In this section we present some of the key findings from relevant literature that informed the rationale for FFA and PADILEIA, and that provided the team with context, theories and models for thinking about refugees’ access to tertiary education. It is by no means exhaustive, however, and woven throughout the Scoping Tool and Design Framework are references to scholars and scholarship that informed particular approaches and design choices.
After briefly explaining how the literature review was conducted and embedded in the design process of FFA, this section draws on the relevant literature to discuss refugees’ strengths and aspirations for higher education, before highlighting some of the main barriers that exist to them achieving these goals, noting facilitators to achievement when identified. The final section explores why blended bridging programmes are viewed as an important and effective response to some of these challenges.
Literature-Review-21.11