The Soliya connecting program was an enriching experience that I absolutely gained good knowledge from. To begin with, we decided on a specific topic in our sessions which was education. After that, we decided on the question “What does access to education mean to you? ” After the session, I began by interviewing some people to get different perspectives about the question.

Interviews

This was a girl that i knew but not very well. I started by asking the question. Initially, she was not very clear about what I was asking and thus I took time to re-explain my question to her using a simpler language. She then opened up and said that she had been having some difficulties in the procedure of applying to universities in foreign countries, especially in the context of paperwork and knowledge of what documentations are needed. She elaborated on it by stating that in her case, the concept of access to education is more than merely admission into a university. It is also about being well supported in the administrative aspect of the process, including assistance in creating the required documentation, guidance in application, and assistance in getting through the complicated processes of studying abroad. Such support, she said, would make higher education more approachable and less intimidating to students like her who are going on the international applications first time.

The second interview was with a male. He started by taking time before he could express himself. To him, access to education refers to the ability to attend and graduate in a university despite such considerations as income level, disability level, and even the home language. He highlighted that he shouldn’t have to give up on his studies just because things in life get tough. Elaborating on the issue of language, he provided his own experience of how he went to Germany to study. Despite the fact that he was already learning German prior to his admission, he had to complete a complete year learning the language. Towards the end of that year, he was required to take an exam that would help him to proceed with his studies, but unfortunately, he did not pass it. Consequently, he was forced to go back to Egypt without his graduation certificate having missed a whole year without any academic achievement. To him, access to education implies that he is free to study at any university, though he may not be a good speaker of the language yet, without the danger of wasting good opportunities and time because of a language barrier.

I noticed while conducting the interviews that the meaning of “ access to education” for individuals is shaped based on their personal experience in education. One of the issues that were mentioned was the fact that language requirements have a huge influence on access to education. The concept of access to him was not merely a question of eligibility to enrollment, but of making the students able to interact meaningfully despite of language barriers. Another issue was the lack of support outside admission. The interviewee pointed out that it is not sufficient to be accepted to a university. Beyond this, there should be support to complete paperwork, and grasp the processes involved in applying. This indicates that both of the people i interviewed viewed access to education from what they have been through in education.

The process of engaging with different perspectives

Considering the experience of the interactions in the sessions and different perspectives, it was very obvious to me that the establishment of a friendly and easy to relate atmosphere was the main factor in facilitating the conversation. Informal and personal questions such as what is your favorite food? or what kind of music do you listen to and do you play an instrument also helped me create a feeling of connection between me and the participants. The conversation about the meaning of dialogue also set the stage for the respectful exchange, as it motivated me to think about what it meant to listen and share opinions to individuals . This made the interaction with different perspectives very smooth and comfortable. Moreover, when the group decided to discuss the subject of access to education, I actively participated in adding to the discussion, asking specific questions during the breakout room, including: how accessible are the schools in your neighborhood in terms of distance, cost, and facilities available? The question was effective in creating an open and meaningful discussion especially concerning the issues that affect some females in Egypt who are forced to abandon their studies. It has brought out actual social and economic obstacles that may cause education to become a nightmare to others. In this process, I think I played the role of facilitating discussions in a manner that would make people feel free to express themselves and their opinions. This was agreed on by several people at the last session when the facilitator asked “type the name of someone who made you feel listened to, Several people wrote my name. I believe this role is very important as it helped the group comprehend access to education using a variety of lived experiences. The results of this interaction, for me, were the establishment of a mutual trust environment with an open and honest conversation, and the emergence of critical social factors such as gender-based issues in learning. The whole experience was pleasant and enriching, and it can be seen that careful questioning and active facilitation can allow dialogues of various views that can enrich knowledge and community awareness.

Connect program experience

My experience in the Soliya Connect Program was a rich experience in personal growth, skill building, and the way of my thinking. Initially, I felt awkwardness and fear about meeting and communicating with other people. I think this was very normal at first since meeting different people may always lead one to leave his/her comfort zone. With time, though, that fear was slowly overridden by excitement and curiosity after being constantly exposed to meaningful conversation and supportive interactions with my group. In the program, I felt not only more confident when communicating with other people regardless of their different cultures, but also anticipated experiences such as traveling to other countries and looking forward to applying those enhanced communication skills. One of the top skills I developed was the skill to ask open-ended questions that allow you to keep the conversation going. Moreover, I was impressed by the issue of access to education, especially. Problems encountered by some Egyptian females who are forced to abandon schooling because of social and economic constraints, others said the opposite experience that they had experienced in their home countries, where the problem rarely happens. It is through these conversations that my mind was opened to the fact that access to education is not universal and that issues that you thought were unique to your particular world are part of a larger, global problem. This has opened my eyes and increased my awareness towards other experiences outside my surroundings. In addition to that, the initial awkwardness and anxiety towards cross-cultural engagement was one of the most critical issues I had to overcome. The program setting, which had well-designed questions, assisted me in this difficulty by slowly making the participants open and trust each other . Overall, my experience with the Connect Program can be described as a useful experience of personal development and social growth. I acquired useful communication skills and cultural sensitivity. I also got to know how to conduct meaningful interactions that are respectful and appreciative of different views. These abilities and knowledge would provide me a solid base for my future travels, studies and all other intercultural interactions I might engage in and make me not only a better communicator but also a better global citizen.