Researching Access To Education and Training For Eritrean and Ethiopian Communities in North London

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Development and Presentation ofofResearch Skills Development and Presentation of Research Skills Development and Presentation Research Skills Development and Presentation ofofResearch Skills Development and Presentation of Research Skills Development and Presentation of Research Development and Presentation Research Skills
by Shamsedin Suror by Shamsedin Suror by Shamsedin Suror by Shamsedin Suror by Shamsedin Suror by Shamsedin Suror by Shamsedin
Researching Access to Researching Access to Researching Access to Researching Access to Researching Access to Researching Access to Researching depression depression depression depression depression depression depression Education and Training for Educationand Training for Education and Training for Education and Training for Education and Training for Education and Training for Education and Training for the Eritrean & Ethiopian the Eritrean & Ethiopian the Eritrean & Ethiopian the Eritrean & Ethiopian the Eritrean & Ethiopian the Eritrean & Ethiopian the & Ethiopian Communities in North Communities in North Communities in North Communities in North Communities in North Communities in North Communities London London London London London London London
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2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012
Shamsedin Suror Shamsedin Suror Shamsedin Suror
Acknowledgements Acknowledgements Acknowledgements

Thank you to Africa Educational Trust and Evelyn Oldfield Unit for sponsoring and Thank you to Africa Educational Trust and Evelyn Oldfield Unit for sponsoring and Thank you toresearch and advocacy course. Evelyn Oldfield Unit for sponsoring and delivering the Africa Educational Trust and delivering the research and advocacy course. delivering the research and advocacy course. Many thanks also to the participants who gave up their time to take part in the focus Many thanks also to the participants who gave up their time to take part in the focus Many thanks also to the participants who gave up their timeto my colleagues at the group meeting, discussion and interview. Special thanks to take part in the focus group meeting, discussion and interview. Special thanks to my colleagues at the group meeting, discussiontheir support and cooperation. community organisation for and interview. Special thanks to my colleagues at the community organisation for their support and cooperation. community organisation for their support and cooperation.
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Researching access to Education & Training for theEritrean/Ethiopian communities in North London. Researching access to Education & Training for theEritrean/Ethiopian communities in North London. Researching access to Education & Training for theEritrean/Ethiopian communities in North London.
Contents Page Contents Page Contents Page

Contents Page ...................................................................................................................... 2 Contents Page ...................................................................................................................... 2 Contents Page ...................................................................................................................... 2 Executive Summary .............................................................................................................. 3 Executive Summary .............................................................................................................. 3 Executive Summary .............................................................................................................. 3 Chapter 1: ............................................................................................................................. 6 Chapter 1: ............................................................................................................................. 6 Chapter 1: ............................................................................................................................. 6 (i) Central aim ................................................................................................................ 6 (i) Central aim ................................................................................................................ 6 (i) Central aim ................................................................................................................ 6 (ii) The purpose of your research ................................................................................... 6 (ii) The purpose of your research ................................................................................... 6 (ii) The purpose of your research ................................................................................... 6 (iii) Literature review....................................................................................................... 7 (iii) Literature review....................................................................................................... 7 (iii) Literature review....................................................................................................... 7 (iv) Methodology ............................................................................................................ 8 (iv) Methodology ............................................................................................................ 8 (iv) Ethical considerations ............................................................................................... 8 (v) Methodology ............................................................................................................ 9 (v) Ethical considerations ............................................................................................... 9 (v) 2: Research findings ............................................................................................... 9 ChapterEthical considerations ............................................................................................. 10 Chapter 2: Research findings ............................................................................................. 10 Chapter 2: Research findings ............................................................................................. 10 Chapter 3: Discussion......................................................................................................... 11 Chapter 3: Discussion......................................................................................................... 11 Chapter 3: Discussion......................................................................................................... 11 Chapter 4 ............................................................................................................................ 18 Chapter 4 ............................................................................................................................ 18 Chapter 4 ............................................................................................................................ 18 (i) Conclusions ............................................................................................................. 18 (i) Conclusions ............................................................................................................. 18 (i) Conclusions ............................................................................................................. 18 (ii) Recommendations .................................................................................................. 19 (ii) Recommendations .................................................................................................. 19 (ii) Recommendations .................................................................................................. 19 (iii) The strengths and limitations of research ............................................................... 19 (iii) The strengths and limitations of research ............................................................... 19 (iii) The ........................................................................................................................ 21 Bibliographystrengths and limitations of research ............................................................... 19 Bibliography ........................................................................................................................ 21 Bibliography ........................................................................................................................ 21 Appendices ......................................................................................................................... 21 Appendices ......................................................................................................................... 21 Appendices ......................................................................................................................... 21
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Executive Summary Executive Summary Executive Summary

