This is a new settlement accommodation project that aims to work for the benefit of disadvantaged people. It provides several beneficial services to the disadvantaged people and the youth workers are responsible for conducting the well- being programs, leadership camps and supportive services for the students (Lenette et al., 2019). The scenario is that there is a new influx of seventy families into Australia as refugees who will have an estimated young population of 120. The main work is to integrate them into education services so that these young people can be educated using community- based services. This new settlement accommodation project will work with several partners and local government to set up a plan for collaboration with the other groups and community-based services to resolve the upcoming issues with the young people of these families. The influx of new students will be best handled by the youth workers who will work in close association with the resettlement programs that will be established for these young people from refugee families. There will be a requirement of various services that are a community- based services that will assist in planning different programs for the whole student population that is the new students as well as old existing students.
The influx of seventy refugee families will bring their challenges when they will be integrated into the communities. They are the disadvantaged people with no positive background and no support. The estimated population of young people will be 120 so there is a requirement to set up various services that they can easily access and those that work for their benefit and positive growth. The actual problem of the influx of new students is that they have had disrupted education and all of them speak different languages other than English. The most difficult part of dealing and handling them would be communication and communication is the most basic requirement when working with people from different cultural backgrounds. It is the process of imparting information through speaking, writing or through non- verbal communication (Ruesch et al., 2017).
The youth workers who will work for the benefit of these young people from refugee families will face multiple issues like the language barrier, no educational support, housing issues, hygiene issues, lack of basic requirements and so on. Many issues can be best addressed but apart from these, the major issues that will be faced by the refugee families on their influx into Australia are the family issues, health, torture and trauma, lack of acceptance, employment and financial issues (Shapiro et al., 2018). They would require support and services in each of these areas but the main focus over here for the youth is for the support of educational services. The young population of the refugees will face a major problem of the education because they require extra assistance and the youth workers will have to put in extra efforts than they put for native students because their education was disrupted and for some, it was non- existent. The different language, different educational system and different ways of learning that will be delivered in Australia will become the biggest challenges for the young refugees when they will be provided with the educational support (Miller, Ziaian & Esterman, 2018).
This new settlement accommodation project aims to work in collaboration with various community-based services to design a plan to provide educational support to 120 young people who will be new to this educational system. Under this project, the role of youth workers will be to assist the young people and to give them a positive learning experience so that their lives in Australia can be made easier. There will be many community-based service programs like educational service programs, hygiene based programs, health care workers and so on that will work in collaboration to best support the new influx of students (Riza et al., 2020). This project will identify the agencies that will involve the workers for this exercise and will address them to create a positive and productive environment for all the students. The rationale for this project is that good quality education fosters the economic growth, addresses some social and emotional needs of an individual and also facilitates social inclusion and innovation for the disadvantaged people.
The principles of this project will be that all the community-based services will work with one common goal that is to give best educational experience to the young refugees along with providing the support based on positive and productive environment (Cohan, Honigsfeld & Dove, 2019). The plan will be designed as per the inputs from various program leaders that will include the educational program leaders, school principals, curriculum leaders, language experts and the health care professionals that will consider the mental health of the young refugees. The shift from their native languages to making them learn in the English language may be stressing for them so health care professionals will always be the part of this new settlement accommodation program. The short term strategy is to make the proper arrangements for all 120 students as per their needs and comfort in the newly renovated hospital space that has converted to an educational centre for them. The language experts will take out some steps to address the language barrier that will be shared by the education providers and the receivers. The long- term strategy is to give them the best education and to integrate them into the societies where all the non- native speaking immigrant families live with the population of Australia. The middle term strategy is to develop programs for the whole student body by taking funding from the local government that will foster in creating a positive and productive environment for all.
This is an interdisciplinary project that will have multi-agency involvement for better implementation of the designed plan. The key partners will be some health care professionals from nearest health care organization, partners from the universities and practitioners' organizations from different parts of Australia, existing connections within the policy network on migrant education, social workers, non- governmental organizations (NGO's), schools, teachers, policymakers and other stakeholders. The role of the department of education state would be to provide with enough resources like training courses, helping students with the study fees, school’s funding and so on. Headspace is health agency that can be contacted for the assistance with providing mental and physical health screening and interventions for these refugee students (headspace National Youth Mental Health Foundation, 2020). They can also assist by helping in raising awareness and making funds. Whittlesea community connections can provide a great help as they deal with young people facing schooling issues in Australia. They also provide financial and legal support and can be a great help for refugee students (Whittlesea community connections, 2020).
The comprehensive strategies from all of them will be integrated for delivering the well- being programs and educational support programs for the young refugees. There will be a common goal and objective for all that will also include the partnerships from the Australian mental health specialists, tertiary institutions, services, advocacy groups and some refugee settlement groups (Nemorin et al., 2019). The collaboration within and across the agencies will help in the development of suitable plans and designs like the educational curriculum that would be suitable for young people who speak different languages other than the English language. The strong inter-agency partnerships with the key people will strengthen the programs and the support services that are essential to be delivered to the young refugees (Posselt et al., 2017).
There is a need to transplant successful interventions to also protect young people and their concerns related to education. These partners will together facilitate the young people's educational program and will decide the curriculum and their basic needs that will be best addressed using other community- based services. The community-based service will include the services that provide housing, hygiene practices, educational services, that involves the social workers that fight for the basic rights of these individuals and other support services like Australian Refugee Association and so on. All of these community-based services roles will be reviewed and then revised so that the contribution to this new settlement accommodation program by them is significant.
