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The final report with a complete set of recommendations will be available in June/July 2011 following the approval of the BMLLEN Committee of Management.
BMLLEN Refugee Transition Project
3 aspects:• Overview of the 2010 refugee cohort• Case studies• Individual Transition Support
3 aspects:• Overview of the 2010 refugee cohort• Case studies• Individual Transition Support
Definition of “refugee”Definition of “refugee”
• Refugee or humanitarian visaand/or
from countries which have experienced conflict
• English is not the home language• Enrolled in Australian schools for less than 7
years
• Refugee or humanitarian visaand/or
from countries which have experienced conflict
• English is not the home language• Enrolled in Australian schools for less than 7
years
The refugee experience frequently involves:
- trauma of escaping conflict
- loss of one or more parents
- disrupted or little schooling
- long term insecurity
- health issues: physical, mental
- violence
- long term poverty
In 2010 there were 252 refugee students in Years 7 – 12 in
government schools in Brimbank.
62% male38% female
No. refugee students at each year level2010
Year level 7 8 9 10 11 12 Total
No. students
36 59 34 48 46 29 252
• 55% of the refugee students have been enrolled in an Australian school for less than 5 years.
• In 2010 there were 67 refugee students in Years 10-12 in Brimbank schools with less than 5 years of education in an Australian school.
Country of birth
• Sudan/Kenya/Uganda• Ethiopia/“East Africa”• Sierra Leone/Liberia/Ivory Coast/Guinea
• Burma/Thailand• Iraq• Afghanistan
47%11%
9%
8% 4% 4%
Languages spokenLanguages spoken
• Dinka• Arabic• “African language”• Amharic• “Burmese”/Chin/Karen• Tigrinya• Dari/Persian
• Dinka• Arabic• “African language”• Amharic• “Burmese”/Chin/Karen• Tigrinya• Dari/Persian
74 students342019181715
74 students342019181715
From 2009 student questionnaires (n = 77):
•About 40% live with 2 parents.•About 25% live with an adult other than a parent.
•Average no. children in a household is 5.•About two-thirds of the parents/guardians attend English classes.
Exit destinations (Years 7 – 11)(n = 30)
• Other schools• TAFE• Seeking employment• Overseas• Unknown
13 6 3 1 7
Exit destinations of Year 12 refugee students(n = 29)
• Further study• Repeat Year 12• Fulltime employment• Seeking employment• Overseas/interstate• Unknown
21 2 1 2 2 1
Further study of exits
• TAFE (Diploma, certificate) – 18 (5 received intensive advocate assistance)
•Uni. (degree) – 9
TAFE Courses in 2011(n = 18)
• VU: ESL (5), Youth Work, Legal Studies, IT(2),
Business, Sport
• RMIT: Engineering, Accounting
• Kangan: Justice, Work Education, Auto
• Swinburne: Lab. Technician, Human Resources
Uni. Courses in 2011(n = 9)
• VU: Engineering, Finance, Foundation Studies, Fitness
• RMIT: Social Work, Laboratory Medicine
• Latrobe: Human Services, Business
• Deakin: Commerce
Exits of female students (Years 7-12)(n = 21)
• Other schools• Seeking employment• Interstate/overseas• TAFE• University• Unknown
922323
INDIVIDUAL TRANSITION SUPPORTPROJECT
INDIVIDUAL TRANSITION SUPPORTPROJECT
Brief: To provide intensive support to students at risk of not making a good transition from school to study or work
Timing: Between late November 2010 and end of March 2011
Advocates: One male and one female worker
Meetings with Careers Teachers to identify students for project
Referral of eight most ‘at risk’ students – 6 at first, 2 later
Initial Meetings with students: 5 in December, 2 in January, 1 in February
Meetings with Careers Teachers to identify students for project
Referral of eight most ‘at risk’ students – 6 at first, 2 later
Initial Meetings with students: 5 in December, 2 in January, 1 in February
PROCESSPROCESS
STUDENTS REFERRED TO PROGRAMSTUDENTS REFERRED TO PROGRAM
5 young men: • 4 from Sudan via Kenya, Egypt or Uganda• 1 from Afghanistan
3 young women:• 2 from Iraq via Iran• 1 from Afghanistan
5 young men: • 4 from Sudan via Kenya, Egypt or Uganda• 1 from Afghanistan
3 young women:• 2 from Iraq via Iran• 1 from Afghanistan
EDUCATIONAL STATUS OF STUDENTSEDUCATIONAL STATUS OF STUDENTS
4 had completed VCE (all with ATARs of <30)
1 had passed some VCE subjects
1 had passed Year 12 VCAL
2 had failed Year 11 and needed a plan for 2011
4 had completed VCE (all with ATARs of <30)
1 had passed some VCE subjects
1 had passed Year 12 VCAL
2 had failed Year 11 and needed a plan for 2011
CHALLENGES FOR ADVOCATESCHALLENGES FOR ADVOCATES
Maintaining close contact with students
Very tight time line before direct course applications closed and courses began
Need to be constantly available at short notice
