Refugee Access to University Education in Uganda: A Case Study of Nakivale Refugee Settlement.

Abstract

University education not only protects refugees from the trenches of socio-economic marginalization, it also primes them to contribute robustly to their adopted societies and to their nations when conditions permit a return. However, access to university education remains a critical challenge for refugees. I examined factors influencing refugee access to university education in Uganda, with a specific focus on Nakivale refugee settlement. Guided by Bourdieu’s theory of practice (1977), I examined how habitus, capital, and field factors influence refugee access to university education in Uganda. I subscribed to the advocacy world view, as such, I used single qualitative case study research design. I collected data through interviews, review of documents, and focus group discussions. I used purposive and snow ball sampling to select 27 participants who included; Refugee students, zonal leaders, representatives from the NGOs, representatives from OPM, a representative from UNHCR, and I reviewed eight documents. Thematic data analysis revealed that habitus manifests in both enabling and constraining ways that is strong educational aspirations and resilience enhance refugees access to university education, while entrenched socio-cultural beliefs, gender norms, and diminished self-confidence limit refugee access. Refugees with stronger economic means, supportive social networks, greater cultural and educational capital are more likely to access university education. Broader field dynamics such as the institutional structures, power relations, and systemic norms inhibit refugee access to university education. I concluded that habitus factors shape how refugees perceive and pursue university education opportunities; absence of interconnected economic, social, and cultural capital reinforces refugee educational exclusion, while field dynamics constrain refugee access to university education. I recommend that higher education policies and interventions targeting refugees should integrate cultural and psychosocial dimensions alongside structural support mechanisms.