Welcome to the Overseas CO Program Highlight archive, where you will find information on different CO programs overseas, in terms of caseload characteristics, environment in exile, information on CO classes, and considerations for domestic service providers.
Click on the selected group below, which will take you to the appropriate place in this document.
Karenni Refugees in Mae Hong Son, Thailand
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(click for a five-page PDF version of this document)
Overview
Cultural Orientation for the U.S.-bound Karenni refugees in Baan Mai Nai Soi camp, in northwestern Thailand’s Mae Hong Son province, has to date been provided by the International Organization for Migration (IOM) South-East Asia Cultural Orientation team. Departures for the U.S. began in early 2009, and as of mid-April some 547 people have been resettled in the U.S. An estimated 7,000 Karenni are in the process to travel to the U.S. before the end of September 2009 (US fiscal year).
The IOM CO Coordinator in Thailand is a cultural orientation expert with many years’ experience in several locations worldwide. The 10+ trainers on the team are mostly Thai nationals with several years of experience conducting CO classes with the Karen. Some of the trainers are Karen with Thai nationality, and two of the trainers are Karen with Burmese nationality, who are fluent in both the Burmese and S’gaw Karen languages.
History of the Caseload
The Karenni population in Thailand is comprised of some 20,000 people living in two camps in remote northwestern Thailand, in the province of Mae Hong Son. Although in many ways similar to their Karen cousins living to the south, the Karenni have their own culture, languages, and history. (For more information on these topics, see pages 41-47 of the Center for Applied Linguistics (CAL) publication, Refugees from Burma.
Camps for displaced Karenni people have been established in various locations on both sides of the Thai/Burmese border since 1989. Several camps were consolidated into the camp at the current location in 1996.This camp, called Baan Mai Nai Soi (pronounced “bahn my ny soy”) or often referred to as “Site 1,” with a population of approximately 20,000, is located about 26 kilometers from Mae Hong Son town. Another much smaller and much more remote camp with a population of 4,000 or so is located some distance to the south, and is called Baan Mae Surin, or “Site 2.”
Camp Environment
Baan Mai Nai Soi camp (Site 1) is rather isolated, being a one-hour drive along paved and unpaved roads from Mae Hong Son town in the dry season. The camp is located only one kilometer from the Burmese border, and was attacked by the Burmese army a number of times in the late 1990s. The camp is built in a very hilly region, with very few flat areas large enough for even a soccer field.
The camp is divided into twenty sections, each with its own local flavor deriving from religion (which may be Catholic, Adventist, Baptist, animist, etc.), ethnicity (there are about 10 distinct ethnic groups within the camp), or even location of the original home village, as each village may have its own distinctive dialect and residents tend to gather in language-based groups.
The camp is much like other Thai camps described in CAL’s Refugees from Burma. It is run by an elected Camp Committee and twenty section leaders, with the support of the Karenni Refugee Committee (KnRC). Various NGOs provide health, educational, food and infrastructure services. There are no Muslims (traditionally the business class) in the camp, so the availability of outside goods is minimal.
Refugees are not allowed out of the camp. In the past, this regulation was not strictly enforced, with the result that some of the more educated refugees managed to work outside the camp, earn enough money to buy TVs and motorcycles, and get some experience of life beyond the borders of the camp. In recent years, however, the rule prohibiting leaving camp has been more heavily enforced, and, except for those few refugees who work for NGOs, refugees generally have little contact with the outside world. Some people have radios and mobile phones, although phone reception is limited.
Some 94% of the camp population is Karenni (85% Kayah), with minorities of Karen, Burman, Shan, Bwe, Manaw, and Pa-O, amongst others.
Baan Mae Surin camp (Site 2) is even more difficult to reach, entailing a two-hour-plus spine-jolting ride from the district town along a jungle road and fording a river about a dozen times to reach the main part of the camp. The camp was established along the Mae Surin river in 1991, and after several consolidations with other camps over the next decade, the population has risen to over 4,000. Although it is located only three kilometers from the Burmese border, the camp has never been attacked.
The ethnic make-up of Baan Mae Surin differs from that of Baan Mai Nai Soi in that only some 40% of the camp is Karenni; 30% is Karen, and the remaining 30% is comprised of several other ethnic groups. The “flavor” of the camp is quite different from many of the other camps in Thailand since its isolation gives the camp much more of the feel of a traditional jungle village, with the riverside location lending to an idyllic appearance.
CO Classes: Structure and Content
CO classes are taught in five classrooms located within Baan Mai Nai Soi camp. Western-style toilets were built next to the classrooms to prepare CO participants for the change from the more traditional Asian squat toilets in use throughout the camp. Class sizes usually range from 20 to 25 participants, and run for five hours a day for three to five days, depending on the departure scheduling. The training style is based on an interactive, experiential method of instruction: the participants are encouraged to learn not only the important facts of resettlement, but also to develop the skills and attitudes which help to make for a successful resettlement experience. Self-study materials and picture-based materials for pre-literate refugees are employed to help participants develop the notion that learning about their upcoming resettlement is their own responsibility, and that an attitude of pro-activity will be essential to their own resettlement.
The curriculum and training methodology are continually being developed and refined. All essential topics in CAL’s Welcome to the United States guidebook are covered. However, the Karenni have had little exposure to the “outside” world and few opportunities for education. In particular for this ethnic group, new materials for teaching CO to pre-literate peoples are being developed. Learning takes place at a slow pace, and it may take several days for a trainer to bring a Karenni class up to the same levels of participation and interaction that a different class might have after only a few hours.
Hopes, Fears, and Questions
In general, the Karenni refugees from Site 1 are facing resettlement to the United States with a great deal of fear and trepidation. They have heard from previously resettled refugees, or from the camp rumor mill, how difficult it can be to make the adjustment to life in the U.S., particularly for those who have no English skills. Many see their lack of education and English ability as insurmountable obstacles to getting a job, and view the future with some degree of despair. The fact that they have applied for resettlement at all given these concerns is an indication of how poor they feel their current living conditions are. There is a high expectation that the U.S. government, having accepted them for resettlement, will also accept the responsibility for taking care of them for some time after resettlement.
CO trainers have reported that some class participants have shown a high level of apathy towards learning about what to expect upon resettlement, only showing interest in the matter of what they are, and are not, allowed to bring with them to America. When told that there are some items that cannot be brought (herbal medicines, etc.), some have expressed the attitude that, “If I can’t take my ___, then I won’t go!”
As is the case for many refugee caseloads, the hope of many of the Karenni is that their children will be the ones who learn to adapt and become successful in the new culture. Few refugees over 40 years old have any expectations that they themselves will be able to make the adjustment. However, the younger generation, who have learned to speak, read, and write Burmese in school, have a more optimistic view of the possibilities that resettlement may hold, and express interest in their educational opportunities in America.
Strengths and Challenges
The Karenni are survivors. That they have managed to keep their communities and culture relatively intact after decades of repression and persecution from the regime in Burma is a testament to their tenacity and determination. And this persistence in the face of enormous odds will serve them well when faced with the overwhelming changes that resettlement to the United States will bring.
