To ensure a safe and caring environment for children and youth
"Vocational Training for Refugees: A Case Study from Tanzania". In Learning for a Future: Refugee Education in Developing Countries, edited by Jeff Crisp, Christopher Talbot, Daiana B. Cipollone. Lyby, Erik 43 page s . 2001. English . http://www.unhcr.org/3b8a1b774.pdf
This chapter evaluates the ongoing formal and informal vocational training programs for Burundian refugees in Tanzania. The book itself is a collection of papers from research conducted by the United Nations High Commissioner for Refugees (UNHCR).
Aline, A Burundian Social Worker. Bridging Refugee Youth and Children's Services (BRYCS) 8 page s . August 2007. English . http://www.brycs.org/documents/upload/BurundianSocialWorker_Interview.pdf
On August 1st and 14th 2007, BRYCS staff spoke with Aline about her life and experiences as a Burundian parent now living in the United States. Aline works as a social worker assisting refugees in the U.S. She and her husband, Alain, have four children.
An Evaluation of the Education Programme in Refugee Camps in Western Tanzania. Katunzi, Naomi , Ndalichako, Joyce L. 52 page s . December 2004. English . http://www.unicef.org/evaldatabase/index_29567.html
The main purpose of this study was to evaluate the Education Program in the refugee camps in Western Tanzania. Specifically the consultancy assignment was concerned with assessment of the implementation process, quality of education, impact and efficiency of educational inputs.
An Introduction to the 1972 Burundian Refugees. United States Committee for Refugees and Immigrants (USCRI) 20 page s . 2009. . http://www.refugees.org/resources/for-refugees--immigrants/burundian-resources/burundian-educational-resources.html
This PowerPoint presentation offers a brief history of the 1972 Burundian refugees, information about the camps and need for resettlement, lists the top 5 U.S. cities where Burundian refugees have already been resettled and examines successful integration approaches such as educational outreach, community gatherings, orientation materials, and technical assistance.
Angry Young Men in Camps: Gender, Age and Class Relations Among Burundian Refugees in Tanzania. Turner, Simon 146-156 page s . 1999. English . http://www.genderandpeacekeeping.org/resources/6_Angry_Young_Men.pdf
This paper sets out to explore how life in a refugee camp affects gender, age, and class relations among Burundian refugees in Tanzania. More specifically, it focuses on how the relief operation's policy of equality challenges older hierarchies of authority.
Assisting the Most Vulnerable in Refugee Camps: Tanzania. Bird, Lyndsy 17-18 page s . October 1999. English . http://www.unicef.org/girlseducation/files/vol2disabileng.pdf
Over 86,000 school children currently exist in Tanzanian refugee camps. Many are disabled, blind or deaf, and all have experienced some form of trauma. This article examines just how much support should go towards the education of these disabled children.
Burundi: A Cultural Profile. Campsie, Philippa. (ed.) 20 page s . 2001. English . http://www.cp-pc.ca/english/burundi/burundi_eng.pdf
Appropriate for resettlment staff and other service providers, this article provides cultural background on the Burundi people and their culture. This article covers the culture's history, family life, work and recreation activities, health care, religion, arts, and offers insight on how to communicate with Burundians.
Burundian Fact Sheet. United Nations High Commissioner for Refugees (UNHCR) 4 page s . August 2009. English . http://www.unhcr.ch/uploads/media/UNHCR_factsheet-burundi-0908.pdf
Reviews history and present-day challenges of Tanzania's population of 154,500 refugees from the 1972 genocide in Burundi. The United Nations High Commissioner on Refugees has targeted 9,000 refugees for resettlement in the United States since neither Tanzania nor Burundi is viable as a resettlement option due to politically hostile climates: Tanzanian government policies curtail refugees' freedom of movement and civil rights; Burundian public opinion negatively associates the refugees with violent acts of the radical groups that recruit and operate in the refugee camps. But there will be challenges to resettlement in the United States as well requiring substantial assistance and orientation programs for large numbers of girls and women who survived sexual abuse or assault. Education of the refugees must take into account traditionally patriarchal elements of Burundian society that pronounce women subservient to male members of household and widespread ignorance among most refugees on how to operate modern appliances or machinery. U.S. officials also hope to accommodate the strong preferences of refugee leaders for relocation in small-town and rural settings.
