Refugee Transition: School-University Partnerships that Support Refugee Students’ Participation in Tertiary Education
|Published online: January 14, 2015
This paper seeks to discuss a project that supports pathways to enable the successful transition of students from refugee backgrounds from secondary school into tertiary study. Despite aspirations to receive a university education, many refugee students fail to attain the necessary levels of education required for access to, and participation in tertiary education. This is a particularly pressing issue for Australian universities as the Federal Government has set an aim that by 2020, 20 percent of higher education enrollments at the undergraduate level will be students from low SES background (Bradley Report, Recommendation 4). Refugees are a specific group within this targeted cohort, yet few universities consider their very particular and urgent needs that differentiate them from many other low SES groups.
||Refugees, Tertiary, Pathways, Engagement, Literacy, Community
Journal of the World Universities Forum, Volume 8, Issue 1, March 2015, pp.15-22.
Article: Print (Spiral Bound).
Published online: January 14, 2015 (Article: Electronic (PDF File; 432.983KB)).
Associate Professor, School of Education, University of Western Sydney, Sydney, NSW, Australia
Associate Professor Loshini Naidoo is a senior lecturer in social justice education at the University of Western Sydney, Australia. Her academic areas of interest include social and cultural diversity and difference and transnationalism. Her current research is related to refugee and indigenous issues particularly literacy amongst newly arrived refugees in Greater Western Sydney secondary schools and literacy needs of Aboriginal students in the Northern Territory, Australia. She was the recipient of a teaching excellence award from the Australian Teaching Learning Council for her outstanding contribution to student learning in 2011. In 2012 she won the outstanding individual educator (International) award from the International Centre for service learning in Teacher Education (ICSLTE) at Duke University North Carolina, USA and that same year (2012) won a large, prestigious federal government research grant to support pathways for the transition of refugee students from high schools into tertiary education.
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