reshape the future education and training for migrants and ... · reshape the future education and...

RESHAPE the future

Education and training

for migrants and refugees

THE WS THEME REPORT: Guidance and counselling for migrants and refugees

Host partner Alfa College, Netherlands

Workshop in Groningen, Netherlands 18.9. –22.9.2017

Number of Ws participants

24 participants

Description of the theme

Guidance and counselling for migrants and refugees. The main focus of the theme week in Groningen, the Netherlands was guidance and counselling for migrants and refugees towards and during:

- Settlement in a municipality and guidance in society - Guidance in learning the language and participating in an integration

course - Guidance towards and during education and the possibility of

integrated learning where language learning and education go hand in hand

- Guidance towards and during work experience or language internships

- Guidance by the municipality Parts of the program where visits or meetings with:

- to the municipality, meeting with the alderman and policy makers - the welfare organization for guidance in society for newcomers - the specific welfare organization for guidance in society and towards

education for women by the multicultural women center - the specialized organization for guidance in health care especially

psychologically where employees from refugee or migrant background work

- different classes for migrant and refugee learners at Alfa-college - teachers, counsellors, employees from Alfa-college who gave

presentations about:

The integrated Programs VET level 1 with Dutch language

The Integrated Programs for High Educated Migrants and Refugees such as the Preparation Year for (applied) university

Courses Orientation on the Dutch Labor Market

Organization of diploma validation and study advice/counselling

The organization of language internships

The importance of a broader network such as the Knowledge Network Multicultural Groningen that organizes symposia and workshops, as an example we presented the presentations by Syrian refugees that were held at the Syria symposium

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The importance of experiencing, feeling, what a migrant or

refugee experiences when learning another language through a basic short lesson in Persian language

Discussions about similarities and differences

Exchanges of good practices

Presentations of the host organization and all the other participating organizations from the partner countries

A summary of the state of art in partner countries

Denmark: At Tietgen we offer the course “Intro to the Danish labour market for

refugees and immigrants”. Before the course starts, the participant are invited to a conversation regarding expectations, experiences, education, and future plans. We have intake every week. When the participant is enrolled in the course we make sure that all diplomas are subsequently translated so that we thereafter are able to forward the translations to the Ministry of Higher Education and Science for evaluation. We offer to be of assistance in that matter whether the participant stays in the course or not. In the role play we give the participants the opportunity to experience Danish culture. Through the teachers own education and experience, the supervisor/teacher has the competences to provide precise guidance to each refugee. Tietgen values: Humanity, Respect / empathy, Neutrality, Involvement, Frame of reference and Intercultural understanding. Denmark has no state-controlled education for those who work with guidance/counselling of refugees and immigrants.

At Tietgen the teachers can get more education via: Supervision, Diploma degree; education-occupation and career guidance, through the Ministry of Higher Education and Science, conferences and seminars via the Ministry of Immigration and Integration and attending ERASMUS + projects such as RESHAPE

Finland: The migrants and refugees applying for adult education and training do so either independently or through the Employment and Economical Development offices (TE-office). Those applying independently are required to take a Finnish language test organised by the school, after which there will also be an interview. The TE-offices select the students themselves. The guidance counsellors work alongside teachers during the application process and can assist the student in the interview. Teacher and trainers are mainly responsible of the student’s progression, with the counsellor’s job being providing guidance and support when those are needed. The counsellor also helps the students with applying for postgraduate studies.

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The Finnish government and the EU fund various development programmes

aimed at supporting the migrant and refugee students. The guidance counsellor must often work with various other agencies such as the TE-offices or social workers to keep up with the student’s life. In addition to the services of counsellors, also teachers and vocational guides give their support during the application process and during the studies. They are familiar with the currucula and the practicalities in working life. The levels of language skills are defined, but it is sometimes difficult to identify what level is needed in certain qualification. The skill requirements are too high in some of the qualifications. The perspective could be in learning while studying vocational skills.

