The host institution must act as an advocate for refugees within the community and at local, state, and federal government levels.

Participation in a network of refugee social service providers is crucial to recruiting from the target population.

The institution must also provide the necessary academic and support services that will attract students and maintain their attendance.

Refugee Program Planning Pointers

• Strong curriculum that is intensive and immersion-based with realistic content oriented to pragmatic communication in the workplace.
  
• Intensive use of computer-assisted instruction to reinforce second language learning while providing hands-on expe- rience with technology.

  The G.R.E.A.T. Program has developed a Culture of the American Workplace component built into each level of vocational ESOL to ensure students cover content while using technology.
  

• Use of textbooks and supplementary realia materials.
  
• Qualified, trained faculty that are repre- sentatives of the target population and/or are familiar with refugee concerns.
  
• Strong standardized student performance and tracking procedures.
  
• Faculty who work closely with students and advisors to seek intervention for problems outside the classroom that affect attendance and performance.
  
• Flexible scheduling including weekends.

  Academic Support Services

• Training and knowledge of INS regula- tions and decisions affecting refugees and their legal status as well as access to fed- eral and state-funded benefits.
  
• Trained advisors who are familiar with the refugee population(s) being served.
• Involvement in a network of community- based agencies concerned with refugee affairs.

  This will enable institutions to inform refugees about benefits and other entitlements that they may need to support
  their participation in language programs.
  

• Access to resources on revalidation of non-U.S. degrees and careers. Provide assistance for foreign transcript and credential translation and evaluation.
  
• Regular faculty meetings to inform staff members of factors affecting refugees that could impact participation.
  
• Special training and orientation for facul- ty working with refugees including train- ing in areas such as house-buying, career orientation, mental health, domestic abuse and other issues.
  
• High standards of performance for students and faculty.
  
• Faculty access to a wide range of resources to supplement classroom instruction.
  
• Cross-departmental workshops (includ- ing Financial Aid and Academic Programs) to motivate students to advance their personal and professional goals through continuing studies in degree and other programs.

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  Ana Maria Bradley-Hess, Ph.D., Executive Director, Guantanamo Refugee Education and Training (G.R.E.A.T) Program, Miami-Dade Community College, Miami, Florida