Child's Nightmare: Burundian Children at Risk. Sommers, Marc 9 page s . 1998. English . http://womensrefugeecommission.org/docs/burundi_nightmare.pdf
This field report identifies key areas of concern for children and adolescents affected by the armed conflict in Burundi, particularly those currently in refugee camps. After providing some context on the situation of Burundian children both within their home country and in refugee camps outside Burundi, the report considers why the needs of children remain significant despite years of service provision to Burundian refugees since the outbreak of war in October, 1993. It concludes with concrete suggestions as to how the international community can help strengthen the capacity of families, care givers, community groups, and governments to address these concerns and assist Burundi's refugee children and youth.
Emergency Education for Children. Sommers, Marc 29 page s . 1999. English . http://web.mit.edu/CIS/www/migration/pubs/mellon/1_children.html
This report builds from the premise that the first line of emergency educators during a humanitarian crisis is not international education experts but members of forced migrant communities. Drawing primarily from field research in Burundian refugee camps in Tanzania and internally displaced communities in Colombia in 1998, and secondarily from field research in Sierra Leone and Sierra Leonean refugee camps in 1997 and Rwandan refugee camps in Tanzania in 1994, the report argues that, before international educators either visit a humanitarian emergency site or import assistance there, many refugee and displaced communities are already educating their children themselves. The central focus of "Emergency Education for Children" is primary school-level education activities taking place during humanitarian emergencies. Analysis emerges from interviews with refugee and displaced educators, parents and children, local government officials, and key members of the international humanitarian community that directly impacts emergency education activities.
Gender Roles in Refugee Camps: The Lasting Impact of Refugee Interventions in Tanzania. Brown, Gordon Kempert 49 page s . May 2006. English . http://fletcher.tufts.edu/research/2006/Brown.pdf
Inspired by the author's experience managing one of the areas refugee camps (Mtabila), this thesis explores what happens to a community and its traditional gender relationships after living in refugee camps, where they have received ideas which lie in fundamental opposition to them.
Group Resettlement of "1972 Burundians" from Tanzania. UNHCR 4 page s . January 2007. English . http://www.unrefugees.org/atf/cf/%7BD2F991C5-A4FB-4767-921F-A9452B12D742%7D/Burundifactsheet.pdf
Explains the origins, present-day living situation, and future expectations of the "1972 Burundians," who have lived in three camps in Tanzania since fleeing from violent repression by Burundi's Tutsi-led government in 1972.
Kinyarwanda-English Dictionary. Cox, Elizabeth Ellen 125 page s . 2007. English . http://marston.freemethodistchurch.org/Dictionaries.htm
"From 1944 to 1986 Elizabeth 'Betty' Ellen Cox served as a missionary to equatorial Africa working for the General Missionary Board of the Free Methodist Church. Miss Cox filled many posts as a missionary, but it became apparent early on that her true gift was languages. This dictionary is one of the 52 books she worked on during her 40 years of missionary service to equatorial Africa. An account of Miss Cox's years in Africa can be found in her autobiography, Simply Following." - Publisher's description
Kirundi-English Dictionary. Cox, Elizabeth Ellen 204 page s . 2007. English . http://marston.freemethodistchurch.org/Dictionaries.htm
"From 1944 to 1986 Elizabeth 'Betty' Ellen Cox served as a missionary to equatorial Africa working for the General Missionary Board of the Free Methodist Church. Miss Cox filled many posts as a missionary, but it became apparent early on that her true gift was languages. This dictionary is one of the 52 books she worked on during her 40 years of missionary service to equatorial Africa. An account of Miss Cox's years in Africa can be found in her autobiography, Simply Following." - Publisher's description An English- Kirundi dictionary is also available.