However, the flipside of this tenacity is a reluctance or self-perceived inability to adapt to the changing realities of the modern world, and this will make resettlement to the United States a huge challenge for many of the Karenni. The younger generation in general has learned to read and speak Burmese, and has attended some school, and is thus better equipped to deal with the very concepts of learning and adaptation. However people of the older generation, identified as those above 40, often only speak Karenni or a dialect thereof, and are unable to read and write in even that language.
Major challenges that can be identified at this stage include:
Illiteracy / Pre-literacy: As literacy is one of the major indicators of successful resettlement, this is going to be a significant challenge for the Karenni. Their own language has only been in written form for several decades, and the number of Karenni who can read their own language is relatively low. Many of the younger people are able to read Burmese, having learned it in school. Few are able to speak, read, or write in English.
Lack of confidence: CO trainers report that many of their class participants, upon learning of the challenges they will face in the US, focus on their lack of education and English ability and come to the conclusion that adapting to life in America is beyond them. This lack of confidence is reflected in the difficulty in getting CO participants to make eye contact with the trainer and each other, despite in-class activities that encourage this. Participants are also very reluctant to volunteer answers to questions in class unless they are 100% sure that they are correct beforehand; this has been seen in the youth and children as well as with the adults.
Passivity of “older” people: The feeling that resettlement may be “beyond them” applies largely to refugees over 40 years old. In addition, older people often do not seem to feel that they belong to the class, and do not even want to join the others to stand in a circle for a class activity. This group of non-active participants could include up to half of the students.
Apathy: Although life is difficult in the refugee camps, it is relatively safe compared to life on the other side of the border. For many refugees, it may be the best living situation that they have ever had. Food, shelter, and medical services have been provided cost-free for many years now. This has led many to the assumption that life will continue in the same way once they reach America, and that all of their necessities will be provided for them by the government. When told that they will be expected to get jobs to pay for housing and other basic necessities, many are shocked, and develop an apathetic attitude towards resettlement.
Considerations for Domestic Service Providers
Helping the Karenni adapt to their new surroundings in America is going to be a very time-consuming exercise. Refugees are going to need intensive survival English training.
Incorporating confidence-building activities and exercises into any domestic cultural orientation / adaption program will be of great benefit to the Karenni. The CO sessions they attend in Thailand attempt to instill these attitudes of self-confidence and pro-activity, but there is only so much that can be done in a three- to five-day class.
Ask Karenni refugees if they have brought their “Life Books” from CO class with them, and if they would be willing to share them with you. These notebooks are psycho-social tools used in class to encourage refugees to reflect on their resettlement experience, beginning from life in the camp and continuing, if the refugee finds it useful, to their thoughts and feelings about their experience post-resettlement, as well.
Modern technology will be unfamiliar to many, and particularly the older generation. Items as common as doorknobs, sit-down toilets, common hygiene products, and everyday household appliances will be completely new and baffling. Service providers are going to need to be very patient.
If you would like to share your agency’s experience of resettling clients that received CO from IOM Southeast Asia's CO program, please click here.
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Bhutanese Refugees in Nepal
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Overview
Cultural Orientation for the U.S.-bound Bhutanese refugees in Nepal is provided by the International Organization for Migration (IOM). Departures for the U.S. began in early 2008, for a total of over 5,300 refugees before the end of September; during that time frame, over 4,000 refugees attended CO classes. The IOM CO Coordinator in Nepal is a former resettlement director in the U.S. All nine trainers are Nepali nationals who have travelled and/or studied abroad, and six have an undergraduate degree and one a Masters degree from educational institutions in the U.S.
History of the Caseload
The Bhutanese refugee population is composed of some 108,000 people living in seven camps in Eastern Nepal, near the town of Damak. Ethnic Nepalis, the group is known in Bhutan as “Lhotsampas.” They speak Nepali, have their own customs and dress different from those of the ethnic Bhutanese, and generally practice Hinduism (60%), Buddhism (30%), Kirat (an indigenous religion), or Christianity.
The group has an unusual history of refugee persecution. Rather than experiencing a war or conflict in the traditional sense, they were stripped of their citizenship by the Bhutanese government, suffering cultural discrimination, marginalization, harassment, and denial of basic services, including access to education, jobs, and healthcare. Some Lhotsampas were also detained, tortured, or compelled to sign documents stating that they would leave the country. As a consequence, refugees flowed out of Bhutan, through India, and into Nepal in 1991. Over 40,000 of the refugees are children, so a substantial proportion of the refugees have lived in the camps their entire lives. While many refugees have shown interest in resettlement since the inception of the U.S. Refugee Admissions Program in late 2007, others are vehemently opposed, feeling that the community’s continued presence in Nepal will facilitate an eventual return to Bhutan.
For more information on the population, please see the Center for Applied Linguistics’ Refugee Backgrounder, “Bhutanese Refugees in Nepal."
Environment in Exile
The refugees are strongly involved in the functioning of the camps, and receive excellent services through various international organizations, as well as World Food Programme food baskets containing rice, pulses (lentils and beans), vegetable oil, seasonal vegetables, sugar, salt, and a wheat/corn/soya blend. Accommodations consist of 12’ x 20’ bamboo huts that house 6 to 7 people on average. Toilets and showers are shared by two huts, while the wait for tap water runs between 30 to 60 minutes. Education is fully funded by the UNHCR through 8th grade and by Caritas for 9th and 10th grades, while partial funding is available for 11th and 12th grades. Basic medical care is also available. In addition, Caritas runs service centers for disabled refugees in all seven camps, serving over 500 refugees through physical therapy, skills training, and sign language classes.
Refugees tend to be employed as teachers, small shop owners, restaurant workers, or manual laborers in town. Employment is helpful in terms of attaining additional income for clothes, shoes, meat, fish, butter, spices, soap, matches, bangles, and items used in marriages and funerals. The unofficial nature of many jobs, however, can lead to the exploitation of refugees.
CO Classes: Structure and Content
To participate in CO classes, refugees are bused to one of three facilities located in or near the various camps. Ideal class size is 20-25 students, and classes run approximately four hours a day for three days, using a very interactive instructional style to encourage active participation and engage refugees in the learning process. While the curriculum is undergoing refinement and adaptation from curricula used by IOM CO programs elsewhere, all essential topics in the Welcome Guide are covered. Shortly before departure, refugees also receive an additional two-hour pre-departure orientation course at the IOM Transit Center in Kathmandu, to reinforce information given about travel and reduce anxiety regarding the flight. Participants review and practice finding seats on the plane, the use of airplane toilets, general information about airports, etc.
Hopes, Fears, and Questions
Among the hopes expressed by the Bhutanese refugees in CO class are access to better education and health care, a brighter future for their children, to no longer be called refugees, to be able to get a job and be paid for work like other Americans, and to have their basic human rights acknowledged and respected. Fears mentioned include losing their culture and language, living far from friends and family, not being able to afford to visit family and friends resettled in other locations, not living near a Hindu temple, not being allowed to practice their religion and culture, threats to their daughters’ security (crime, harassment), struggling with language and jobs, difficulty repaying the travel loan, losing their farming lifestyle, and never returning to Bhutan.
