Ziaian Tahereh, Miller Emily, de Anstiss Helena, Puvimanasinghe Teresa, Dollard Maureen, Esterman Adrian, Barrie Helen, Stewart-Jones Tamara
School of Psychology, Social Work & Social Policy, Magill Campus, University of South Australia, Magill, Australia.
School of Nursing & Midwifery, City East Campus, University of South Australia, Adelaide, Australia.
JMIR Res Protoc. 2019 Jul 31;8(7):e12632. doi: 10.2196/12632.
Young people with refugee experiences are widely acknowledged as encountering multiple disadvantages that affect their school completion and retention, university entry, and subsequent employment. This paper discusses the rationale for and protocol of a mixed methods investigation focusing on improving education and employment outcomes among refugee background youth aged 15 to 24 years from three focus regions: the Middle East (Afghanistan, Iran, Iraq, Syria), South Asia (Nepal, Bhutan, Myanmar/Burma, Pakistan) and Africa (Sudan, South Sudan, Liberia, Ethiopia, Somalia, DR Congo).
The rationale of the project is to identify the facilitators and barriers to successful transition from school to further education and employment; investigate participant awareness of support systems available when faced with education and employment difficulties; redress the disadvantages encountered by refugee background youth; and bridge the gap between research, policy, and practice in relation to social inclusion and participation.
The study involves collecting survey data from 600 youth followed by individual interviews with a subset of 60 youth, their parents/primary caregivers, and their teachers. A cross-sectional survey will assess facilitators and barriers to successful transition from school to further education and employment. Individual interviews will provide context-rich data on key issues relevant to education and employment outcomes.
The study began in 2016 and is due for completion by the end of 2019. The quantitative survey has been conducted with 635 participants and was closed in March 2019. The qualitative interview stage is ongoing, and the current total in April 2019 is 93 participants including educators, youth, and family members of the youth. Analysis and presentation of results will be available in 2020. Some preliminary findings will be available during the late half of 2019.
This project will contribute new and unique insights to knowledge in relation to key factors influencing education and employment outcomes among refugee youth. This research will enable effective planning for the needs of some of Australia's most disadvantaged and marginalized young people, leading to a sustainable improvement in the education and employability of young refugees.
INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/12632.
有难民经历的年轻人普遍被认为面临多种不利因素，这些因素影响他们完成学业并继续留校、进入大学以及后续就业。本文讨论了一项混合方法调查的基本原理和方案，该调查聚焦于改善来自三个重点地区、年龄在15至24岁之间、有难民背景的年轻人的教育和就业成果，这三个重点地区分别是中东（阿富汗、伊朗、伊拉克、叙利亚）、南亚（尼泊尔、不丹、缅甸、巴基斯坦）和非洲（苏丹、南苏丹、利比里亚、埃塞俄比亚、索马里、刚果民主共和国）。
该项目的基本原理是确定从学校顺利过渡到继续教育和就业的促进因素和障碍；调查参与者在面临教育和就业困难时对可用支持系统的认知；纠正有难民背景的年轻人所遇到的不利因素；并弥合在社会包容和参与方面研究、政策与实践之间的差距。
该研究包括从600名年轻人中收集调查数据，随后对60名年轻人及其父母/主要照顾者以及他们的教师进行个人访谈。一项横断面调查将评估从学校顺利过渡到继续教育和就业的促进因素和障碍。个人访谈将提供与教育和就业成果相关关键问题的丰富背景数据。
该研究于2016年开始，预计在2019年底完成。已对635名参与者进行了定量调查，调查于2019年3月结束。定性访谈阶段正在进行，截至2019年4月，目前包括教育工作者、年轻人及其家庭成员在内的参与者总数为93人。结果分析和呈现将于2020年完成。一些初步结果将在2019年下半年公布。
该项目将为影响难民青年教育和就业成果的关键因素的知识领域贡献新的独特见解。这项研究将有助于为澳大利亚一些最弱势和边缘化的年轻人的需求进行有效规划，从而使年轻难民的教育和就业能力得到可持续提升。
国际注册报告识别号（IRRID）：DERR1-10.2196/12632