No Solutions in Sight: The Problem of Protracted Refugee Situations in Africa. Crisp, Jeff , United Nations High Commissioner for Refugees (UNHCR) 36 page s . 2003. English . http://www.ccis-ucsd.org/PUBLICATIONS/wrkg68.pdf
In 2001, UNHCR's Evaluation and Policy Analysis Unit (EPAU) embarked upon a major study of protracted refugee situations, with funding provided by the US State Department's Bureau for Population, Refugees and Migration. Since that time, the notion of protracted refugee situations has become an increasingly familiar feature of the discourse on international refugee issues, especially in the African context. Hitherto, however, a general analysis of this important humanitarian issue has been lacking. The current paper, which provides a synthesis of findings from the case studies and literature review undertaken by EPAU over the past two years, is intended to fill that gap.
Refugee Backgrounder: The 1972 Burundians. Cultural Orientation Resource Center (COR Center) 6 page s . March 2007. English . http://www.cal.org/co/pdffiles/backgrounder_burudians.pdf
Explains the origins, present-day living situation, and future expectations of the "1972 Burundians," who have lived in three camps in Tanzania since fleeing from violent repression by Burundi's Tutsi-led government in 1972. They face spartan and often hazardous conditions in camp life: subsistence on UN food rations, small-scale barter, frequent incidents of rape, and occasional harassment from radical political groups who aggressively recruit in camps and act menacingly toward those who refuse to join them. The United Nations High Commissioner for Refugees (UNHCR) is working to relocate the refugees in the United States since they cannot integrate into Tanzania or repatriate to Burundi. Their transition to American life means they need to adapt their customs and cultural mindsets and deal with special needs in the form of diseases and post-traumatic stress disorders. Most individuals require intensive orientation on how to use modern amenities, adhere to daily work schedules, manage finances, and attend formal schooling. They also need to adjust to a comparatively higher life expectancy and possible retirement in their 60's rather than at the age of 40 which is common in Burundi.
Seeking Protection: Addressing Sexual and Domestic Violence in Tanzania's Refugee Camps. Human Rights Watch page s . 2000. English . http://www.hrw.org/legacy/reports/2000/tanzania/Duhweb-03.htm#P184_8969
Human Rights Watch began monitoring the situation of Burundian refugees in the Tanzanian camps in 1997. Late that year, we received reports that human rights abuses, particularly sexual violence, were occurring at high rates in the camps, and that the responses of the office of the United Nations High Commissioner for Refugees (unhcr) and the Tanzanian government to sexual violence were inadequate. Human Rights Watch undertook a first mission to the Tanzanian refugee camps in May and June 1998. Our purposes were to obtain firsthand information about human rights violations, including sexual and other gender-based violence against refugees residing in those camps; and to remind the relevant authorities of their responsibility to ensure that perpetrators of such abuses must be held to account for their actions. Ten years later, UNHCR has come a long way in their response and assessment of this situation and they have pin-pointed several important lessons that can be drawn from the Tanzania case.
Supporting the Successful Integration of Burundian Refugees. U.S. Committee for Refugees and Immigrants (USCRI) 2 page s . n.d.. English . http://www.refugees.org/uploadedFiles/.../USCRI.../Fact%20sheet_final.doc
This fact sheet covers questions such as where Burundi is located, who are Burundi refugees and why are they being resettled to the U.S., where are they being resettled in the States, what life is like in refugee camps, what languages do they speak, what skills do they have, and what are some of the challenges of integration.
Targeted Response Team: Searching for Solutions in Kenya and Tanzania. Chiu, Florentina page s . n.d.. English This resource may be free from your local library or purchased from the publisher.
In order to determine which refugee groups are of interest to the United States and should be considered for resettlement here, the Department of State relies on recommendations from UNHCR. If intensive investigation is needed, the process of referring the group for resettlement will include a field study conducted by a targeted response team. This report is from a May 31-June 8 trip to refugee camps in Kenya and Tanzania where LIRS participated as part of a targeted response team.
UNICEF Humanitarian Action Report: Eastern and Southern Africa. United Nations Children’s Fund (UNICEF) 119 page s . 2005. English . http://www.unicef.org/emerg/files/ESARO.pdf
Eastern and Southern Africa has had more emergencies over the past decade than any other region in the world. This report covers issues concerning women and children in the region as well as key achievements. The report also outlines a plan of action for the following year including items of health, education, environmental sanitation, emergency preparedness, and child protection.