Refugees are eager to know what type of jobs they will be able to secure, information about likely wages and hours, and whether their certifications will be taken into account for employment or additional education. Class participants also frequently ask about the cost of housing, the cost of healthcare after their period of Refugee Medical Assistance ends, and the availability and cost of medical insurance, especially for the elderly. Other questions involve flexibility regarding repayment of the travel loan, and the ability to conduct Hindu funeral rituals and cremations.
Strengths and Challenges
The CO team has identified a number of strengths that the Bhutanese refugees will bring to their resettlement. First, they note that the refugees have exercised a strong voice in the process. The group adheres to a democratic system and recognizes the role of women. In addition, they have benefited from good health and education services in the camps, access to vocational training, and, among the younger population, exposure to computers. Indeed, there are many recognized leaders in the camps with higher education and job skills. In addition, the group is oriented towards community and family. Challenges for the group, however, will include their seventeen years of dependency on aid organizations; a lack of English language skills, particularly among women and members of the older generation; and their anxiety regarding being separated from the community.
Considerations for Domestic Service Providers
The Bhutanese are strongly attached to community and family. Cases are generally small, but there is a large population of elderly and of single adult cases to consider when planning for resettlement and other services. In addition, while the group includes many English speakers, especially teachers, there are also many Bhutanese who do not have English language skills. It is very important to the Bhutanese to have access to Hindu temples and shops selling South Asian foods and goods, especially those used in weddings and funerals (thika).
Domestic service providers should also be aware of the caste system practiced by the Bhutanese (see CAL’s “Supplement to Bhutanese Refugees in Nepal”); common dietary restrictions or considerations (see “List of Food Suggested for Bhutanese Arrivals”); and the common practice of arranged marriages, often at the age of 18 or so.
In addition, all Western appliances will be new to the refugees, including Western toilets. Children go to the bathroom outside or on the side of the road. Refugees are introduced to Western toilets and toilet paper in CO class, and while hygiene products are familiar to the refugees, they will need additional guidance with their use.
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Additional resources:
- The Library of Congress’ 1991 document, Nepal: A Country Study, at http://countrystudies.us/Nepal/ (you must type this address in exactly as written)
- The Norwegian Refugee Council report Bhutan: Land of Happiness for the Selected, January 2008, available at http://www.nrc.no/arch/_img/9243651.pdf.
- The 2007 Human Rights Watch Report on the Bhutanese Refugees, Last Hope for Durable Solutions for Bhutanese Refugees in Nepal and India, available at http://hrw.org/reports/2007/bhutan0507/
If you would like to share your agency’s experience of resettling clients that received CO from IOM Nepal's CO program, please click here.
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Iranian Religious Minorities in Vienna
Slideshow
(click for a four-page PDF version of this document)
Overview
The Overseas Processing Entity (OPE) in Vienna, administered by the Hebrew Immigrant Aid Society (HIAS), is the processing site for Iranian religious minority refugees on their way to resettlement in the USA. Applicants—Armenian and Assyrian Christians, Baha’is, Jews, Mandeans and Zoroastrians—begin the process while still living in Iran, then leave everything behind and come to Vienna to begin the next, intensive phase of their journey. Life in Iran may still be foremost in their minds while they are in this old European capitol, which can be particularly disorienting. Their stay in Vienna may last five months or more. During this time, OPE Vienna applicants take a sixteen-hour Cultural Orientation class. OPE Vienna has been conducting CO courses since July 2001, and has kept pace with the dramatically increased number of refugees admitted to the program. Between October 1, 2007, and mid-July 2008, OPE Vienna has delivered CO training to 2,372 students and expects to graduate another 750-800 students from the program by the end of this fiscal year.
The Population
The majority of applicants are Armenian or Assyrian Christians from Tehran, but a smaller percentage are of other faiths, and come from cities such as Isfahan, Shiraz and Ahvaz. Ninety to ninety-five percent of the applicants speak, write or understand Farsi—consequently, OPE Vienna CO classes are conducted by English-speaking instructors using Farsi language interpreters.
The students in the OPE Vienna CO classroom demonstrate a high average level of education and language skills. The literacy rate in Iran is much higher than that of many neighboring countries. Illiteracy among the younger generations is rare. Consequently, almost thirty percent of the caseload have Bachelor’s Degrees or equivalent educations. Some applicants have less formal educations or no diplomas—for example, Baha’i often attend “underground” universities. Women in Iran often attend university, and among the applicants, females have often attained a higher level of formal education than their male counterparts.
The men in the caseload have been employed in Iran in a variety of professions, as metal workers, interior designers, engineers and taxi drivers. Many of the women have worked as homemakers, but also as receptionists, accountants, teachers and fitness trainers.
About twenty-five percent of applicants have pre-existing medical conditions such as hypertension, and thyroid problems. Many elderly applicants have heart disease, and about five percent of the adult applicants have diabetes.
This refugee group does not include a lot of cases with a “typical” American nuclear family structure of mother, father and young children. Instead, the caseload includes many older parents with children in their late teens or twenties. The average case size is 1.9. Most cases are couples or single people. A much smaller number of the cases consist of small or extended families.
CO Classes and Curriculum
The Cultural Orientation course at OPE Vienna consists of 4 four-hour class sessions, which generally take place Tuesdays through Fridays. During a typical week, three CO teachers will be leading three separate classes, which each contain twenty-five students. Consequently, on average, 75 students complete the CO course each week.
The Vienna CO course focuses on topics relevant to the refugee’s resettlement in the USA, including Employment, the Role of the Resettlement Agency, Housing and Health. Each unit of the course is built around a series of key teaching points, and taught through a mix of lectures, group activities, role-playing exercises and guided class discussion. Instructors distribute the Welcome to the US Guide (Farsi language version), show sections of the corresponding DVD produced by the Center for Applied Linguistics, and use other visual materials, including posters and hand-outs.
Over the last year, the OPE Vienna CO staff have phased out a purely lecture-based format and introduced a much more interactive, lively approach to the course. Students have responded enthusiastically; they tend to enjoy the class more; and based on in-class feedback and written course evaluations, they are leaving classes with more realistic expectations of their resettlement in the US. OPE Vienna now looks forward to developing a more extensive Family unit in its CO course, which will include a sharper focus on the needs of applicants who have older children or elderly parents, as well as those who plan to live in an extended family situation in the US. Many of the applicants at the Vienna OPE fit this profile, yet are only casually acquainted with American notions of family values, conflict resolution and respect for the elderly.
While in class, students often express concern about assimilation and adaption to American life. During one role-playing exercise, the question of how refugees may (or may not) maintain their ties to Iran almost always generates a heated discussion. The students ask many questions during the sections of CO class devoted to jobs, money management and health. They are particularly interested in US recertification and licensing requirements for the professions which they practiced in Iran. In the Education unit of the course, CO trainers place a strong emphasis on community college, trade school and ESL courses for applicants.