Introduction Introduction Introduction Despite the availability
of many adult educational programmes or opportunities Despite the availability of many adult educational programmes or opportunities Despite London boroughs many adult educational programmes or opportunities throughoutthe availability of or indeed the UK, there is growing evidence that only few throughout London boroughs or indeed the UK, there is growing evidence that only few throughout London boroughs or indeed the UK, there is growing evidence that only few or small percentage of people from Eritrean and Ethiopian background take advantage or small percentage of people from Eritrean and Ethiopian background take advantage or small percentage of of thesefrom Eritrean and Ethiopian background take advantage or make effective use people education and training opportunities, indeed this could or make effective use of these education and training opportunities, indeed this could or make effective among refugees from all different countries. well be a problem use of these education and training opportunities, indeed this could well be a problem among refugees from all different countries. well be a problem among refugees from all different countries. Hence this report seeks to explore the underlying reasons underpinning poor uptake of Hence this report seeks to explore the underlying reasons underpinning poor uptake of Hence this report seeks to explore the underlying reasons underpinning poor uptake of adult education among these specific communities residing in Camden, Islington and adult education among these specific communities residing in Camden, Islington and adult education three north London boroughs have residing population from these two Haringey. These among these specific communities a sizable in Camden, Islington and Haringey. These three north London boroughs have a sizable population from these two Haringey. These three north London boroughs have a sizable population from these two communities. communities. communities. Not having UK recognised qualification and skills especially English language skills Not having UK recognised qualification and skills especially English language skills Not having UK recognised qualification and skills especially English language skills could greatly limit people access to public and private services e.g. Health, education, could greatly limit people access to public and private services e.g. Health, education, could greatly limit people access offices and private services e.g. Health, access to council services, Banks and postto public services), also it could limit their education, council services, Banks and post offices services), also it could limit their access to council services, indeed and post reduce their ability also it couldengage andaccess to employment and Banks severely offices services), to network, limit their integrate employment and indeed severely reduce their ability to network, engage and integrate employment and British society with mainstream indeed severely reduce their ability to network, engage and integrate with mainstream British society with mainstream British society
the The aim of this report is to investigate and highlight the The aim of this report is to investigate and and Training Eritrea and Ethiopia in accessing Educational highlight the Eritrea and Ethiopia in accessing Educational and Training Eritrea and Ethiopia in Islington and Haringey.accessing Educational and Training Islington and Haringey. Islington and Haringey.
Aim and purpose of the research Aim and purpose of the research Aimaim of purpose is tothe research highlight and this report of investigate and The
issues facing refugees from issues facing refugees from issues facing refugees from programmes within Camden, programmes within Camden, programmes within Camden,
The term refugee will be used to describe all forced migrants from asylum seekers The term refugee will be used to describe all forced migrants from asylum seekers The term admission be used with Indefinite Leave to Remain who came to UK temporaryrefugee will to peopleto describe all forced migrants from asylum seekers temporary admission to people with Indefinite Leave to Remain who came to UK temporary admission to people with Indefinite Leave to Remain who came to UK forced migrants forced migrants forced migrants
on on on as as as
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The research purpose is. The research purpose is. The research purposehighlight the various reasons that stop these refugees from taking To try to identify and is. To try to identify and highlight the various reasons that stop these refugees from taking To try to available opportunities, is it language barrier, stop these refugees from taking up these identify and highlight the various reasons that the uncertainty of their legal and up these available opportunities, is it language barrier, the uncertainty of their legal and up these available lack of interest and ambition or the just lack of information and immigration status,opportunities, is it language barrier, is it uncertainty of their legal and immigration status, lack of interest and ambition or is it just lack of information and immigration status, available and how to access it. awareness of what is lack of interest and ambition or is it just lack of information and awareness of what is available and how to access it. awareness of what is available and how to access it. To identify the type of support services available to these refugees to access educational To identify the type of support services available to these refugees to access educational To identify the type of support services available to these refugees to access educational and training opportunities and how effective is it in meeting their needs? and training opportunities and how effective is it in meeting their needs? and training opportunities and how effective is it in meeting their needs?
Methodology Methodology Methodology carried out using several approaches; initially a literature review was This research was
This research was carried out using several approaches; initially a literature review was This research was carried out using several approaches;website with it manyreview then carried out using Google search, African refugee council initially a literature links, was carried out using Google search, African refugee council website with it many links, then carried out methods which consisted of arefugee council website with it many links, then qualitative using Google search, African focus group meeting and discussion, and two qualitative methods which consisted of a focus group meeting and discussion, and two qualitative methods which were used of adata collectionmeeting and discussion, and two semi structured interviews consisted for focus group and analysis. semi structured interviews were used for data collection and analysis. semi structured interviews were used for data collection and analysis.
Research key finding Research key finding Research key finding 1. Refugees Immigration
Status limits their capacity to access publically funded 1. Refugees Immigration Status limits their capacity to access publically funded 1. Refugees and training. Status limits their capacity to access publically funded education Immigration education and training. education and training. 2. 2. 2.
Limited English Language skills are a big barrier to climb specially if combined Limited English Language skills are a big barrier to climb specially if combined Limited English Language skills ESOL courses, to climb specially combined with limited access to English or are a big barrierESOL is English forifspeaker of with limited access to English or ESOL courses, ESOL is English for speaker of with language. otherlimited access to English or ESOL courses, ESOL is English for speaker of other language. 3. other language. Inadequate advice and guidance services, especially in community languages, to 3. Inadequate advice and guidance services, especially in community languages, to 3. help refugees make an informed decision about their best available options. Inadequate advice and guidance services, especially in community languages, to help refugees make an informed decision about their best available options. help refugees make an informed decision about their best available options. 4. 4. 4. Limited ambition, drive and interest in education that could partly attributed to the Limited ambition, drive and interest in education that could partly attributed to the Limited ambition, drive and interest in education long uncertainty and distress they have faced. that could partly attributed to the long uncertainty and distress they have faced. long uncertainty and distress they have faced.
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5. 5. 5.
Health issues both physical and mental specially anxiety, mental distress and Health issues both physical and mental specially anxiety, mental distress and Health issues both physical and mental specially anxiety, mental distress and depression. depression. depression.
6. Isolation and lack of networking and integration with main stream British society 6. Isolation and lack of networking and integration with main stream British society 6. or even with other migrant communities in UK. with main stream British society Isolation and lack of networking and integration or even with other migrant communities in UK. or even with other migrant communities in UK.
Conclusion and recommendation Conclusion and recommendation Conclusion and recommendation 1. Adequate provision of publicly funded
English language or ESOL courses 1. Adequate provision of publicly funded English language or ESOL courses 1. especially at Beginners orpublicly funded English for eligible refugees if courses Adequate provision of Elementary level at least language or ESOL not all. especially at Beginners or Elementary level at least for eligible refugees if not all. especially at Beginners or Elementary level at least for eligible refugees if not all.
2. Eritrean and Ethiopian Community organisations should actively seek to network, 2. Eritrean and Ethiopian Community organisations should actively seek to network, 2. link and and Ethiopian Community organisations should actively seek to network, Eritrean cooperate with other organisations to develop new skills and build link and cooperate with other organisations to develop new skills and build link and to refocus with other organisations to develop new skills and build capacity cooperate and improve their services with emphasis on providing capacity to refocus and improve their services with emphasis on providing capacity to refocus and improve education and with emphasis on providing information, advice and guidance on their services training programmes. information, advice and guidance on education and training programmes. information, advice and guidance on education and training programmes.
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Chapter 1: Chapter 1: Chapter 1:
(i) Central aim (i) Central aim (i) Central aim The report aim is to investigate and highlight
