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BMLLEN Refugee Transition Project

BMLLEN Refugee Transition Project. Government secondary colleges i n City of Brimbank 2010/2011. Please note: 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.

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BMLLEN Refugee Transition Project

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  1. BMLLEN Refugee Transition Project Government secondary colleges in City of Brimbank 2010/2011

  2. Please note: 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.

  3. BMLLEN Refugee Transition Project 3 aspects: • Overview of the 2010 refugee cohort • Case studies • Individual Transition Support

  4. Definition of “refugee” • Refugee or humanitarian visa and/or from countries which have experienced conflict • English is not the home language • Enrolled in Australian schools for less than 7 years

  5. 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

  6. In 2010 there were 252 refugee students in Years 7 – 12 in government schools in Brimbank. 62% male 38% female

  7. No. refugee students at each year level2010

  8. 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.

  9. 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%

  10. Languages spoken • Dinka • Arabic • “African language” • Amharic • “Burmese”/Chin/Karen • Tigrinya • Dari/Persian 74 students 34 20 19 18 17 15

  11. 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.

  12. Courses in Year 12 in 2010

  13. Exit destinations (Years 7 – 11)(n = 30) • Other schools • TAFE • Seeking employment • Overseas • Unknown 13 6 3 1 7

  14. 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

  15. Further study of exits • TAFE (Diploma, certificate) – 18 (5 received intensive advocate assistance) • Uni. (degree) – 9

  16. 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

  17. Uni. Courses in 2011(n = 9) • VU: Engineering, Finance, Foundation Studies, Fitness • RMIT: Social Work, Laboratory Medicine • Latrobe: Human Services, Business • Deakin: Commerce

  18. Exits of female students (Years 7-12)(n = 21) • Other schools • Seeking employment • Interstate/overseas • TAFE • University • Unknown 9 2 2 3 2 3

  19. 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

  20. PROCESS 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

  21. STUDENTS 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

  22. EDUCATIONAL 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

  23. CHALLENGES 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

  24. CHALLENGES 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

  25. CHALLENGES 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

  26. OUTCOMES 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

  27. 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

  28. 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

  29. IN THE CONTEXT OF... Recognising their existing strengths AND Their future goals AND Conveying the belief that they have the ability to succeed in their chosen pathways

  30. Good News! Majority of refugee students going on to further education. Well done to schools and students.

  31. 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

  32. 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.

  33. 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)

  34. 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.

  35. Final report available in June/July. _________________ Mary Cahill VardaPhilippou Marie Dobson Harry Dobson

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