In general, the Iranian students in the CO course are inquisitive, motivated and reflective. They take CO seriously, but also enjoy playing with new ideas and information.
Living Conditions in Vienna
The challenges facing applicants while they are in Vienna are less harsh and more subtle than those facing other refugee populations elsewhere. Housing, groceries and everyday necessities are expensive; the more formal Viennese culture and manners can be inscrutable and off-putting for Iranians, who are used to a warmer, more demonstrative exchange between friends and strangers; and because of visa restrictions, the refugees may not go to school nor work while they are in Vienna.
Some applicants complain of feeling lost here; many of them arrive expecting to be in Vienna for no more than two or three months, but the typical stay is five or more months. One student explained that in Iran, he was always busy—he worked, volunteered and was also a member of a community social club. But in Vienna, as he waited to be approved by DHS for travel to the US, he did not know what to do with himself.
While in Vienna, the applicants often live in the 10th or 20th districts of the city, which are already neighborhoods with large immigrant and refugee populations.
Few of the applicants speak German, but those who speak at least a little English tend to have an easier time in Vienna.
While in Vienna, Jewish applicants get a good deal of assistance from the local Jewish community. Some Zoroastrian applicants meet local members of their faith and get help from Zoroastrian websites devoted to life in Vienna and in-transit. Members of other faiths attend church here or have some other form of informal contact with the local community.
Considerations for Domestic Resettlement
Typically, 80 to 85 percent of any one CO class is planning on resettling in California, with many applicants going to Glendale. About 50 to 60 percent of applicants are leaving behind close family in Iran, while almost all of them are meeting an anchor/relative in the US who has “sponsored” them. Reuniting with their families is a very positive, even profound experience for refugees. However, they must sometimes learn to beware of misinformation their friends and relatives may give them about resettling in the US.
The refugees in the OPE Vienna program are generally eager to work hard. Before taking the CO class, however, applicants have a lot of uncertainty about life in the US. For example, they may not know when they can start working or get a Social Security card in the US. Some have heard there are no jobs for them in Glendale, and don’t know they may be able to find work in a neighboring section of Los Angeles.
A large number of applicants are between 50 and 65 years of age. These refugees may consider themselves too old to work in the USA, but they are also too young to be eligible for government benefits like SSI or healthcare programs like Medicare. Many Iranian refugees do not understand that someone who is 60 years old and has high blood pressure will likely be considered employable in the US. Also, many applicants in this age group owned their own businesses in Iran, and expected to stop working by age 50 or 55 because their children would be taking over the family business for them. They may expect this to be their future in America as well, without understanding the differing economic realities, business environments and government benefits programs in the USA.
In Iran, domestic violence happens behind closed doors, sometimes in a “silent” way, and men are often not arrested or prosecuted for abusing their wives. As a result, refugees in this program certainly know about the crime, but do not have experience with a legal system which punishes those who commit it. This may lead to a cultural disconnect, and for some, trouble with the law, both in Vienna and the US.
Applicants often want (or expect) to go to college or university when they get to the US, and believe that four-year bachelor degree programs are affordable and accessible (i.e. not particularly competitive) in America. CO trainers at OPE Vienna attempt to adjust these expectations.
Iranians often have a “book” knowledge of English, but little living language experience. They may overestimate their own English language skills. Some believe themselves to be advanced English speakers because they have studied the language for ten years, but once in America, they find that they only have an intermediate or even beginning knowledge of the language.
After the Revolution in Iran in the late seventies, Islamic authorities stripped government offices and organizations of Western-educated workers, and replaced them with people who were in some cases completely unqualified for those positions. Because of these historic upheavals in Iran, Iranians coming to America may bring with them incorrect assumptions about bureaucracy and government workers in the US, and may regard government workers and organizations with caution or suspicion. During their resettlement, they may experience trouble because of this history.
If you would like to share your agency’s experience of resettling clients that received CO from HIAS Vienna's CO program, please click here.
Groups in West Africa
Highlighted Lesson Plans: Adjustment and U.S. Laws
Slideshow
(click for a two-page PDF version of this document)
Overview
The Overseas Processing Entity in West Africa (OPE Accra), administered by Church World Service, has been providing Cultural Orientation instruction to U.S.-bound refugees since February 2002. In total, OPE Accra has delivered CO trainings for over 13,000 students. While the bulk of OPE applicants have historically been refugees from Liberia and Sierra Leone, smaller caseloads of Sudanese, Rwandans, Burundians, Somali, Mauritanian, and Congolese have consistently been represented. From October 2007 to March 2008, CO sessions were held in five countries (Ghana, Guinea, Mali, Togo, and Ivory Coast) for 713 individuals of twelve nationalities (Liberia, Sierra Leone, Mauritania, Chad, Ivory Coast, Togo, Rwanda, Nigeria, DRC, Sudan, Gambia, and Burundi).
Refugee Caseloads: Languages
While many Liberians, Sierra Leoneans, and Nigerians speak some form of English, they also speak other indigenous languages, such as Mandingo, Krahn, and Yoruba. Refugees from other West African countries often speak French along with their indigenous languages, while those from Mauritania, Sudan, Somalia, or elsewhere may speak Arabic. OPE Accra has trainers capable of delivering CO entirely in English or French, while local, trained interpreters are used as needed for Arabic and various indigenous languages.
Refugee Caseloads: Education/Social Experience
CO students represent a wide range of educational and social experiences. Some have never had any formal education, while a number have completed junior or secondary school. There are growing numbers of educated individuals from Central Africa who have university degrees but limited English proficiency. Single parent households, including single mothers with young children, are common, as are unmarried young adults. Refugees in Ghana have had a fairly modern, urbanized experience. Many refugees in the West Africa region reside in out-lying camps, however.
Training Sites
Training sites vary with the refugee populations being served. Initially, CO classes were held primarily in Ghana (at the OPE Annex), Ivory Coast, and Guinea. Progressively, CO Trainers started seeing students in other West Africa locations such as Gambia, Senegal, Nigeria, Benin, Togo, and Mali. In recent years, the West Africa program has expanded into the Central African countries of Cameroon, Gabon, and The Central African Republic. As instruction in the capital city is not always feasible, CO trainers often work at or near the camps. Some examples include camps in Ghana (The Krisan Refugee Camp), Guinea (N’zerekore), Gabon (Tchibanga, Franceville, and Moanda), and Sierra Leone (Bo and Kenema).
Curriculum and Course Particulars
CO training consists of a 3-day, 18-hour course; the average class size is 20. Most classes are conducted in English. Classes may be taught in French when all students share the same level of understanding. Course content is based on the Welcome to the U.S. guide and video, as well as the West Africa CO Exercise Workbook, developed by OPE Accra’s CO department. Course content is regularly reviewed and revised to provide the most accurate and up-to-date information possible. Training methodology is varied, but there is heavy emphasis on experiential group activities and discussion. Posters are produced by the CO team, and PowerPoint presentations were recently created to coincide with the curriculum.
