Barriers To Accessing Employment For South Sudanese Women in London

The Barriers to Accessing The Barriers to Accessing TheBarriers to Accessing The Barriers to Accessing The Barriers to Accessing The
Barriers to Accessing The Barriers to Accessing Barriers Accessing Employment for South Employment for South Employment for South Employment for South Employment for South Employment for South Employment for South Employment South Sudanese Women inLondon Sudanese Women in London Sudanese Women in London Sudanese Women ininLondon Sudanese Women in London Sudanese Women inLondon Sudanese Women in London Sudanese Women
by Rachel Druku byRachel Druku by Rachel Druku by Rachel Druku by Rachel Druku by Rachel Druku by Rachel Druku Rachel Druku
Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment Course: Accredited Community Empowerment Course:
Development and Presentation of ofResearchSkills Development and Presentation of Research Skills Development and Presentation Research Skills Development andand Presentationof Research Skills Development and Presentation of of Research Skills Development and Presentation of Research Skills Development and Presentation Research Skills Development Presentation of Research Skills
The Barriers to Accessing Employment for South Sudanese Women in London

by Rachel Druku
2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012
Rachel Druku Rachel Druku Rachel Druku
Acknowledgements Acknowledgements Acknowledgements
I want to acknowledge the Evelyn Oldfield Unit (Resource centre) and Africa Educational I want to acknowledge the Evelyn Oldfield Unit (Resource centre) and Africa Educational I want for acknowledge the Evelyn Oldfield Unit me to undertake training in Educational Trust to the opportunity they have offered (Resource centre) and Africa Community Trust for the opportunity they have offered me to undertake training in Community Trust for the opportunity they have offered me to undertake training in Community empowerment and research Strategy. empowerment and research Strategy. empowerment and research Strategy. I am grateful to my Mentor, Isabella Rossi and my Lecturer Sarah Menzies, for their I am grateful to my Mentor, Isabella Rossi and my Lecturer Sarah Menzies, for their I am grateful all the help they Isabella Rossi and my Lectureris unlikely this work would patience and to my Mentor, have given me, without which it Sarah Menzies, for their patience and all the help they have given me, without which it is unlikely this work would patience and all the helpthis level. given me, without which it is unlikely this work would have been completed to they have have been completed to this level. have been completed to this level. I also wish to register my appreciation to all the South Sudanese women who helped I also wish to register my appreciation to all the South Sudanese women who helped I also wish to register Thanks to the Abbey the South Centre (South Sudanese Skills with the questionnaire. my appreciation to allCommunity Sudanese women who helped with the questionnaire. Thanks to the Abbey Community Centre (South Sudanese Skills with the questionnaire. for offeringthe Abbey Community Centre (South Sudanese Skills Women Development) Thanks to us a venue for meeting. I am particularly grateful to Women Development) for offering us a venue for meeting. I am particularly grateful to Women Development) for offering us a venue for meeting. I am particularly grateful to Rita Logalli, SSSWD chairperson for her support. Rita Logalli, SSSWD chairperson for her support. Rita Logalli, SSSWD chairperson for her support. I also want to thank my daughter Tete and son Longwa for all I also want to thank my daughter Tete and son Longwa for all I also want to they have given me, as I struggle son Longwa for allI encouragement thank my daughter Tete and with the workload. encouragement they have given me, as I struggle with the workload. I encouragement explaining to me some ofI the mysteries of computing! I their patience in they have given me, as struggle with the workload. their patience in explaining to me some of the mysteries of computing! their patience in explaining to me some of the mysteries of computing! the help and the help and the them for thankhelp and thank them for thank them for
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The Barriers to Accessing Employment for South Sudanese Women in London The Barriers to Accessing Employment for South Sudanese Women in London The Barriers to Accessing Employment for South Sudanese Women in London
Contents Page Contents Page Contents Page Acknowledgements ............................................................................................................ 1
Acknowledgements ............................................................................................................ 1 Acknowledgements ............................................................................................................ 1 Executive Summary 3 Executive Summary............................................................................................................ 3 Executive Summary............................................................................................................ 3 Chapter 1: Scope of Research ........................................................................................... 4 Chapter 1: Scope of Research ........................................................................................... 4 (i) Central aim ....................................................................................................................... 4 Chapter 1: Scope of Research ........................................................................................... 4 (i) Centralthe Researcher ...................................................................................................... 4 (ii) Central aim ....................................................................................................................... 4 (i) About the Researcher ...................................................................................................... 4 ....................................................................................................................... (ii) About aimreview ............................................................................................................. 4 (iii) Literature (ii) About the Researcher ...................................................................................................... 5 (iii) Methodology ................................................................................................................... 4 (iv) Literature review ............................................................................................................. 5 (iii) Literature review ............................................................................................................. 8 (iv) Ethical considerations ...................................................................................................... 5 (v) Methodology ................................................................................................................... 8 9 (iv) Ethical considerations ...................................................................................................... 8 (v) Methodology ................................................................................................................... 9 (v) Ethical considerations ...................................................................................................... 9 Chapter 2: Research Findings and Discussion .............................................................. 11 Chapter 2: Research Findings and Discussion .............................................................. 11 (i) Educational Attainment ................................................................................................... 11 Chapter 2: Research Findings and Discussion .............................................................. 11 (i) EducationalStatutory Services ........................................................................................ 11 (ii) Accessing Attainment ................................................................................................... 12 (i) EducationalStatutory Services ........................................................................................ 11 (ii) Accessing Attainment ................................................................................................... 12 (iii) Factors Hindering Access ............................................................................................. 12 (ii) Accessing Statutory Services ........................................................................................ 12 (iii) Factors of Unemployability............................................................................................. 13 (iv) Factors Hindering Access ............................................................................................. 12 (iii) Effects of Unemployability............................................................................................. 13 (iv) Effects Hindering Access ............................................................................................. 12 (iv) Effects Research Discussions ................................................................................... 14 Chapter 3: of Unemployability............................................................................................. 13 Chapter 3: Research Discussions ................................................................................... 14 (i) Employability Discussions .............................................................................................. 14 Chapter 3: Research Discussions ................................................................................... 14 (i) Employability Discussions .............................................................................................. 14 (ii) Extent of Un-employability: Comparative Data. .............................................................. 14 (i) Employability Discussions .............................................................................................. 14 (ii) Extent of Un-employability: Comparative Data. .............................................................. 14 (ii) Extent of Un-employability: Recommendations ........................................................... 14 Chapter 4: Conclusions and Comparative Data. .............................................................. 16 Chapter 4: Conclusions and Recommendations ........................................................... 16 (i) Conclusions .................................................................................................................... 16 Chapter 4: Conclusions and Recommendations ........................................................... 16 (i) Conclusions .................................................................................................................... 16 (ii) Recommendations ......................................................................................................... 17 (i) Conclusions .................................................................................................................... 16 (ii) Recommendations ......................................................................................................... 17 (iii) The strengths and limitations of research ..................................................................... 17 (ii) Recommendations ......................................................................................................... 18 (iii) The strengths and limitations of research ..................................................................... 18 (iii) The strengths and limitations of research ..................................................................... 20 References ........................................................................................................................ 18 References ........................................................................................................................ 20 References ........................................................................................................................ 20 Appendices ....................................................................................................................... 21 Appendices ....................................................................................................................... 21 Case study (1). ................................................................................................................... 21 Appendices ....................................................................................................................... 21 Case study (1). ................................................................................................................... 21 Case study (1). ................................................................................................................... 21
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Executive Summary Executive Summary Executive Summary