Italy: Legislation dealing with asylum seekers recently changed in Italy. A major change is linked to the new law “the Minniti decree” on immigration and asylum (DL 13/2017) which envisages to sign bilateral agreements with countries of origin and transit, expand the network of administrative detention and simplify the procedures for the recognition of international protection. People seeking international protection will no longer have the chance to appeal the rejection of their asylum claims: asylum seekers who have their claim denied by the territorial commissions will only have one chance to appeal such a decision in court. To fight illegal immigration, the number of Centres for Identification and Expulsion (CIE) will be expanded from 4 to 24 throughout Italy; these will be renamed Centres for Residence and Repatriation (CPR), and will have a total capacity of 1600 places (compared to the current 400). The purpose of these new centres is not reception, but repatriation. Another new law in the opposite direction is currently under discussion in Italy: the “IUS SOLI”. The latest Law on Citizenship, introduced in 1992, provides for a single acquisition mode called ius sanguinis (Latin, "blood law"): a child is Italian if at least one of the parents is Italian. A child born in Italy of foreign parents can only apply for citizenship after 18 years of age and if he/she has resided in Italy "legally and uninterruptedly". This law has long been considered deficient: it excludes for several years from citizenship and its benefits thousands of children born and grown in Italy and links their conditions to that of parents (whose residence permit may in the meantime expire). The new law introduces two new criteria for getting citizenship before the age of 18: they are called ius soli ("right-bound territory") mild and ius culturae ("right-bound education").The pure ius soli provides that those born in a certain country automatically obtain citizenship: to date it is valid in the United States but is not foreseen in any of the EU countries. The "mild/temperate" ius soli included in the law presented to the Senate provides that a child born in Italy automatically becomes Italian if at least one of the two parents is legally resident in Italy for at least five years. If the parent does not come from the EU,

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it must adhere to three other parameters: to have an income not less than

social allowance yearly amount; to have an accommodation that meets requirements of the law; must pass a test of knowledge of Italian language. The law has not yet been approved.

Netherlands: Society: There is up to this moment no overall active role for the municipalities in

integration except for providing houses and social benefits and outsourcing

social guidance to welfare organizations. The number of refugees are divided

by number of inhabitants to all municipalities that receive a task for placing

refugees in houses.

The municipality only takes care of finding houses and granting the refugee

social benefits. Only if the refugee has a short distance to the labormarket he

is enrolled in special labor market activities.

The municipalities usually wait with further steps until the refugee has

finished his integration course.

Guidance in society is usually given by welfare organizations that work with

some paid staff but also with a lot of volunteers. They guide the refugee with

all kinds of actions that have to be taken such as signing the contract for a

house, paying rent, applying for electricity, health insurance etc etc. The

refugee usually receives a personal volunteer coach to assist him with all kinds

of requirements and questions.

Other kind of advice and counselling is given by special organization for

refugees who give legal support, society support or in other matters

Education and Work

Schools have to work with strict qualification frameworks and we receive no

additional budget when refugees or migrants are placed in regular or

integrated programs for VET or university. The required language levels are B1

for VET and B2 for university. Schools and students receive no estra time or

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support programs and are treated as regular Dutch students. Only schools

who have some possibilities organize extra support or specific guidance.

For diploma validation refugees can apply with the help of schools or other

institutes to have their diplomas validated by a specialized national agency. If

they do not have diplomas present in the Netherlands or did not finish their

study in their home country they can apply for an indication of their

educational level.

Nationally we do not have an assessment tool that is used by all organizations

or institutes. There are several ones and also partly translated into other

languages. The difficulty with most assessment tools is that they are created

from a Dutch or European point of view. A lot of refugees and migrants never

had the experience of making such assessments tests and usually give

answers they think the assessors want to have or do not know how to make

parts of the tests.

Companies do have some vacancies for work but usually expect that refugees

and migrants already speak the language at a high level and expect a new

employee that meets the demands and criteria like a Dutch educated person.

They are not yet used to look at a different way in placing refugees in their

company with adapted work.

Guidance and counselling at Alfa-college

Alfa-college offers a wide range of integration and language courses, special courses, different VET studies at 4 levels and special secondary education programs and preparation programs for VET and (applied) university. Only for integration courses we receive the funding through the personal budget of the refugee or migrant. The other studies and courses we offer are financed by the ministry of education or private persons/companies. We receive no additional funding for guidance and counselling or integrated adapted programs for refugees and migrants. Staff at our school: first line First line: qualified teachers, mentors/coaches need to have, are:

Diploma as a teacher in different grades Diploma teacher Dutch as a second language Specialized intakers and language assessors

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Trying to offer tailormade individual programs within regular

framework Staff at our school: second line Second line: qualified study/labor career experts and orthopdagogues/psychologists are in charge of :

Advising first line teachers and coaches and individual students Specialized study choice tests and assessments Preventing drop out Individual guidance with specific social-emotional problems