The expected project outcomes are about the benefits provided to not only the young refugees but also to their families. The proposed plan will be implemented in the school that will deliver the well- being programs, leadership camps and programs and will also provide support services for the students (Kouzes & Posner, 2018). The plan designed-in integration with various key partners and collaborations with others is an effective plan and this aims to provide the educational benefits to the young people who are refugees and will also benefit them when they will be integrated with the existing students under the same roof. The funding will be received from the local government based on this plan and all other information that will provide the strategies for addressing the issues particularly the new group of students. The role of community-based services will not just be restricted to running programs for these young refugee students at the school but also to provide various resources that are required as per the plan made.
The expected outcomes will be that these 120 refugee students will first be tested for their physical health and mental health before providing them with educational benefits. These students will then be enrolled in the community-based program that will involve various language experts so that they can be taught the English language from the start. After a few months of training for the language and basic etiquettes, they will be enrolled in the schools for basic education (Dunn Shiffman, 2019). Meanwhile, all the key partners will play their role in providing the basic opportunities and resources to these young refugee students and the youth workers will ensure all timely deliveries.
This community project will be evaluated for its performance and based on its rating the revised plan will be formed so that the effective educational support can be delivered to the refugee students. The expected outcome is that they will receive all the comfort and training classes to make them first comfortable with the English language and this will then be followed with their main curriculum classes. On arrival in Australia, the young students from the refugee group will be placed in an Intensive English Centre that will provide them with the education as per the schooling protocol and they are also provided with the counselling interventions (Due, Riggs & Augoustinos, 2016). The community project will be evaluated based on their growth and their performance with the existing students.
This a group project wherein different groups of people will work together to facilitate the change for the refugee group of young students. As per the protocol planned, the first role will be played by the health care professionals and the policymakers. The policymakers will make appropriate policies for these people wherein they will be getting the housing opportunities, educational opportunities and the health-related concerns will be addressed. The structure followed for the implementation of this project plan will be simple as the youth workers will lead this project and they will coordinate for the best outcomes. The main function of the youth workers will be to ensure that the whole process from the design to implementation goes smooth and all the barriers can be converted into the facilitators. The strict protocol designed for the facilitation of all the groups working together will be reviewed from time to time and all the key performance indicators will also be reviewed timely. This will help in ensuring that all the measurable values are demonstrating the effectivity of this plan and is helping in achieving a simple goal of providing educational and other supports to the young refugee people.
The conclusion drawn is that the youth workers will work in collaboration with the community-based services and the local government for planning and implementing the designed plan for the benefits of the new influx of the students in the Australian education system. This plan will be implemented considering all the actual problems that are faced by the refugee people when they enter Australia and they will also address other concerns that they face when integrated into society. As per the protocol, they will first be placed in an Intensive English Centre where they will be given educational services and will also be provided with the counselling interventions. These young students will be benefitted with this educational support and services that are provided by the various community- based programs and the youth workers. The challenges of the different language, different education system and the different ways of learning will be best addressed using the policies that will be specially designed for the young refugee people.
Cohan, A., Honigsfeld, A., & Dove, M. G. (2019). Team Up, Speak Up, Fire Up!: Educators, Students, and the Community Working Together to Support English Learners. Association for Supervision & Curriculum Development.
Due, C., Riggs, D. W., & Augoustinos, M. (2016). Diversity in intensive English language centres in South Australia: Sociocultural approaches to education for students with migrant or refugee backgrounds. International Journal of Inclusive Education, 20(12), 1286-1296.
Dunn Shiffman, C. (2019). Learning to communicate across language and culture: demographic change, schools, and parents in adult ESL classes. School Community Journal, 29(1), 9-38.
headspace National Youth Mental Health Foundation. (2020). Headspace. Retrieved from https://headspace.org.au/?gclid=Cj0KCQjwzN71BRCOARIsAF8pjfjFkjlT2i1TSt5HOfHnUYVp7qg_-nhB33X699IcKcnCSrtcHU57nTkaAqxoEALw_wcB
Kouzes, J. M., & Posner, B. Z. (2018). The student leadership challenge: Five practices for becoming an exemplary leader. Hoboken, New Jersey: John Wiley & Sons.
Lenette, C., Baker, S., & Hirsch, A. (2019). Systemic Policy Barriers to Meaningful Participation of Students from Refugee and Asylum Seeking Backgrounds in Australian Higher Education: Neoliberal Settlement and Language Policies and (Deliberate?) Challenges for Meaningful Participation. In Educational Policies and Practices of English-Speaking Refugee Resettlement Countries (pp. 88-109). Singapore: Brill Sense.
Miller, E., Ziaian, T., & Esterman, A. (2018). Australian school practices and the educational experiences of students with a refugee background: A review of the literature. International Journal of Inclusive Education, 22(4), 339-359.
Némorin, S., Momartin, S., & Junaid, M. (2019). A community partnership with Rohingya refugees in Sydney, Australia: a systemic approach towards healing and recovery. Intervention, 17(2), 225-230.
Posselt, M., McDonald, K., Procter, N., de Crespigny, C., & Galletly, C. (2017). Improving the provision of services to young people from refugee backgrounds with comorbid mental health and substance use problems: Addressing the barriers. BMC Public Health, 17(1), 280.
Ruesch, J., Bateson, G., Pinsker, E. C., & Combs, G. (2017). Communication: The social matrix of psychiatry. Australia: Routledge.
Shapiro, S., Farrelly, R., & Curry, M. J. (Eds.). (2018). Educating refugee-background students: Critical issues and dynamic contexts. England: Multilingual Matters.
Whittlesea community connections. (2020). Welcome. Retrieved from https://www.whittleseacommunityconnections.org.au/uploads/4/4/6/1/44619247/wcc_settlementflyer.pdf
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