Future Pathways Development

According to UNHCR, more than half of the world's school-age refugee children do not get an education. This is about 3.7 million refugee children out of school globally. This is an unimaginable number, as education is a basic human right that enables the development of each child and is the bridge to further opportunities later in life. 

In Thailand, the UNHCR reports over 650,000 persons of concern as of 2021; this number includes refugees, asylum seekers, and stateless persons, the majority of whom have been living in temporary shelters along the Thai-Myanmar border for decades. In Bangkok, there are more than 5000 refugees from diverse parts of the world including, Pakistan, Afghanistan, Vietnam, Palestine, and Syria. 

Despite a national policy that allows every child to access education, regardless of their legal status or nationality, social and systemic challenges block many refugee children from this essential support. These factors include lack of personal resources, legal exclusion, discrimination by the local community, fear of arrest, lack of documentation, language barriers, lack of formal accreditation processes, the impact of COVID-19 and the digital divide, as well as safety and security concerns. In short, refugee and stateless children are not being engaged in learning, which only augments the massive losses in their childhood and perpetuates the cycle of inequality. 

And the problem doesn’t end with education. Refugees often lack proper documentation to establish their legal status. Without official certification and papers, refugees are unable to access further opportunities such as higher education and career opportunities. To build the pathway to further opportunities, it is crucial that refugee students receive proper credentials that can attest to their skills and knowledge. 

Thus, there exists an urgent need to provide pathways to higher education for refugees and those in similar circumstances so they can reclaim their future and obtain the agency they need to create better life opportunities for themselves and their families. 

Borderless360’s Future Pathways Development prepares students to earn an internationally-recognized credential, such as the General Education Development (GED), the International English Language Testing System (IELTS), and the International General Certificate of Secondary Education (IGCSE) tests, thereby granting disrupted learners a pathway to more opportunities. 

Our solution offers a hybrid learning modality consisting of a mix of synchronous classroom instruction as well as asynchronous online resources and tools. Upon intake, we first assess students’ learning levels and areas of need. Based on how they do on the assessment, our AI technology creates an appropriate learning progression. This ensures students are receiving an appropriate study plan that helps them obtain the necessary skills and knowledge needed.

In the synchronous classes, our qualified teachers deliver classes over Google Classroom.  In cases of demonstrated need, we provide students with secondhand donated devices, an internet stipend, and learning materials to join the synchronous classes, which enables real time collaboration and learning. Because many students have never engaged with a tool like Google Classroom, we also provide a basic introduction and guidance on how to use these virtual tools, thereby also increasing digital literacy and knowledge. Because of Covid, virtual learning is the new norm and it’s important to harness the connecting power of technology to engage and re-engage learners.

Our teachers are committed to meeting each child where they are. In the virtual classroom, we foster not only students’ academic skills, but also provide a safe space to connect students with each other in meaningful ways and ensure they are psychologically safe, as many refugees often need psychosocial support as well.

As for the asynchronous portion of our Future Pathways Development, the online learning library offers videos, worksheets, and materials for students to engage with. The frequency and materials students should engage with will be suggested by the AI technology based on how they continue to progress through formative assessments throughout their learning. Through this learning time that is in addition to synchronous classes, students can hone in on areas they need more practice on and master the knowledge needed at a quicker pace. 

Through our virtual classes utilizing digital education tools, the Future Pathways Development has the potential to expand beyond Bangkok to other refugee populations in Thailand, Southeast Asia, and globally to create pathways to higher education and opportunities for refugees. 

Future Pathways Development will serve communities of refugees, asylum seekers, stateless, internally displaced persons, and other vulnerable communities in similar circumstances. The pilot initially focuses on communities living in Bangkok, Thailand; these communities are diverse in origin, but many come from countries such as Afghanistan, Iraq, Pakistan, and Sri Lanka. 

Often, refugees in Bangkok lack access to educational opportunities despite a favorable nationality policy enabling free universal education for all. Some factors that prevent their access to education, and thus opportunities beyond school include fear of arrest, lack of funds, stigma, safety and security concerns, the digital divide, and more recently, Covid-19 restrictions.

Our Future Pathways Development addresses all of these factors by providing refugee students resources and support structures to take classes in the safety of their own homes. Not having to leave to a physical location for education eliminates the majority of risk factors with regards to their safety and security. 