All staff members:

have knowledge of educational system, labor market, tests, assessments

have a wide network inside and outside the school

receive no extra time and budget for guidance and counselling for the target

group

Need to have patience and awareness of multi/inter-cultural and educational

misunderstandings

Must be Interested in working with people from other countries

Needs to see every lesson, activity also in the context of language learning Has to give extra attention for jargon for R/M students within regular programs

Slovenia: One of the most important guidance public servises in the field

of adult education in Slovenia are Guidance centres (ISIO centres),

developed by Slovenian Institute for adult education (SIAE). Guidance

centres provides confidential, free of charge and comprehensive

information and guidance in the form of support in education and learning

of adults. Guidance is provided to adults before entering the education

process, during the process itself, for example workshops for learning to

learn, how to overcome learning obstacles etc. Guidance centres are

focused on vulnerable target groups of adults and migrants and refugees

are the clients of guidance centres.

At SIAE) we understand the “Counsellor in adult education” as a trained

expert who assists people to explore, plan and attain their educational and

career goals.

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The work of the counsellor in adult education is particularly defined in the

Model of guidance centre in adult education, which sets the following

requirements following the requirements in described acts: ”The head of

guidance centre (ISIO centre) and counsellor shall have university level of

education, master degree or doctorate in an adequate area (psychology,

andragogy, pedagogy, social pedagogy, sociology); they shall have

pedagogical-andragogical educational qualification and pass the

professional examination” (The Model of guidance centre in adult

education, 2000).

The competence based scheme for training of adult educators was

developed in Slovenia by SIAE. The description of duties and tasks as well

as competences for the counsellor at the ISIO centre can be viewed here.

In short three main competences for ISIO counsellor are:

- to work with others

- to work with knowledge, technology and information

- to work with society and within society

General and specific professional competences are described according to

a basic andragogic process:

- identifying the adults’ needs for guidance in education

- planning and organisation of guidance at the ISIO centre

- guidance process

- quality evaluation of guidance at the ISIO centre

- management of the ISIO centre

- ISIO centre administration.

Intercultural competences that counsellors have to have in guidance with

refugees and migrants are:

- confrontation with prejudices and cultural values,

- knowledge of ethnic reality,

- ethnically sensitive communication,

- awareness of their own privileged position,

http://izobrazevanje.acs.si/competence_approach/counsellor_in_ae/index.php?nid=17300&id=1078

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- work according to the method of strengthening strength,

- cultural advocacy,

- social activism,ethnically sensitive research.

Sweden: Sweden has a long history of guidance and counselling system that goes back to 1940´s. Counselors can study the subject at three different universities in Sweden. They can attend bachelor or masters degree. Our school has got study guidance and counselling. We have two study guides and one counsellor. Each of them have 20% of their teaching assignment as this (totally 60%). In Sweden there is a association for career guidance that have code of ethics based on the human rights. Counsellors in our system use to meet 2 times per year to exchange and update their knowledge about current legislation and practices.

Practices and challenges identified in partner countries and partner organizations concerning the guidance and counselling for migrants and refugees

Denmark: The language barrier is a challenge. Both when it involves an interpreter

that this implies that the information goes through a 3rd person, but also in the daily teaching. Often the language barrier prevents refugees/immigrants to be full members of Danish society.

- Humour may function as an icebreaker - Cultural understanding and the differences in cultures

- Differences in the educational system - The level of education

You have the possibility of receiving free and anonymous counseling. Educational institutions also provide guidance. Mentors, eg people with the same educational background as the refugees / immigrants. The relationship between employees and employer is often completely different than in e.g. Syria. The educational practice in Denmark varies a lot from e.g. Syria. The motto for education in a Danish context is "responsibility for your own learning". Students are responsible for achieving their own goals. To be able to study and work in Denmark, a refugee or immigrant must have a residence permit.

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Finland: The main and most obvious challenge in counselling migrant

students is language problems. Evaluating e. g. vocational skills or possible learning problems is difficult, if student’s skills in Finnish language are not sufficient. In Keuda we organize language courses integrated in the vocational education and training. Counsellor needs good skills in intercultural communication and basic knowledge of different cultures in order to build a confidential relationship with student. Creating an confidential atmosphere and dialogue is sometimes difficult if counsellor doesn’t have all the information she/he needs because of Obligation of Secrecy between authorities. Allthough many challenges (e. g. gender equality, perception of the roles of counsellor/teacher/student) may derive from different cultural backgrounds, though not all problems in communication are based on different cultural backgrounds.

