Cutting the cycle of poverty and promoting understanding: quality post-primary education

In 2007, I had just finished my GCSE Advanced level, and my next level had to be university; I was 17 years of age. I found myself in a foreign country baring the name “refugee.” I then started to work as a domestic worker for a Jewish family that my mother also worked for. As my studies had been put on hold, every single day I would think about my education. I decided to get admission at the university, even though I did not know how I would afford it. I told myself I would work different jobs and study at the same time. The first semester was not easy with all the financial problems as well as time management challenges. Fortunately for me, I was lucky enough to learn of the DAFI Initiative, which to my knowledge is the one of the only organizations that fund refugee university education in South Africa (many of the other organizations prefer to focus on primary education because it is cheaper). At that time, I also had colleagues who were pursuing funding for university education. Unfortunately, because of the influx of applicants, only a few applicants were lucky. They tried to work and study, but the pressure was too much and many had to drop out of university. Now they are working as domestic workers without an education.

Post-primary education can shape an individual’s livelihood and cut the cycle of poverty. When we promote post-primary education, it helps individuals, and it helps to address larger problems like unemployment and poor economic and social structures. When these youth are educated, they will be able to take up careers, to give back to their communities, and to contribute to economic growth by working professionally in their specific fields. We need to also realize that the right to education promotes understanding, tolerance and friendship among ethnic, racial, social and religious groups.