the issues facing Eritrean and Ethiopian The report aim is to investigate and highlight the issues facing Eritrean and Ethiopian The report aim is to investigate and Training opportunities in North London, specifically refugees in accessing Education and highlight the issues facing Eritrean and Ethiopian refugees in accessing Education and Training opportunities in North London, specifically refugees Islington and Haringey and Training report its findings. Camden, in accessing Education boroughs andopportunities in North London, specifically Camden, Islington and Haringey boroughs and report its findings. Camden, Islington and Haringey boroughs and report its findings. The researcher is an Ethiopian by origin but was born and grew up in Khartoum, Sudan The researcher is an Ethiopian by origin but was born and grew up in Khartoum, Sudan The researcher is an Ethiopian by origin but was born and grew up language is Arabic where he completed high school (12 grades). The researcher firstin Khartoum, Sudan where he completed high school (12 grades). The researcher first language is Arabic where he do speak Amharic, the (12 grades). The researcher first language is Arabic but also completed high school main Ethiopian language and understands Tigrinya but also do speak Amharic, the main Ethiopian language and understands Tigrinya but also do speak Ethiopian language. which is an Eritrean, Amharic, the main Ethiopian language and understands Tigrinya which is an Eritrean, Ethiopian language. which is an Eritrean, Ethiopian language. The researcher came to the UK as a refugee and have experienced similar barriers, The researcher came to the UK as a refugee and have experienced similar barriers, The researcher way mightthe UK as a refugee influence on the way the research was which in some came to had some impact or and have experienced similar barriers, which in some way might had some impact or influence on the way the research was which in some way might had that heimpact or there before and way the research was approached, with assumption some is being influence on the understand it, but the approached, with assumption that he is being there before and understand it, but the approached, with assumption that he of the there before and understand it, but the scale of the problems and complexityis being present bureaucracy or system and the scale of the problems and complexity of the present bureaucracy or system and the scale of barriers and restrictions it imposes upon refugees made theor system and the multiple the problems and complexity of the present bureaucracy researcher realise multiple barriers and restrictions it imposes upon refugees made the researcher realise multiple barriers and restrictions it imposes upon refugees made the researcher realise that his similar experience bear little resemblance to the present refugees experience. that his similar experience bear little resemblance to the present refugees experience. that his similar experience bear little resemblance to the present refugees experience.
(ii)The purpose of your research (ii)The purpose of your research (ii)Try to purpose of your research The identify the main barriers that stop 1.
these refugees from accessing their 1. Try to identify the main barriers that stop these refugees from accessing their 1. localto identify the main barriers that stop Is it lack of English language skills, or Try educational and training programmes. these refugees from accessing their local educational and training programmes. Is it lack of English language skills, or local educational and immigration status with it lack of to access publicly funded is it their un resolved training programmes. IsrestrictionEnglish language skills, or is it their un resolved immigration status with restriction to access publicly funded is it their or is it just immigration status drive restriction to access publicly lack of services un resolved lack of interest, with and ambition or may be funded services or is it just lack of interest, drive and ambition or may be lack of services orof what availableof interest, go about. ambition or may be lack of awareness is it just lack and how to drive and awareness of what available and how to go about. awareness of what available and how to go about. 2. 2. 2. To identify the type of information, advice and guidance services To identify the type of information, advice and guidance services To identify the type of information, advice and guidance services these refugees with regard on how to access their local educational these refugees with regard on how to access their local educational these refugees with regard on how in meeting their needs? programmes and how effective is it to access their local educational programmes and how effective is it in meeting their needs? programmes and how effective is it in meeting their needs? available to available to available to and training and training and training
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The purpose of this section is to review and evaluate any available literature concerning The purpose of this section is to review and evaluate any available literature concerning The purpose of this to education and training faced any available literature concerning the multiple barriers section is to review and evaluateby Eritrean and Ethiopian refugees the multiple barriers to education and training faced by Eritrean and Ethiopian refugees the multiple barriers London in particular and faced by Eritrean and Ethiopian refugees residing within North to education and trainingUK in general. residing within North London in particular and UK in general. residing within North London in particular and UK in general. Mainly by using Google search, typing. Ethiopian, Eritrean and African refugees then Mainly by using Google search, typing. Ethiopian, Eritrean and African refugees then Mainly by Council website resources andEthiopian, Eritrean and African refugees then Refugees using Google search, typing. links .ICAR resource guide and links, African Refugees Council website resources and links .ICAR resource guide and links, African Refugees Council website resources and links .ICAR resource guide and links, African educational trust published report plus many other materials. educational trust published report plus many other materials. educational trust published report plus many other materials. Accessing and gathering data about refugee population is difficult and challenging. Accessing and gathering data about refugee population is difficult and challenging. Accessing(2010)gathering data about censes and Annual population surveys not only Quevedo and because population refugee population is difficult and challenging. Quevedo (2010) because population censes and Annual population surveys not only Quevedo mention because population censes and Annual population surveys not only does not (2010) or specify immigration status but only specify ethnicity and country of does not mention or specify immigration status but only specify ethnicity and country of does not mention population groups. birth for the largestor specify immigration status but only specify ethnicity and country of birth for the largest population groups. birth for the largest population groups. However estimate for Eritrean and Ethiopian communities living in the UK does vary but However estimate for Eritrean and Ethiopian communities living in the UK does vary but However estimate for Eritrean and Ethiopian communities living in the UK does vary but respective community organisations suggests it is over 40K and20K respectively, respective community organisations suggests it is over 40K and20K respectively, respective community organisations has been itpublished onand20K respectively, A considerable amount of literature suggests is over 40K barriers and discrimination A considerable amount of literature has been published on barriers and discrimination A considerable amount of literature has been published on barriers and discrimination faced by refugees in the UK, faced by refugees in the UK, faced by refugees in the UK, These studies has investigated the level of discrimination and barriers to access basic These studies has investigated the level of discrimination and barriers to access basic These studies has investigated the level of discrimination and barriers to access basic services like education, health and housing, as well as barrier to participation in training services like education, health and housing, as well as barrier to participation in training services like education, health et al housing, haswell as barrier to participation in training and employment Brahmbhatt and (2007) as indicated and found that several key and employment Brahmbhatt et al (2007) has indicated and found that several key and employment as barriers. et al (2007) has indicated and found that several key factors are acting Brahmbhatt factors are acting as barriers. factors are acting asstatus is a key theme or barrier as asylum seekers are not eligible to Lack of immigration barriers. Lack of immigration status is a key theme or barrier as asylum seekers are not eligible to Lack of publicly funded ESOLaclasses, further education and vocational are not eligible to access immigration status is key theme or barrier as asylum seekers training. access publicly funded ESOL classes, further education and vocational training. access publicly funded ESOL classes, further education and vocational training. English language skills is key tool for interacting and accessing services specially English language skills is key tool for interacting and accessing services specially English language skills is key tool for interacting and accessing services specially education and training programmes and searching for and gaining employment, Bloch education and training programmes and searching for and gaining employment, Bloch education and training programmes and is essentialfor and gaining and making friends (2002);Craw et al (2007). And of course searching for networking employment, Bloch (2002);Craw et al (2007). And of course is essential for networking and making friends (2002);Crawoutside their community and integrating with main streamand making friends with people et al (2007). And of course is essential for networking British society with people outside their community and integrating with main stream British society with people outside their community and integrating with main stream British society
(iii) Literature review (iii) Literature review (iii) Literature review
