(Re)Claiming social capital : improving language and cultural pathways for students from refugee backgrounds into Australian Higher Education : final report.
In the past two decades, Australian universities and schools have received increasing numbers of students from refugee backgrounds (SfRBs). This project comprised three sub-projects undertaken by the three partner institutions: The University of Newcastle, Macquarie University and Curtin University....
| Institutions: | University of Newcastle Curtin University Macquarie University |
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| Autores principales: | , , , , , , |
| Publicado: |
Australia. Dept of Education and Training (DET)
2018
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| Materias: | |
| Acceso en línea: | https://ltr.edu.au/resources/ID15-4758_Fagan_FinalReport_2018.pdf |
| Sumario: | In the past two decades, Australian universities and schools have received increasing numbers of students from refugee backgrounds (SfRBs). This project comprised three sub-projects undertaken by the three partner institutions: The University of Newcastle, Macquarie University and Curtin University. Each partner examined a different 'pathway' with three different 'starting points' from which SfRBs might commence their higher education journey. The University of Newcastle examined a technical and further education Adult Migrant English Program Tertiary Preparation Certificate, Macquarie University examined students at High Schools who attended the LEAP (Learning, Education, Aspiration and Participation) Macquarie Mentoring (Refugee Mentoring) Program, and Curtin University examined the departure point of high-school-based intensive English centres. All three programs aim to enable SfRBs to enhance their English speaking and comprehension skills and prepare them for further high school and undergraduate study. Key areas of focus for this study include equity and higher education, transition and pathways, reclaiming 'social capital' through participation in higher education, and language and cultural barriers to meaningful participation for SfRBs. [Executive summary, ed] |
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| ISBN: | 9781760514648 (PDF) 9781760514655 (DOCX) 9781760514662 (print ed) 9781760514648 (PDF) 9781760514655 (DOCX) 9781760514662 (print ed) |