This research looked at the barriers to accessing employment to South Sudanese This research looked at the barriers to accessing employment to South Sudanese This research looked at the 2011. explored the support system South Sudanese Women in Camden, London inbarriers Itto accessing employment to available to them Women in Camden, London in 2011. It explored the support system available to them Women preparation and the level of uptake, and any obstaclessystem availableresearch like CV in Camden, London in 2011. It explored the support the faced. The to them like CV preparation and the level of uptake, and any obstacles the faced. The research like CV preparation and South Sudanese with various skills levels, including university identified a number of the level of uptake, and any obstacles the faced. The research identified a number of South Sudanese with various skills levels, including university identified awho have of South able to find with meaningful employment. graduates, number not been Sudanese any various skills levels, including university graduates, who have not been able to find any meaningful employment. graduates, who have not been able to find any meaningful employment. The reasons for being unemployed varied from language skills, most of them have The reasons for being unemployed varied from language skills, most of them have The reasons for being official language studied in Arabic, the unemployed variedinfrom language difficulties of of them have Sudan; the skills, most their foreign studied in Arabic, the official language in Sudan; the difficulties of their foreign studied in Arabic, the recognised in their host countries; the lack of awarenessforeign qualifications not being official language in Sudan; the difficulties of their of the qualifications not being recognised in their host countries; the lack of awareness of the qualifications not being locally with things like CV preparation and interview techniques; levels of help available recognised in their host countries; the lack of awareness of the levels of help available locally with things like CV preparation and interview techniques; levels of help available locally with things like CV preparation and interview techniques; difficulties with child care. difficulties with child care. difficulties with child care. The research made the following recommendations: The research made the following recommendations: Theresearch made the followingare availed to all to improve their job prospects; Free ESOL opportunities recommendations: Free ESOL opportunities are availed to all to improve their job prospects; Free ESOL opportunities are availed to all toseeking to improve their skills; Access waiver fees be considered for those improve their job prospects; Access waiver fees be considered for those seeking to improve their skills; Access waiver fees be considered for those seeking to enough to skills; Mentoring programmes led by women who are luckyimprove theirbe in the job Mentoring programmes led by women who are lucky enough to be in the job Mentoring programmes led by women who areavailable. market, and; help with childcare be made readily lucky enough to be in the job market, and; help with childcare be made readily available. market, and; help with childcare be made readily available.
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Chapter 1: Scope of Research Chapter 1: Scope of Research Chapter 1: Scope of Research
(i) Central aim (i) Central aim (i) Central aim This study aims to highlight the barriers faced by South Sudanese women when trying to
This study aims to highlight the barriers faced by South Sudanese women when trying to This study aims to highlight In particular this study will explore the support system access jobs opportunities. the barriers faced by South Sudanese women when trying to access jobs opportunities. In particular this study will explore the support system access jobs South Sudanese women to secure employment, including support system available to opportunities. In particular this study will explore the CV workshops, available to South Sudanese women to secure employment, including CV workshops, available togovernment grants for thosesecure employment, includingsupport scheme access to South Sudanese women to interested in training and CV workshops, access to government grants for those interested in training and support scheme access to government grants for those interestedthen training to explore the scheme available through the Job Centre Plus. The study will in attempt and support barriers available through the Job Centre Plus. The study will then attempt to explore the barriers available through Sudanese women to accessing such services. to explore the barriers preventing South the Job Centre Plus. The study will then attempt preventing South Sudanese women to accessing such services. preventing South Sudanese women to accessing such services.
(ii) About the Researcher (ii) About the Researcher (ii) About the a South Sudanese woman myself to carry out this research and find Researcher It is my desire as
It is my desire as a South Sudanese woman myself to carry out this research and find It is ways to better a South women intowomanItmyself belief that employment is essential out my desire as support Sudanese work. is my to carry out this research and find out ways to better support women into work. It is my belief that employment is essential out ways to better support women into work. It is my belief that employment is essential to improve their life and their family opportunities. to improve their life and their family opportunities. to improve their life and their family opportunities. Although the South Sudanese community is not a big one, this is a very important issue Although the South Sudanese community is not a big one, this is a very important issue Although the there is only one community is in Londonone, this is a very important issue as presently South Sudanese organisation not a big working to address the needs of as presently there is only one organisation in London working to address the needs of as presently there is onlyspecifically. In addition, I am working to addresspsychology of South Sudanese women one organisation in London currently studying the needs at South Sudanese women specifically. In addition, I am currently studying psychology at South Sudanese women specifically. undertake thisam currently studying psychology at City University which prompted me to In addition, I research. City University which prompted me to undertake this research. City University which prompted me to undertake this research. I am a South Sudanese single mother of two teenage children. I came to the United I am a South Sudanese single mother of two teenage children. I came to the United I am a South refugee almost twenty years ago. teenage children. I came to the Sudan Kingdom as a Sudanese single mother of two My language of instruction in the United Kingdom as a refugee almost twenty years ago. My language of instruction in the Sudan Kingdom as a refugee almost twenty years ago. My language Iof instruction in the Sudan has been Arabic. I had to learn English fresh on arrival here. am sure, my employment has been Arabic. I had to learn English fresh on arrival here. I am sure, my employment has been Arabic. I hadduelearn English difficulties. It is for this am sure, myI employment opportunities suffered to to language fresh on arrival here. I reason that can identify opportunities suffered due to language difficulties. It is for this reason that I can identify opportunities suffered due to language difficulties. It is for this reason that I can identify with the subjects of this study. with the subjects of this study. with the subjects of this study.
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in the UK. This is why a There is lack of resources or studies about South Sudanese in the UK. This is why a There is of of study is based on empirical evidence obtained the UK. This is why a large partlackthis resources or studies about South Sudanese inthrough interacting with large part of this study is based on empirical evidence obtained through interacting with large part of this study is South Sudanese women. the community and other based on empirical evidence obtained through interacting with the community and other South Sudanese women. the community and other South Sudanese women. The civil war in the Sudan 1983-2005 saw a large of South Sudanese arriving in the The civil war in the Sudan 1983-2005 saw a large of South Sudanese arriving in the The civil war in as refugees. Some saw a were South Sudanese arriving in the United Kingdom the Sudan 1983-2005 of themlarge ofsettled in and around Camden. United Kingdom as refugees. Some of them were settled in and around Camden. United Kingdom International Organisationthem were settled in and around Sudanese According to the as refugees. Some of for Migration (IOM) the number of Camden. According to the International Organisation for Migration (IOM) the number of Sudanese According London is around 10,000-25,000 including South Sudanese. There is no in Greater to the International Organisation for Migration (IOM) the number of Sudanese in Greater London is around 10,000-25,000 including South Sudanese. There is no in Greater London is around 10,000-25,000 including South Sudanese. There is no official statistics on South Sudanese population in London as most South Sudanese did official statistics on South Sudanese population in London as most South Sudanese did official statistics on South Sudanese population in London as most South Sudanese fact not register with the Sudanese embassy upon arrival. This is mostly due to the did not register with the Sudanese embassy upon arrival. This is mostly due to the fact not register with left Sudan as aembassy uponwar against their mostly due counterpart South Sudanese the Sudanese result of civil arrival. This is Sudanese to the fact South Sudanese left Sudan as a result of civil war against their Sudanese counterpart South Sudanese left Sudan as a resultSudan 2008.against their Sudanese counterpart .(page14&15),IOM Mapping Exercise, of civil war 1 .(page14&15),IOM Mapping Exercise, Sudan 2008.1 .(page14&15),IOM Mapping Exercise, Sudan 2008.1 Among the South Sudanese refugees population in London there are a significant Among the South Sudanese refugees population in London there are a significant Among thewomen who are university graduates andin London are those who possess number of South Sudanese refugees population also there there are a significant number of women who are university graduates and also there are those who possess number of women who are university graduates There arethere simple housewives with different qualification and those who have none. and also also are those who possess different qualification and those who have none. There are also simple housewives with differentdegrees of education ranging have none. There are also simple housewives with varying qualification and those who from illiteracy to school certificates holders. varying degrees of education ranging from illiteracy to school certificates holders. varying degrees of education ranging from illiteracy to school certificates holders. According to research carried out by Aliya El Agib (2005-2006) in Community According to research carried out by Aliya El Agib (2005-2006) in Community According to Representation Reports.(page25,26,27),2 the Sudanese professional Advocacy andresearch carried out by Aliya El Agib (2005-2006) in Community Advocacy and Representation Reports.(page25,26,27),2 the Sudanese professional Advocacy and Representation Reports.(page25,26,27),2 experience as civil servants women who arrived in the UK with university degrees and the Sudanese professional women who arrived in the UK with university degrees and experience as civil servants women who hard to secure employment in their field and experience for a number of had found it arrived in the UK with university degrees of specialisation as civil servants had found it hard to secure employment in their field of specialisation for a number of had found it hard to secure employment in their field of specialisation for a number of reasons. reasons. reasons. The difficulties they faced include having varying degrees of fluency in English. Some of The difficulties they faced include having varying degrees of fluency in English. Some of The are fluent, while others are less fluent. The degrees of fluency in Sudan Some of themdifficulties they faced include having varyingofficial language in theEnglish.is Arabic, them are fluent, while others are less fluent. The official language in the Sudan is Arabic, them are fluent,is the official language in theThe official language El the Sudan is Arabic, though English while others are less fluent. South Sudan. Aliya in Agibs (2005-2006) though English is the official language in the South Sudan. Aliya El Agibs (2005-2006) though English is the official language in the South Sudan. Aliya El Agibs (2005-2006)
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(iii) Literature review (iii) Literature review (iii) Literature reviewor studies about South Sudanese There is lack of resources
IOM mapping exercise(2008) IOM mapping exercise(2008) IOM mapping exercise(2008) and Representation Report (2005/06). El Agib, A Community Advocacy El Agib, A Community Advocacy and Representation Report (2005/06). El Agib, A Community Advocacy and Representation Report (2005/06).
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research is comprehensive in the sense that her research included all Sudanese women research is comprehensive in the sense that her research included all Sudanese women research is comprehensive in the sense that herSudaneseincluded all Sudanese women in London: I therefore assumed that South research women are included in the in London: I therefore assumed that South Sudanese women are included in the in London: I therefore assumed that Southof Sudan before 9th July 2011, when the research because South Sudan was still part Sudanese women are included in the research because South Sudan was still part of Sudan before 9th July 2011, when the th research because Sudan voted overwhelmingly for before Sudan to become an people of South South Sudan was still part of Sudan South 9 July 2011, when the people of South Sudan voted overwhelmingly for South Sudan to become an people of state. independentSouth Sudan voted overwhelmingly for South Sudan to become an independent state. independent state. The Sudanese women from both North and South Sudan are unemployed or out of work The Sudanese women from both North and South Sudan are unemployed or out of work The Sudanese women from both North and South Sudan of unemployed their field of despite the fact they are university graduates with lots areexperience inor out of work despite the fact they are university graduates with lots of experience in their field of despite the fact they are university graduates with lots of experience in their field of expertise, yet they find it hard to market or sell their experience in UK job markets. expertise, yet they find it hard to market or sell their experience in UK job markets. expertise, yet they find it hard to market or sell their experience in UK job markets. The target group of Aliya Eliyabs research (2005/2006) entitled Community Advocacy The target group of Aliya Eliyabs research (2005/2006) entitled Community Advocacy The the highly skilled and Eliyabs research (2005/2006) entitled Community Advocacy was target group of Aliya experienced Sudanese women who failed to get employment was the highly skilled and experienced Sudanese women who failed to get employment was the highly skilled and experienced Sudanese women who failed to get employment in the UK job market. She argued that the more years these women spend without being in the UK job market. She argued that the more years these women spend without being in the UK job market. She argued that the more years these women spend without being employed, the more they become isolated, marginalised, depressed and feeling employed, the more they become isolated, marginalised, depressed and feeling employed, the She urged that in orderisolated, marginalised, depressed andof feeling worthlessness. more they become to adopt a fluid integrated programme action worthlessness. She urged that in order to adopt a fluid integrated programme of action worthlessness. to merge their personal ambition with theintegrated job market inof action they often had She urged that in order to adopt a fluid reality of programme the UK. they often had to merge their personal ambition with the reality of job market in the UK. they often had toasked the target group ambition with the reality of job market inresearch Importantly, she merge their personal to identify their needs themselves. The the UK. Importantly, she asked the target group to identify their needs themselves. The research Importantly, she askedpresenting it in a formal way. facilitated the process the target group to identify their needs themselves. The research facilitated the process presenting it in a formal way. facilitated the process presenting it in a formal way. In her conclusion she said that the In her conclusion she said that the In her conclusion she of the target projects identification said that the projects identification of the target projects identification of the target Sudanese women concerned. Sudanese women concerned. Sudanese women concerned. change would take a long time to achieve. The change would take a long time to achieve. The change for adaptabilitylong timebode well for The group would take a should to achieve. the group for adaptability should bode well for the group for adaptability should bode well for the
