When evaluated on a practical level, it was found that communicating the benefits of the program to refugee communities was critical to success. Parents in these communities needed to understand that the program offers a pathway for their children towards success and employment, as well as an effective future in the country.
Specifically, the program offers a "hands on" learning opportunity for students in Years 11 and 12 of their secondary schooling. While it is a recognized senior qualification, its focus is on practical learning, helping students to enter apprenticeships, training at TAFE, or entering the workforce after completing their schooling. The program is sufficiently flexible to allow students to design study programs that suit their needs and interests on a very practical level. This creates a platform to help young people with a severe shortage of educational background and time to nevertheless enter the Australian workforce and become productive citizens.
At Debney Park Secondary College, the program has been refined and implemented to cater to any needs from the refugee sector.
In the United States, the LEAP English Academy in St. Paul offers educational services to immigrant and refugee student who entered school after age 15 and have been in the United States less than two years. Similar to the program in Australia, these students have little opportunity to gain the language and skills necessary to graduate from a traditional institution. The institution offers a four-year program to help students with their English proficiency, obtain a diploma, and prepare for vocational training, work, or to enter college (Morse, 2006).
2. Limitations of the Research
A study of this sort, where an entire community and its education system is compared to another, there will be some limitations. One of these is the scope of the study. To make the findings clearer and more manageable, two schools at the secondary level were chosen, with programs offered specifically to refugee students of secondary school age, but with very little formal educational backgrounds. All other levels of education for this sector have therefore been left out of the study.
Included in the limitations, then, is the number of schools being compared, the age group of the students, the refugee status of the students, and the countries included in the investigation. investigation. Different countries might be compared, for example, or similar programs that might be offered in developing but democratic countries. Larger studies with more scope might also provide a wider range of results for further clarity about the issue of refugee students and their needs.
3. Ethical Considerations
Ethical considerations are always an important component of academic study. In this study, particularly, it is important to protect the identity of all individuals involved, and particularly those with refugee status. Hence, all names and specific identities should be kept completely confidential. In the case of interviews or questionnaires, such information should be kept confidential as well. Since the scope of this study does not in fact call for contact with any specific students or teachers, this considiration is currently somewhat moot. However, it is an important consideration in similar future studies, where the scale of study might be larger or more personally involved with the persons at certain institutions. In general, the privacy and confidentiality rights of individuals are at the core of ethical considerations when involving persons in academic study.
In a more theoretical study like the current document, ethical considerations might be applied to the topic of study itself. In terms of the refugee situation worldwide, and particularly in the schools setting, the issue of discrimination remains prominent. Students from refugee backgrounds may be discriminated against in terms of their ethnic heritage, language, or educational prowess. Hence, when implementing programs to help such students achieve their goals in society, it is important for support structures to be put in place to ensure that refugees do not experience further discrimination in terms of their human rights than the case has been before. Particularly, the state of Victoria has several measures in place to ensure this, of which one of the most important is its Guidelines for Managing Cultural and Linguistic Diversity in Schools (Department of Education, Employment, and Training, 2001). According to this document, the guidelines have been necessitated by the sheer expanse of diversity in the state. In the state, there are representatives from 208 countries and 151 languages among citizens. Of these, some 20% are from countries where a language other than English dominates. This means a significant amount of non-first language speakers in the state, which includes the workplace...
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