Refugee students in New Zealand schools

A refugee is a person who " owing to a well founded fear of being persecuted for reasons of race, religion, nationality and membership of a particular social group or political opinion and is outside the country of his/her nationality and is unable, or owing to such fear, is unwilling to avail himself/herself of the protection of that country."(Geneva Refugee Convention 1951)

How do refugees enter New Zealand?

• Under the refugee quota programme, a maximum of 750 UNHCR identified priority refugee cases enter NZ each year. They attend the Centre for Refugee Education at the Refugee Resettlement Centre at Mangere.
• The refugee determination process offers refugee status to asylum seekers. As a signatory to the 1951 United Nations Convention relating to the Status of Refugees, New Zealand has certain responsibilities in this area.
• Family reunification. Refugees accepted in the two categories above are able to make application to sponsor family members to join them in New Zealand. These family members do not go through the Refugee Resettlement Centre.

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The Refugee Education Policy

All refugees whatever their mechanism of entry, require targeted assistance in order to achieve successful resettlement outcomes both for individuals and for the wider society.

• In recognition of this, the ESOL Refugee Education policy (July 2000) provides for 5 years of English language support for each student. For the first 2 years more intensive support is provided, followed by 3 years of standard ESOL funding as per the entitlement for eligible NESB students.
• Refugee Education Coordinators are based in Ministry of Education regional offices in Christchurch, Wellington, Hamilton and Auckland. The coordinators liaise between refugee communities, agencies and schools regarding educational and resettlement outcomes.

Making application for refugee funding

• Use the ESOL Application Form – Students from a Refugee Background (ESOL/AP-R) to make application for funding. The funding is paid twice a year with the ESOL allocation. For schools with smaller numbers of refugees who do not have funding flexibility an application form can be faxed to the National Migrant, Refugee and International Education Team so payment can be made soon after the students arrive at the school.
• Guidelines for the identification of students eligible for refugee funding follow. Schools will need to ensure that a copy of the necessary documentation to establish refugee status, as outlined in the guidelines, is sent in with the application form.

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Recent arrival refugee groups coming into New Zealand schools

Afghanistan

These families arrive as quota refugees, asylum seekers and family reunification settlers. They have been living in refugee camps for many years in various countries such as Pakistan or India. The lengthy period of war at home means children will usually have had no formal education.

Ethiopia

Three main ethnic groups have settled in New Zealand: Amhara, Oromo and Tigrey. Many families have sought refuge in the Sudan where some of the children have had education in Arabic. Many are not literate in their mother tongue.

Iraq

The three main refugee groups from Iraq are Assyrian, Kurd and Arabs.  Assyrians are Christian, the Kurds are Muslim, and the Arabs are also predominantly Muslim.  Assyrian students may not have had the opportunity to develop literacy skills in their own language.  If they have had education it probably will have been in Arabic. Some children will have had some schooling in countries of asylum such as Syria, Jordan and Turkey.

Myanmar/Burma

The most recent arrivals are Burman, Mon and Karen from Myanmar. They have left their country as political refugees and have been living in refugee camps in Thailand. Some of the children have had education in Thai language.

Somalia

These are the second largest group of refugees in New Zealand schools, having arrived at various times since 1992.  Almost all are Muslim. The majority of children have been living in Kenya, Ethiopia and other nearby countries in refugee camps for most of their lives so will have had no formal schooling.

Sudan

These families are mostly South Sudanese Christians of Dinka and Nuer ethnicities. As well as their own languages people speak, and are literate in, Arabic. The children will have had very little formal education in the refugee camps in asylum countries such as Kenya.

For more detailed background information on these and other refugee groups settling in New Zealand please contact the Refugee Education Coordinator in your regional office of the Ministry of Education.

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Integrating refugee students into schools in New Zealand

The refugee experience

Some children, having been in refugee camps most of their lives, may not know ordinary life and know little of their own country. They may have fallen years behind in education or have never had any formal education. These students may know little of the new society and its institutions and may not be able to access information to begin their understanding as it is delivered in English.

For some, the trauma of resettlement can be greater than previous traumas of war and refugee camps.

The consequences

• Invisibility: The skills, (academic, social and creative) that children arrive with have little opportunity for expression.  They are a mismatch in the new culture. In addition interpersonal skills cannot be expressed until sufficient English is learnt. This can take several years.
• Academic failure: Not knowing enough English to access curriculum concepts, students can fall further behind their cohort group (particularly in Maths and Science) during the first few years it takes them to learn English.
• Distress: Teachers are unable to hold in-depth discussions with students because of language differences. Also most teachers have a limited understanding of the refugee experience and the process of acculturation. Parents know little about the new society and children don't wish to worry their parents who remain largely ignorant of this distress.
• Blame: As children, they may blame themselves, not their circumstances, for their unhappiness and failure.

Meeting the needs of refugee students

Provide bilingual support

Employ bilingual tutors. Refugee students have huge needs that need to be met by someone who understands their language and culture. Well educated bilingual tutors can work with the students on understanding the process of acculturation into the new society and school.

With academic support in curriculum areas (either as in-class support or various forms of catch up classes) students can access concepts and skills through their tutors who understand their learning styles and can communicate in the mother tongue or other common language/s as well as English.

When English is the only medium of instruction, concept development is only likely to occur consistent with the rate of English language development.

