Education Pathways: Policy Implications for Refugee Youth in Germany and Canada

Appendices

Critical Response 1

• Babtista Shimwe, BCom in Progress

• Carleton University,

• Ottawa, ON, Canada

I’m a refugee youth from Uganda. I came to Canada when I was 14 as a government-assisted refugee. When I arrived in Canada in September 2009 I received my permanent resident status. Two months later I was enrolled in high school. I graduated from High school in 2013. I’m currently in my third year of university. I’m pursuing a Bachelor’s of Commerce, concentration in Accounting at Carleton University, Ottawa, Canada.

Education system

In terms of education, I think the Ontario education system is structured in a way that gives students a chance and the ability to explore future careers before making a decision. As a new student coming into Canada, there were a lot of career options that do not exist in my home country. For example, in grade 9, I wanted to be a pilot. But eventually, I was introduced to a wide range of career options that I didn’t know about. School staff, especially my guidance counselor and MLO (Multicultural Liaison Officer), encouraged me to explore as many career options as possible while also getting involved in school activities to make friends. The guidance counselor guided me in the process of choosing my career path. When I first arrived, I was placed in applied mathematics. I didn’t know the difference between applied, academic, and essential courses because we have only one type of course in Uganda. After learning about my career interests, my guidance counselor switched me to academic courses in grade 10. I think guidance counselors play an important role when it comes to student success and career decisions. Unlike Germany, where most newcomers are restricted to vocational schools through policies, I was not restricted to a particular career path. Therefore, I think introducing a system that encompasses staff like MLOs and Settlement Workers in Schools to address the settlement and integration needs for immigrant and refugee youth in schools, eases newcomers’ education processes.

Finances

As an accompanied youth under the age of 18, I did not have to deal with the burden of a transportation loan repayment. As for tuition fees, personally, I thought that high tuition fees were not a barrier because of availability of OSAP (Ontario Student Assistance Program).

Competitive admission

was a big barrier to accessing postsecondary education, but I think it’s important to maintain academic integrity. I personally saw it as a benchmark that helped me to work hard and attain the same level as the rest of Canadian students. Achieving this goal brings a sense of achievement and it’s important to your mental well-being.

ESL classes

Taking English as second language courses was not a barrier for me to access postsecondary education, but being an English language learner was. For me it was like a bridge to break down the barrier. Therefore, like getting a university admission offer, completing ESL classes, and starting to learn regular English evoked a sense of accomplishment. With help from the school and various nongovernmental organizations that helped with homework and assignments, I saw ESL classes as a process to access postsecondary education rather than a barrier.

Critical Response 2

• Lina Homa, BSc(Physics) in Progress

• Ludwig Maximilian University,

• Munich, Germany

My name is Lina Homa. On June 1, 2008, at the age of 17, I arrived in Germany as a refugee from Kabul, Afghanistan. I was underage and unaccompanied and thus eligible for programs from the Children’s Aid Society. From September on, I participated in the Schlau Schule, a specialized schooling project for unaccompanied refugee youth. First my language abilities were very limited, and I was streamed in the lowest level of the schooling project, but soon I made fast progress and could skip various levels. But even the highest course was too easy and demanded too little from me. With a lot of help from my teachers, the social worker and the principal from the schooling project and with support from two volunteers, I was able to convince a Gymnasium to give me a chance and try for the highest secondary diploma. Still I needed permission from my guardians. In contrast to the very supportive staff at the schooling project, my legal guardian opposed strongly against the change. It looked like I had to decide between higher education and the financial support, which I depended on. In the end, I was allowed to change, but they put a lot of pressure on me not to fail.

I was able to get my secondary diploma at the Gymnasium after two more years. I graduated with good marks. Since I couldn’t meet admission requirements at the university, I decided to go for an apprenticeship as a dental assistant. While doing this apprenticeship, I realized that I was more interested in physics than in medical studies, which was my original study objective. Currently, I am studying physics (fifth semester) and I am planning on going for a Master after my Bachelor.

As a child, my father taught me that education is very valuable, and if you get the chance you need to accomplish and do the best you can. If you believe in yourself and don’t give up, you are able to find support and make your way. Because of these experiences, I support nowadays newcomers to Germany as a volunteer German teacher. I think that young refugees can become a big asset for the German society and that they should be supported. At least, this is what I will keep on doing.