Another study was carried out by Hanan Babikir (2005/2006), in Community Advocacy Another study was carried out by Hanan Babikir (2005/2006), in Community Advocacy Another study was carried out by Hanan Babikir entitled Is Racism behind Sudanese and Representation Reports (page 9, 10, 11),3 (2005/2006), in Community Advocacy and Representation Reports (page 9, 10, 11),3 entitled Is Racism behind Sudanese and Representation Reports (page 9, 10, 11),3group were Sudanesebehind Sudanese Womens Unemployment in Britain? Her target entitled Is Racism women graduate Womens Unemployment in Britain? Her target group were Sudanese women graduate Womens Unemployment in Britain? Her target group were Sudanese She argued that and policy makers in the UK including the members of parliament. women graduate and policy makers in the UK including the members of parliament. She argued that and policy women were or is unemployedthe members of parliament. are notargued that Sudanese makers in the UK including because their qualifications She recognised Sudanese women were or is unemployed because their qualifications are not recognised Sudanese women were or is unemployed because their qualifications are not recognised
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Babikir, H. Community Advocacy & Representation Report. Babikir, H. Community Advocacy & Representation Report. Babikir, H. Community Advocacy & Representation Report.
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by British institution of Higher Education Council and therefore they feel discriminated by British institution of Higher Education Council and therefore they feel discriminated by British institution ofinHigher Education Council and therefore they feel discriminated against by the system Britain. against by the system in Britain. against by the system in Britain. Hanan Babikirs study also aimed at bringing the problems facing Sudanese women who Hanan Babikirs study also aimed at bringing the problems facing Sudanese women who Hanan Babikirs study for attention of the the problems Party Group on Sudan for are graduates in UK also aimed at bringing Chair of ALL facing Sudanese women who are graduates in UK for attention of the Chair of ALL Party Group on Sudan for are graduates in UK for attention of women. She ALL Party Group on Sudan the Advocacy on behalf of Sudanese the Chair of shared her findings with for Advocacy on behalf of Sudanese women. She shared her findings with the Advocacy on Task Force Sudanese women. She shared Racism, a body whose Parliamentary behalf of on Equality/ Social Exclusion/ her findings with the Parliamentary Task Force on Equality/ Social Exclusion/ Racism, a body whose Parliamentary monitor and investigate grievances Exclusion/ its attention by anywhose functions is to Task Force on Equality/ Social brought to Racism, a body group functions is to monitor and investigate grievances brought to its attention by any group functions is to monitor and investigate grievances brought to its attention by any group felt excluded by mainstream society. felt excluded by mainstream society. felt excluded by mainstream society. She urged her Sudanese women colleagues to take up or engaged in casual labour She urged her Sudanese women colleagues to take up or engaged in casual labour She urgedevidence of their women colleagues irrespective of their qualifications. labour market as her Sudanese availability to work to take up or engaged in casual market as evidence of their availability to work irrespective of their qualifications. market as evidence of their availability to work irrespective of their qualifications. Unlike Aliya and Hanan Bibikirs research, I have conducted this research among South Unlike Aliya and Hanan Bibikirs research, I have conducted this research among South Unlike Aliya and Hanan Bibikirs research, I haveSudan, and this the Abbey Community Sudanese women only, and not the whole of conducted at research among South Sudanese women only, and not the whole of Sudan, and at the Abbey Community SudaneseKilburn, Londonand not questionnaires. Centre in women only, through the whole of Sudan, and at the Abbey Community Centre in Kilburn, London through questionnaires. Centre in Kilburn, London through questionnaires. An interesting point from my research is that the job market in last 5 years has offered An interesting point from my research is that the job market in last 5 years has offered An interesting pointfor South Sudaneseis that the jobtheir fellow last 5 Sudanese offered more opportunities from my research women than market in North years has in term more opportunities for South Sudanese women than their fellow North Sudanese in term more opportunities for South Sudanese women than their fellow North London Report on of employment. This analysis is supported by the reading of Trust for Sudanese in term of employment. This analysis is supported by the reading of Trust for London Report on of employment. This analysis is supported by the reading of Trust for London Report on Poverty and Job Seekers Allowance in London 4(2007- 2009). Poverty and Job Seekers Allowance in London 4(2007- 2009). Poverty and Job Seekers Allowance in London 4(2007- 2009).
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Macinnes,T. Parek,A, and Kenway P. Macinnes,T. Parek,A, and Kenway P. Macinnes,T. Parek,A, and Kenway P.
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(iv) Methodology (iv) Methodology (iv) Methodology and Procedures Research Methodology
Research Methodology and Procedures Research Methodology and Procedures Both qualitative and quantitative types of research were used to collect information. I did Both qualitative and quantitative types of research were used to collect information. I did Both qualitative of both open and closed questionnaires and unstructured interviews. I this in the form and quantitative types of research were used to collect information. I did this in the form of both open and closed questionnaires and unstructured interviews. I this in methods: questionnaire, unstructured interview and case studies. used 3 the form of both open and closed questionnaires and unstructured interviews. I used 3 methods: questionnaire, unstructured interview and case studies. used 3 methods: questionnaire, unstructured interview and case studies. A questionnaire is a set or prepared questions designed to seek opinion or facts from A questionnaire is a set or prepared questions designed to seek opinion or facts from A questionnaire possible or prepared questions designed to seek opinion or facts ticks individuals. The is a set answers are set in the questionnaire and the respondent from individuals. The possible answers are set in the questionnaire and the respondent ticks individuals. The possible answers are set in the questionnaire and the respondent ticks the category that best describes the answer. the category that best describes the answer. the category that best describes the answer. An unstructured interview is a research tool face to face where participants are allowed An unstructured interview is a research tool face to face where participants are allowed An unstructured interview is a without a formal structure. Case studies are example of to speak freely around topics research tool face to face where participants are allowed to speak freely around topics without a formal structure. Case studies are example of to speak freely to illustrate a without formal personal stories around topicsparticularapoint. structure. Case studies are example of personal stories to illustrate a particular point. personal stories to illustrate a particular point. I have chosen openended and closed-ended questionnaires over other method I have chosen openended and closed-ended questionnaires over other method I have it is less expensive and offer greater anonymity to the respondents. In method because chosen openended and closed-ended questionnaires over other addition, because it is less expensive and offer greater anonymity to the respondents. In addition, because it is less expensive and offer the respondent the freedom to write down the the open-ended questionnaire offers greater anonymity to the respondents. In addition, the open-ended questionnaire offers the respondent the freedom to write down the the open-endedown words. answers in their questionnaire offers the respondent the freedom to write down the answers in their own words. answers in their own words. Unstructured interviews followed the questionnaire and I explored the life stories of 10 Unstructured interviews followed the questionnaire and I explored the life stories of 10 Unstructured interviews followedThis questionnaire technique as it allowed stories probe participants using this method. the was a useful and I explored the life me to of 10 participants using this method. This was a useful technique as it allowed me to probe participantsand gain fuller answers, something that technique as it allowed me to probe the issues using this method. This was a useful can be difficult in a questionnaire. It the issues and gain fuller answers, something that can be difficult in a questionnaire. It the issues and gain fuller answers, something that can be difficult in a questionnaire. It also allowed me to explore sensitive issues. also allowed me to explore sensitive issues. also allowed me to explore sensitive issues. The case study was useful to give examples of specific experiences of women. As the The case study was useful to give examples of specific experiences of women. As the The of research was useful to give examplesimpede South Sudaneseof women. access aim case study is to identify the factors that of specific experiences women to As the aim of research is to identify the factors that impede South Sudanese women to access aim employmentis to identify the factors that impede South Sudanese women to access the of research opportunities, I think my choice of questionnaire as method for such the employment opportunities, I think my choice of questionnaire as method for such the employment opportunities, I think my choice ofmentioned above. method for such purpose is appropriate for the simple reasons I have questionnaire as purpose is appropriate for the simple reasons I have mentioned above. purpose is Sample Research appropriate for the simple reasons I have mentioned above. Research Sample Research Sampleis South Sudanese women for two reasons. First, Sudan is no more a This studys focus This studys focus is South Sudanese women for two reasons. First, Sudan is no more a This studys focus is South Sudanese women for two reasons. 20011. Secondly, more a unitary state after independent of South Sudan on 9th July First, Sudan is no I have unitary state after independent of South Sudan on 9th July 20011. Secondly, I have unitary state after independent of South Sudan on 9th July 20011. Secondly, I have
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access to many South Sudanese women through South Sudan Womens Skill access to many South Sudanese women through South Sudan Womens Skill access to many South Sudanese women through South Sudan Womens I Skill Association at Kilburn centre London. Through the above mentioned association was Association at Kilburn centre London. Through the above mentioned association I was Association atcontact with South Sudanese whothe above mentioned association I was able to make Kilburn centre London. Through are the subject of my study to find out able to make contact with South Sudanese who are the subject of my study to find out able to make contact their accessSudanese who are the subject of my study to find out the barriers hindering with South to services available to them to secure employment. the barriers hindering their access to services available to them to secure employment. the barriers hindering their access to services available to them to secure employment. The total respondents are 53 women. 10 were interviewed and I extracted 10 case The total respondents are 53 women. 10 were interviewed and I extracted 10 case The total studies. respondents are 53 women. 10 were interviewed and I extracted 10 case studies. studies. Study design: Study design: Study design: The crosssectional design study I have chosen as frame work of my research is based The crosssectional design study I have chosen as frame work of my research is based The crosssectional design study I sample or method of investigation for researchbased on simple fact that selection of my have chosen as frame work of my research is is the on simple fact that selection of my sample or method of investigation for research is the on simple fact that selection of my sample or method ofborough of London. un-employability of South Sudanese women in Camden investigation for research is the un-employability of South Sudanese women in Camden borough of London. un-employability of South Sudanese women in Camden borough of London. I think the crosssectional design is appropriate for such research because it involves I think the crosssectional design is appropriate for such research because it involves I think the cross- that is to say; theis appropriate for such researchcase, it is it involves only one contact sectional design subject of investigation. In this because a group of only one contact that is to say; the subject of investigation. In this case, it is a group of only one contact that is to say; the subject of investigation. In this case, it is a group of South Sudanese women. South Sudanese women. South Sudanese women.