Prior to beginning our work, we’ve conducted a comprehensive needs assessment to better understand the needs of the communities we are serving. Our needs assessment included 1) an online survey; 2) home visits and interviews, 3) conversations with other organizations that work with refugee communities in Bangkok, and 4) secondary research to understand the context of the issue in Bangkok. In doing all this work, we’ve also drafted an internal standard of practice document which guides our interaction with refugees in a way that doesn’t jeopardize their safety. 

Online Survey: Our online survey was translated into 6 languages - Arabic, Dari, Somali, Tamil, Vietnamese, and Urdu - and sent out to refugee communities via texting communication channels with refugee communities WhatsApp. The 49 responses showed that a considerable number of families (more than 50%) desired IT, computer, and coding skills for their children. 

Home visits: We conducted six home visits to refugee families in Bangkok to learn more about their living situation and chat more about their experiences, concerns, and perspectives on education for their children. Parents expressed they really wanted their kids to have access to education and were very receptive to our idea. Older students were also very motivated and enthusiastic to learn. 

Conversations with other organizations: We’ve engaged in conversations with other organizations working in Bangkok such as the Asia-Pacific Refugee Rights Network (APPRN) and the Bangkok Urban Community Club (BUCC), a refugee-led initiative, to learn from their experiences, ensure we are entering the refugee space in a respectful manner, and to foster connections for future collaborations down the road. Borderless360 is now a member of APPRN, a growing network of over 200 civil society groups and individuals committed to advancing the rights of refugees in the region. 

Secondary research: In addition to all our primary research, we’ve also done extensive research into not only the refugee situation in Bangkok, but also a wide sweep on different ways to get refugee students the proper accreditation and which pathways and funding may be possible for them beyond completion of their internationally-recognized exam. We are putting together a wide list of suitable options including vocational training that can support refugees’ future paths. 

In every step of the program creation process and delivery of the synchronous classes, we are in close contact with refugee families to make sure we take into account their input and feedback so that we can adjust the platform accordingly.

We are applying to Solve because the Future Pathways Development is just the beginning of our vision. Our grand vision is to build an inclusive education model that champions the rights of refugees while providing much-needed quality, inclusive education in Bangkok. We hope to open a school in Bangkok with affirmative action towards refugees that is inspired by the Waldorf approach. In this way, we’re able to support and engage with learners at all ages and create a complete pipeline to higher education and career opportunities beyond high school. 

To help us realize this, we hope to gain the following from Solve: 1) Building partnerships; 2) Creating a sustainable business model; 3) Financial support;

Building partnerships: Any educational endeavor is a massive undertaking and our long-term vision to create an inclusive education model for refugees is no exception. We seek to foster partnerships through MIT’s network to help us reach this vision. We seek support from refugee and education experts and practitioners who are serving marginalized communities. We also seek corporate partners who may be interested in hiring refugee talent in order to create a more robust pipeline to further opportunities. 

Creating a sustainable business model: As our Future Pathways Development stands, we are not yet earning anything, as refugees are unable to pay for the classes. But to become a true social enterprise, we need to find a business model that will enable us to be able to offer our services while being able to sustain ourselves. We seek technical advice and insights from business experts to create a business model that will allow us to ensure our impact continues. 

Financial Support: To grow and scale our FPD as well as realize our mission of an inclusive education model, we will require significant start-up costs for building the infrastructure, such as obtaining laptops and devices, of the program and project. Financial support will be instrumental in helping us build a tangible solution that is not just an aspiration. 

While providing access to education for at-risk populations through e-learning is not novel, doing so for the refugee population in Bangkok with the goal of attaining formal certification, is. Helping refugee students obtain proper certification equivalent to a high school diploma equips them with not only the skills needed to enter the workforce or higher education, but also the formal credentials needed. 

There are currently existing solutions and programs that offer test preparation for refugees, but these programs are for refugees in the north of Thailand and not catered towards urban refugees. Such solutions are also not yet scalable because they consist of only face-to-face classes. FPD would expand on this idea and increase access to a larger number of refugees through our asynchronous learning platform. 

