The ability of education to transform individuals’ lives, and by extension those of their communities and societies, is well documented. As such, education is at the heart of the United Nations’ (2015) Sustainable Development Goals (SDGs), represented by SDG 4, “Quality Education”, which seeks to ensure inclusive and equitable quality education to promote lifelong learning opportunities for all. Tertiary education institutions (TEIs) in particular have been highlighted as critical settings from which SDGs can be better understood and achieved.

Overall, this research provides a New Zealand-specific perspective on the growing body of literature centred on the experiences of SRBs within tertiary education. Its strengths-based AI framework offers a unique understanding of how future practice and policy can be developed around what is working well for students. Additionally, its New Zealand context unsettles traditional understandings of where education and development research and initiatives are conducted and implemented.


Creator | Kaihanga
Sarah Willete
Year of Creation | Tau
Creative Commons Licence
Attribution-NonCommercial-NoDerivatives CC BY-NC-ND
Main Language | Reo Matua
Submitter's Rights | Nga Tika o te Kaituku
This resource is in the public domain
This Research has
been formally reviewed for publication by academics at a university
Bibliographic Citation | Whakapuakanga

Willette, Sarah (2020). Toward Inclusive and Equitable Education for All: Lessons from the experiences of New Zealand refugee background university students (Master’s thesis, Victoria University of Wellington, Wellington, New Zealand). Retrieved from

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