(v) Ethical considerations (v) Ethical considerations (v)order to ensure informed consent, Ethical considerations In
I spent time with the research participants In order to ensure informed consent, I spent time with the research participants In order to ensure informed consent, I spent time with They research participants explaining the process and the benefits to the community. the were allowed to ask explaining the process and the benefits to the community. They were allowed to ask explaining the process and not require to the as filling in They were allowed to ask questions. Questionnaires dothe benefits consentcommunity. the survey is consenting to questions. Questionnaires do not require consent as filling in the survey is consenting to questions. interviews, I explained the process and as filling in of the questions and asked it. For the Questionnaires do not require consent the nature the survey is consenting to it. For the interviews, I explained the process and the nature of the questions and asked it. For the interviews, Itake part. I the process andstudy participants for permission. asked for their permission to explained asked the case the nature of the questions and for their permission to take part. I asked the case study participants for permission. for their permission to take part. I asked the case study participants for permission. The survey participants and interviewees were promised anonymity and given The survey participants and interviewees were promised anonymity and given The survey participants and be protected by beingpromised anonymity and given confidentiality. The raw data will interviewees were stored privately at my community confidentiality. The raw data will be protected by being stored privately at my community confidentiality. The raw data will be protected by being stored privately at my community organisation. organisation. organisation.
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Before I started with distribution of questionnaires I briefed the respondents about the Before I started with distribution of questionnaires I briefed the respondents about the Before I started with distribution of questionnaires their names respondents about the purpose of research. I informed them that I briefed the are not needed on purpose of research. I informed them that their names are not needed on purpose of research. haveinformed themquestionnaires as honestly not they can. on questionnaires but, they I to answer the that their names are as needed questionnaires but, they have to answer the questionnaires as honestly as they can. questionnaires but, they have to answer the questionnaires as honestly as they can.
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Chapter 2: Research Findings and Discussion Chapter 2: Research Findings and Discussion Chapter 2: Research Findings and Discussion
(i) Educational Attainment (i) Educational Attainment (i) Educational Attainment The purpose of this research is to
identify the factors that hinder access to services The purpose of this research is to identify the factors that hinder access to services The purposeemployment) for Southidentify the factors that hinder access to feedback (education, of this research is to Sudanese women. According to the services (education, employment) for South Sudanese women. According to the feedback (education, employment) half of South Sudanese womenAccording to the feedback collected, only less than for South Sudanese women. have sought assistance or collected, only less than half of South Sudanese women have sought assistance or collected, only services provided South Sudanese women have organisations offering accessed the less than half of by local authorities or charity sought assistance or accessed the services provided by local authorities or charity organisations offering accessed the ethnic minorities within Camden Borough. This is very low considering the assistance to services provided by local authorities or charity organisations offering assistance to ethnic minorities within Camden Borough. This is very low considering the assistance to ethnic minorities within Camden Borough. This is very low considering the high level of unemployment for the women in my study. high level of unemployment for the women in my study. high level of unemployment for the women in my study. Table I below illustrates the circumstances of 53 South Sudanese respondents Table I below illustrates the circumstances of 53 South Sudanese respondents Table I below illustrates the circumstances of 53 South Sudanese respondents according to their employment status and education background. The majority of according to their employment status and education background. The majority of according toare secondary schoolstatus and education form 6) in UK followed by some respondents their employment leavers (equivalent to background. The majority of respondents are secondary school leavers (equivalent to form 6) in UK followed by some respondents are secondary school leavers (equivalenteducation in UK. followedthere is a university graduates, college graduates who attained to form 6) in UK Finally, by some university graduates, college graduates who attained education in UK. Finally, there is a university graduates, college graduates primary school showinginthat only 15 thereof a group who have only ever attended who attained education UK. Finally, out is a group who have only ever attended primary school showing that only 15 out of a group who had further or higher education. possible 53 have only ever attended primary school showing that only 15 out of a possible 53 had further or higher education. possible 53 had further or higher education. This table below is extracted from the questionnaires distributed to South Sudanese This table below is extracted from the questionnaires distributed to South Sudanese This table below The number of employed and unemployed is general South Sudanese womens Centre. is extracted from the questionnaires distributed to in sense that the womens Centre. The number of employed and unemployed is general in sense that the womenseducation of women employed andand unemployed is general into account. the levels of Centre. The number of employed unemployed are not taken in sense that levels of education of women employed and unemployed are not taken into account. levels of education of women employed and unemployed are not taken into account.
Employed Employed Employed Unemployed Unemployed Unemployed University graduates University graduates University graduates College graduates College graduates College graduates Secondary school leavers Secondary school leavers Secondary school leavers Primary school leavers Primary school leavers Primary school leavers 28 28 28 25 25 25 11 11 11 4 4 4 36 36 36 2 2 2 50% 50% 50% 40% 40% 40% 22% 22% 22% 7.05% 7.05% 7.05% 67.9% 67.9% 67.9% 3.8% 3.8% 3.8%
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Result From questionnaire indicated that less than half of respondents have been to a Result From questionnaire indicated that less than half of respondents have been to a job centre and only a few women made some form of attempt to find employment. This job centre and only a few women made some form of attempt to find employment. This job be for different reasons including child care, family to find employment. This can centre and only a few women made some form of attempt relationship and lack of can be for different reasons including child care, family relationship and lack of can be for different reasons including child answered by South Sudanese women confidence. The above mentioned reasons are care, family relationship and lack of confidence. The above mentioned reasons are answered by South Sudanese women confidence. The above or have not attended answered by South Sudan or in UK who are less educated mentioned reasons are any training either inSudanese women who are less educated or have not attended any training either in Sudan or in UK who are less educated offered not attended any training either in Sudan or learn despite the opportunities or haveby non- profit organisations for those who want toin UK despite the opportunities offered by non- profit organisations for those who want to learn despite as opportunities offered by nonEnglish thea second language (ESOL). profit organisations for those who want to learn English as a second language (ESOL). English as a second language (ESOL).
(ii) Accessing Statutory Services (ii) Accessing Statutory Services (ii) Accessing Statutory Services than half of respondents have been to a Result From questionnaire indicated that less
(iii) Factors Hindering Access (iii) Factors Hindering Access (iii) Factors Hindering Access Less Education, Longer Unemployment
Less Education, Longer Unemployment Less Education, Longer Unemployment South Sudanese women, those who are less Participants commented that amongst Participants commented that amongst South Sudanese women, those who are less Participants commented that any training since their arrival in UKthose who are less educated or have not pursue amongst South Sudanese women, are most vulnerable educated or have not pursue any training since their arrival in UK are most vulnerable educated or have not pursue any training since their arrival in UK state. Thisvulnerable and most likely to remain unemployed and dependent on welfare are most is largely and most likely to remain unemployed and dependent on welfare state. This is largely and to their level to remain unemployed and dependent on welfare state. This is largely due most likely of English Language. due to their level of English Language. due to their level of English Language. Lack of English Lack of English Lack of English many of the participants had low levels of English and this was stopping It was clear that It was clear that many of the participants had low levels of English and this was stopping It was from getting jobs. the addition, since most levels of English and these women are them clear that many of In participants had low of qualified among this was stopping them from getting jobs. In addition, since most of qualified among these women are them from Sudan they were addition, since most the qualified among these women are trained in getting jobs. In used to Arabic as of medium of instruction. To master trained in Sudan they were used to Arabic as the medium of instruction. To master trained language they were used a Arabic as the medium of in English To master English in Sudan in short period is to challenge for most; fluency instruction.language is English language in short period is a challenge for most; fluency in English language is English language in short period is a challenge for most; fluency in English language is essential for employment. essential for employment. essential for employment. For women who are less educated their problems are more complex. In addition to the For women who are less educated their problems are more complex. In addition to the For women who are less educated their problems are morelocal collegesaddition to the great pressure to learn English, they have to find classes at complex. In or at charities great pressure to learn English, they have to find classes at local colleges or at charities great pressure to Westminster Refugee Partnership. like Camden and learn English, they have to find classes at local colleges or at charities like Camden and Westminster Refugee Partnership. like Camden and Westminster Refugee Partnership.
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Equivalency of qualifications Equivalency of qualifications Equivalency of qualifications Even for higher qualified women there is an issue of their qualifications not Even for higher qualified women there is an issue of their qualifications not Even for higher case study A for athere is an issue of this. It qualifications not recognised. See qualified women positive example of their often takes years recognised. See case study A for a positive example of this. It often takes years recognised.the standard of UK requirements. example of this. It often takes years qualified to See case study A for a positive qualified to the standard of UK requirements. qualified thethe standard of study, as noted above, did not have any qualifications. Many of to women in this UK requirements. Many of the women in this study, as noted above, did not have any qualifications. Many of the women in this study, as noted above, did not have any qualifications.
being being being to get to get to get
