BMLLEN Refugee Transition Project Government secondary colleges in 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.

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” 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 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

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% male 38% female

No. refugee students at each year level 2010 Year level Total No. students

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 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%

Languages spoken Dinka Arabic “African language” Amharic “Burmese”/Chin/Karen Tigrinya Dari/Persian Dinka Arabic “African language” Amharic “Burmese”/Chin/Karen Tigrinya Dari/Persian 74 students students

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.

Courses in Year 12 in 2010 VCALVCEBridging No. students 5231

Exit destinations (Years 7 – 11) (n = 30) Other schools TAFE Seeking employment Overseas Unknown

Exit destinations of Year 12 refugee students (n = 29) Further study Repeat Year 12 Fulltime employment Seeking employment Overseas/interstate Unknown

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

INDIVIDUAL TRANSITION SUPPORT PROJECT 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 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 PROCESS

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 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 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 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 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 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 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 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 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... 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... Recognising their existing strengths AND Their future goals AND Conveying the belief that they have the ability to succeed in their chosen pathways Recognising their existing strengths AND Their future goals AND 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 done to 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.

Final report available in June/July. _________________ Mary Cahill Varda Philippou Marie Dobson Harry Dobson