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out using several approaches, a Focus group This research was carried out using several approaches, a Focus group This research was a Focus group meeting/discussion withcarried out using conducted approaches,two semi structured 5 participants was several and finally meeting/discussion with 5 participants was conducted and finally two semi structured meeting/discussion with 5 These qualitative methods and the researcher structured interviews was carried out.participants was conducted allowfinally two semi to interact interviews was carried out. These qualitative methods allow the researcher to interact interviews was carried out. These qualitative methods allow the and views, gather in face to face with the participants group, explore their experiencesresearcher to interact face to face with the participants group, explore their experiences and views, gather in face to face with and hopefully gain insight and understanding about the gather in depth informationthe participants group, explore their experiences and views, issues at depth information and hopefully gain insight and understanding about the issues at depth information and hopefully gain insight and understanding about the issues at hand. hand. hand. Participative and collaborative methods were used. Colleague from the organisation Participative and collaborative methods were used. Colleague from the organisation Participative andthe initial stages of bringing research Colleague from the organisation were involved in collaborative methods were used. participants together. Participants were involved in the initial stages of bringing research participants together. Participants were randomlyin the initial stages of bringing research participants together. Participants were involved chosen from our community including some ex clients. were randomly chosen from our community including some ex clients. were randomly chosen from our community including some ex clients. A focus group is a group discussion with a set of predetermined questions designed to A focus group is a group discussion with a set of predetermined questions designed to A focus group is a group discussion with a set of predetermined questions designed to gain insight into peoples views and experiences of certain issues. They can be chosen gain insight into peoples views and experiences of certain issues. They can be chosen gain insight into peoples views and experiences of certain issues. They can be chosen to have similar background, e.g. of the same ethnicity. to have similar background, e.g. of the same ethnicity. to have similar background, e.g. of the same ethnicity. The semi-structured interview is a one to one process where questions are addressed to The semi-structured interview is a one to one process where questions are addressed to The semi-structured interview allow the one process say what they have experienced, a participant. It is designed tois a one to participant to where questions are addressed to a participant. It is designed to allow the participant to say what they have experienced, a participant. It is designed to allow the participantmore open-ended styled experienced, from pre-designed questions but with flexibility and to say what they have questions. from pre-designed questions but with flexibility and more open-ended styled questions. from pre-designed questions but with flexibility and more open-ended styled questions. Focus Group Focus Group Focus Group Benefit Benefit BenefitIt is appropriate and relevant for this type of topic, which is neither sensitive 1. 1. It is appropriate and relevant for this type of topic, which is neither sensitive 1. It is controversial, butrelevant for useful and effective tool is neither sensitive nor appropriate and still very this type of topic, which to explore the nor controversial, but still very useful and effective tool to explore the nor controversial, but still very useful and effective tool to explore the group/participants attitude and experiences about the issues facing them and group/participants attitude and experiences about the issues facing them and group/participants in depth information about the scale ofissues facing them and allow me to gather attitude and experiences about the the problem. allow me to gather in depth information about the scale of the problem. allow me to gather in depth information about the scale of the problem. 2. 2. 2. Provides me with an insight and understanding into the way community members Provides me with an insight and understanding into the way community members Provides me with an insightthe issues, and how they feel about it, and members collectively make sense of and understanding into the way community how they collectively make sense of the issues, and how they feel about it, and how they collectively make sense of the issues, and how they feel about it, and how they came to that understanding. came to that understanding. came to that understanding.
(iii) Methodology (iii) Methodology (iii) Methodology This research was carried
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3. 3. 3.
It is very useful and effective way of getting a range of views and suggestions for It is very useful and effective way of getting a range of views and suggestions for It is very useful and effective way future services and activities. suggestions for development and improvement of of getting a range of views and development and improvement of future services and activities. development and improvement of future services and activities.
Challenges Challenges Challenges 1. Fewer questions would be asked due to time constraint. 1. Fewer questions would be asked due to time constraint. 1. Fewer questions would be control due to time constraint. 2. Researcher may not have asked over proceedings 2. Researcher may not have control over proceedings 2. Researcher may not have controlwhich proceedings 3. Usually based on small samples over make it is difficult to generalise findings. 3. Usually based on small samples which make it is difficult to generalise findings. 3. Usually based on small samples which make it is difficult to generalise findings. Semi structured Interview Semi structured Interview Semi Benefits structured Interview Benefits Benefits 1. It provides it me with an opportunity to get in depth info and further views from 1. It provides it me with an opportunity to get in depth info and further views from 1. certain participants who felt intimidated or uncomfortable within further views from It provides it me with an opportunity to get in depth info and a group setting. certain participants who felt intimidated or uncomfortable within a group setting. certain questions who felt intimidated or uncomfortable within a group setting. 2. Verbal participantswould be useful for getting views from people who have 2. Verbal questions would be useful for getting views from people who have 2. difficultyquestions would bequestionnaire. Verbal dealing with written useful for getting views from people who have difficulty dealing with written questionnaire. difficulty dealing detailed explanation and 3. Could generate with written questionnaire. feedback and explore sensitive or 3. Could generate detailed explanation and feedback and explore sensitive or 3. Could generate detailed explanation and feedback and explore sensitive or personal issues. personal issues. personal a high 4. Might getissues. response rate 4. Might get a high response rate 4. Might get Challenges a high response rate Challenges Challenges 1. Time consuming and can be intrusive for people. 1. Time consuming and can be intrusive for people. 1. Time consuming and can be intrusive for people. 2. Costs per individual interview are high 2. Costs per individual interview are high 2. Costsof standard response make harder to analyse. 3. Lack per individual interview are high 3. Lack of standard response make harder to analyse. 3. Lack of standard response make harder to analyse. 4. Small sample no limit the ability to generalise finding. 4. Small sample no limit the ability to generalise finding. 4. Small sample no limit the ability to generalise finding.
(v) Ethical considerations (v) Ethical considerations (v) Ethical considerations and has some awareness about the issues facing The researcher is from the community
The researcher is from the community and has some awareness about the issues facing The researcher is best not to let that influence the process by keeping an open mind. them but tried his from the community and has some awareness about the issues facing them but tried his best not to let that influence the process by keeping an open mind. them but tried his best not to let that influence the process by keeping an open mind. Prior to the meeting information about the purpose and the voluntary nature of the Prior to the meeting information about the purpose and the voluntary nature of the Prior to was meeting information about the purpose and the voluntary nature of the meeting the provided. meeting was provided. meeting was provided.
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Participants were informed about the need to keep the discussion confidential and that Participants were informed about the need to keep the discussion confidential and that Participants werebe preserved, writtenneed to keep obtained. anonymity would informed about the consent was the discussion confidential and that anonymity would be preserved, written consent was obtained. anonymity would be preserved, written consent was obtained. During group discussion there was some tension/friction as some members tried to During group discussion there was some tension/friction as some members tried to During group discussion engaged interrupting and criticising other participant, and it dominate the meeting and there wasinsome tension/friction as some members tried to dominate the meeting and engaged in interrupting and criticising other participant, and it dominate the meeting and engaged in interrupting and criticising the issues at hand. was a challenge for the researcher to keep discussion focused onother participant, and it was a challenge for the researcher to keep discussion focused on the issues at hand. was a challenge for the researcher to keep discussion focused on the issues at hand.
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Chapter 2: Research findings and discussion Chapter 2: Research findings and discussion Chapter participants were five Eritreans women. Thediscussion from the 2: Research findings and interviewees were The research
The research participants were five Eritreans women. The interviewees The research and therefore were also women and Eritrean. One of focus group participants were five Eritreans women. The interviewees focus group and therefore were also women and Eritrean. One of focus group and therefore in person. women and Eritrean. One of telephone interview and one were also telephone interview and one in person. telephone interview and one in person. were were them them them from from was was was the the by by by
They were aged between mid-20s and mid-40s. One had been here for over 10 years They were aged between mid-20s and mid-40s. One had been here for over 10 years They were aged between mid-20s years. All but One had been here School. and the others were here for over 5 and mid-40s. one had finished Highfor over 10 years and the others were here for over 5 years. All but one had finished High School. and the others were here for over key findings but one had finished High School. This section is a summary of the 5 years. All from the interview and the focus groups. This section is a summary of the key findings from the interview and the focus groups. This section is aresearch participants who had been here for over focus groups. 