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This paper examines the barriers that Ghanaian refugee claimants in Canada face in their determination to obtain formal education and makes certain recommendations. "Schooling," in this context, means more than initial language andbasic skills training offered to refugees. Studying, however, means utilizing an established academic setting to acquire knowledge and skills essential to a career in Canada. This includes upgrading and pursuing graduate studies in universities to meet the standards expected in Canada. In short, for refugees with or without prior academic attainment, formal education entails furthering their studies, or enrolling in academic institutions to pursue careers. Information for this paper is derived from the author's observation and participation' within the Ghanaian refugee community between 1986-90. The paper is also based on interviews with eighty Ghanaian refugees in Toronto. Between October and December 1990, fifty men and thirty women were interviewed. This ratio reflects the gender make-up of Ghanaian refugees in Canada. The eighty respondents were randomly selected from Ghanaian refugees locatedin North York, Rexdale, Etobicoke andBrampton, all in metropolitan Toronto. Forty-eight or 60 percent of these respondents amved in Canada as refugees in 1986. The remaining 32 or 40 percent came in 1987. The refugees have been in Canada relatively long enough to become familiar with the Canadian setting. The main goal in our interviews was to ascertain which factors affected the determination of these refugees to seek further education in Canada. The small size of our sample does not allow

Barriers to Educational Pursuits of Refugee Claimants in Canada: The Case of Ghanaians