcription of interview with Fartun, refugee at Kakuma refugee camp in Kenya
For World of Work High-Level Event 105th ILC, June 9, 2016
Working here, all my life in refugee camp, I see myself as a refugee but who is capable of improving their lives after going out of the refugee camp and being somewhere in life.

Nozipho Mbanjwa, CNBC journalist:
That sounds to me fantastic. Thank-you for sharing. Your story is very, very interesting. And one of the key things I keep hearing you talking about is the importance of education. Do you think that education is an important tool for young people to be able to get into the workplace?

F: Yes, yes, I think because I am also a representative of youth. As I’m talking right now, I’m not speaking for myself only, I’m speaking for other youth who are going through the same channel I’m going through right now. I’m also engaging in a lot of volunteer jobs in the refugee camp, helping out others, listening to views of other youth: how they think about their life in refugee camp, how they are handling a lot of the challenges they are going through. Some are even going through more challenges than me, because it’s always a different story, coming together in a refugee camp. So they are trying a lot. Some are going to school. They know that it’s not only the life of Kakuma (refugee camp), they are preparing their whole life after that, going out of the refugee camp. So we believe that education is the channel, way out of refugee camp, because we believe that when we go for our country or other countries that we can be somebody in front of others through education.

N: If you could speak to the leaders in the world, government leaders and private sector leaders, what would you want them to focus on that you think would make the future for young people in the workplace better, especially for young people in difficult situations, like you?

F: I would request education to make it easier for the student to go, because through the challenges I went through I don’t want others, youth to go through similar challenges and difficulties I went through. After their education, those students can get a promising job or work that is promising. Because you finish 15 years of education and afterward you don’t have nothing to do with that education, only a certificate or a paper that shows you went through an education. That’s a blank, it doesn’t mean anything to them. It means something when you’ve got a job, a dream job, or a payment.

N: Fartun, education is very important to get into the workplace. But once you are in the workplace, as a young person, what would you advise the big corporates and the big organizations that are hiring young people, to make sure that they are able to attract and to keep the right talent?

F: I could think on their behalf to recruit a lot of youth on this one, because only two people working doesn’t make sense to thousands of youth who are waiting for jobs at the moment. So I could request to increase their numbers of youth and also to increase the payment, because it doesn’t make sense when you are working less than 100 dollars, and others who have similar paper or document of education having 1000 dollars or million dollars working at the same time. So I could have think about a few, like, it should be a better one, a higher payment, and also making the youth aspire to think that they can make it in life. I could also request the leaders that are now watching me to think about the refugees: how can they make the refugees, within the refugees, how can they make it better? The dream I had was to be a humanitarian. So that means I’m still - if I go up I will still come down to help the refugees. So that’s my dream.

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