As the program’s caseload shifts towards the inclusion of more Francophone/Arabic-speaking participants, the CO team is adjusting its curriculum to meet participant needs. Activities, lessons, posters, and pamphlets are being translated into French where applicable and/or practical, while program staff continue to continuously develop other lesson plans, activities, and curriculum ideas for non-English proficient individuals. In addition, the West Africa CO Exercise Workbook for students has been modified so that activities may be carried out interactively if students are illiterate or non-English speaking.
A “Parenting” unit was introduced into the curriculum after the program’s experience with the “Women at Risk” caseload in the Ivory Coast (2002), and in response to queries on the CAL Listserv about the parenting practices of some West African refugees in the U.S. The Cultural Adjustment, U.S. Law, and Housing, Safety, and Sanitation units have most recently been updated. OPE Accra is currently developing a new unit for Technology in America.
The West Africa program targets approved refugees age 15 and over. With a noticeable rise in the number of children in qualifying refugee families (some of these having been raised in exile and in camps), a Youth Curriculum was developed by CO West Africa to address youth-specific resettlement challenges. Refugees aged 15-17 participate in their own three-day program, where they are free to ask questions and participate in a group of their peers. For many refugee youth, these specialized CO Youth classes present the first opportunity to experience what an “American” classroom will be like. The Youth curriculum is very interactive, and students are noticeably more at ease discussing subjects with peers who share the same experiences and anticipate similar social challenges than previous participants grouped in the adult classes. The Youth curriculum, which stresses Education, Social Topics, Special Interests, and Family Changes, was finalized in 2007 and has been implemented in Accra (Ghana), Conakry (Guinea), and Abidjan (Ivory Coast).
Student Characteristics and Considerations for Domestic Resettlement
CO West Africa delivers instruction in over ten countries for individuals of more than fifteen nationalities. As such, generalizing the populations is problematic. However, one may assume that much of the refugee’s life has been spent in transit and/or residing in refugee camps, that they tend to have a basic grasp of the English language, and that they have an optimistic image of what lies ahead in the United States.
The Liberian and Sierra Leonian populations are primarily urban refugees who, while they speak various levels of English, need be encouraged to attend ESOL courses and improve upon written skills. They often have close ties with the U.S. through friends or family members and have developed a perception of the United States based on videos and word of mouth. Employment needs to be encouraged from the outset. As they generally have a strong work ethic and desire to continue their education, it may be necessary to remind them that becoming self-sufficient is paramount and then educational advancement is an opportunity. Women in this region are typically much more willing to work and should be empowered from the beginning. Sending money home is actively discussed in CO trainings, and the trainers reiterate that students need to pay all bills, make their monthly travel loan payment, and develop a small amount of savings before sending money home. Lastly, time and time-management are of constant concern. It is made exceptionally clear that America does not run on “African Time,” yet it is the recommendation of OPE Accra that this be of ongoing emphasis stateside.
The mixed Francophone groups seemingly present a more complicated problem in that they are generally well educated and may hold various certifications and/or degrees. Yet these credentials are not necessarily valid in the United States and, more often than not, the refugees are not fluent in English. Finding acceptable employment and learning English are two fears commonly expressed by members of this group.
If you would like to share your agency’s experience of resettling clients that received CO from CWS/OPE Accra's CO program, please click here.
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Groups in East and Sub-Saharan Africa
(Slideshow)
(click for a three-page PDF version of this document)
Background
Church World Service/Overseas Processing Entity Nairobi, Kenya (CWS/OPE) provides Cultural Orientation (CO) to U.S.-bound refugees aged 15 years and above throughout Sub-Saharan Africa. Classes are held for urban refugees at the CWS/OPE Nairobi offices, and other trainings are held in various refugee camps and cities throughout the region. The caseload is extremely diverse by nationality, ethnicity, language, education, and living conditions. Training is conducted in refugees’ mother tongues (Kiswahili and Somali) where possible, while interpreters are contracted for languages such as French, Oromo, Amharic, Tigrinya, Kinyarwanda, Kirundi, and various Sudanese dialects. In FY2008, CWS/OPE CO staff will travel to Dadaab and Kakuma, Kenya; Kibondo, Tanzania; Kigali, Rwanda; Lusaka, Zambia; Harare, Zimbabwe; Addis Abbaba, Ethiopia; Khartoum, Sudan; and Kampala, Uganda.
Classes and Materials
CO consists of three 6-hour training days, covering a 15-topic curriculum with substantial emphasis on the role of the resettlement agency, cultural transition, and employment. Methods and materials used depend on the characteristics of the refugee groups, but information is generally disseminated through videos and participatory activities like role plays, group discussions, debates, question and answer sessions, and dramatization.
The classroom walls at the Nairobi office have posters and pictures that illustrate key aspects of the CO curriculum for the urban refugees. The majority of the camp-based refugees have never had a formal job or formal housing arrangements, and the temporary shelters in refugee camps are the only housing environments they have experienced for many years. Topics such as housing, hygiene, and employment are therefore emphasized for these populations, who have very little exposure to the basic aspects of U.S. living. Realia are particularly helpful for these trainings, as seen in the response to the model kitchen and bathroom used at the training site in Kakuma Refugee Camp.
The Center for Applied Linguistics’ Welcome to the United States video and guidebook (in the English, French, Arabic, and Somali versions) are useful tools that supplement classroom discussion on various subjects. In addition, the CWS/OPE CO Student Workbook serves both as a summary of important CO messages and as a notebook allowing students to take notes during training and for use after resettlement. Other important teaching aides include U.S. driver’s licenses, I-94 cards, medical cards, debit cards, Social Security cards, lease agreements, and job application forms, all of which are displayed during sessions.
Featured Caseloads by Location
(1) Nairobi, Kenya: Classes are held at the CWS/OPE CO office in Nairobi, which has six classrooms with the capacity to train more than 100 individuals simultaneously. Classes typically consist of 18 – 24 participants (generally Somalis), depending on family size and processing urgency. During the current fiscal year, CWS/OPE has conducted CO classes for approximately 550 individuals to date.
Living Conditions
Approximately 100,000 refugees live in Nairobi. A large percentage of these refugees live in the Eastleigh area of Nairobi. The government encampment policy requires refugees to stay in remote camps resulting in many urban refugees not being officially recognized. Most Nairobi-based refugees live in apartments that have electricity, plumbing, and, occasionally, modern appliances. Many own shops and small business enterprises. Remittances from relatives in the United States have made a substantial contribution to their livelihoods. As in many parts of the world, there is a negative perception of the refugees by the host community due to stereotypes.
Characteristics During CO and Considerations for Domestic Resettlement
Many Nairobi-based refugees have family in the United States; they typically have a greater awareness of the resettlement process and are better acquainted with CO subjects such as U.S. culture, law, politics, employment, and the resettlement process than other refugee groups. In comparison to camp-based refugees, there is a greater balance with regard to participation from both men and women. Classroom discussion involves active debate as well as question and answer sessions. Common fears regarding resettlement include concerns about cold weather, terrorism, anti-Muslim sentiment, religious and cultural intolerance, and language barriers.