1. For the summary of the key findings from the interview and the 5 years, they 1. For the research participants who had been here for over 5 years, they 1. For the research participants who had and Home office over 5 years, they highlighted that lack of immigration status been here for restriction to access highlighted that lack of immigration status and Home office restriction to access highlighted that education and training had been a major issue for them .as publicly funded lack of immigration status and Home office restriction to access publicly funded education and training had been a major issue for them .as publicly funded education and service provider tend major issue forand reject colleges educational &training training had been a to play it safe them .as colleges educational &training service provider tend to play it safe and reject colleges educational years residency rule for basic course. Andsafe and reject refugees or apply 3 &training service provider tend to play it most refugees refugees or apply 3 years residency rule for basic course. And most refugees refugees or waiting for a residency rule for basic course. And to prove their who are still apply 3 years positive outcome have no documents most refugees who are still waiting for a positive outcome have no documents to prove their who are status. residencystill waiting for a positive outcome have no documents to prove their residency status. residency status. If you dont have the Home Office letter, nothing we can do unless you pay If you dont have the Home Office letter, nothing we can do unless you pay If you dont have the Home Office letter, nothing we can do unless you pay Only one participant was here for over 10 years before these rules were changed Only one participant was here for over 10 years before these rules were changed Only onethat she could access publically funded educational these rules were changed meaning participant was here for over 10 years before opportunities meaning that she could access publically funded educational opportunities meaning that she could access publically funded educational opportunities Interestingly she had had a much more positive experience of UK than the others Interestingly she had had a much more positive experience of UK than the others Interestingly she had had a much more positive experience of UK than the others oh i didnt find any problem went form oh i didnt find any problem went form oh i didnt find any problem went form skillsset moving forwards went as a skills set moving forwards went as a skills set jobmoving forwardsyears later offered a as result of this went as a offered a job as result of this years later offered a jobas aresult of this years later .now works as counsellor .now works as a counsellor .now works as a counsellor English course to IT courses building her English course to IT courses building her English course tothe courses and then was placement after IT course building her placement after the course and then was placement after the course in counselling went on to do anothercourse and then was went on to do another course in counselling went on to do another course in counselling
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Seems as if she has integrated and really settled, especially compared to the other Seems as if she has integrated and really settled, especially compared to the other Seems as if shehavent accessedand really settled, especially compared to the other participants who has integrated any educational courses beyond basic ESOL classes participants who havent accessed any educational courses beyond basic ESOL classes participants who havent accessed any educational courses beyond basic ESOL classes / different laws has affected people. / different laws has affected people. / different laws has affected people. 2. In the research findings, those participants who said they had difficulty accessing 2. In the research findings, those participants who said they had difficulty accessing 2. In the research findings, thoseEnglish Languagesaid they had big barrier to climb courses, stated that Lack of participants who skills was a difficulty accessing courses, stated that Lack of English Language skills was a big barrier to climb courses, stated that Lack oflimited access to English/ESOL classes. to climb specially if combined with English Language skills was a big barrier English specially if combined with limited access to English/ESOL classes. English specially combined with limited access to English/ESOL classes. English languagesifskills is key tool and life line to access services like health, education languages skills is key tool and life line to access services like health, education languages skills is key with day to day access services like health, education and training or dealingtool and life line to issues like forms, official letters, bills, and training or dealing with day to day issues like forms, official letters, bills, and training or dealing with day to day issues like community. deliveries or make contact to with people outside their forms, official letters, bills, deliveries or make contact to with people outside their community. deliveries or make contact to with people outside their community. Without English you are stuck, no education no job. Without English you are stuck, no education no job. Without that without English, no research no job. It seems English you are stuck, the education participants felt stuck and isolated. Before It seems that without English, the research participants felt stuck and isolated. Before It seems that without English, to arrange for someone felt come and isolated. Before taking any move, they have the research participants to stuck along with them to taking any move, they have to arrange for someone to come along with them to taking any move, they have of arrange for someone to come along was with one interpret. There is a feeling to powerlessness. An example of this with them to interpret. There is a feeling of powerlessness. An example of this was with one interpret. Therereported that she had been placed An temporary housing.was with that participant who is a feeling of powerlessness. in example of this She said one participant who reported that she had been placed in temporary housing. She said that participant who reported to do or had been placed in no one that she knew from that she had no idea what that she who to approach; temporary housing. She said her she had no idea what to do or who to approach; no one that she knew from her she had no idea what to do or her. The approach; no one that she knew from her immediate community could help who to system seemed too complex for her and the immediate community could help her. The system seemed too complex for her and the immediate community could help her. a friend to take her totoocommunity centreand the others to understand. She had to get The system seemed a complex for her who in others to understand. She had to get a friend to take her to a community centre who in others to understand. She hadTheget a friend to takehaveto a community centretype of turn arranged an interpreter. to Council doesnt her interpreters for this who in turn arranged an interpreter. The Council doesnt have interpreters for this type of turn arranged an interpreter. Thehow you have to show private letters to this type of service. The women talked about Council doesnt have interpreters for people you service. The women talked about how you have to show private letters to people you service. The womendisempowering this you This created a privateof hopelessness. you dont know and how talked about how felt. have to show sense letters to people dont know and how disempowering this felt. This created a sense of hopelessness. dont know and how disempowering this felt. This created a sense of hopelessness. For the participant who had been here longer than 10 years, because she could access For the participant who had been here longer than 10 years, because she could access For the participant who had learned English, had it easier and didnt face theaccess courses and had studied been here longer than 10 years, because she could same courses and had studied learned English, had it easier and didnt face the same courses andthe others. In the discussion, she had not easier and didnt face the same struggles as had studied learned English, did it face the same level of difficulty the struggles as the others. In the discussion, she did not face the same level of difficulty the struggles as the others.may bediscussion, she didbeen able to same level of difficulty the others had faced. This In the because she had not face the access these courses but others had faced. This may be because she had been able to access these courses but others had faced. This may be because (shehad been ablesister who these courses the may be due to other life circumstances she had an elder to access had settled in but may be due to other life circumstances (she had an elder sister who had settled in the may be due to other life circumstances and provide interpretation). UK before her who was able to guide her(she had an elder sister who had settled in the UK before her who was able to guide her and provide interpretation). UK before her who was able to guide her and provide interpretation).
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Brahmbhatt et al (2007), states that even for refugees who have here for years there Brahmbhatt et al (2007), states that even for refugees who have here for years there Brahmbhatt et al (2007), states that English refugees who have lack for years skills was still much to be done on building even forfor employment. The here of English there was still much to be done on building English for employment. The lack of English skills was noted as ato bebarrier. building English for employment. The lack of English skills was still much key done on was noted as a key barrier. was noted as a key barrier. 3. Lack of advice and guidance services (especially in community languages) to 3. Lack of advice and guidance services (especially in community languages) to 3. help refugees makeguidance services (especially inabout their best available Lack of advice and an informed choice/decision community languages) to help refugees make an informed choice/decision about their best available help refugees make an informed choice/decision about their best available option. option. option. Community centres seem to focus their services/time on dealing with certain issues: Community centres seem to focus their services/time on dealing with certain issues: Community centres seem to focus etc. Some participants said that when they housing, Home Office, interpretingtheir services/time on dealing with certain issues: housing, Home Office, interpreting etc. Some participants said that when they housing, Home community for support, Some no one who said give them they approached their Office, interpreting etc.there was participants could that when basic approached their community for support, there was no one who could give them basic approached about community forAs above, they was no one who English information as information their and training. support, there couldnt access could give them basic information about and training. As above, they couldnt access English information as information about and training. As above, they tongue support. English information as they had no English skills. There was no mother couldnt access they had no English skills. There was no mother tongue support. they had no English skills. There was no mother tongue support. The community does not help us The community does not help us The community does not help us One participant reported that she had started an English course with numeracy and One participant reported that she had started an English course with numeracy and One participant was very positive. This was with a English course with numeracy and literacy so this reported that she had started an local college in Islington. However, literacy so this was very positive. This was with a local college in Islington. However, literacy soone part-time advisor. You had to makea local college in Islington. However, there was this was very positive. This was with appointment weeks in advance to get there was one part-time advisor. You had to make appointment weeks in advance to get there was one any support. part-time advisor. You had to make appointment weeks in advance to get any support. any support. Overall it is very clear that the support from both community organisation and statutory Overall it is very clear that the support from both community organisation and statutory Overall it is veryvery limited, meaningfrom both community organisation and statutory provision was clear that the support that making informed decisions was quite provision was very limited, meaning that making informed decisions was quite provision was very limited, meaning that making informed decisions was quite impossible impossible impossible 4. Lack of confidence/drive/motivation/interest which partly attributed to years of 4. Lack of confidence/drive/motivation/interest which partly attributed to years of 4. uncertainty, disruption and hardship they have faced in dealing with to years of Lack of confidence/drive/motivation/interest which partly attributed the system uncertainty, disruption and hardship they have faced in dealing with the system uncertainty, on their and hardship they have faced in dealing with the system and it effectdisruption mental wellbeing. All that make them lose confidence in and it effect on their mental wellbeing. All that make them lose confidence in and it effect on their mental wellbeing. All that make them lose confidence in
