Many adult refugees arrive in their new country of residence well qualified and experienced, with established careers, unable to continue there. Lack of a recognized proof a English language the level required to study in the UK prevents young people from pursuing higher education and building the careers for which they were destined. As a result, many are routinely unemployed or in precarious, low-wage jobs and unable to use or develop the skills needed to build a secure life.

Access to higher education, which Unesco describes as “a passport to economic security and a stable future”, could provide the opportunity to change this. However, ca UNHCR and its partners recognize that there are more barriers. The organization has pledged to increase progression to higher education for those from a forced migration background.

Universities are taking steps to improve access for refugees and asylum seekers, including offering offers and providing financial support through scholarships. More places are also becoming available on pre-session intensive English courses. But could this support reach further into the community and widen the pathway to higher education?

It often takes years for someone from a forced migration background to reach university, and a significant factor that defines this is how long it takes to achieve the required language and qualification level. Essential English language support is usually provided by further education colleges, but access to the tuition required for academic study and assessment is much less available. It often means piecing together provision through online short courses, private tutors, charity work and independent study, normally while also managing the heavy burdens of life. Unsurprisingly, this is unsustainable for many.

How I can support universities through local provision

Universities could provide academic language support through recognized partnerships established between local councils and the providing FE colleges ESOL courses. At Kingston University, we have partnered with the Royal Borough of Kingston to provide academically appropriate English and academic mentoring inviting relocated residents of the neighborhood who want to go to university to enroll in our existing sessional English courses. It is designed as a route that works alongside and extends beyond ESOL provision, with a particular focus on supporting transitions to higher education.

benefits

• Courses are offered at a number of levels. This means students can start their higher education journey earlier and be supported through to progress
• Support is cohesive and delivered locally and thus builds sustainable local networks and relationships for resettled residents
• Students familiarize themselves with university life, develop key skills, build new identities and imagine new futures.

Our experience has taught us a lot. Some key tips are as follows:

Learn from others

Make connections and build networks with others who have walked similar paths to understand and learn from the local and national landscape. Get in touch with relevant local authority staff and local working charity groups refugees and asylum seekers and network with colleagues from other universities with a pathway to higher education provision. This can help you identify what is needed in your area. and build a compelling narrative for when you make your pitch.

Start small

Our 10-week pilot allowed us to gather data, assess the viability of the proposal and make the necessary adjustments. It also significantly strengthened our subsequent proposal to the local authority.

Build in flexibility

The lives of refugees and asylum seekers can be complex and vulnerable to change. The local council’s duty of care naturally focuses on basic needs and it is vital that we recognize this. Make sure your course can adapt to life changes and doesn’t become an obstacle to taking advantage of valuable opportunities. Our course offers classes and mentoring at times that are compatible with employment and offers independent study options that students can access according to their schedule. You can add additional flexibility through delivery modes and course management. To encourage participation and adoption of language support, our existing courses are offered online and students can sign up for lessons as long as they have time.

Build in dedicated support

Academic mentoring proved invaluable to the project’s students. Without established networks, working in a different language and with an unfamiliar and complex education system, they need guidance and support for their transition into higher education, to help develop study skills and navigate university systems.

Beware of assumptions

As academic linguists, what we may consider to be understood is not necessarily so for other organizations or even for other departments within your university. Help peers see and understand key points, such as how English academic provision differs from ESOL or why access to funded tuition and certification is needed.

funding

Much of what has already been mentioned relates to building a robust proposition to attract funding. You also need to know how both organizations allocate. What are the “pots” available? What are the processes and deadlines? Who makes the decisions? These are unlikely to be the same in every organisation, so be ready to balance the requirements of each.

Measures of success

Your local council and university funders will report to their organisations, and they need the information you provide to match what they recognize as success. For our project this included presenting attendance levels, monitoring participation in online independent study tasks, collecting end-of-block assessment results and feedback from our university quality assurance processes. We also reported progression results for both level progression and university progression. Also highlight other relevant successes, such as building self-confidence and strengthening community connections, as this contributes to the holistic picture of the project.

Pay it forward

Monitor, graph and share your experiences. By adding to the body of evidence, you help create a stronger narrative. In turn, this can strengthen your ongoing partnership as it highlights the wider impact of what may on the surface seem like a small local initiative.

Gabrielle Smallbone is Senior Lecturer in English for Academic and Professional Development at Kingston University.

If you want to receive advice and information from academics and academic staff directly to your inbox. email each week, sign up for the Campus newsletter.

Kingston University is shortlisted for Outstanding Contribution to Equality, Diversity and Inclusion at Times Higher Education Awards 2024 #THEAwards. A full list of shortlisted candidates can be found here.