Italy: In Italy, guidance is provided through a wide number of different structures which include education, training, employment, unemployment, the private and public areas. Among the main actors to promote employability there are the Public Employment Services and the private agencies (accredited to deliver this kind of services). Ifoa is accredited with the Ministry of Labour and Social Policies to provide intermediation services to match labour offer and demand. Guidance and counselling are among the services provided. Migrants and refugees do not have, in general, thorough information about the services made available and, because they indeed urgently need a job, they put most of their efforts in searching whatever job may be offered. Those who are registered as unemployed with the Employment Centres are entitled to 4 hours of individual guidance followed, if they wish so, by 3 hours group activities. One of the most difficult aspect is to make people understand that these activities are indeed valuable to search a job in the most effective way. Among the difficulties faced, in particular by asylum seekers, is the lack of supporting documents attesting their previous educational attainments and professional background and experience. Supporting them in writing their CVs is also not an easy exercise: it is difficult for them to describe in Italian their previous experience, some were informal works and previous education is not supported by diplomas. The difficulty with the language make the situation more complicated however they can be helped by a cultural mediator who can speak their native language.

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Netherlands: Current challenges for refugees and migrants All refugees and migrants have to deal with the strict regulations and frameworks concerning integration courses and studying. They have to meet the language requirements. They face differences in educational background and systems and have to reinvent their own future. In a lot of situations study results or diploma’s do not have the same level as in the Netherlands or parts of the study program that is required in the Netherlands was not offered in their home country or part of the curricula. They lack certain skills or level of knowledge of required skills in the Netherlands. They are not used to a different teaching system in the Netherlands where more self initiative and project working is required. They are used to hierarchic structures. They get entangled in intercultural misunderstandings or expectations. They are not used to live by themselves and have to learn again how to organize and structure their personal life. They are dealing with social, emotional and traumatic problems. They have to redefine themselves and also their ideas of personal networks is different than in the Netherlands. They have no focus on the future cause of all the daily problems and have no ideas about future wishes for studying or work. In some areas we see good practices where schools, municipalities and companies try to cooperate as best as possible to integrate their activities and create special integrated programs and procedures for refugees and migrants through working with individual plans, coordinated assessments and testing, integrated programs towards study or work. But in a lot of areas many activities are not organized in a structural way or even collide with each other. We involve and influence municipalities, companies and other organizations by being member of all kinds of networks and frequent talks with municipalities and ministries.

Slovenia: In order to gain a better insight into the current challenges faced by

ISIO counsellors, SIAE prepared a questionnaire in which we asked for their

opinion. It was completed by all 17 ISIO centers in August 2017.

The counsellors pointed out that they are primarily faced with the following

challenges:

- how to overcome language barriers in the guidance process, when the

client has not yet mastered (or has poorly mastered) the Slovenian

language,

- a lack of funding for education,

- a lack of providers of programs for the integration of immigrants and

refugees in some regions,

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- converting/placing the education obtained by an immigrant or refugee

in his own country into the Slovenian system,

- lack of evidence of prior education and work experiences,

- lack of motivation for education and learning, which is also linked to

the different learning experiences of migrants and refugees,

cultural differences, knowledge of values, habits, customs, relations between the sexes and other characteristics of migrants and refugees that came in to Slovenia recent years from very different countries, and this diversity is also a big challenge for the counsellors.

Sweden: The practices in our school is for students who are in need of counselling to seek out the school counselor. The main challenges are time shortages, value conflicts, trauma and lack of resources like in interpreters. Our migrant students stay a long time as refugees before getting a permit to stay. The long waiting period put a big burden on these students and affect their motivation for studies. Their life situation even after getting the permit to stay is also troublesome, because their is a house shortage in our city many of them live thigh with their relatives and friends and don't have suitable environment for studies. They suffer from low self confident and traumatic experience. They lack of knowledge about the swedish school system and even the coordination between different authorities responsible for them is very poor. When it comes to study and career guidance there are other challenges besides what was mentioned before because like we were saying they were raised in an authoritative system where they have learned that other should choose for them. That means that they are confused by the many alternatives offered by the system in Sweden. They come from collective thinking societies were the opinion of parents, neighbors and friends matter, that makes their choices even more difficult addition they often receive wrong information and advice from their social networks. Many have studied many years but don't have their certificates with them.