Bleak Future Bleak Future The unemployed women commented that they felt their chances for employment and The unemployed women commented that they felt their chances for employment and The unemployed women commented that they felt their chances for employment and improving their living standards are bleak. improving their living standards are bleak. improving their living standards are bleak. Lack of confidence Lack of confidence Lack of confidence A number of participants stated that they lack self-confident in the workplace. They find it A number of participants stated that they lack self-confident in the workplace. They find it A number manage a group of people in offices or any tasks in the workplace. They find it difficult to of participants stated that they lack self-confident that involved a lot of English difficult to manage a group of people in offices or any tasks that involved a lot of English difficult to manage a group of people in offices or any tasks that involved a lot of English communication. communication. communication. Family Break Ups and Child-care Issues Family Break Ups and Child-care Issues Family Break of women who are Issues For the rest Ups and Child-care well educated their problems are different from their For the rest of women who are well educated their problems are different from their For the rest of less educated are well educated their problems which are child caretheir colleagues are women who but, they have common problems are different from and colleagues are less educated but, they have common problems which are child care and colleagues are less The family break up among South Sudanese community is a new family relationship. educated but, they have common problems which are child care and family relationship. The family break up among South Sudanese community is a new family relationship. The traditions and up among SouthSouth Sudan do not encourage phenomenon because family break norms back in Sudanese community is a new phenomenon because traditions and norms back in South Sudan do not encourage phenomenon because traditions and not havebackfreedom to Sudan do not encourage divorce and unlike in Britain, women norms the in South ask for divorce. But South divorce and unlike in Britain, women not have the freedom to ask for divorce. But South divorce and unlike in Britain, enormous pressure once in UK becausedivorce. But South Sudanese women felt under women not have the freedom to ask for they are the ones Sudanese women felt under enormous pressure once in UK because they are the ones Sudanese women felt under enormous pressure once in UK because they are the ones looking after the family. looking after the family. looking after the family. An important point to note, participants flagged up that some of their husbands either An important point to note, participants flagged up that some of their husbands either An important point to note, participants flagged up that Sudan of their joined the South remain in South Sudan, had returned to work in South some or had husbands either remain in South Sudan, had returned to work in South Sudan or had joined the South remain LiberationSudan, had which was fighting for Self-determination joined the Sudan Sudan in South movement returned to work in South Sudan or had for South South Sudan Liberation movement which was fighting for Self-determination for South Sudan Sudan Liberation movement which was fighting for Self-determination for South Sudan and have moved back. and have moved back. and have moved back.
(iv)Effects of Un-employability (iv)Effects of Un-employability (iv)Effects of Un-employability Bleak Future
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Chapter 3: Research Discussions Chapter 3: Research Discussions Chapter 3: Research Discussions
From research carried out by Trust London entitled Londons Poverty Profile in 2009 it From research carried out by Trust London their employability becauseProfile in 2009 it backed the claim Respondents made about entitled Londons Poverty according to the backed the claim Respondents made about their employability because according to the backed the claim Respondents made about their2007 and increased again 2009 through report the Job Seekers Allowance decreased in employability because according to the report the Job Seekers Allowance decreased in 2007 and increased again 2009 through report the JobBut nothing indicates that these2007 and increased women have been out London. Seekers Allowance decreased in South Sudanese again 2009 through out London. But nothing indicates that these South Sudanese women have been out London. 2007-2009, perhaps they have been employed earlier beforehave been employed in But nothing indicates that these South Sudanese women 2007 and employed in 2007-2009, perhaps they have been employed earlier before 2007 and employed in 2007-2009, out the they have 2008-2009. Because before 2007 my remained in jobs through perhaps recession inbeen employed earlierof limitation of and remained in jobs through out the recession in 2008-2009. Because of limitation of my remained cannot say whether the 28 employed (50%) South Sudanese women were research Iin jobs through out the recession in 2008-2009. Because of limitation of my research I cannot say whether the 28 employed (50%) South Sudanese women were research I or not by time the above 28 employed (50%) South Sudanese women were employed cannot say whether the mentioned Report by Trust London published. As I employed or not by time the above mentioned Report by Trust London published. As I employed or not is based the above mentioned Report byReport.London published. As I said my analysis by time only on my interpretation of the Trust said my analysis is based only on my interpretation of the Report. said my analysis is based only on my interpretation of the Report.
(i) Employability Discussions (i) Employability Discussions (i) Employability Discussions From research carried out by Trust London entitled Londons Poverty Profile in 2009 it
(ii) Extent of Un-employability: Comparative Data. (ii) Extent of Un-employability: Comparative Data. (ii) Extent of Un-employability: was Sudanese Women as a whole, supports Comparative Data. Hannah Babikirs research, whose target
Hannah Babikirs research, whose target was Sudanese Women as a whole, supports Hannah Babikirs research, which target was Sudanese Women as a in London. The the findings of thisresearch, whose focused on South Sudanese Women whole, supports the findings of this research, which focused on South Sudanese Women in London. The the findings of this research, which focused on South difficulties Sudanese Women The general thrust of our arguments merge at the point of Sudanese Women in London. both general thrust of our arguments merge at the point of difficulties Sudanese Women both general South, our arguments merge at the point face in accessing the Women both from thethrust of professionals or non-professionalsof difficulties Sudanese job market in from the South, professionals or non-professionals face in accessing the job market in from theWhat the research didor non-professionals facebe of interest, the job market in the UK. South, professionals not look into, which will in accessing is whether this is the UK. What the research did not look into, which will be of interest, is whether this is the UK. Whatimmigrant communities from other parts be of interest,the whether whose also true of the research did not look into, which will of Africa or is world, this is also true of immigrant communities from other parts of Africa or the world, whose also true of immigrant communities from the UK, and of Africa or the world, whose education system is different from that of other parts where English is not the main education system is different from that of the UK, and where English is not the main education of instruction. This is from that of the UK, and my view. language system is different an area worth pursuing in where English is not the main language of instruction. This is an area worth pursuing in my view. language of instruction. This is an area worth pursuing in my view.
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Relating to existing literature Relating to existing literature Relating to existing literature There is an interesting study conducted by Ilolelian (2004) for Africa Education Trust There is an interesting study conducted by Ilolelian (2004) for Africa Education Trust There onan interesting study conducted by Ilolelianjobs in UK. Africa Education Trust (AET) is whether study grants do help refugee find (2004) for (AET) on whether study grants do help refugee find jobs in UK. (AET) on whether study grants do help refugee find jobs in UK. The key findings of this report support and corroborate my own findings. The research The key findings of this report support and corroborate my own findings. The research The key findings of this report support and grants were own likely to attend and found the refugees who received study corroborate mymore findings. The research found the refugees who received study grants were more likely to attend and found the refugees who received study training were more likely towho did and successfully complete their education and grants courses than those attend not. successfully complete their education and training courses than those who did not. successfully complete their education and training courses than waivered to enable This has been one of my recommendations, that access fees be those who did not. This has been one of my recommendations, that access fees be waivered to enable This hasThe research alsorecommendations, that accesslikely than men to undertake access. been one of my found that women were more fees be waivered to enable access. The research also found that women were more likely than men to undertake access.education training. This has part of my reason for doing research on women, further The research also found that women were more likely than men to undertake further education training. This has part of my reason for doing research on women, further are possibly keener to has part of my reason for the findings about women, as theyeducation training. This develop their skills. One of doing research on who the as they are possibly keener to develop their skills. One of the findings about who the as they are possibly keener to the research were: One of businesses, about who the main employers according to develop their skills. small the findings supermarkets, main employers according to the research were: small businesses, supermarkets, main employers according authorities. The were: small businesses, supermarkets, community centre and local to the research finding which was in line with mine is that community centre and local authorities. The finding which was in line with mine is that community centre and local authorities. The finding which was inthe UK labour market employment of refugees was affected by their understanding of line with mine is that employment of refugees was affected by their understanding of the UK labour market employment of language. This is one by key understanding of the UK labour market and the Englishrefugees was affected my their findings. and the English language. This is one my key findings. and the English language. This is one my key findings.
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Chapter 4: Conclusions and Recommendations Chapter 4: Conclusions and Recommendations Chapter 4: Conclusions and Recommendations
(i) Conclusions (i) Conclusions (i) Conclusions My aim in this research,
conducted among South Sudanese Women refugee in the My aim in this research, conducted among South Sudanese Women refugee in the My aim in this research, conducted among South Sudanese Women refugee in the United Kingdom, using the facilities of the Abbey Centre, Kilburn has been to investigate United Kingdom, using the facilities of the Abbey Centre, Kilburn has been to investigate United Kingdom, using the facilities of theopportunities of these women. I have found out the factors which hinder the employment Abbey Centre, Kilburn has been to investigate the factors which hinder the employment opportunities of these women. I have found out the factorsis no single dominant factor. Rather, there are a number of Icomplex factors that there which hinder the employment opportunities of these women. have found out that there is no single dominant factor. Rather, there are a number of complex factors that there is noemployment prospects of these there are a number of complex factors that affect the single dominant factor. Rather, women whose qualifications vary from that affect the employment prospects of these women whose qualifications vary from that affect the employment prospects of these women whose qualifications vary from primary level to university level. primary level to university level. primary level to university level. The factors vary from lack of proficiency in English to child care difficulties; from The factors vary from lack of proficiency in English to child care difficulties; from The factors vary from lack of proficiency into the ability to transfer foreign skillsfrom difficulties of recognising foreign qualifications English to child care difficulties; into difficulties of recognising foreign qualifications to the ability to transfer foreign skills into difficulties of recognising foreign qualifications available services to failure to skills into British workforce; lack of awareness of the to the ability to transfer foreign embrace British workforce; lack of awareness of the available services to failure to embrace British workforce; lack of awareness of the available services to failure to embrace available opportunities. available opportunities. available opportunities. As part of recommendation, I have stressed, among other things, the need for new As part of recommendation, I have stressed, among other things, the need for new As part to be mentored, the provision of ESOL opportunities, and child the need for new arrivals of recommendation, I have stressed, among other things, care facilities. arrivals to be mentored, the provision of ESOL opportunities, and child care facilities. arrivals to be mentored, the provision of ESOL opportunities, and child care facilities. Literature Review Literature Review Literature Review or studies about South Sudanese in UK is a challenge for any one Lack of resources Lack of resources or studies about South Sudanese in UK is a challenge for any one Lack hasresources or studies about South Sudanese Sudaneseacommunity in UK. Most who of an interest to conduct a research on South in UK is challenge for any one who has an interest to conduct a research on South Sudanese community in UK. Most who has an interest to conduct is drawn from some different references and interview I of information in this research a research on South Sudanese community in UK. Most of information in this research is drawn from some different references and interview I of informationAbbey Community Centre at Kilburn with some South Sudanese interview I carried out at in this research is drawn from some different references and women. carried out at Abbey Community Centre at Kilburn with some South Sudanese women. carried out at Abbey Community Centre at Kilburn with some South Sudanese women.
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(ii) Recommendations (ii) Recommendations (ii) Recommendations other English for speakers of