Most of the urban youth regularly attend school organized by community groups and are very eager to continue their education once they arrive in the United States. Most have access to community health clinics at subsidized costs. Most adults would like to apply their skills as small business owners toward similar opportunities in the United States.
(2) Tanzania
In Tanzania, CO classes are held in Kibondo for all refugees, mainly located at the three camps of Ngara, Kasulu, and Kanembwa. Currently, the group receiving cultural orientation is the “1972 Burundians.” Cultural orientation classes typically consist of between 18 and 30 individuals. In the current fiscal year, CWS/OPE Nairobi has conducted cultural orientation for approximately 940 individuals to date.
Living Conditions and General Characteristics
The 1972 Burundians are subsistence farmers who have been living in the refugee camps in Western Tanzania for decades. Living conditions in the camps are harsh, and malnutrition and disease are common. Electricity is not available in the places where the refugees live, although water is circulated at several points in the camps. Many of the refugees in these camps lease small plots of land from the locals, which they farm and share the harvest with plot owners. Most of these individuals have limited exposure to urban living and they are mainly dependent on assistance from humanitarian organizations.
The 1972 Burundians have large families with many young children. They all speak Kirundi but a few understand and speak French and Kiswahili. There are schools for refugee children in the refugee camps, where a Burundian curriculum is taught.
Characteristics During CO and Considerations for Domestic Resettlement
For this group, a more basic introduction of CO is necessary due to their low education levels and limited exposure to urban/modern living. The students are unfamiliar with the basic aspects of life in the United States such as housing, education, and employment, but are especially eager to learn what it takes to succeed. Common fears regarding resettlement include concerns about: employment, care for the elderly, school for the children and adults, assistance duration, language barriers, types of housing, and discrimination. Please note: A direct correlation between instances of alcohol abuse and gender-based violence has been observed.
(3) Dadaab, Kenya:
There is a population of over 150,000 refugees (predominantly Somali, but with some Ethiopians and Sudanese refugees as well) living at three camps on the outskirts of Dadaab. These camps—Hagedera, Ifo, and Dagahaley—comprise what is known as “Dadaab Refugee Camp.” The house structures are made of mud and sticks, and temperatures are regularly above 100 F. There is a large presence of humanitarian aid agencies that provide water, health care, and community services. Most of the youth attend school up to age 15.
Characteristics During CO and Considerations for Resettlement
The students are mostly unfamiliar with basic aspects of life in the United States. Gender differences are evident in CO classes: Men typically participate more than the women. Trainers often need to encourage the women to actively participate in class. Common fears regarding resettlement include concerns about religious freedom in the United States, weather, family reunification, and travel overseas. Refugees appear eager to travel back to Dadaab Refugee Camp after resettlement.
If you would like to share your agency’s experience of resettling clients that received CO from CWS/OPE Nairobi's CO program, please click here.
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International Catholic Migration Commission (ICMC) Turkey and International Organization for Migration (IOM) Middle East are two organizations providing Cultural Orientation to incoming Iraqi refugees. This profile of both organizations’ Iraqi programs includes sections on caseload, CO classes, general environment for CO attendees, and considerations for domestic resettlement agencies.
ICMC TURKEY
In FY2007, ICMC Turkey provided CO in Turkey for an Iraqi caseload of 396 cases of 830 individuals, of whom 719 are adults and 111 are minors who received youth-specific orientation. ICMC Turkey continues to provide CO to Iraqi refugees in FY2008. ICMC Turkey also provides CO to non-Iraqi refugees in Turkey as well as to refugees in a number of other countries; for more information, see a description of ICMC Turkey’s non-Iraqi caseload and regional activities.
Iraqi Caseload
ICMC Turkey’s current Iraqi caseload is composed primarily of members of the Chaldean and Assyrian minority groups (we have recently started processing some other cases, both Shi'a and Sunni, but do not have a broad base of information on these groups yet. They appear to be much more highly educated than the Chaldean and Assyrian minorities, however). We generally see large families with many children, often intergenerational family compositions including members from birth to their 80s as people travel with elderly relatives. Singles are usually related to other cases.
The families are not usually highly educated, although there is a small group that worked as translators or in other functions with the multinational forces or international entities in Iraq. This group already speaks English and may have higher levels of education. If the families have resided in Turkey for some duration, the women will usually have work experience. The newly arrived refugees are more resistant to the idea of the women becoming employed, so we place a greater emphasis on employment and money management issues for those refugees. The Iraqi children that we have seen thus far from this community have resided for a long time in Turkey, so they generally speak Turkish as well as or better than their mother tongue.
CO Classes
ICMC Turkey provides three-day, 21-hour, CO courses for Iraqi refugees in Turkey. CO classes are open to those who are of age 14 and above, and when possible, ICMC provides Children’s and Youth CO to younger Iraqi refugees as well.
ICMC Turkey tries to limit class size to 20 people. In Istanbul, we train on-site in our three classrooms, with an additional room for the Children's and Youth CO, as well as a room for nursing mothers and small children. There are small kitchenettes so that tea and coffee breaks can be provided for the students. Classrooms have chairs and small tables that four to five people can use for group work. A whiteboard and a projector with screen are provided in each classroom and rooms are air-conditioned in summer and heated in winter. In Kayseri, a small city in central Turkey, we provide training in a language school, but so far, this training facility has only been used for the Iranian refugee population. All Iraqis come to Istanbul. (Refugees in Turkey are spread throughout 26 different satellite towns and some must travel up to 20 hours to arrive in Istanbul).
Usually we have an intensive adult-centered three-day experiential learning model accompanied by a visually projected curriculum as well as realia. Refugees are encouraged to work in groups to solve problems, and they complete group activities related to the upcoming challenges they will face when they arrive to the United States. The team takes a lot of time to identify and then address the fears and expectations of each class, with the aim that by day three, the refugees will have a more realistic perspective on the upcoming transition and what will be required from them in order for them to be successful. Overall, the main emphasis is realistic expectations and self-sufficiency, related to all themes, including employment, housing, health system and costs, education requirements, access and opportunities, legal rights and responsibilities, cultural integration.
All activities serve to highlight the need for people to take personal initiative to address upcoming challenges and help to identify the skills they already possess that are going to aid them in their adjustment. Trainers modify materials and methods as appropriate given classroom composition. For example, with a group of singles, the early childhood education and parenting sections are omitted as they will not be relevant.
We also provide Children and Youth CO both in Istanbul and in Kayseri, as well as in external training sites. This was developed over the years to mirror the adult curriculum but to target those topics that were most relevant to the younger children or preteens, giving them a safe place to ask questions and discuss issues that would be overlooked in an adult classroom. In addition, we have a room for nursing the youngest children and for them to nap or play. We provide videos and simple toys, and we have someone who is able to speak the children's language available to take care of the children during class time.
