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Refugees into Teaching in Scotland

Refugees into Teaching in Scotland. Henry Kum University of Strathclyde Scotland. Project background. The Refugees into Teaching in Scotland research project funded since 2007 by the West of Scotland Wider Access Forum.

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Refugees into Teaching in Scotland

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  1. Refugees into Teaching in Scotland Henry Kum University of Strathclyde Scotland

  2. Project background • The Refugees into Teaching in Scotland research project funded since 2007 by the West of Scotland Wider Access Forum. • Aim: enhancing our understanding of the experiences and expertise of the diverse group of refugee teachers in Scotland. • Managed by a multi partner group of researchers from Higher Education and further education institutions, local authorities and professional bodies.

  3. Methods • A literature review • Interrogation of the RITeS database to provide a demographic profile of the more than 150 refugee teachers in Scotland • In depth semi structured interviews with a selection of 21 of these teachers to investigate their past and present teaching experiences and their hopes for the future. • Observation of teachers in schools and discussions of critical issues.

  4. FINDINGS (Differences inModels of Education) • French Congo DRC, Cameroon, Senegal, Algeria, Congo Brazzaville, Cote d’Ivoire • EnglishNigeria, Ghana, South Africa, Zimbabwe, Uganda, Kenya, Ethiopia, Sudan • RussianUkraine • BelgianBurundi, Rwanda • OtherPakistan, Iran, Iraq, Albania, Afghanistan, Mongolia, Sri Lanka, Philippines, Poland

  5. DIFFERENCES cont’ • Classes allocated according to age • No mixed ability classes • Large class sizes • Teachers well respected but low wages • High level of discipline • Great classroom competition • Physical punishment still possible • Less parental interference • Teacher and subject centred curriculum • Less use of technology and scarce resources

  6. DIFFERENCES cont’ • Huge emphasis on challenging assessments • Challenging curriculum • Use of local languages and international languages • Less use of visual teaching aids • Registration not necessary to teach • Teaching is both an under and graduate profession • Teacher training not obligatory in some countries

  7. BENEFITS OF TEACHINGIN SCOTLAND • Great use of technology • Availability of relevant resources • “Democratic” pupil learning atmosphere • Small class sizes • Defined routes to career progression • Provision of special education needs strategies and access to support • Availability of Learning and Teaching Support Assistants

  8. BENEFITS cont • Computer assisted learning programmes • Good wages and other incentives • Exposure to international practice • Availability of specialist support • Greater specialisation, higher output

  9. I have had to cope … the fact that they are students with different levels in the same class. This is not very healthy practice as it slowed down the able pupils. It is different in my country where the teacher still finds things easy with large class sizes, no support assistants. The system of education in Burundi is modelled after the Belgian educational system. It is exactly the same curriculum like in Belgium and not very different from this or Europe. So the children learn the same. I have learned in Scotland that the background of the child was very necessary. This gives room to know those with emotional and behaviour difficulties with those with additional learning needs. The difference is that learning here is more child centred. In Scotland you are allowing the child to do most of it, you are more a mentor while the child back home actually relies on the teacher. You can mislead them for all you know and they will happily go by it. QUOTES FROM TEACHERS

  10. Conclusions / Recommendations • Structural discrimination : deskilling • Training /re-training or on the job experience? • Utilisation of skills base • Peer support / mentoring / language support • Further research issues

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