Conceptual framework
Regulation of the Minister of the Interior
Welcoming programme
May 2014
Table of Contents
Regulation ............................................................................................................................................... 2
Purpose................................................................................................................................................ 2
Objective of the adaptation programme ............................................................................................ 2
Target group ........................................................................................................................................ 2
Definitions ........................................................................................................................................... 2
Adaptation (kohanemine) ............................................................................................................... 2
New arrivals ..................................................................................................................................... 3
Welcoming programme for foreign nationals ................................................................................. 3
Entering a foreign national in the adaptation programme ................................................................. 4
Entering a foreign national in the adaptation programme by the Police and Border Guard Board4
Questions......................................................................................................................................... 4
Structure and components of the adaptation programme ................................................................ 5
Adaptation programme modules .................................................................................................... 6
Volume of the adaptation programme ......................................................................................... 12
Language of instruction and methodology ................................................................................... 12
General competence requirements for people who have passed the adaptation programme ... 13
Requirements of the adaptation programme ............................................................................... 16
Language training .............................................................................................................................. 19
Explanatory memorandum ................................................................................................................... 19
Background........................................................................................................................................ 19
Examples of adaptation programmes in other EU Member States .............................................. 23
Preparation of the Regulation on the adaptation programme ..................................................... 27
Annex 1 .............................................................................................................................................. 28
Annex 2 .............................................................................................................................................. 30
1
Conceptual framework
Regulation
Purpose
The purpose of the Regulation on the welcoming programme is
1. to define the objective of the welcoming programme;
2. to establish the procedure for entering a foreigner in the welcoming programme and the
procedure and conditions for participating in the programme;
3. to establish uniform requirements regarding the content and structure of welcoming
programme offered to new arrivals, regardless of the legal status of the provider of the
programme.
Objective of the adaptation programme
The objective of the welcoming programme is to support the migration process of the newly arrived
immigrants (=new arrivals) by acquainting them with matters related to the functioning of the state
and society, organisation of daily life, working, studying and family life, and to promote acquiring
basic Estonian language skills.
Target group
Legally immigrated foreign nationals who have lived in Estonia less than five years constitute the
target group. The reasons for immigration vary and include all the bases for granting a residence
permit under the Estonian Aliens Act, the bases for staying in the country under the Citizen of the
European Union Act and the bases for granting a residence permit under the Act on Granting
International Protection to Aliens.
The direct target group of the adaptation programme does not include:
-
foreign nationals children under 3 years of age;
Definitions
Adaptation (kohanemine) is a process whereby new arrivals who have (re)located to a country
adjust to the new environment and the host society. The process is characterised by acquiring
knowledge and skills that help to function in the new environment in the domains of daily life (finding
a place of residence, putting children to school or kindergarten, taxes, health and social services,
signing up for language classes, etc.), the state (organisation of society, legislation, functioning
principles of the state, rights and obligations of citizens of other countries, matters regarding residence
permits and right of residence, etc.) and cultural issues (basic understanding of the principal values
and cultural traditions of the host society, basic language training, etc.).
2
Conceptual framework
Theoretically, adaptation process (kohanemine) may be linked to the first phase of integration
(lõimumine) 1 (see Figure 1), but in practical policy making adaptation precedes integration, i.e. it
constitutes a basic settling into daily life that, while contributing to practical coping, might not ensure
successful integration into the host society.
Short definition: a process whereby new arrivals acquire the skills and knowledge necessary for
coping in the host society.
Figure 1
Newly arrived immigrants (new arrivals) are legally immigrated foreign nationals who have
resided in Estonia less than five years.
Welcoming programme is an action plan supporting the adaptation of new arrivals which contains a
basic information training module2 on Estonian society, culture and state (plus on the functioning of
the European Union and on the rights and obligations of the EU citizens) and complementary
information modules (family, working and entrepreneurship, studying, research, international
protection, children and young people).
