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Addressing Avoidable Inequalities: The Role of One University in Place-Based Transformational Change
This chapter explores one UK university’s influence and involvement as a key partner within the 2025 Movement, a movement for change with a collective vision to tackle avoidable health and housing inequalities by 2025 in North Wales, UK. The approach to building 2025 is founded in systems leadership and social movements resulting in transformational change in the way we work,…
Planning for Belonging: Including Refugee and Asylum Seeker Students
The education of students from refugee and asylum seeker backgrounds is an international concern. It calls for inspired teachers, sensitive interventions, and informed leadership. This writing discusses the views of students, teachers, general staff, parents, and the principal of a primary school in regional New South Wales, Australia regarding the sense of belonging that is so critical to the very…
The impact of educational achievement on the integration and wellbeing of Afghan refugee youth in the UK
An unprecedented number of unaccompanied asylum seeking children (UASC) have arrived in Europe over the last decade, and young Afghans account for the highest proportion of UASC across England, Scotland and Wales. Despite a wealth of UK policies aimed at ensuring positive outcomes for young people who have been through the care-system, and a rich body of research exploring the…
Education transitions for refugee and asylum-seeking young people in the UK: Exploring the journey to further and higher education
The United Nations Convention on the Rights of the Child (UNCRC) enshrines the right to education for all children. This right is not suspended when children are forced to flee their home countries. Amidst the uncertainty and adversity of forced displacement, education is a source of hope, a space of safety and a gateway to opportunities for the future. Yet…
Language education for forced migrants: Governance and approach
This article stems from research conducted into the barriers to education, employment and language learning for refugees resettled into the convergence areas of Wales, UK. The authors consider that effective language programmes should play a key role in migration policies designed for multilingual, multicultural societies. The provision of English language classes for speakers of other languages (ESOL) ensures equality of…
Education for refugee and asylum seeking children: Access and quality in England, Scotland and Wales
In 2017, UNICEF UK commissioned research to understand how far refugee and asylum-seeking children are currently accessing their right to education in the UK. For children on the move who come to the UK, education is one of the first and most critical services they need access to. This report, produced by Refugee Support Network, provides an up-to-date overview of…
An investigation into the barriers to education and employment for refugees in Wales
Forced migration is one of the most important issues of our time. By the end of 2017, 68.5 million people were estimated to be forcibly displaced across the world due to factors such as persecution, human rights violations, environmental degradation, and conflict (UNHCR 2017). A small percentage of displaced people come to the United Kingdom, and some have been resettled…