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New Zealand (NZ) offers a unique entry to a new life for refugees, beginning at the Mangere Refugee Reception Centre (MRRC) just outside Auckland. The Centre includes the Mangere Refugee Education Centre (MREC), run by the Auckland University of Technology, that helps school-age students experience NZ-style education and adults gain English-language skills as well as information about NZ laws and culture. This qualitative study reviewed policies of the MREC and how they translate into practices to prepare refugee newcomers for life in NZ. Findings show careful practice of values emphasized in policy manuals, with primary goals of helping refugees feel welcomed and safe.

Due to the armed conflict in Syria that commenced in 2011 and is still ongoing while writing this article, Armenia has experienced a massive inflow of Syrian-Armenian refugees. The state was not prepared to provide the appropriate legal and logistical assistance to manage such a large flow of refugees and returning Armenians. It was also ill-prepared to ensure their resettlement and proper integration into Armenia's society. As a result, in 2012, the government put forward immigration and resettlement policies specifically designed to deal with the Syrian-Armenians fleeing the Syrian conflict. This chapter aimed to capture the results from a conceptual framework we developed to document and assess the Syrian-Armenian integration experience. The framework is based on expert interviews, in-depth interviews and document analysis. Main findings: Syrian-Armenian refugees experience different challenges and choose different ways to overcome them. The older age group tends to experience increased difficulties in integrating into their host communities, while the younger generations adapt easier to their new environment. The younger generations are better equipped for social and economic changes and are less stuck in poverty. For Syrian-Armenian women, their new environment seems safer. Most feel at ease regarding public attitudes towards them and are, for the most, satisfied with their employment choices. Those with a high school education tend to seek lower paying jobs, and the outliers from the highest and lowest socioeconomic status tend to leave Armenia. Many return to Syria as the conflict winds down in certain areas or decide to travel to another country.

Transnational shifts experienced by Syrian refugee young adults disrupt their lives. Many start their journey as children, transition into adolescents often in countries of asylum, and resettle as young adults in countries such as Canada with the dream to rebuild their lives. Too old (+16) for the traditional school cycle, they are encouraged into adult education (AE) as their only choice to complete their high school diplomas to obtain minimum wage jobs or continue to higher education. Their progress through AE continues their destabilization, particularly in terms of their aspirations, hopes and dreams. The authors focus on the educational journeys of this population who have largely been forgotten by policies and programs for refugee integration. Drawing upon 29 interviews with Syrian refugee young adults in Quebec, using a theoretical framework of migration/aspirations and critical race theory, the authors highlight how disruption is perpetuated in their education after their arrival rather than stability.

According to the UN High Commission on Refugees, over 82 million people are currently displaced globally and of those nearly 25 million are refugees. Every community in the United States – urban, suburban, and rural – is shaped by newcomers seeking safety, opportunity, and self-improvement. Libraries are often the place that feels most welcoming to refugees and newcomers, making them well positioned to offer relevant and impactful programs and services to these communities. Using the International Federation of Library Associations’ (IFLA) conceptual rubric of sanctuary, storehouse, gateway, and bridge, my research explores a variety of programs and services deployed by libraries to address the needs of refugee and newcomer populations. Based on fieldwork in the United States, the Netherlands, and Germany, this chapter describes how libraries impact refugees and newcomers in decisive and meaningful ways. From informal gatherings to national government collaborations of digital content, libraries provide an array of compassionate, effective, scalable interventions for newcomers. Such interventions also positively impact the non-displaced communities in which they operate, fostering deeper connections between newcomers and their communities. Library services to refugees and newcomers provide a broad collective impact in the global crisis of displacement and belonging.

This Chapter examined the development of sustainable road infrastructure in Ghana including transportation roads, and laws, regulations, and frameworks. The Ministry of Transport (MoT) and the Ministry of Roads and Highways (MRH) are responsible for the development of transportation infrastructure and related services. The Department of Urban Roads (DUR) is responsible for facilitating the movement of people, goods, and services and promoting economic and social development of urban regions. The Metropolitan and Municipal Assemblies established road centres to manage, construct, and maintain city roads, the Ghana Road Fund (GRF) was established to provide funding for the maintenance of Ghana’s road network, and the Koforidua Training Centre (KTC) was established in 2007 to provide management and project implementation staff with professional development and hands-on training. The current road length is 71,418 km, including 42,045 km of feeder roads, 14,873 km of trunk roads, and 14,500 km of urban roads. The budget for preventative maintenance is expected to rise year over year. Road infrastructure development (RID) can lead to positive societal outcomes, such as financial gains, employment opportunities, social support systems, equal rights for women and men, increased productivity, and less pollution, but it can also have unintended consequences such as deteriorating air and water quality, noise and vibration, soil erosion and sedimentation, disruption of essential services, confusion between drivers and pedestrians, changes to the landscape and habitat, and eminent domain takings. Environmental and social evaluations of development projects in Ghana must comply with several laws and regulations, and there is no unified sustainability policy or guideline in place to regulate the development of highway infrastructure projects. Resettlement is expected to help those who have been displaced by development initiatives and the Environmental Protection Agency Act of 1994 provides the authority to authorize facilities, set performance standards, and ensure compliance with standards and regulations. The Forestry Policy focusses on reducing deforestation and enhancing ecological and social commitment of forest areas, while the method for managing cultural property requires investigating and cataloguing damaged objects. Sector medium-term development plan (SMTDP) provides solutions for enhanced RID access, while the strategic environmental assessment (SEA) incorporates ecological factors into the Ghana Integrated Transport Plan. The resettlement policy framework (RPF) coordinates laws, rules, and procedures to manage road infrastructure projects and establishes criteria for determining eligibility and entitlement. The Directorate of Policy and Planning of the MRH is responsible for managing road safety and the environment, while the Directorate of Monitoring and Evaluation oversees Monitoring and Evaluation of road projects. The Ghana Highway Authority’s (GHA) four-person Road Safety and Environmental Management Unit (EMU) is responsible for addressing social and environmental issues associated with the feeder roads zone. Sustainable development (SD) has not received much attention from the Ghanaian government, with state-owned institutions prioritizing economic growth over social benefits and environmental preservation. Local governments should include a sustainability framework in their strategic planning for the successful execution of sustainable projects.

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In particular, the contextual characteristics of determinism, duration, and mobility are explained, and the factors most often associated with RFI youth educational experiences (i.e., trauma, identity, and language) are discussed in reference to the ways that educational infrastructure, capacity, and sustainability are typically established and maintained in educational situations worldwide. This chapter also provides a brief overview of the volume’s chapters and the ways that each chapter addresses one or more of these themes or topics.