When working with refugees the teaching paradigm is focussed on language acquisition and employability where the training provider considers themselves to be the ‘expert’ and the refugee as a ‘special need’. As a consequence training programmes are often designed from the perspective of the training providers ‘expert’ analysis of the refugee’s needs, rather than the refugee learners needs themselves. With this approach refugees are destined to a future working in entry level jobs where 75% will remain. This session looks at how co-design of curriculum, focussed on developing labour market competencies, results in increased retention, higher quality outcomes and increased learner impact.
#Rethinking Refugee in FE
10:10 am - 10:50 am