Alongside the modules, foreign nationals are provided basic language training (level A1 3 in
accordance with Appendix 1 of the Language Act) and are informed of the opportunities to continue
with language training and in-depth cultural orientation by participating in integration course arranged
by the Ministry of Culture and using the language courses arranged by the Ministry of Education and
Research. The welcoming programme is thus made up of a variety of components contributing to
adaptation.
1
Integration is a multilateral process of generating social cohesion among people of different linguistic and cultural
backgrounds. The process is characterised by acquiring knowledge and skills and developing values that contribute to social
development through practical cooperation and mutual openness (Integration strategy “Integrating Estonia 2020”).
2 A structural content unit of a syllabus that incorporates the subjects into a uniform set or is made up of one subject.
3 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of his or her needs.
Can introduce himself or herself and others and can ask and answer questions about place of residence, familiar people and
things he or she has. Can interact in a simple language provided the other person talks slowly and clearly and is prepared to
help.
3
Conceptual framework
Entering a foreign national in the adaptation programme
Entering a foreign national in the adaptation programme by the Police and Border Guard
Board
A Police and Border Guard Board official informs a foreign national about the welcoming programme
when first issuing the residence permit card4 or when extending the residence permit as of 2015 (see
Figure 2).
When issuing the residence permit, the police and border guard official or foreign mission employee
1. informs the foreign national about welcoming programme and, where necessary, gives a short
overview of the programme and its modules;
2. registers in the database that the person has been informed about the welcoming programme;
3. gives the person the relevant informative materials;
4. answers possible additional questions (What is the purpose of the welcoming programme?
How much time is there for passing the programme? What is the content of the programme
like? What happens if I do not participate in the programme?, etc.);
Participation in the welcoming programme requires holding a residence card.
Questions
1. How are EU citizens and their family members entered in the adaptation programme?
Family members of EU citizens (subsection 10 (4) of the Citizen of the European Union Act5). A
family member who is staying in Estonia on the basis of the right of stay must within a period of three
months after the date of entry to Estonia apply for a temporary residence permit, or leave Estonia
before the expiration of this period if she has failed to apply for a temporary right of residence. A
Police and Border Guard Board official informs the applicant about the welcoming programme while
issuing of residence permit card.
Citizens of EU Member States, Iceland, Liechtenstein and the Swiss Confederation (hereinafter “EU
citizens”) acquire a temporary right of residence in Estonia for five years if they register their place of
residence in Estonia pursuant to the procedure provided in the Population Register Act (section 13 of
the Citizen of the European Union Act). A citizen of the European Union who has acquired a
temporary right of residence in Estonia must apply for an Estonian identity card within one month
after registration of his or her residence in Estonia pursuant to the procedure specified in the Identity
Documents Act (section 14 of the Citizen of the European Union Act). A Police and Border Guard
4
A residence card is a mandatory identity document of a foreign national who is residing permanently in Estonia on the basis
of a valid residence permit or right of residence. In addition to regular identification of a person, a residence card can also be
used for establishing one’s person in electronic environment and for giving one’s digital signature.
5 Aliens Act (2013)
4
Conceptual framework
Board official informs the applicant about the welcoming programme while issuing of residence
permit card.
2. How are beneficiaries of international protection entered in the adaptation programme?
An applicant with regard to whom refugee status or subsidiary protection status is established and who
is recognised as a refugee or person enjoying subsidiary protection shall be granted international
protection and a temporary residence permit unless circumstances precluding recognition as a refugee
or person enjoying subsidiary protection or a basis for rejecting the application for asylum become
evident (section 37 6 of the Act on Granting International Protection to Aliens). When issuing the
temporary residence permit, the Police and Border Guard Board official informs the applicant of the
welcoming programme, registers in the database that the person has been informed about welcoming
programme, provides the person with the necessary informative materials.