* While courses are ordinarily 21 hours, ICMC did develop and deliver an abbreviated ten-hour program in response to the time constraints involved with processing and moving a substantially- increased Iraqi caseload during the 3rd and 4th quarters of FY2007.
General Environment for CO Attendees
According to UNHCR, as of July 31, 2007, approximately 41 percent of the Iraqi asylum seekers and refugees in Turkey resided in Istanbul, while the rest lived in medium-sized provincial or “satellite” cities. The Iraqi Chaldean and Assyrian communities have tended to gravitate towards Istanbul. However, now all refugees seeking resettlement must report to one of 26 satellite cities that the Turkish authorities assign to them and must register with the local authorities in order to be permitted to be resettled out of Turkey. In principle, refugees can only leave their assigned cities with permission from the police. Due to inability to find work in the satellite cities however, some refugees do leave to work in the informal economy of Istanbul.
Considerations for Domestic Resettlement Agencies
Most of the Iraqi refugees provided CO by ICMC Turkey have had little exposure to modern Western life and amenities, and their English language skills vary greatly. However, Iraqis are optimistic and willing to learn about the United States, including the language, work values and educational opportunities—especially for their children.
Iraqi refugees are generally in good physical health, yet caseworkers have observed that the group of Iraqis with whom ICMC Turkey is currently working, especially recent arrivals to Turkey, are suffering from high levels of trauma and other psychological disorders. Caseworkers should also be alert to any signs of domestic abuse.
There are no areas of conflict between groups that the resettlement workers should be aware of and a caseworker of a particular ethnic background would not pose a problem for these Iraqis. However, if a caseworker or interpreter’s mother tongue is not Arabic, they may face difficulties in understanding the Iraqi-Arabic accent: the dialect is a little different and not very easy to understand for all. Children may be able to communicate better in Turkish if they have been in Turkey for a length of time.
If you would like to share your agency’s experience of resettling Iraqis processed through Turkey with ICMC Turkey’s CO program, please click here.
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IOM Middle East
The International Organization for Migration’s Middle East program is providing CO to Iraqi refugees being processed through Amman, Jordan; Damascus, Syria; and Cairo, Egypt. Of the 1,076 refugees served by the program in CY2007, 604 were Iraqis: 574 in Amman, 114 in Damascus, and 16 in Cairo. All programs served small numbers of Somali and Sudanese refugees as well. The overall caseload was 55% female.
Caseload
Classes have contained a high percentage of Christian refugees as well as Muslims. There are numerous bilingual participants in each class, although fewer in Syria than in Jordan. Many of the refugees provided CO in Jordan have a high level of education. In addition, many refugees in Jordan have some savings.
CO Classes
CO classes are held at IOM Amman and IOM Damascus for a maximum of 25 participants. Courses are three days in length, five hours per day, and lunch is provided. In Damascus childcare is on-site, while in Amman, arrangements are made for single parents with no childcare options to attend a one-on-one or small group session.
The Middle East curriculum was adapted from other IOM CO programs and developed around the topics of Pre-Arrival Processing, Role of the Resettlement Agency, Employment, Education, Housing, Money Management, Transportation, Health Care, Rights & Responsibilities, U.S. Laws, and Cultural Adjustment. Teaching methodology includes group work, real life case studies, and role plays.
During CO class, particular emphasis is given on early employment as a means to both self-sufficiency and community integration. Having received numerous questions on the issue, we stress that professional doctors, lawyers and teachers will not be able to practice their current professions since their licenses will not be recognized in the U.S. We do inform them that, with guidance, they can research what they need to do in order to become re-certified. We also discourage refugees from attempting to live off savings instead of seeking early employment.
During class, we often receive questions regarding family reunification with relatives still residing in Iraq. In addition, in each class, there are some refugees who express a wish to return to the Middle East to visit family within one year. We strongly encourage them to consult with immigration staff on travel document issues and do not encourage travel before adjusting status.
Other questions often heard in class include: “How will we pay for everything?,” “How will we be treated as Muslims? What about as Arabs and specifically Iraqis?,” and “Will we find halal food?” In addition, the Selective Service is an area of great concern in each class and refugees are very anxious that it means that they will have to serve in the military.
General Environment for CO Attendees
The Iraqi refugees receiving CO in Jordan and Syria live in rented apartments rather than in refugee camps. Rentals in Amman include modern amenities, so the refugees have access to televisions and even satellite television reception, resulting in their expectation that these items and services will be available and provided in the U.S. as well. We do emphasize that these are not standard items in U.S. rental homes, however, and that they will not be provided upon their resettlement.
In Jordan, one particular stressor involves overstaying residency permits, which results in a 1.5 JD fine per day (U.S. $2 per day). This fine is covered by UNHCR upon departure. Other stressors include working illegally and being taken to a border camp if caught. There are reports of employers taking advantage of Iraqi refugees in Jordan and not paying them for months of work.
Even though Jordan has a reputation for being a very generous host community, the strains on the country from the Iraqi refugees is a topic of interest for many Jordanians. Many in the general public blame the refugees for the dramatic increases in property values in Amman.
Considerations for Domestic Resettlement Agencies
Many refugees report that they have heard that Iraqi refugees are struggling in the U.S., and there have been a number of cases that have withdrawn their applications for resettlement or not shown up for their flights. Anxiety around resettlement is very high for many (but not all) of the refugees. The refugees that were more affluent are usually more hesitant to depart.
As with other refugee groups, many Iraqi refugees may be suffering from post-traumatic stress, as a consequence of being victims of or witness to violence and having suffered the loss or disappearance of loved ones.
If you would like to share your agency’s experience of resettling Iraqis processed through Jordan, Syria, or Egypt with IOM Middle East’s CO program, please click here.
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Refugees from Burma in Thailand and Malaysia
(click here for this document in PDF)
Thailand
(General slideshow; "Information Campaign" slideshow)
Population and Environment
CO activities are currently centered upon Mae La camp (population almost 50,000), some 50 minutes north of the town of Mae Sot. The camp is about 70% Karen, 25% “Burmese Muslim (for more information on this group, read Annex 1),” and small numbers of other ethnicities. The option of applying for resettlement to the US was offered to the entire population of Mae La. To date, some one-third of the population has taken up the offer. Smaller numbers of refugees reside in Umpiem and Nupo camps, to whom resettlement was also offered; the populations there are roughly similar in composition to that of Mae La. (For more information regarding the camps, please see Annex 2.
Activities: CO Classes
CO classes in Mae La are three to five days in length, covering the attitudes, knowledge, and skills refugees will need to make their resettlement experience in the U.S. as successful as possible. Class size is ordinarily about 25 for adults, and 20 to 25 for children and youth, although classes become larger and shorter, perhaps only one or two days, if we receive the list of departures only a few days before they travel, as can happen when the number of departures increases dramatically toward the end of the fiscal year.
Although refugees learn about the kinds of assistance they can expect to receive from resettlement agencies and government services, CO classes also emphasize the importance of self-sufficiency and the need to find a job as quickly as possible. Recent additions to our curriculum include ‘family day,’ when parents and children are brought together to discuss the changes they will experience in family roles, methods of child discipline, and maintaining the valuable aspects of their own culture. Simultaneous with this session single students have their own group discussions on dating in the US and other facets of living as a single person in a new country.