Foreseen solutions from partner countries’ and organizations’ perspective

Denmark:

• Education for all people • Assessment of previous exam papers from the home country as soon

as possible • Danish as a second language. Offered as soon as possible after

arriving in Denmark • High school entry course for refugees. On the basis of a secondary

education from the home country and knowledge of Danish at a certain level

• Labor market education for bilingual people • Integration Basic Education (IGU) possibility of work and qualification

for refugees and family reunification for refugees whose qualifications

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and productivity are not yet in line with the requirements of the

Danish labor market. • Responsibility for your own life. Refugees coming to Denmark are not

necessarily accustomed to actively participate. • The voluntaries work with refugees; help getting a network (social /

cultural and work), helping with children's homework, language training outside of actual education and counseling for adults.

Finland: More integration training programs for immigrants and refugees which include vocational education and training: integrating common vocational units (mathematics, languages, etc.) with vocational education and training - Collaboration between vocational educators and Finnish language teachers in the classroom - Collaboration between the educators and different authorities (social workers, etc.) - Life-long guidance and career counselling - Navigation periods for new students before they choose the vocational field they wish to specialize in - Common goals within the organization regarding the support of immigrant and refugee students - More programs which allow immigrant and refugee students to learn Finnish as part of their vocational degree, as opposed to programs which require them to already have a firm grasp on the language - More collaboration between the schools and Ohjaamot (municipal organisation which support individuals if they have questions about studying, working life, accommodation, etc.) - Teachers and trainers in Keuda have close relations to the working life.

Italy: There is a need to assess asylum seekers’ prior learning and ensure recognition of their competences: in this way, with further training, it possible to build on existing strengths of individuals. It is important to support networking among all actors dealing for different reasons with migrants and asylum seekers in order to avoid redundancy of offered activities and ensure, on the other side, that most needed services are provided by specialised actors. Information, guidance, employment services and training are among these. Information campaign addressed to asylum seekers could be useful to inform

on the value of these services as a tool to help in the job placement.

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Netherlands:

Schools who offer integration courses such as Alfa-college try to involve the municipalities more into taking up their responsibility now instead of waiting for the refugee or migrant to finish his integration course but start up activation programs as soon as possible that interlink with the integration courses. We are lucky to have reached agreements with more municipalities to organize a structural way of guidance and counselling in society, towards studying and towards the labor market. We managed to start this kind of cooperation by focusing on individual plans, dual activities as soon as possible and assessing the refugee and migrant at different steps of his road towards the labor market. The municipalities and social services take up the co-role as coach for the refugee and work closely together with counsellors from schools and companies. Also migrants and refugees who have gone through certain steps already or have a successful career within studying or the labormarket already can function as role models. Study and work On a nation-wide basis schools and councils for VET try to influence the

ministry by making it possible to give extra funding for programs for refugees

and migrants and to give us more freedom within the frameworks to organize

integrated programs, extra support and extra time for these students. We

want experimental time to develop a working educational model without

being restricted by the boundaries of frameworks and funding.

For our staff member it also means they have to be trained more in intercultural communication and informed about different educational and cultural backgrounds from these foreign students. We need more training to be able to give specific specialist guidance and counselling for our refugee and migrant students. Staff members should learn and be more aware of intercultural communication, traumas, different educational background, different culture and expectations. And also know more about different learning systems and strategies, hierarchy and try to be aware more of personal perspectives and wishes from our students towards studying and the labor market. We need:

• An overall where needed different approach and educational

programs within our system for students coming from this target group

• Additional funding and additional time to make this possible • Integrated programs where language and difference in knowledge

from homecountries are not seen as limitations but as tailor made challenges

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• Additional funding for intercultural competences and courses

As for the cooperation with municipalities and the labormarket we have to have/need to:

• Through cooperation with municipalities and jobcenters convince companies to organize job carving within their vacancies

• To organize extra additional funding and time for coaching on the job for companies who employ refugees and migrants

• To organize jargon lessons on the work floor • Organize a national assessment based upon the same criteria and

take into account different cultural and educational background • More correct national information, guidelines and websites in other

languages • To create an overall individual plan • To bring together all knowledge needed in a central based office

(municipality, schools, labor market) • Organize more integrational activities for Dutch citizens and

migrants/refugees • To be able to use paid professional experts instead of volunteers

where really needed • Use volunteers as a society guide/buddy • Use rolemodels

Slovenia: Several measures and programmes that are going to help integration

of migrants and refugees in society through education and work have been and

are still being prepared in Slovenia this year.

