Brotherhood of St Laurence

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Building the foundations : outcomes from the adult language, literacy and numeracy search conference /

by National Centre for Vocational Education Research.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2011Description: PDF.Online Access: Electronic copy Notes: 9 March 2011Summary: The importance of adult language, literacy and numeracy for greater workforce participation, productivity and social inclusion are well recognised, with both national and international research demonstrating the benefits of increasing proficiency for both individuals and communities. But there are still more questions to be answered, such as what is the extent of adult language, literacy and numeracy provision in Australia, and whose responsibility is it to fund such provision in the workplace? In September 2010, NCVER hosted a forum on behalf of the Department of Education, Employment and Workplace Relations to explore these questions and what needs to be done to find the answers. This paper presents a summary of those discussions and recommendations for future action.Availability: (1)

Creating learning spaces for refugees : the role of multicultural organisations in Australia /​ Beatriz Miralles-Lombardo, Judith Miralles, Barry Golding.

by Miralles-Lombardo, Beatriz | National Centre for Vocational Education Research | Miralles, Judith | Golding, Barry | Australia. Department of Education, Employment and Workplace Relations.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2008Description: 50 p. : ill. PDF.Online Access: Report | Support document Notes: Includes PDF link to "Creating learning spaces for refugees : the role of multicultural organisations in Australia —support document" by Beatriz Miralles-Lombardo ; Judith Miralles ; Barry Golding, pp. 30 ; "An Adult Literacy National Project report."--Cover. "Department of Education, Employment and Workplace Relations."--T.p. verso.Summary: Upon arrival in Australia, refugees are directed to various organisations, including multicultural community organisations. Multicultural community organisations are well recognised for helping refugees become self-reliant; what is not fully recognised, however, is the contribution these organisations make to the development of refugees’ learning. This study sought to examine the extent to which literacy and numeracy provision occurs in multicultural community organisations serving three particular refugee groups: those from Iraq, Bosnia-Herzegovina and Sudan. Given their diverse experiences, backgrounds and reasons for fleeing their homelands, refugees in Australia clearly have a range of different needs. The authors highlight that multicultural community organisations work to meet these needs by creating networks and relationships with refugees. The nature of these organisations, and the informal learning environment they provide, can help refugees to learn skills needed for life in Australia as well as build networks with other non-government and government organisations. Availability: (2)

Developing partnerships : The Home, School and Community Interface : volume 1 : summary of findings and recommendations : volume 2 : research project : volume 3 : database of family and community literacy programs. /

by Cairney, T | Ruge, J | Buchanan, J | Australia. Department of Employment, Education and Training.

Publisher: [Canberra, A.C.T.] Australia. Department of Employment, Education and Training 1995Description: 3 v. 56 p. ; 208 p. ; 170 p.Notes: This project was supported by a grant from the Department of Employment and Training under the Australian Language and Literacy 3 v.Availability: Items available for loan: Brotherhood of St Laurence (3).

Does culture affect unemployment? : evidence from the R stigraben /

by Br gger, Beatrix | Institute for the Study of Labor | Lalive, Rafael | Zweim ller, Josef.

Publisher: Bonn, Germany Institute for the Study of Labour 2009Online Access: Electronic copy Notes: INTO AND OUT OF WORKSummary: This paper studies the role of culture in shaping unemployment outcomes. The empirical analysis is based on local comparisons across a language barrier in Switzerland. This R stigraben separates cultural groups, but neither labor markets nor political jurisdictions. Local contrasts across the language border identify the role of culture for unemployment. Our findings indicate that differences in culture explain differences in unemployment duration on the order of 20%. Moreover, we find that horizontal transmission of culture is more important than vertical transmission of culture and that culture is about as important as strong changes to the benefit duration.Availability: (1)

Education and refugee students from southern Sudan . /

by Victorian Foundation for Survivors of Torture.

Publisher: Melbourne, Vic. Victorian Foundation for Survivors of Torture 2005Description: PDF.Online Access: Electronic copy Availability: Items available for loan: Brotherhood of St Laurence (1).

Empowering language minorities through technology : which way to go? /

by Dooly, Melinda | eLearning Papers.

Publisher: Barcelona, Spain 2010Description: PDF.Other title: eLearning papers ; no. 19.Online Access: Electronic copy Notes: April 2010Summary: The term 'Information Age' has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another. At the same time, access to this means of interaction is not always equal, whether due to lack of experience, knowledge or economic access. The rate of these changes, and a feeling of uncertain consequences- can create a sense of uncontrollably rapid social changes and possible social fragmentation. In the face of this, education stakeholders must seriously consider how schooling can confront these challenges. This article will first give a brief overview of how the notion of social cohesion has been used in social and educational policies, focusing especially on two central points that emerge: social equality and education as a nexus for social cohesion. Next, the text looks at how education can undertake the challenge of eliminating social inequality and promoting social cohesion, followed by an analysis of one potentially disadvantaged group: speakers of minority languages. Perceptions of minority language groups in the EU are discussed and a general outline of potential educational disadvantages and social exclusion they may face is broached.Availability: (1)

Ethnologue : languages of the world. /

by Gordon, Raymond G. (ed.).