The Karen, in particular, can be rather shy and reticent to voice legitimate requests for assistance or complaints, so CO classes also focus on the need to be pro-active, and to take responsibility for obtaining help and achieving one’s own success in the United States.
Activities: Daycare and Parenting
An experienced child care worker on IOM staff developed a daily program of activities for the young children in the CO day-care center. A total of ten refugee daycare workers were hired and received an initial two-day training course in the care of the children, safety issues, and conducting activities (with further daily training and supervision for the first month). Activities included in the daycare program include music, singing, chanting and dance, drawing, arts and crafts, English lessons, and storytelling, as well as basic care of the children’s physical needs.
Two child care rooms are used; one for tiny babies and one for children up to age ten. Daily attendance varies considerably, from a low of eight to a high of 66. The rooms are too small for the larger groups, but the space allotted to IOM is extremely limited and there are no options to expand.
A parenting program targeting the parents of the children in the daycare center was developed for implementation at the start of July. The one-day course focuses on hygiene (30-45 min), nutrition (1 ½ hrs), disciplining children and teenagers (1 ½ hrs), and other topics such as maintenance and cleanliness of the home, and topics related to schooling and parents.
Activities: The Information Campaign
IOM is currently conducting a multi-faceted information campaign to provide refugees with accurate information about the U.S. refugee resettlement program.
Newsletters, addressing resettlement issues, camp rumors, and misinformation about resettlement, cover explanations of the OPE and DHS interviewing process; the IOM medical screening process; facts about travel loan repayment; jobs for refugees in the U.S.; transportation; education; and many other aspects of resettlement life in America. Many bits of misinformation circulating in the camps are addressed in the newsletters as well, such as the rumor that all refugee males must join the U.S. army, or that Asians and Muslims face heavy discrimination in America.
Meetings in the various camp sections and with leadership groups such as the influential KWO (Karen Women’s Organization) and KYO (Karen Youth Organization) continue to be an important part of the campaign. IOM staff organizes Q&A sessions in various camp sections, addressing questions on topics from the OPE interview and medical check processes to the education, employment, and health care systems in the U.S., and exactly how much support would be provided by the government, and for how long. In addition, IOM continues its ‘tea-shop diplomacy’ and house-to-house visitation strategies, to learn of the latest rumors and general camp attitudes toward the resettlement program.
Picture boards, showing general images of life in America, and in particular, refugee life in America, serve as “24-hour cultural orientation information centers,” and always have crowds of refugees keen to get a visual notion of what life in America may be like for them. Pictorial topics are arranged on three-and-a-half foot feature boards, and topics have included American food, famous locations in the U.S., American holidays, refugee jobs, refugee housing, pictures of departing refugees, American leisure activities and sports, transportation, letters from resettled refugees, resettlement agency services, and more.
Theater: Four shows, staged between the end of June and October 2007, were performed by a team of refugee actors from Mae La camp. The shows followed one refugee family’s decisionmaking process of whether to resettle in America or not, and then their adventures in traveling to the US and trying to adapt to life there. The shows were performed in the large Mae La camp, and permission was obtained from the Thai authorities to allow the actors to travel to Nupo and Umpiem camps, as well, making this effort our first “road show.” Interest in all the camps was very high, with usually one to two thousand people in the audience for each performance. The shows have been filmed and put onto VCD, for later distribution in the camps.
Malaysia
(Slideshow)
Population and Environment
Participants in Malaysia are mostly ethnic Chin from Burma, living in an extremely-urbanized and hostile environment and trying to avoid the notice of the Malaysian government and populace. Midnight raids by government-sanctioned vigilante groups on refugee squatter communities are common, and on the day after a raid (or even the rumor of a raid) students arrive in class tired, haggard, and distracted from stress and lack of sleep. Sometimes, trainers learn that a student who is absent has been arrested. In this case, the trainer informs the CO administrative assistant, who forwards the message to OPE and UNHCR, who then take the necessary actions to get the person released.
Activities: CO Classes
With the waiver for material support for Chin refugees in Malaysia now in effect, refugee movements and CO sessions (provided for adults, pre-teens, and teens) have picked up considerably over past months, and it is anticipated that the number of refugees accepted for resettlement next year will further increase. There is a possibility that session length will increase from three to five days, but this needs further consideration, since refugees in Malaysia receive little or no UNHCR assistance and have to work to support themselves. Attendance at a CO class means they miss three days’ pay; something few can afford. We have heard of instances where refugees have actually lost their jobs due to the fact that they were attending a CO class rather than being at work.
Contacting refugees for classes is sometimes difficult. If need be, assistance is sought from the grassroots Chin organizations who list the people scheduled for sessions in their community newspaper and otherwise get the word out into the community.
Trainers report that, as a result of their lives in Burma and the harassment they receive in Malaysia, the Chin refugees are likely to have an abiding fear and distrust of the police and a deep reluctance to call on the police even when needed; to accept bribery as a way to get out of difficulties, especially with authorities; and to resign themselves to be cheated by employers, not complaining when they are cheated as they have no recourse to justice.
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The "1972 Burundians" in Kibondo, Tanzania
Background and Curriculum
The CO program for “1972 Burundians” started on May 2, 2007 in Kibondo, Tanzania, where the Processing Center has specially designed CO classrooms and offices for the caseload. IOM Kibondo consulted closely with IOM Nairobi to adapt curricula for the 1972 Burundians and found Nairobi’s Somali Bantu curriculum particularly useful, given the common themes of limited exposure to Western amenities and protracted amount of time spent in camps.
Two of the CO staff have extensive experience working with the 1972 Burundians in camps and were valuable in developing curricula, especially around cultural values, parenting, and gender roles. Special emphasis has been placed in CO classes on gender-based violence as this is a prevalent issue in the camps, and staff has consulted with local partners working in the camps to identify additional special areas of concern. As circumstances permit, CO graduates have been invited to return for an afternoon film and Q&A session on topics such as gender-based violence, parenting, and the environment, to complement and emphasize the information shared in CO.
Feedback from the U.S.
CO staff has had numerous emails from domestic staff in the U.S. offering feedback and tips for CO staff. One agency wrote that this is the “nicest group I have worked with in all my years of resettlement.” Feedback is that they have been well prepared for early self-sufficiency and are highly motivated to work and learn English. This insight has been very valuable as the curriculum continues to be developed and modified. Early feedback also suggested emphasis on personal hygiene; therefore washing soap is now distributed prior to departure, while at the Nairobi Transit Center, staff distributes additional soap, deodorant, and clothing. Staff members have also received emails from the refugees themselves written with the assistance of resettlement caseworkers or volunteers.
See a slideshow regarding CO for the "1972 Burundians"
(Photos and captions courtesy of CO secondee Shana Wills of Heartland Alliance, Chicago, and Ann Strandoo of IOM Kibondo)
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