• the Decree on the manner and conditions for ensuring the rights of

persons with international protection, for the integration of refugees

without documents on education in the Slovenian educational system

is being prepared in 2017;

• 15 new multigenerational centres will be active in the years 2017-2021,

that will, among other activities, provide workshops on establishing

and developing intercultural dialogue and learning the coexistence

between migrants and the domestic population;

• from 2017 the Slovene Philanthropy has a new programme called

Orientation programme for persons relocated to the Republic of

Slovenia based on the annual quota;

• workshops for children and adults on various topics (such as culture

and history of the host country, the habits, language, communication

and manual skills ) are being held at the Asylum centres.

Different initiatives are implemented by the Ministry of labour and social affaires and by the Employment offices (New slovenian language course,

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lasting 300 hours, orientation programs – informations about slovenian labour

market specifics etc., learning of migrants and refugees at the work place – subventions for employers etc.)

Sweden: There is a need for more individualized guidance system and tailor made solutions to address different individual skills for example illiterate high skilled. Because of their life situation there is a need for a more holistic approach focusing not only their study potential but other factors like housing, health, family situation. Coordination between the different authorities responsible for immigrants and refugees should be better the achieve better results.Need for better understanding study guidance and counselors play in the student's life.

Good ideas and practices learned / shared in the WS

Denmark:

Humanitas Volunteers to be organized Refugees being mentor for a new comer For everybody to experience how difficult it is to learn a new language Involving the neighborhood when new comers arriving Alfa-Colleges “Questionnaire concerning education and work-experience”

Finland:

Recognition of prior learning -> Slovenian model for validation process seemed to be useful and is something we could implement in our organization. “Swedish from day 1” is a concept for language learning, which need to be a practice in Finland, also. Close relations between the education providers and associations working with migrants are important and give more tools in social integration. The role of volunteers can be very supportive in education and training processes. Students as mentors -> the model used in Alfa-College and associations in Groningen -> we definitely can apply this idea for our own use. Language internship as a part of the vocational courses.

Italy: The loan granted to refugees in The Netherlands to achieve their

integration programme is from a certain point of view risky for the refugee

because it has to be paid back under certain circumstances. However it

represents a very useful opportunity if properly managed as it was shown

at Alfa College. In Italy there is no such an opportunity to get funding for

individual integration and most of the funds are used to manage

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emergency of new arrivals or primarily spent on board and lodging of

asylum seekers.

It was very interesting to see the delivery of a Dutch lesson and how the

rules are fixed and must be fulfilled by participants.

It is a very good idea to have former refugee working as a mentor of other

refugees and showing them that they can succeed in what they are doing,

being a best practice for others.

I enjoyed the lesson in Farsi language because I experienced what it means

learning a new language which is very far from your native one both in

terms of writing and speaking. It was a very useful experience.

It is very interesting the cooperation model they have developed in

Groningen among the municipality, the associations and the vocational

education providers, it seems it works very well.

Netherlands:

We were satisfied with the feedback from partner countries that the way

we try to organize guidance and counselling in our region that was positive

and that despite our bureaucratic and financial limitations and procedures

we organize guidance well and seem to be passionate and involved for our

migrant and refugee students. We learned that the way we are member of

a broad network where we exchange knowledge and we work together in a

chain approach with other organizations and the municipalities is perceived

as very positive.

We learned a lot also from our partner countries especially:

- recognition of prior non formal learning and portfolio from Slovenia

- focus upon future for both education and work in Sweden from day

one

- more possibilities for integrated programs and support programs in

VET in Finland

- Realistic figures of what migrants bring to the society and how

much do they cost from Italy

- The focus upon work in Denmark even if this also has limitations

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Slovenia: Good ideas and practices in Alfa College and other institutions in

Groningen

- integration of language and vocational programs,

- teacher of language and Vet teacher working together,

- teachers, counselors that learn Arabic language – for better

communication but also for showing respect to migrants and refugees,

- realistic and fair guidance and counseling – connection with very good

successful rates,

- Networking: good connections with municipality, institutions like

Humanitas, Multicultural Women center Jasmin, ZORG etc.

- good support in the process of validation of prior learning and

certificates – the questioner for valuating prior education and

experience,

- the method of learning Persian language for teachers, counselors, –

alternate experience,

- Good connections between education and the field of work,

- Humanitas: helping refugees and migrants with finances, finding

houses, connections in local communities,

- including migrants as ambassadors, not only to tell their personal

stories, but also to present their countries – history, habits, believes,

culture, educational system etc.