Integrating refugees into the workplace is not only beneficial for refugees themselves, but also for companies and organizations who can benefit from the diversity of refugee work and talent. Ernest and Young reports that “teams that rate highly for diversity and inclusivity have reported 57% better team collaboration and 19% greater retention rates. They were also 45% more likely to improve market share and 70% more likely to find success in new markets.” 

Our Future Pathways Development is not just online education; it’s the starting point for refugees to rebuild their lives and contribute to society and the economy. 

As we are starting with the GED test as the pilot test, the next year will be focused on supporting the first cohort of students to take the GED. 

Next year:

• First cohort of students complete the synchronous classes in preparation for the GED test

• First cohort of students take and pass at least two subjects in the GED

• Securing of funds to build out the asynchronous online platform part of FPD

Next five years:

• Asynchronous learning platform is fully developed and populated with content and materials

• At least two more cohorts of students go through the synchronous learning classes and obtain their certificate of choice

• First two cohort of refugee students are able to go beyond into a career or higher education

• #< of student attendance rate in synchronous classes

• # of students who take and pass tests

• # of students who earn their certification

• # of students who earned their certification who pursue higher education or successfully obtain jobs

• Time spent on asynchronous platform

• # of content accessed on the asynchronous platform

Our day-to-day activities of online, synchronous instruction coupled with the learning hours they’ll receive from the online platform give refugee students the skills and knowledge needed to obtain official certification. 

The credential then opens a door to future pathways and permits integration into either the workforce or higher education. From surveying the work that other organizations have done to support refugees, preparation for an internationally-recognized certificate such as the GED has been a successful educational pathway that has enabled students to access higher education opportunities. 

Integrating refugees and those in similar circumstances into the workforce leads to refugees assimilating into their host country or being able to relocate and provides them with the agency over and purpose in their lives. 

In the medium term, companies and organizations benefit from more talent and a diverse workforce and refugees live more fulfilling purposeful lives. And in the long term, integrating refugees into the workforce and all areas of professional life will decrease the stigma against refugees and other marginalized populations and understanding and tolerance. 

Synchronous: Web and video conferencing tools such as Google Classroom to connect students with teachers online. 

Asynchronous: AI and Machine Learning to create a unique learning path for each student. 

Borderless360 is part of the Potato Productions Group, a group of socially-conscious social enterprises. The Potato Productions Group is registered out of Singapore. 

Borderless360 embraces diversity, inclusion, and access as our core values. This is evident not only in our company name and team, but also in the work that we do as well. Our team is a diverse and ever-growing group of people from across many countries and cultures, bringing a broad spectrum of experiences and perspectives to a common vision. Our work with affected communities puts us in close and spirited collaboration with grassroots change-makers, academics, and many others. But we also have in our midst engineers, educators, horticulturalists, and even origami artists, all of whom are putting their hearts and minds into helping B360 develop more comprehensive and holistic approaches to refugee education.

These values are at the heart of what we do and drive our work to create learning opportunities for refugees and those in similar circumstances. With Future Development Pathways, we are working to build bridges to make education more diverse, equitable, and accessible to marginalized communities.

While the main beneficiary of Future Development Pathways is refugees, this platform can also serve the diverse needs of all students who are looking to obtain accreditation and certification to pursue higher education. After we’ve validated the platform and its content with the intended audience, we will expand content and material and open access to all other students who can benefit from the platform. These groups can choose to subscribe to the platform with a nominal fee, and this revenue is what will be used to fund the maintenance of the platform and its materials. 

Students who are non-refugees will still gain value from being a part of the platform, as the platform will be able to deliver an individualized learning pathway and experience for each learner.

We plan to bring in grant money to fund the development of the asynchronous platform and support the synchronous portion of FPD. When the platform is fully functional and validated, we will then market to the general public and charge for subscriptions; such subscription fees will be used to fund access for refugees. 

 As our solution gains traction and validation, we will also implement an income-sharing arrangement or a “pay it forward” model, whereby if a refugee student is able to obtain a job or a source of income, they will start to pay back the cost of putting them through the program. With this arrangement, a refugee will only have to provide payment if they are successful and these payments will be used to maintain and develop the platform. 

We have received a seed grant from the ASEAN Foundation’s Social Enterprise Development Program (SEDP) in November 2021. SEDP was funded by SAP and we were one of three social enterprises selected from an initial pool of 160+ applications to win the grant.