Language (ESOL) opportunities should be made English for speakers of other Language (ESOL) opportunities should be made English for speakers people who are actively looking for work but to especially available not just to of other Language (ESOL) opportunities should be made available not just to people who are actively looking for work but to especially available notyoung children who are unable to looking for work but would ensure parents with just to people who are actively work currently. This to especially parents with young children who are unable to work currently. This would ensure parentsthe time their childrenwho are unablethey are ready for the job market than that by with young children are grown up, to work currently. This would ensure that by the time their children are grown up, they are ready for the job market than that by the time their childrenfor the job market before embarking on training. than waiting until; they are ready are grown up, they are ready for the job market This waiting until; they are ready for the job market before embarking on training. This waiting until;because the job for the job market before embarking on training. This is important they are ready market requires proficiency in English. is important because the job market requires proficiency in English. is important because the job market requires proficiency in English. ensure more Any barriers like paying for access courses should be removed to Any barriers like paying for access courses should be removed to ensure more Any barriers in further and higher education. should be removed to ensure more participation like paying for access courses participation in further and higher education. participation in further cheap and education. childcare facilities could improve The availability of and higher available The availability of cheap and available childcare facilities could improve The availability of cheap and available childcare facilities could improve employment opportunities. employment opportunities. employment opportunities. should also be engineered for refugees who are A mentoring programme A mentoring programme should also be engineered for refugees who are A mentoring programmetoshould also be engineered for refugees who are employed and are ready become mentors. This will enable refugees to assist employed and are ready to become mentors. This will enable refugees to assist employed and areunemployed women in their search forenable refugees to assist and support other ready to become mentors. This will employment. and support other unemployed women in their search for employment. and support other unemployed women in their unemployed refugee A job search Skills training course aimed atsearch for employment.and asylum A job search Skills training course aimed at unemployed refugee and asylum A job search Skills training course work wouldunemployed refugee and asylum seekers women who are looking for aimed at help in preparing beneficiaries for seekers women who are looking for work would help in preparing beneficiaries for seekersjob market. are looking for work would help in preparing beneficiaries for the UK women who the UK job market. the UK job market.
The recommendations from Ilolelian's (2004) study are in line with my own. They The recommendations from Ilolelian's (2004) study are in line with my own. They The recommendations from Ilolelian's (2004) study are in line with my own. They recommended that: recommended that: recommended that: Voluntary organisations like AET should continue to seek, promote and Voluntary organisations like AET should continue to seek, promote and Voluntary organisations like AET should continue to in the UK provide funding for the education and training of refugees seek, promote and provide funding for the education and training of refugees in the UK provide funding for the education and training of opportunity to study for and Refugees should be provided with the earliestrefugees in the UK Refugees should be provided with the earliest opportunity to study for and Refugees education and training qualifications opportunity to study for and obtain UK should be provided with the earliest obtain UK education and training qualifications obtain UK education and training qualifications Refugees should be provided with the earliest opportunity to study for the Refugees should be provided with the earliest opportunity to study for the Refugees should foundation courses in earliest opportunity to entry into UK English language be provided with the order to facilitate their study for the English language foundation courses in order to facilitate their entry into UK English language foundation courses in order to facilitate their entry into UK labour market labour market labour market Refugees should actively be encouraged to use the relevant UK job seeking Refugees should actively be encouraged to use the relevant UK job seeking Refugees should actively be encouraged to use the relevant UK job seeking techniques techniques techniques
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(iii) The strengths and limitations of research (iii) The strengths and limitations of research (iii) The strengths and limitations of research
Refugees should be encouraged to attend training courses that offer Refugees should be encouraged to attend training courses that offer Refugees should be encouraged to attend 5 training courses that offer opportunities for job placements in the UK(2006)5 opportunities for job placements in the UK(2006)5 opportunities conducted by Dixon UK(2006) In other research for job placements in theet al (2006) entitled Research into In other research conducted by Dixon et al (2006) entitled Research into In other research facing refugees in East London,6 their findings too support some employability issues conducted by Dixon et al (2006) entitled Research into employability issues facing refugees in East London,6 their findings too support some employability issues facing refugees in East London,6 their findings too support some of my own. They recommended that: of my own. They recommended that: of my own. They recommended that: a centrally held database with details of local Each borough should have Each borough should have a centrally held database with details of local Each borough should have a centrally heldissues for refugees. This is local advice and support on employment/ training database with details of one advice and support on employment/ training issues for refugees. This is one advice andI have identified so that refugees are able to get help. This is one the issues support on employment/ training issues for refugees. the issues I have identified so that refugees are able to get help. the importance of specialist and holistic advice for refugees should be Theissues I have identified so that refugees are able to get help. The importance of specialist and holistic advice for refugees should be The importance of specialist and holistic advice for refugees should be recognised recognised recognised Commissioners should support positive partnerships between voluntary Commissioners should support positive partnerships between voluntary Commissioners should support positive partnerships between voluntary organisations and mainstream providers organisations and mainstream providers organisations and mainstream providers Training should be provided for mainstream providers in relation to refugees, Training should be provided for mainstream providers in relation to refugees, Trainingand immigration issues mainstream providers in relation to refugees, asylum should be provided for asylum and immigration issues asylum and immigration should Local refugee strategies issues be developed in each borough Local refugee strategies should be developed in each borough Local refugee strategies should be developed in each borough
The strength of this design is The strength of this design is Thestrength of thisselection of sample simplicity of design is simplicity of selection of sample simplicity closedended questionnaire allowing flexibility of the tool with high open andof selection of sample open and closedended questionnaire allowing flexibility of the tool with high response rate; good questions that got the answers I needed the tool with high open and closedended questionnaire allowing flexibility of response rate; good questions that got the answers I needed response rate; good questions that got the answers I and clear Participants said the questions were straight-forward needed Participants said the questions were straight-forward and clear Participants said the questions were open up and talk clearly on the interviews allowed participants tostraight-forward and clear issues the interviews allowed participants to open up and talk clearly on issues the interviews allowed participants to open up and talk clearly on issues
5Ilmolelian, 5Ilmolelian, 5Ilmolelian, 6 6 6
Peter. Peter. A case studyPeter. effects of the voluntary sector grants on the education, training and employment of of the A case study of the effects of the refuges in the United Kingdom. voluntary sector grants on the education, training and employment of A case study of the effects of the refuges in the United Kingdom. voluntary sector grants on the education, training and employment of refuges in the United Kingdom. Dixon, Diane, Cater, Mary, Lukes, Sue. Dixon, Diane, Cater, Mary, Lukes, Sue. Dixon, Diane, Cater, Mary, issues facing Research into employabilityLukes, Sue. Refugees in east London. Research into employability issues facing Refugees in east London. Research into employability issues facing Refugees in east London.
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Useful comments/ answers from participants Useful comments/ answers from participants Useful limitation answers from participants However, the comments/of such design is that you cannot know the outcome of the However, the limitation of such design is that you cannot know the outcome of the However,whether there will such design isthe subjects being know the outcome I of the research the limitation of be change on that you cannot investigated. What mean research whether there will be change on the subjects being investigated. What I mean research whether South be change on are in employment will they continue in is whether these there willSudanese whothe subjects being investigated. What I mean is whether these South Sudanese who are in employment will they continue in is whether these Southbe made redundant in future. employment or some will Sudanese who are in employment will they continue in employment or some will be made redundant in future. employment ortime will be made redundant in future. Limited some Limited time Limited time No funding No funding No get participants many were very busy and found it hard to attend To funding To get participants many were very busy and found it hard to attend To own busy life working and studying My get participants many were very busy and found it hard to attend My own busy life working and studying My own busy life working and studying
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Ilmolelian, David Peter. (2004) WWW. Academic-refugee.co.uk (accessed Ilmolelian, 2012) multiple times David Peter. (2004) WWW. Academic-refugee.co.uk (accessed Ilmolelian, 2012) multiple times David Peter. (2004) WWW. Academic-refugee.co.uk (accessed multiple times 2012) MacInnes. T, Parek. A. and Kenway. P. (2011) TTrust for London Report on MacInnes. T, Parek. for London, London Poverty Readings, Trust A. and Kenway. P. (2011) TTrust for London Report on MacInnes. T, Parek. for London, London Poverty Readings, Trust A. and Kenway. P. (2011) TTrust for London Report on Poverty Readings, Trust for London, London Mapping Exercise Sudans report, IOM, London (2007-2009). Mapping Exercise Sudans report, IOM, London (2007-2009). Mapping Exercise Sudans report, IOM, London (2007-2009). [accessed http://iomlondon.org/doc/mapping/IOM_SUDAN.pdf] (accessed multiple [accessed times 2012)http://iomlondon.org/doc/mapping/IOM_SUDAN.pdf] (accessed multiple [accessed times 2012)http://iomlondon.org/doc/mapping/IOM_SUDAN.pdf] (accessed multiple times 2012)
7 Dixon,Diane,Cater,Mary;Lukes,Sue (2006). Research Economic Action issues facing refugees inEast7London, Employability Forum; London Refugee into employability (LORECA), London Dixon,Diane,Cater,Mary;Lukes,Sue (2006). Research into employability (LORECA), London inEast7London, Employability Forum; London Refugee Economic Action issues facing refugees inEast London, Employability Forum; London Refugee Economic Action (LORECA), London
Babbikir .H, (2005-2006), Community Advocacy Report Babbikir .H, (2005-2006), Community Advocacy Report Babbikir .H, (2005-2006), Community Advocacy Report El Agib.A. (2005-2006), Community Advocacy and Representation Report El Agib.A. (2005-2006), Community Advocacy and Representation Report El Agib.A. (2005-2006), Community Advocacy and Representation Report Dixon,Diane,Cater,Mary;Lukes,Sue (2006). Research into employability issues facing refugees
References References References
7 7 7
20 20 20
Appendices Appendices Appendices
Case study (1). Case study (1). Case study (1).