Edition: 15th ed.Publisher: 03/09/2007 12:02:21 2007Notes: Description based on contents viewed : 03/09/2007 12:02:2 Mode of access : WORLD WIDE WEB ONLINE RESOURCESummary: is an encyclopedic reference work cataloging all of the world s 6,912 known living languages. It is a searchable database of language resources.Availability: Items available for loan: Brotherhood of St Laurence (1).

Exploring the educational experiences of Sudanese refugee women living in the United States : a thesis submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the /

by Pacheco, Leslie.

Publisher: Bowling Green, Ohio Bowling Green State University 2011Description: PDF.Online Access: Electronic copy Notes: May 2011 Bibliography : p. 100-109Summary: Violent civil conflict in the African nation of Sudan created a humanitarian crisis which necessitated involvement and support from the international community, resulting in the resettlement of many Sudanese refuges to the United States. Much of the research on refugee populations has failed to take into account the gendered nature of the refugee experience. This is especially true of the Sudanese refugee population, in which the experiences of men have been well documented, earning them recognitions as the Lost Boys of Sudan; while their female counterparts have remained, for the most, part voiceless. The purpose of this phenomenological study was to explore how Sudanese refugee women perceive and interpret their experiences in formal education programs and how these experiences influence the resettlement process. This study addresses gaps in the literature by providing insight into the lived experiences of nine Sudanese refugee women as they reflect on their education experiences. The findings of this study indicate that refugee women have unique needs during the resettlement process. In addition to the need to learn the language of the country of resettlement, find a job and adjust to social and cultural norms, the Sudanese refugee women in this study also expressed a strong need to establish relationships, gain economic independence, and find a sense of hope in the future. The findings of this study suggest that participating in formal education can assist Sudanese refugee women in the resettlement process by fulfilling many of these needs. Formal education provided the Sudanese refugee women in this study with language and occupational skills, in addition to, and most significantly, a sense of empowerment and the agency necessary for them to redefine their lives and advocate for social change.Availability: (1)

Garma 2006 key forum report : Indigenous education and training. /

by Lea, Tess (comp.) | Martin, William (comp.) | Wurm, Jackie (comp.).

Publisher: Darwin, N.T. Charles Darwin University, 2006Description: PDF.Notes: SCHOOL TO WORKAvailability: No items available

How learning English facilitates integration for adult migrants : the Jarrah language centre experience /

by Leith, Meaghan | National Centre for Vocational Education Research.

Publisher: Adelaide, S.A. National Centre for Vocational Education Research 2012Description: PDF.Online Access: Electronic copy Notes: January 2012 Bibliography pp. 31-32 Appendices pp. 33-35Summary: Using interviews with adult migrants over a period of two years, the authors look at how undertaking an English as a second language (ESL) class helps to facilitate integration into Australian society. Overall, not being competent and confident in speaking English was seen by all (migrants and ESL teachers) as the biggest barrier to integration. If migrants were confident in speaking English they were able to find employment, move into mainstream study and engage more in social activities.Availability: (1)

Lift project Literacy in Families Together /

by Toomey, Derek | Brotherhood of St Laurence | Taylor, Janet.

Publisher: unpub. 1995Description: 70 p. + appendices.Online Access: DOWNLOAD PDF Notes: Master photocopyAvailability: Items available for loan: Brotherhood of St Laurence (1), BSL Archives (1).

Pathways and pitfalls : the journey of refugee young people in and around the education system in Greater Dandenong. /

by Centre for Multicultural Youth Issues.

Publisher: Carlton, Vic. Centre for Multicultural Youth Issues 2004Description: PDF.Online Access: Electronic copy Notes: November 2004 Includes references and appendicesSummary: English as a Second Language (ESL) programs for new arrivals have a crucial role to play in providing young refugees with the necessary English skills to be able to make a successful transition into mainstream education and employment. The central role that English proficiency plays in determining the successful integration of migrants into Australian society is well demonstrated in this and other research. Due to the pivotal importance that initial intensive language learning experiences are likely to play in the settlement trajectory of newly arrived young people, the central focus of this research has been an analysis of the ESL New Arrivals Program (ESL NAP) in the City of Greater Dandenong. In particular, this research explored whether or not the ESL NAP was equipping young people with the necessary skills to make a successful transition into mainstream education and employment through interviewing service providers who work with young refugees and by interviewing some young refugees themselves.Availability: Items available for loan: Brotherhood of St Laurence (1).

Perspectives on education and training : social inclusion, 2009 /

by Australian Bureau of Statistics.

Publisher: Canberra, A.C.T. Australian Bureau of Statistics 2011Notes: August 2011 Includes bibliographic referencesSummary: This article discusses the participation in education and attainment of educational qualifications, in relation to social inclusion. 'Social inclusion' refers to opportunities, resources, and human capability. Most generally, it is understood as the extent to which both individuals and populations have the choice and capacity to participate in society. Education is particularly important to the concept of social inclusion since it helps equip people with the necessary life-skills and qualifications to establish social networks, make informed choices, and participate in cultural, economic and political life. Education, therefore, acts as a strong protective factor against social exclusion, that is, the lack of opportunity, capability and resources for societal engagement. This article assesses barriers to participation for each of the 'at risk' groupsAvailability: No items available

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