Reducing vocational education inequality for students from refugee backgrounds

Abstract

Vocational decisions made at school have significant long term impacts on young people’s life chances, their opportunities for securing decent jobs and economic growth for themselves, their families and communities. In the short term, their aspirations dictate the decisions they make about educational pathways in post-compulsory years of schooling and vocational and higher education. For young people from already marginalised backgrounds, the quality of support they have in making these decisions is crucially important. This paper examines a rapidly expanding vocational education program specifically designed for students with refugee backgrounds that was codeveloped between a state education authority and a community service provider in Sydney, Australia. Through an ecological understanding of individuals as nested within interrelated networks, this paper explores the perspectives of stakeholders ranging from the educators, careers teachers, employers, civic partners, and, crucially, the young people themselves in order to determine whether and through what means key program elements meet the needs of students from a refugee background and where gaps in the program ecology need to be addressed.