Changes in government

Organizational Initiatives
Name
Course
Date
Refugee rights and abilities
Scenario:
You are a Special Assistant to the Mayor of a large city. The city has increased refugees from Iraq and Afghanistan. These are political refugees resulting from the U.S. involvement in those countries. This refugee population now numbers about 15,000. They receive city services, and their children attend city schools. Since the majority does not speak English and there is no one in the city understanding their culture, the city and the schools have been experiencing problems in delivering city services and education to this population. The Mayor has asked you to develop an initiative to resolve this problem.
Impacts of refugees in the city
Refugees in the city put a strain on available resources. They compete with the locals for water, housing, food, land, and medical services. They demand more health facilities, natural resources, education institutions, social services, transport infrastructure, and employment. They depress wages because more people are employed, and because of inflation pressures in the economy. There are negative implications on balance of payment. The city officials will be required to rent more accommodation facilities for residential and office purposes. Extra offices will enable communication with locally engaged staff to respond to the refugee situation. The city experiences increase in construction of more houses for the refugees and a rise in demand for food (Bourgonje, 2010).

The host country involves the regional and national authorities to the process of diverting labour and resources from their personal development towards maintaining the refugees, minimizing their sufferings, and installing security measures.
Initiatives to solve refugee problem
A response to the refugee problems began in the 1980s through the ‘refugee aid and development strategy.’ The approach concentrated on the importance of relief that is oriented in development. The response aimed at moving refugees from dependent to self-sufficient persons with a durable solution to their current situation. The solution allows the refugees to work on the equal ground with the citizens through participation in the economic and social life. The UNHCR refugee aid and development projects include the three-phased Income Generating Projects for Refugee Areas (GPAs). Donors volunteer to finance the project administered by the World Bank (Bourgonje, 2010).
Income Generating Projects for Refugee Areas (IGPRA)
The Income Generating Projects for Refugee Areas (IGPRA) began in Pakistan in the early 1980s after over three million Afghan refugees entered Pakistan escaping the war that filled their homelands. The major goals of IGPRA are to create jobs and income for the refugees and local people in great poverty. The program introduced labour-intensive projects to repair physical damages caused by the refugees and their livestock to the environment and infrastructure. The IGPRA project created long-term assets such as irrigation and flood control works (Bourgonje, 2010). Reports from the World Bank indicate that IGPRA’s achievements impress the infrastructural assets and employment opportunities formed for refugees and other disadvantaged individuals in the host country. IGPRA offers more than 11% jobs for the refugee’s labour and improved skills of workers. The IGPRA project created a cultural affinity between the refugees and locals.
Solving Problems of Diverse Languages between Refugees and the Locals
Chatterbox
A chatterbox allows refugees to use personal language skills through training them to become tutors. After completing the training course, they begin teaching the online and in-person (Bourgonje, 2010). Chatterbox employs over 60 refugees from professional fields such as lawyers, architects, veterinary officers, and actors from diverse countries. The tutors earn wages to teach the locals a common language. A chatterbox helps to solve language problems. Teaching different languages among refugees allows them to mix with other people, learn in schools, and learn different cultures. The tutors escape isolation and connect with other refugees and locals.
Education for refugees
According to Article 22 of the 1951 Refugee Convention, the ‘contracting states ensure that refugees access similar treatment as nationals while undertaking elementary education. Secondly, the contracting states give refugees favourable treatment in all conditions. The treatment aligns with education. Article 22 guarantees refugee children a right to elementary education and enjoy similar opportunities as citizens in the host country (Bourgonje, 2010). After primary school completion, refugee children must be treated like other foreigners. Their foreign school certificates and award of scholarships is recognized. The 1989 United Nations Convention on the rights of the child (CRC) serves as a protective measure that sets out political, cultural, economic, and civil rights of children. The United Nations Committee on the Rights of the Child (CRC) monitors the national compliance with the policy. Article 28 and 29 explains states have compulsory and free primary education (Bourgonje, 2010). The article seeks to steer the development of secondary education inaccessible places as well as vocational education. Article 29, outlines that education should build the potential of children and assist to support their cultural identity. The curriculum elements and psychosocial support cover tolerance, peace, human rights, respect, and gender equality among the locals and refugees (Bourgonje, 2010).
Summary
Assistant Mayor has a problem with the increase of refugees in the city. There should be policies explaining their stay in the city and interaction with people. The refugees are diverse in their languages, ethnic backgrounds, education levels, culture, and experiences. The creative organizational climates include Income Generating Projects for Refugee Areas (IGPRA) and chatterboxes. The 1989 United Nations Convention on the rights of the child (CRC) serves as a protective measure that sets out political, cultural, economic, and Civil Rights of Children. The United Nations Committee on the Rights of the Child (CRC) monitors the national compliance with the policy. Article 28 and 29 explains states have compulsory and free primary education.
Recommendations
The refugee groups should join government contracted resettlement agencies link refugees to country’s jobs and services. The refugees receive support and encouragement to help them integrate into the new environments. There are volunteer opportunities for all persons to engage in. The Tatweer meets with needs of refugees resettled in their countries with professional experience and degrees (Bourgonje, 2010).The volunteer mentors provide coaching and support. The language classes offer English lessons as a second language at different levels for people to learn. The refugees access employment services where they measure refugees on their readiness for a job, offer counselling, retention and job placement. The social services offer assistance such as low-cost houses, medical and legal needs, school services, assist with the application of citizens, support, referral, and language classes
References
Bourgonje, P. (2010). Education for Refugee and Asylum Seeking Children in OECD Countries. Education International, 1-100.