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themselves and have no hope for the future which in turns made it extremely themselves and have no hope for the future which in turns made it extremely themselves and have difficult to make plans. no hope for the future which in turns made it extremely difficult to make plans. difficult to make plans. The participants reported that they had arrived with high expectations that they could The participants reported that they had arrived with high expectations that they could The participants reported that within a arrived with begin to settle but over the could resolve their immigration status they hadfew years andhigh expectations that they years, resolve their immigration status within a few years and begin to settle but over the years, resolve their managed to gain within a few years about their status; they also had high they had not immigration statusa positive decision and begin to settle but over the years, they had not managed to gain a positive decision about their status; they also had high they had not of gaining better a positive decision about their status; they finished high expectations managed to gain education (the majority apart from one hadalso had high expectations of gaining better education (the majority apart from one had finished high expectations of the years and knowing (the majority apart from one had finished high school) but overgaining better education that the next year you still might not be able to school) but over the years and knowing that the next year you still might not be able to school) but with your life you are not studying year you or participating in any do anythingover the years and knowing that the nextor workingstill might not be able to do anything with your life you are not studying or working or participating in any do anything with your life you are not studying passing and you are doing in any activities, it creates a feelingof helplessness; time is or working or participating nothing activities, it creates a feeling of helplessness; time is passing and you are doing nothing activities, it creates a feeling of helplessness; time is passing and you are doing nothing with it. There is a feeling of their lives being wasted. with it. There is a feeling of their lives being wasted. with it. There is a feeling of their lives being wasted. It is clear that having to wait, not being able to access education or It is clear that having to wait, not being able to access education or It is clear that having to wait, means that the access participants positive immigration decision, not being able to researcheducation or positive immigration decision, means that the research participants positive immigration decision, means that the research participants being imprisoned. being imprisoned. being imprisoned. training, without a training, without a training, feeling of have a without a have a feeling of have a feeling of
Also, the introduction of the voucher system (over a decade ago), participants noted, Also, the introduction of the voucher system (over a decade ago), participants noted, Also, the introduction of further stigmatisation. They decade ago), participants noted, that had led to a feeling ofthe voucher system (over a felt people looked down on them. that had led to a feeling of further stigmatisation. They felt people looked down on them. that had to to a through further stigmatisation. They the community, down on them. It seemsled me, feeling ofmy experience of working infelt people lookedand this may be It seems to me, through my experience of working in the community, and this may be It seems to me, through my experience of working is more of a tendency to sharing due to the Eritrean/ Ethiopian culture that there in the community, and this may be due to the Eritrean/ Ethiopian culture that there is more of a tendency to sharing due to thenot sharingEthiopian culture thattips for is more forwards. For example, for problems, Eritrean/ solutions or practical there moving of a tendency to sharing problems, not sharing solutions or practical tips for moving forwards. For example, for problems, seek advice from those who have been here far longer, For are told for those who not sharing solutions or practical tips for moving forwards.they example,that those who seek advice from those who have been here far longer, they are told that those who difficult they need to wait who have been here pessimism that they pass that things are seek advice from those there is a level of far longer, they are told on. things are difficult they need to wait there is a level of pessimism that they pass on. things are difficult today. This is still around they need to wait there is a level of pessimism that they pass on. This is still around today. This is still around today. Health issues both physical and mental mainly depression, mental distress and Health issues both physical and mental mainly depression, mental distress and Health issues both physical and mental mainly depression, mental distress and anxiety. anxiety. anxiety. The fact that the participants have to wait, living with uncertainty is affecting them The fact that the participants have to wait, living with uncertainty is affecting them The fact that the the community, this to wait, may not be recognised as a mental health negatively. Within participants have anxiety living with uncertainty is affecting them negatively. Within the community, this anxiety may not be recognised as a mental health negatively. Within the community, this anxiety may mental distress. issue (it is a taboo). However, it is clear that there isnot be recognised as a mental health issue (it is a taboo). However, it is clear that there is mental distress. issue (it is a taboo). However, it is clear that there is mental distress. 5. 5. 5.
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This was not directly spoken about but some of the participants did admit to This was not directly spoken about but some of the participants did admit to This was not directly (a word from local language that the be translated did more than experiencing difficulties spoken about but some of can participants as admit to experiencing difficulties (a word from local language that can be translated as more than experiencing difficulties (a word to cope was used). Also, the participantsas more than just difficulties not being able from local language that can be translated spoke about just difficulties not being able to cope was used). Also, the participants spoke about just difficulties not being able to cope was used). issue but participants spoke about how other people in the community faced this as an Also, the would not speak directly how other people in the community faced this as an issue but would not speak directly how other people in the community faced thislearning pointbut would that speak directly on this topic any further. (This was one useful as an issue for me in not I asked about on this topic any further. (This was one useful learning point for me in that I asked about on this topic direct experience but also for them to speak for me in of the rest about participants any further. (This was one useful learning pointon behalf that I asked of the participants direct experience but also for them to speak on behalf of the rest of the participantstoo)As a researcherbut also for them to speak on could not pushrest of the community direct experience from the community, I knew I behalf of the this point. community too)As a researcher from the community, I knew I could not push this point. community too)As afar. I had to fromcautious and be Isensitive. They would have point. And I wouldnt get researcher be the community, knew I could not push this been And I wouldnt get far. I had to be cautious and be sensitive. They would have been And I wouldnt get far. I had to be cautious uncomfortable to speak about these issues. and be sensitive. They would have been uncomfortable to speak about these issues. uncomfortable to speak about these issues. In a research done by Migrant and refugee communities forum, Palmer (july2007) In a research done by Migrant and refugee communities forum, Palmer (july2007) In a research done by Migrant and refugee communities forum, Palmer (july2007) entitled an exploration into the impact of resettlement and mental health issue within entitled an exploration into the impact of resettlement and mental health issue within entitled ancommunity in London, highlighted the high and mental health distress and Ethiopian exploration into the impact of resettlement degree of mental issue within Ethiopian community in London, highlighted the high degree of mental distress and Ethiopian community in London, was not a direct issuedegree ofresearchdistress and use of Khat and alcohol. NB this highlighted the high from my mental participants use of Khat and alcohol. NB this was not a direct issue from my research participants use is one I am aware of in the wider community. issue from my research participants but of Khat and alcohol. NB this was not a direct but is one I am aware of in the wider community. but a community worker, am very community. Plus asis one I am aware of inI the wider aware that this is an issue although a taboo one Plus as a community worker, I am very aware that this is an issue although a taboo one Plus therefore not an worker,could very aware that this is an issue although a taboo one and as a community area I I am push directly in my research. Participants would not and therefore not an area I could push directly in my research. Participants would not and therefore not an area I health.push directly in my research. Participants would not have used the word mental could have used the word mental health. have used the word mental health. Poor community service provision( too many community organisations focusing Poor community service provision( too many community organisations focusing Poor community service housing, too many community organisations focusing on practical support like provision(health issues i.e. counselling and job centre on practical support like housing, health issues i.e. counselling and job centre on practical support like housing, health issuesprovide guidance, advice centre applications. and very few if any, deal with or i.e. counselling and job about applications. and very few if any, deal with or provide guidance, advice about applications. and and training programmes. education servicesvery few if any, deal with or provide guidance, advice about education services and training programmes. education services and training programmes. 