Maintaining close contact with students
Very tight time line before direct course applications closed and courses began
Need to be constantly available at short notice
CHALLENGES FOR STUDENTSCHALLENGES FOR STUDENTS
Lack of knowledge of possible careers in the Australian work force
Applying for tertiary courses• Choices not matched by VCE or VCAL results• Only one offer through VTAC• Lack of confidence in finding their way
through the system
Lack of knowledge of possible careers in the Australian work force
Applying for tertiary courses• Choices not matched by VCE or VCAL results• Only one offer through VTAC• Lack of confidence in finding their way
through the system
CHALLENGES FOR STUDENTSCHALLENGES FOR STUDENTS
Lack of geographical knowledge of Melbourne, and of public transport routes
Financial situation of students and families
For some young women – cultural and family expectations, including arranged marriage
Lack of geographical knowledge of Melbourne, and of public transport routes
Financial situation of students and families
For some young women – cultural and family expectations, including arranged marriage
OUTCOMES OF PROJECTOUTCOMES OF PROJECT
All 8 students found pathways for 2011, although 2 have not yet enrolled to study
• Diploma in Justice• Diploma in Business• Cert III in Community Studies • Cert III ESL (Further Study)• Cert III ESL / Comm Studies (currently overseas)• Cert IV Building & Construction (to start Sem 2)• Return to school, changing from VCE to VCAL• Return to school, doing VCAL with integration support
All 8 students found pathways for 2011, although 2 have not yet enrolled to study
• Diploma in Justice• Diploma in Business• Cert III in Community Studies • Cert III ESL (Further Study)• Cert III ESL / Comm Studies (currently overseas)• Cert IV Building & Construction (to start Sem 2)• Return to school, changing from VCE to VCAL• Return to school, doing VCAL with integration support
WHAT WORKED IN SECURING GOOD OPTIONS FOR 2011
WHAT WORKED IN SECURING GOOD OPTIONS FOR 2011
• Availability of TIME for advocates’ work• Identifying students’ strengths and their goals
for the future• Practical help provided• Relatively low cost of TAFE Diploma and
Certificate Courses• Meeting parents, especially mothers of the
female students
• Availability of TIME for advocates’ work• Identifying students’ strengths and their goals
for the future• Practical help provided• Relatively low cost of TAFE Diploma and
Certificate Courses• Meeting parents, especially mothers of the
female students
PRACTICAL HELP PROVIDED...PRACTICAL HELP PROVIDED...
• Identifying available courses • Advocating for students after deadlines closed• Assisting students fill in application forms• Driving them to information sessions • Preparing them for interviews• Showing them public transport routes• Making sure they had money for books & fees• Assisting them with enrolment
• Identifying available courses • Advocating for students after deadlines closed• Assisting students fill in application forms• Driving them to information sessions • Preparing them for interviews• Showing them public transport routes• Making sure they had money for books & fees• Assisting them with enrolment
IN THE CONTEXT OF... IN THE CONTEXT OF...
Recognising their existing strengths AND
Their future goalsAND
Conveying the belief that they have the ability to succeed in their
chosen pathways
Recognising their existing strengths AND
Their future goalsAND
Conveying the belief that they have the ability to succeed in their
chosen pathways
Good News!
Majority of refugee students going on to further education.
Well doneto
schools and students.
Good work but . . .•Concerns re students with “unknown” destinations•Some refugee students definitely need intensive assistance for a successful transition•Uncertainty re progress in TAFE/university
Serious Risk:
If refugee students do not make a successful
transition to employment or further education,
they may become isolated or alienated and non
contributors to Australian society.
A few of the recommendations re refugee students:
• Employ advocates to work across schools and
provide intensive casework.
• Continue to monitor the transition, pathways
and progress of refugee students
• Increase awareness of teachers re refugee
students (eg. backgrounds, learning needs)
• Careers teachers to ensure refugee families are well informed re different pathways.
• Schools to work with a tertiary institute to provide a model of support for refugee students.
• Establish a network of employers to provide part-time work for refugee students.
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