Bella (not real name) is 27 years old and from South Sudan. She arrived in UK in Bella (not real name) is 27 years old and from South Sudan. She arrived in UK in Bella (not2001 name) age of years old and and applied for asylum. Unfortunately, her February real at the is 27 16 years old from South Sudan. She arrived in UK in February 2001 at the age of 16 years old and applied for asylum. Unfortunately, her February 2001 asylum age of 16 years old 3and applied at that pointUnfortunately, her application for at the had been rejected times and for asylum. she hadnt more application for asylum had been rejected 3 times and at that point she hadnt more application for asylum had been rejected 3 times and at that point she hadnt more options because she lost all support from the government. She became homeless, options because she lost all support from the government. She became homeless, options and destitute asylum seeker in UK for the government. She became homeless, jobless because she lost all support from 9 years. jobless and destitute asylum seeker in UK for 9 years. jobless and destitute asylum seeker in UK for 9 years. Through some acquaintance she was introduced to the Chair, at Abbey Community Through some acquaintance she was introduced to the Chair, at Abbey Community Through some acquaintance she the chair woman to she could allowAbbey volunteer at Centre in Kilburn where she asked was introduced if the Chair, at her to Community Centre in Kilburn where she asked the chair woman if she could allow her to volunteer at Centre in Kilburn where she asked the chair dedication to assist and her those in need the centre. Because of her commitment and woman if she could allowhelp to volunteer at the centre. Because of her commitment and dedication to assist and help those in need theher services, sheof her gained the confidence of the assist and help those in need of centre. Because has commitment and dedication to Chair who introduced her to of her services, she has gained the confidence of the Chair who introduced her to of her services, she Council. members of Refugees has gained the confidence of the Chair who introduced her to members of Refugees Council. members of Refugees Council. The Refugees Council took up her case by writing to Home Office which advised The Refugees Council took up her case by writing to Home Office which advised The Refugees Council took up her case by for asylum Home Office which she was Refugees Council to re- apply on her behalf writing to at the same time advised Refugees Council to re- apply on her behalf for asylum at the same time she was Refugees Council to re- at a hostel. After 3 months from the datesame re- appliedwas offered accommodation apply on her behalf for asylum at the she time she for offered accommodation at a hostel. After 3 months from the date she re- applied for offered accommodation atan indefinite leave months from the date she re- applied for asylum she was granted a hostel. After 3 to remain and now she works as a sale asylum she was granted an indefinite leave to remain and now she works as a sale asylum she awas granted an indefinitein London.remain and now she works as a sale assistant in large departmental store leave to assistant in a large departmental store in London. assistant in a large departmental store in London.
21 21 21
Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa EducationalTrust and Evelyn Oldfield Unit, 2012 Africa Educational Trust and and Evelyn Africa Educational Trust and Evelyn Oldfield Unit, 2012 Africa Educational Trust Evelyn Oldfield Unit, 2012 Unit, 2012