Bilingual tutors can work with parents informing them about the schooling system and create opportunities for them to participate in their local schools and their child’s learning.

Build in predictability

Let students know in advance:

• programme outlines for the year, term, week and lesson;
• assignments, tests and exam dates;
• revision planning timetables.

Provide what refugee students themselves say is necessary

• Bilingual dictionaries  (glossaries in subject areas if possible);
• Instructions - written clearly on the board not just given orally;
• Word Lists to study prior to studying the topic;
• Direct teaching on how to research and do assignments (give models and examples);
• Explanations of the value of group work and discussion;
• Textbooks to take home - bilingual /home tutors and parents need these;
• Extra homework - students are keen to catch up by working each night at home;
• Homework must be marked and clear critical comments should be made;
• Additional catch-up classes (homework / lunchtime classes / home tutors / holiday classes);

Give them time. These students need teachers who understand that they have missed schooling, that they are working hard to catch up and who believe that over time they will definitely improve. If the teacher loses hope in the student's progress the student will lose faith in him/herself.

Establish links with the families and communities

Refugee communities and parents are usually highly motivated to support their children’s education.

The Families Learning Together resource produced by the Ministry of Education has been published in the languages of the refugee communities. It includes information on the levels of schooling, how schools are managed, the rights and responsibilities of caregivers, attendance, fees, uniforms, discipline, homework, school terms and holidays and how parents can support their children’s learning in the home. Copies are available at no cost from the Regional Refugee Education Coordinators  (contact details below). An order form is included in the information folder.

Seek specialist support

The Ministry of Education has Regional Refugee Education Coordinators in Auckland, Hamilton, Wellington and Christchurch. Their role is to provide information and assist with the enrolment, placement and adjustment of refugee students into schools. They may also provide information on refugee education and ongoing support to schools and liaise with families and community groups. The Refugee Education Coordinators may also assist schools to work with Group Special Education, to provide specialist advice and assistance for students who have high and complex needs.

In addition the Ministry has established a Flexible Funding Proposals Pool to provide schools with additional resources to address some of the broader issues that may prevent refugee students from participating and achieving in mainstream school programmes. Schools should contact their regional, or the National Refugee Education Coordinator for further details.

Additional information

The Ministry of Education publication The Refugee Handbook for Schools is a rich source of information on enabling the school to make effective provision for refugees students. It includes sections on:

• welcoming students;
• enrolment, placement and monitoring;
• planning and delivering effective teaching programmes;
• using bilingual support workers, providing pastoral care and
• supporting students at transition points.

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Ministry of Education guidelines for the identification of students eligible for refugee funding

To qualify for funding the students must have an assessment score of 112 or below and be identified as a refugee in one of the following categories:

A Quota refugees

These students will have a letter from AUT Mangere Refugee Education Centre identifying them as being part of the government’s official refugee programme and a letter from the New Zealand Immigration Service – Quota Branch.

Quota Refugees will be predominantly from these groups:

• Asia: Lao Hmong, Myanmar/Burmese
• Africa: Burundi, Congolese, Ethiopian (including Oromo and Tirgryan), Eritrean, Somali, Sudanese, and Rwandan
• Middle East: Assyrian, Kurdish, Iraqi and Afghani

B Refugees who have come under Family Reunification

These students are eligible if their sponsor is a refugee. The sponsor will have a letter from the New Zealand Immigration Service, which will detail their refugee status.

Such refugee students may be from the following countries:

• Asia: Cambodia, Laos, Vietnam, Sri Lanka
• Africa: Burundi, Congo, Ethiopia, Eritrea, Somalia, Sudan, and Rwanda
• Europe: Bosnia, Kosovo
• Middle East: Afghanistan, Iran, Iraq

Note that there are also migrants from these countries in New Zealand so schools must sight the sponsors letter from the Immigration Service to establish the student’s refugee status.

C Asylum seekers

These are considered on a case by case basis.

Enquiries about this group should be referred to Abdizirak Abdi,  National Migrant and Refugee Education Coordinator, Ministry of Education Private Bag 92644, Mt Eden, Auckland 1150 Phone 07 858 7148.

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Contact details for Refugee Education coordinators

Abdirizak Abdi - National Migrant and Refugee Education Coordinator
Telephone (07) 858 7148 Fax: (07) 858 7131
Email abdirizak.abdi@minedu.govt.nz [no spam]

Abraham Mamer - Northern Region Refugee Education Coordinator
Eden 5 Building, 12 – 18 Normanby Road, Mt Eden,Auckland
Telephone (09) 632 9518 Fax: 09 632 9401
Email abraham.mamer@minedu.govt.nz [no spam]

Asad Abdullahi - Central North Region Refugee Education Coordinator
Cnr Victoria Street and Marlborough Place, Hamilton
Telephone (07) 858 7302 Fax: (07) 858 7131
Email asad.abdullahi@minedu.govt.nz [no spam]

Abdi Bihi - Central South Region Refugee Education Coordinator
2nd Floor 65 Waterloo Rd, Lower Hutt
Telephone (04) 463 8678 Fax: 04 463 8698
Email abdi.bihi@minedu.govt.nz [no spam]

Hassan Ibrahim - Southern Region Refugee Education Coordinator
39 Princess Street, Addington, Christchurch
Telephone (03) 378 7756 Fax: 03 378 7308
Email hassan.ibrahim@minedu.govt.nz [no spam]