Good practice from other partners

- teachers also in the role of counselors (Finland, Sweden, Denmark)

- The same financial support for young and adult migrants (Finland,

Sweden, Denmark)

- The importance of communication with migrants and refugees with not

so much intermediators – direct communication counselor-client

(Denmark)

Realistic figures of what migrants bring to the society and how much do

they cost (Italy)

Sweden: We think that language internship is very important to introduce

the migrants and refugees to working culture of their new country.

Well organized and structured Coordination between the civil society,

volunteers, municipality and school.

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The web based assessment tools for non formal education was a good

model that we would like to adapt in our country.

Intercultural counselling to solve conflicts is a good tool that we feel we

need in our multicultural society.

To avoid segregation we think that the placement system would be useful

tool that could.

The neighborhood walk was really effective tool for quick communication

and integration.

Evaluation of the Ws

All Partners have participated in the workshop and responded to the

questions listed here below. Responses are summed up and therefore you will not find two identical responses noted.

From the partners responses it can be summarized that everyone

has learned a lot from each other.

Many partners have gotten new ideas for how to cooperate with

external partners, for example the municipality. Two people wrote as

conclusion over the projectweek:

- Very good organized and useful workshops especially the language workshop the first day. The program was very

good. - It was again a good experience to learn from each other in

Reshape! During breaks and walking to the city we exchanged a lot other informations, opinions and it was very

good feeling too. Evaluation: questions/answers

Describe your expectations regarding the workshop?

o I was expecting ideas, shared practices and discussion

o To learn from partners experience and practices about guidance

o My expectations were to see some good practices from the other countries that we could use in our organization

o I would be very interested if I could have seen any ‘life’ examples, such as people who talks about their experiences.

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o T know better the guidance and counselling

system in different countries

o To get new ideas for guidance

Were your expectations met? (in paragraph the number of answers)

o Yes, definitely (2)

o Yes, for the most part

o Yes (13)

o Yes completely

o Yes in Total (2)

Please, explain in what way your expectations were met

or not? o I was expecting that the students are older and

belong to an category (20-40) years but they were 16-30 years.

o We heard some good practices from the partners that we would have a good use of in our organization

o The Netherlands had at first day symposia about Syrian. Having those people as an example and guidance is very good

o We could visit student classes, organizations supporting migrants. So we had a very good picture from all the points of view

o Because the examples were very concrete and they can be fill in Italian migrant situation

o We visited good practices in Alfa-college and by partners organizations

o I know more about educational programmes in Reshapecountries. Some practices are very useful for us.

o Every partner had good examples

o Even though we are very similar in many ways, we do have same different approach Towards counselling refugees and migrants

What were the most useful sessions/discussions during the workshop?

o The experience of being a migrant by learning

Farsi (2)

o Presentations in the Netherlands system and the practices in Alfa-college

o The discussion about guidance challenges and

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solutions

o Seeing how the networks work, how Humanitas operates, the language course in Persian

o The workshop about being a part of a lesson in a classroom was very effective

o ONA, Humanitas, experience in the class of students

o Humanitas

o Diplomavalidation, being in the classes and Jasmine Center was inspiring

o ONA, advice group, diploma validation, meeting with students

o The presentations and Humanitas

o The presentations, the discussion we were having in 3 different groups and the women center

o Yasmine center and alfa-college teachers impressed me, discussions were useful

o To see how the volunteersystem works and how it is organized

In which way can you use the new

information and knowledge to your

personal professional development?

o My own understanding on the

theme has grown

o I have developed ideas for future

projects with some partners.

o I will think more from other

perspectives then my own

o I would pay more attention to the

rol of the students in the society as

volunteers

o New ideas and products are always

welcome

o I realized that it is very important

to know more about the culture of

the refugees and migrants

o Very good experience was to be at

the lesson: how participants open

talk with us and how the teacher

approach to them.