7. I mentioned the difficulties of good advice on arrival above but there is another 7. I mentioned the difficulties of good advice on arrival above but there is another 7. point to be made difficulties of good advice on arrival above but there advice. I mentioned the about supporting Ethiopians/Eritreans on educational is another point to be made about supporting Ethiopians/Eritreans on educational advice. point to be made about supporting Ethiopians/Eritreans on educational advice. The participants stated that they went to Eritrean community groups for practical The participants stated that they went to Eritrean community groups for practical The participants stated that they went see issues such as housing, for practical issues. The community groups seem toto Eritrean community groups health which issues. The community groups seem to see issues such as housing, health which issues. The community groups seem to see issues such as housing, health which is regarded as pressing issues and a priority. The participants stated that is regarded as pressing issues and a priority. The participants stated that is regardedorganisation had not advised them on The participants stated that community as pressing issues and a priority. education or training. This is community organisation had not advised them on education or training. This is community organisation had not advised them themselves through accessing something they would have to resolve on education or training. This is something they would have to resolve themselves through accessing something they would have to resolve themselves through accessing English/mainstream information. Therefore this is a gap. English/mainstream information. Therefore this is a gap. English/mainstream information. Therefore this is a gap. 6. 6. 6.
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In my experience, there are some groups I have come across beginning to offer In my experience, there are some groups I have come across beginning to offer In my experience, on self-employment do work around volunteering placements, workshop/training there are some groups I have come across beginning to offer workshop/training on self-employment do work around volunteering placements, workshop/training on self-employment do work to buildvolunteering placements, liaising with employers etc. They are trying around employability and offer liaising with employers etc. They are trying to build employability and offer liaising with However, there did notare trying be support available beyond offer placements. employers etc. They seem to to build employability and this placements. However, there did not seem to be support available beyond this placements. However, to be did not seem to be support available beyond this placement. More needs there done here. placement. More needs to be done here. placement. More needs to be done here. Referencing the point about the issue of adequate working language being a Referencing the point about the issue of adequate working language being a Referencing the point about the issue of adequate working language being a barrier for employment, community organisations also need to address this barrier for employment, community organisations also need to address this barrier for employment, community organisations also need to address this further. (See point 2 above) further. (See point 2 above) further. understanding this seems to be due lack of capacity or funding issue. For my (See point 2 above) For my understanding this seems to be due lack of capacity or funding issue. For my understanding this seems to be due lack of capacity or funding issue. 8. 8. 8. Isolation and lack of networking/integration with main stream British society or Isolation and lack of networking/integration with main stream British society or Isolation communities. with otherand lack of networking/integration with main stream British society or with other communities. with other communities.
Two or three of the participants made statements about how they stick together as a Two or three of the participants made statements about how they stick together as a Two or three ofhow as a community they have not gotten to know other communities or community and the participants made statements about how they stick together as a community and how as a community they have not gotten to know other communities or community and how as a community they have not gotten to at all and were self-critical networked. They recognised this was not a positive point know other communities or networked. They recognised this was not a positive point at all and were self-critical networked. They recognised this was not a positive point at all and were self-critical about it. about it. about it. Some of the participants stated that they had not lived anywhere else (Eritrea and UK Some of the participants stated that they had not lived anywhere else (Eritrea and UK Some of the participants many that they had not their own community. They are no only). They do not have stated friends outside of lived anywhere else (Eritrea and UK only). They do not have many friends outside of their own community. They are no only). They do not have many friends outside of their own community. They are no opportunities for them to meet others. opportunities for them to meet others. opportunities for them to meet others. This may be because they are not working (apart from one) or participating in other This may be because they are not working (apart from one) or participating in other This may like because they or education/training which might or participating to make activities be volunteering are not working (apart from one) enable them in other activities like volunteering or education/training which might enable them to make activities like volunteering theireducation/training which might enable them to make contact with people outside or own community. contact with people outside their own community. contact with people outside their own community. The one participant, who had been here longer, interestingly noted that she had a more The one participant, who had been here longer, interestingly noted that she had a more The one participant, who again this may be because of a number that she had a more positive experience. Oncehad been here longer, interestingly noted of reasons. One she positive experience. Once again this may be because of a number of reasons. One she positive experience. Once again this may be because of and Saudi Arabia (this living in had a sister here already. Also, she had stayed in Sudan a number of reasons. One she had a sister here already. Also, she had stayed in Sudan and Saudi Arabia (this living in had a sister here already. Also, she had stayed in when and Saudi Arabia (this placed another culture may be a contributory factor). AlsoSudan she first came, she wasliving in another culture may be a contributory factor). Also when she first came, she was placed another culture may be a contributory factor). Also when she first came, she was placed
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in an area with few Eritreans this may have forced her to make contacts in an area with few Eritreans this may have forced her to make contacts in an area with few Eritreans is in may have forced her be make contacts Finally it may be because she this employment. It may to a combination Finally it may be because she is in employment. It may be a combination Finally it may be because she is in employment. It may be a combination variables. variables. variables.
with others. with others. with others. of all these of all these of all these
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Chapter 4 Chapter 4 Chapter 4
(i) Conclusions (i) Conclusions (i) Conclusions
1. Refugees Immigration Status limits their capacity to access publically funded 1. Refugees Immigration Status limits their capacity to access publically funded 1. education and training. Status limits their capacity to access publically funded Refugees Immigration education and training. education and training. 2. Limited English Language skills are a big barrier to climb specially if combined 2. Limited English Language skills are a big barrier to climb specially if combined 2. Limited English Language skills are a big barrierESOL is English forifspeaker of with limited access to English or ESOL courses, to climb specially combined with limited access to English or ESOL courses, ESOL is English for speaker of with limited access to English or ESOL courses, ESOL is English for speaker of other language. other language. other language. Inadequate advice and guidance services, especially in community languages, to Inadequate advice and guidance services, especially in community languages, to Inadequate advice and informed decision about their best available options. help refugees make an guidance services, especially in community languages, to help refugees make an informed decision about their best available options. help refugees make an informed decision about their best available options. Limited ambition, drive and interest in education that could partly attributed to the Limited ambition, drive and interest in education that could partly attributed to the Limited ambition, drive and interest in education that could partly attributed to the long uncertainty and distress they have faced. long uncertainty and distress they have faced. long uncertainty and distress they have faced. Health issues both physical and mental especially depression, mental distress Health issues both physical and mental especially depression, mental distress Health issues both physical and mental especially depression, mental distress and anxiety make the issue more complex. and anxiety make the issue more complex. and anxiety make the issue more complex. Poor and inadequate community service provision -too many community Poor and inadequate community service provision -too many community Poor and inadequate providing practical support like housing,many community organisations focus on community service provision -too health issues i.e. organisations focus on providing practical support like housing, health issues i.e. organisations focus on providing practical Very few if any, dealhealth or provide counselling and job centre applications. support like housing, with issues i.e. counselling and job centre applications. Very few if any, deal with or provide counselling and jobabout education and training. any, deal with course for information/advice centre applications. Very few if An English or provide information/advice about education and training. An English course for information/advice a key issue that needs addressed. An English course for employment is also about education and training. employment is also a key issue that needs addressed. employment is also a key issue that needs addressed. Isolation and lack of networking and integration with main stream British society Isolation and lack of networking and integration with main stream British society Isolation and lack of networking and integration or with even other migrant communities in UK. with main stream British society or with even other migrant communities in UK. or with even other migrant communities in UK.
3. 3. 3. 4. 4. 4. 5. 5. 5. 6. 6. 6.
7. 7. 7.
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(ii) Recommendations (ii) Recommendations (ii) Recommendations