Barriers To Accessing Employment For South Sudanese Women in London

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The Barriers to Accessing The Barriers to Accessing TheBarriers to Accessing The Barriers to Accessing The Barriers to Accessing The

The Barriers to Accessing Employment for South Sudanese Women in London

2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012 2011-2012

Rachel Druku Rachel Druku Rachel Druku

Acknowledgements Acknowledgements Acknowledgements

Contents Page Contents Page Contents Page Acknowledgements ............................................................................................................ 1

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Executive Summary Executive Summary Executive Summary

Chapter 1: Scope of Research Chapter 1: Scope of Research Chapter 1: Scope of Research

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Rachel Druku Rachel Druku Rachel Druku

Rachel Druku Rachel Druku Rachel Druku

Rachel Druku Rachel Druku Rachel Druku

Rachel Druku Rachel Druku Rachel Druku

being being being to get to get to get

(iv)Effects of Un-employability (iv)Effects of Un-employability (iv)Effects of Un-employability Bleak Future

Chapter 3: Research Discussions Chapter 3: Research Discussions Chapter 3: Research Discussions

Rachel Druku Rachel Druku Rachel Druku

Rachel Druku Rachel Druku Rachel Druku

Rachel Druku Rachel Druku Rachel Druku

References References References

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Appendices Appendices Appendices

Case study (1). Case study (1). Case study (1).

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