In which way can you use the new

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information and knowledge for the

further development of adult education

provision at your own

o Organization

We need to define the migrants education process and this week has

given many useful perspectives to this

work

We will have a staff meeting shortly after the visit where we will share what we

learned during the visit and maybe adapt some of these new practices in our

school. Try to build better networks with other

organizations in the society. By creating knowledge about the system

of education and trying to encourage

them to be a part of the system rather than avoiding it

VET and language course for migrants Validation of learning

Training counsellors More involving of migrants network Developing new methods

Additional topics in training programs Use volunteers during lessons

To work further on, on building the

network with the non-government organizations which work for migrants.

o Country

There are some critical issues to be

taken into discussion with the authorities in our municipalities and ministry

We will during Regional meetings spread

the knowledge about the dutch model to authorities and organization

Better networks and communication.

Develop realistic support system that motivates refugees and migrants

Give the refugees more realistic support Validation of prior learning

Further development of more individualistic, work related way

(integration courses-VET programs) I would like to make the local authorities

ware of Humanitas I will talk to the big volunteersgroup and

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give them some ideas to make things

more structures. Nabourwalks I think the whole country can use the

internship

How did you find the workshop arrangements

o Venue

The venue in Alfa-college was practical

for this kind of workshop. Also the places we visited were fine.

Very good, excellent

Really good

Good 3

Perfect; walking dinner was nice

experience

Workshops were good organized. Very

focused on the topic.

Really nice, easy accessible by taxi and a

nice walk back to the hotel

Very well, nice city

All very good organized.

o Programme Really interesting program with

activating parts. Couldn’t ask or wish for more.

Rather intensive

Really good 2 Very well arranged Very complete and deep

Very interesting, various. I really

enjoyed the week It was nice, interesting Very nice structured

Every topics were interesting and bring

me something new.

The programme was interesting and well balance

Open feedback

o Thanks for all the arrangements and kind and supporting hosting

o It was nice to visit the school and learn about how to meet and teach young migrants. We have a lot to learn from our Dutch colleagues and I hope that we can keep contact and

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develop further cooperation and projects for our

mutual benefit.

o I am really thankful for all the arrangements and workshops. I’ve learned a lot during this week. A big thanks to the host Alfa-college for everything. Ik has been a nice intensive week with a lot of knowledge.

o Nothing to complain about, was really good

o Very well organized

o Good organization

o Thank you

o Really good organized and implemented study visit. Interesting and various topics, visits. Rudi, Berber and other colleagues thank you

o Suggestion for presentations (for whole group): maybe presentations could be implemented by topics not by countries.

o Thank you for a fantastic week and all the new knowledge

o Really nice veganfood. Really nice walking dinner, because you got to talk to many different people. Really good hosting

o Thank you for your hospitality! I feel very welcome this week and learned a lot; in human view and professional too.

o I liked very much the social walking dinner

o It has been an honour to participate to something like this. Thank you.

Experiences etc. the host want to add

Additional comments from other countries: Denmark: We found the visit at the multicultural Women Center was interesting and fun as we were the active ones. Humanitas was a new experience for us as all helpers were in the same “house”. “Learning” a new language Attending classes with refugees was great to see in action. Meeting refugees

Finland: The WS was really well organized and the programme was interesting. We found it useful to get familiar with the students and lessons in Alfa-College. It would have been useful to see the work of counsellors in action and hear their thoughts and opinions of the reality of guidance and counselling.

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Italy: As far as I understood, I see in The Netherlands a very pragmatic

approach: you start delivering services to individuals only when they received the refugee status. From a certain point of view you can concentrate financial resources and so have more chances to succeed in service delivery. On the other side, time of asylum seekers is spoiled while waiting for the conclusion of their demand for international protection and this is indeed very crucial for those people getting close to the age of 30 when they cannot be enrolled in education any more.

Slovenia: The seminar in Groningen was very good organized. Visiting different types of institutions (Humanitas, Womans centre, and municipality) gave as the possibility to see and understand the importance of the connections of education organizations as Alfa College with other institutions in local community for better integration of migrants and refugees.

We appreciated very much the possibility to participate in the lessons at Alfa college and observe teacher working with migrants and refugees.

Netherlands, Alfa-college: all partners were given the assignment to write a message to the government. When discussing these we agreed upon the following message:

• Proper guidance in society and towards education and work • Need for networking programs • give extra funding for tailor made integrated programs for the target

group • Integrate knowledge and followed education in home countries

within the program • Assess and acknowledge previous required competences and make

exemptions possible within the study program • Work with individual plans focused upon education and work • Do not use the current integration system for every migrant/refugee:

tailormade programs with extra funding and content if needed • Life long learning • Involve and encourage companies to give work places for the target

group

reshape the future education and training for migrants and ... · reshape the future education and...

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