Brotherhood of St Laurence

Finding the right time and place : exploring post-compulsory education and training pathways for young people from refugee backgrounds in NSW /

By: Olliff, Louise | Refugee Council of Australia
Publisher: Surry Hills, N.S.W. Refugee Council of Australia 2010Description: PDFSubject(s): Refugee Children | Refugees Education | Humanitarian Programs | Settlement | Migrant Youth | Refugee Council Of Australia (rcoa)Online Resources: Electronic copy
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Between January 2004 and December 2008, 21% of the 19,839 refugee and humanitarian entrants who settled in NSW were aged between 16 and 25 at the time of their arrival, making young people of post-compulsory school age a significant demographic settling under the Refugee and Humanitarian Program. These young people bring with them a wealth of skills and experience but also face many challenges in making the transition to life in Australia, particularly with regards to their pursuit of education and training. Many refugee young people come from situations in which their schooling has been highly disrupted or, in some cases, they have not had the opportunity to attend school at all. ; Young people of post-compulsory school age can also face additional pressures, demands and stresses ; than those who migrate at a younger age. These include: more significant pressure to achieve educationally, less previous experience of education, higher level of family responsibilities, delayed or ; suspended personal development as a result of their refugee experience, and limited access to needed ; services due to the inflexibility of many youth and education systems based on chronological age (CMYI ; 2006a). ; Despite the challenges that newly arrived young people with a background of disrupted education face in adapting to the educational expectations and environments in Australia, many are extremely ; motivated and driven to pursue higher education, training and career goals. Research confirms much of the anecdotal evidence that young refugee and humanitarian entrants see education as a source of hope and future (Chegwidden & Thompson 2008; RCOA 2009).



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