1. 1. 1. 2. 2. 2. Adequate provision of publicly funded English language or ESOL courses Adequate provision of publicly funded English language or ESOL courses Adequate at Beginners or Elementary levelEnglish for eligible or ESOLif courses especially provision of publicly funded at least language refugees not all. especially at Beginners or Elementary level at least for eligible refugees if not all. especially at Beginners or Elementary level at least for eligible refugees if not all. Eritrean and Ethiopian Community organisations should actively seek to network, Eritrean and Ethiopian Community organisations should actively seek to network, Eritrean and Ethiopian Community organisations should actively seek to network, link and cooperate with other organisations to develop new skills and build link and cooperate with other organisations to develop new skills and build link and to refocus with other organisations to develop new skills and build capacity cooperate and improve their services with emphasis on providing capacity to refocus and improve their services with emphasis on providing capacity to refocus and improve education and with emphasis on providing information, advice and guidance on their services training programmes. information, advice and guidance on education and training programmes. information, advice and guidance on education and training programmes. Community organisations should try to develop programme and activities that Community organisations should try to develop programme and activities that Community organisations should try to develop programme and activities that would improve the physical and mental wellbeing of its members, therefore would improve the physical and mental wellbeing of its members, therefore would improve better deal/cope with the distress and uncertainty of theirtherefore helping them to the physical and mental wellbeing of its members, new life. helping them to better deal/cope with the distress and uncertainty of their new life. helping them to better deal/cope with the distress and uncertainty of their new life. There is a high concentration on Ethiopians and Eritreans in London especially in There is a high concentration on Ethiopians and Eritreans in London especially in ThereLondon like Haringey, Islington Camden, some councils do provide some north is a high concentration on Ethiopians and Eritreans in London especially in north London like Haringey, Islington Camden, some councils do provide some north London like Haringey, Islington but also there need to fund project on funding to community organisation Camden, some councils do provide some funding to community organisation but also there need to fund project on funding to and employability. employment community organisation but also there need to fund project on employment and employability. employment and employability. If those waiting for immigration status were allowed to access publically funded If those waiting for immigration status were allowed to access publically funded If those waiting for immigration statuslanguage, this to access publically funded training and education courses on were allowed would make a significant training and education courses on language, this would make a significant training and their lives. courses on language, this would make a significant difference to education difference to their lives. difference to their lives.
3. 3. 3.
4. 4. 4.
5. 5. 5.
In this project, the qualitative aspect of the research had some challenges arranging In this project, the qualitative aspect of the research had some challenges arranging In focus group and running it was challenging had some challenges thethis project, the qualitative aspect of the research this was the first time Iarranging did this. the focus group and running it was challenging this was the first time I did this. the focus ethical conduct was it was challenging this aboutthe first timewere some Ensuring group and running worrying I felt anxious was this. There I did this. Ensuring ethical conduct was worrying I felt anxious about this. There were some Ensuring in the discussion-was worrying I felt anxious about this. There the others. I tensions ethical conduct one participant wanted to impose her views on were some tensions in the discussion- one participant wanted to impose her views on the others. I tensions careful what I pushed regarding wanted to impose her views on the others. I had to bein the discussion- one participantleads. My priority became answering my topic had to be careful what I pushed regarding leads. My priority became answering my topic had to be carefulthe answers werent as directly My priority questions that I would have areas. Some of what I pushed regarding leads. about the became answering my topic areas. Some of the answers werent as directly about the questions that I would have areas. Some of the answers werent as directly about theunderstood that I participants liked... Another challenge was the assumption that I questions the would have liked... Another challenge was the assumption that I understood the participants liked... Another have been through assumption experiences and Ichallenge was the this myself. that I understood the participants experiences and I have been through this myself. experiences and I have been through this myself.
(iii) The strengths and limitations of research (iii) The strengths and limitations of research (iii) The strengths and limitations of research
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Another point to note, I had hoped to have a higher number of participants in this Another point to note, I had hoped to have a higher number of participants in this Another including a I had of men and a higher number of participants in this research point to note, mixture hoped to have women and combining Ethiopians and research including a mixture of men and women and combining Ethiopians and research including wasmixture of menthe time I had. I and combining Ethiopians and Eritreans,, but this a not possible in and women would ideally change this in any Eritreans,, but this was not possible in the time I had. I would ideally change this in any Eritreans,, but future research.this was not possible in the time I had. I would ideally change this in any future research. future research. Positives included that I got to understand the difficulties the participants were facing Positives included that I got to understand the difficulties the participants were facing Positives included stuck, doors being closed and not knowing where to turn or facing the feeling of beingthat I got to understand the difficulties the participants were where to the feeling of being stuck, doors being closed and not knowing where to turn or where to the feeling Iof being more understanding of what they are facing.where to turn or where to seek help, gained stuck, doors being closed and not knowing seek help, I gained more understanding of what they are facing. seek help, I gained more understanding of what they are facing. The interview was good as it allowed me to explore certain issues, particularly provision The interview was good as it allowed me to explore certain issues, particularly provision The interview guidance services within to explore certain issues, particularly was the of advice and was good as it allowed mecolleges. The focus groups interactionprovision of advice and guidance services within colleges. The focus groups interaction was the of advice andaspect for me. The exchanging of ideas and examples was very positive. most positive guidance services within colleges. The focus groups interaction was the most positive aspect for me. The exchanging of ideas and examples was very positive. most positive aspect for me. The exchanging of ideas and examples was very positive. If I were to do a future study, I would use the same tools (if the research were similar). I If I were to do a future study, I would use the same tools (if the research were similar). I If I were to do aconfident about would use the same to take part.researchconsider having would be more future study, I approaching people tools (if the I would were similar). I would be more confident about approaching people to take part. I would consider having would be more confident about approaching participants. I had aI helper consider having a female moderator/ interviewer for female people to take part. would in my research a female moderator/ interviewer for female participants. I had a helper in my research a female moderator/ interviewer for female participants. I hadup or evenin my research and without her; I am not sure the women would have opened a helper agreed to take and without her; I am not sure the women would have opened up or even agreed to take and without her; I am not sure in the first place. have opened up or even agreed to take part in the meeting/discussion the women would part in the meeting/discussion in the first place. part in the meeting/discussion in the first place. There is reluctance from There is reluctance from There is reluctance from designed information and designed information and designed information and was expected from them. was expected from them. was expected from them. the community the community the community publicity talking publicity talking publicity talking to take part. With to take part. With to take part. With about the benefits about the benefits about the benefits more time, I would more time, I would more research and of the time, I would of the research and of the research and have have have what what what
(The above mentioned helper was also assisted me to bring the group together and only (The above mentioned helper was also assisted me to bring the group together and only (The did I give them information about the research to bring the group togetherdoneonly then above mentioned helper was also assisted me it would be better to have and this then did I give them information about the research it would be better to have done this then did earlier). I give them information about the research it would be better to have done this earlier). earlier).
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Bibliography Bibliography Bibliography
Bloch, A (2002) Refugees opportunities and barriers in employment and training. Bloch, A (2002) Refugees opportunities and barriers in employment and training. Department for Work and Pensions, Bloch, A (2002) Refugees opportunities and barriers in employment and training. Department for Work and Pensions, Department for Work and Pensions, Brahmbhatt,K. Atfield,G. Irving,H.Lee,J. and OToole,T (2007).Refugees experiences of Brahmbhatt,K. Atfield,G. Irving,H.Lee,J. and OToole,T ESOL and vocational training. Integration, Policy related finding on employment, (2007).Refugees experiences of Brahmbhatt,K. Atfield,G. Irving,H.Lee,J. and OToole,T ESOL and vocational training. Integration, Policy related finding on employment, (2007).Refugees experiences of Refugee Council and University of Birmingham Integration, Policy related finding on employment, ESOL and vocational training. Refugee Council and University of Birmingham Refugee Council and University of Birmingham Craw, M. Jefferys, S. Paraskevopoulou,A.(2007) Employment Skills and Training Needs Craw, M. Jefferys, S. Seekers and recent migrants in Haringey, working Training Needs of Refugees, Asylum Paraskevopoulou,A.(2007) Employment Skills and Training Needs Craw, M. Jefferys, S. Seekers and recent migrants in Haringey, working lives Research of Refugees, Asylum Paraskevopoulou,A.(2007) Employment Skills and lives Research Institute ,London Metropolitan University &migrants in Haringey, working lives Research of Refugees, Asylum Seekers University & Haringey Council. Institute ,London Metropolitan and recent Haringey Council. Institute ,London Metropolitan University & Haringey Council. Palmer, D (2007) An Exploration into the impact of resettlement experiences, traditional Palmer, D (2007) An Exploration into the Ethiopian community experiences, traditional belief s and custom on mental illness in impact of resettlement in London. Migrant and Palmer, D (2007) An Exploration into the experiences, traditional belief s and custom on mental illness in impact of resettlement in London. Migrant and Refugeeand custom on mental illness in Ethiopian community in London. Migrant and belief s Communities Forum, Ethiopian community Refugee Communities Forum, Refugee Communities Forum, Quevedo,G (2010) ,Mapping refugee and migrant communities in the UK, ICAR Quevedo,G (2010) ,Mapping refugee and migrant communities in the UK, ICAR resource Guide Quevedo,G (2010) ,Mapping refugee and migrant communities in the UK, ICAR resource Guide resource Guide
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Community based action Focus group meeting was held on January 23rd 2012 between Community based at Rain Project Office based in Manor January 23rd 2012 between 11.am to 12.45pm,action Focus group meeting was held on Garden Centre, London N7 Community based at Rain Project Office based in Manor January 23rd 2012 between 11.am to 12.45pm,action Focus group meeting was held on Garden Centre, London N7 6LA to 12.45pm, at Rain Project Office based in Manor Garden Centre, London N7 11.am 6LA 6LA Introductions/welcome Introductions/welcome Introductions/welcome Basic Rules Basic Rules Basic Rules Research question were Research question were Research question were 1. What are the issues and difficulties facing Eritrean & Ethiopia refugees in 1. What are Islington andand difficulties accessing further &education and training the issues facing Eritrean Ethiopia refugees in 1. Camden, Islington andand difficulties accessing further &education and training What are the issues Haringey, in facing Eritrean Ethiopia refugees in Camden, opportunities (FETO)? Haringey, in accessing further education and training Camden, Islington and Haringey, in opportunities (FETO)? opportunities (FETO)? 2. What support is available to these refugees to access these opportunities and 2. What supportis it? is available to these refugees to access these opportunities and 2. how effective is it? What support is available to these refugees to access these opportunities and how effective how effective is it? 3. How best can these issues/difficulties be addressed? 3. How best can these issues/difficulties be addressed? 3. How best can these issues/difficulties be addressed? 4. What is the role of the refugee community in addressing these issues/difficulties? 4. What is the role of the refugee community in addressing these issues/difficulties? 4. What is the role of the refugee community in addressing these issues/difficulties? Discussion Discussion Discussion Conclusion Conclusion Conclusion Thanks/appreciation and Close Thanks/appreciation and Close Thanks/appreciation and Close
Appendices Appendices Appendices
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Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa EducationalTrust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and and Evelyn Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust Evelyn Oldfield Unit, 2012 Unit, 2012

Researching Access To Education and Training For Eritrean and Ethiopian Communities in North London

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Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment

2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012

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Acknowledgements Acknowledgements Acknowledgements

Contents Page Contents Page Contents Page

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Executive Summary Executive Summary Executive Summary

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Chapter 1: Chapter 1: Chapter 1:

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(iii) Literature review (iii) Literature review (iii) Literature review

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Chapter 4 Chapter 4 Chapter 4

(i) Conclusions (i) Conclusions (i) Conclusions

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(ii) Recommendations (ii) Recommendations (ii) Recommendations

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Bibliography Bibliography Bibliography

Appendices Appendices Appendices

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