Title: The return to university of sub-Saharan students in Tunisia: between caution and perseverance
Introduction :
The start of the academic year in Tunisia is a crucial moment for many students, and this also concerns sub-Saharan students who have chosen this country to continue their studies. However, this year, this return to school takes on a particular dimension after President Kaïs Saïed’s speech against irregular migration last February. Many sub-Saharan students were affected by the ensuing crackdown, and some felt apprehension before returning to classes. This article highlights the challenges and efforts made by universities to reassure sub-Saharan students and promote their integration.
1. A mix of optimism and caution:
Despite the challenges they faced, many sub-Saharan students continued their studies in Tunisia with a resilient mindset. Auguste Kevin Balima, a Burkinabè student, says he is determined to continue his studies despite recent events. He also highlights the support they received from certain Tunisians, who expressed their solidarity and friendship towards the sub-Saharan student community.
However, fear persists among some sub-Saharan students, which has led to a drop in registrations and re-registrations at some universities. Some countries, such as Ivory Coast, have even suspended cooperation scholarships with Tunisia, raising questions about the perceived safety of students.
2. Universities’ efforts to promote integration:
Faced with these challenges, Tunisian universities have become aware of the importance of reassuring sub-Saharan students and promoting their integration. Programs have been put in place to inform, raise awareness and advise sub-Saharan students. Private universities, such as the Private Higher School of Engineering and Technology, have played a key role in this process. Listening units have also been set up to help students in the event of an incident or police check.
However, despite these efforts, student associations are calling for an improvement in the administrative delays linked to the granting of residence permits. This question is crucial to ensure the legal security and stability of sub-Saharan students in Tunisia.
Conclusion :
The start of the academic year for sub-Saharan students in Tunisia this year is marked by a mixture of optimism and caution. While some chose to continue their studies despite the difficulties, others were discouraged by the perceived risks. Tunisian universities have taken steps to reassure students and promote their integration, but improvements are needed to ensure a positive study experience. By working together, Tunisian universities, students and student associations can create an inclusive and welcoming environment for sub-Saharan students, strengthening ties between different communities and contributing to quality education for all.