European Union citizens
Family members of European
Union citizens
Third-country nationals,
including beneficiaries of
international protection
Police and Border Guard Board
Welcoming programme modules
(training sessions take place in different Estonian towns, e.g. in Tartu, Tallinn, Narva)
Figure 2
Structure and components of the welcoming programme
The welcoming programme consists of modules that provide information on variety of topics by
taking into consideration previous knowledge and needs of new arrivals. Alongside the modules, the
6
Act on Granting International Protection to Aliens
5
Conceptual framework
programme offers a language course up to level A1 (except for beneficiaries of international
protection7)8.
New arrivals may take a minimum of one module, the basic module, and a maximum of four modules
(covering family life, working and entrepreneurship, studying and research) in addition to the basic
module.
Persons under 15 years of age may take the module for children and young people.
Beneficiaries of international protection may also take the module designed for the beneficiaries of
international protection in addition to the basic module and the four thematic modules (covering
family life, working and entrepreneurship, studying and research).
The modules contain both compulsory and recommended components, and once the instructor has
gained an overview of the group’s previous knowledge and needs after an initial discussion, s/he may
decide to leave out some or all recommended components. The written study aids must cover,
however, both the compulsory and recommended components.
Welcoming programme modules
Basic information module
The Estonian state
Compulsory
1. Estonia as an independent and sovereign democratic republic
a. Parliamentary democracy
b. The Constitution
c. Public authorities and their roles, administrative division
d. Estonia as a European Union member state
2. Legal status of new arrivals in Estonia (rights and obligations of EU citizens and
third-country nationals in Estonia and in Europe)
3. The role of civil society, different forms of civil society organisations and the main umbrella
organisations (including the procedure of establishing a civil society organisation and
examples of how civil society functions, volunteering, local social networks and civil society
organisations and relevant events)
Recommended
1. Main facts: short overview of Estonian history (basic facts), Estonia’s geographical location,
the capital and major towns, official language and languages spoken by Estonian residents,
7
Pursuant to clause 31 (1) 4) and clauses 73 (4) 3) and (5) 4) of the Act on Granting International Protection to Aliens,
language training is available for those applying for international protection (in the center) as well as for the beneficiaries of
international protection (provided by local governments and financed by the Ministry of Social Affairs).
8 Appendix 1 of the Language Act: Description of Language Proficiency Levels
6
Conceptual framework
different religions in Estonia, neighbouring countries, population (size and composition by
ethnic groups), currency used, time zone
2. Different legal statuses of foreign nationals in Estonia (including long-term resident residence
permits, opportunities for acquiring citizenship)
3. Common misdeeds of public order that vary considerably in different countries, e.g. using
alcohol in the public space, age and time limits for buying alcohol.
Daily life
Compulsory
1. Emergency Call Number 112, instructions in case of an accident, various internal security
institutions (Police and Border Guard Board, Rescue Board, Alarm Centre)
2. E-ID and its usage range (including Eesti.ee and registering a place of residence in the
population register, e-school, e-taxes, e-services of the police, e-elections, e-health, including
e-patient and digital prescription)
3. Bank account (creating a bank account, daily banking)
4. Recognition of vocational and academic education (ENIC/NARIC Centre) and opportunities
offered by the VÕTA (Consideration of Previous Studies and Work Experience)
5. Healthcare system (family doctors and medical specialists, health insurance fund, dental care,
emergency medicine, special needs)
6. Transportation: traffic management (including traffic safety), driving licences (Estonian
Motor Vehicle Registration Centre), traffic insurance, parking, bicycle tracks and bicycle
traffic, public transportation
7. Services offered to new arrivals (language classes, integration training, support person
services, counselling centres, legal counselling, including free-of-charge legal assistance,
relocation VIP services provided by the private sector, services provided by civil society
organisations)
Recommended
1. Place of residence
a. Looking for a place (including using search words in real estate portals, real estate
agents)
b. Transactions related to renting, buying and selling real estate (including contracts)
c. Addresses
d. Housing expenses: utilities services and costs (including waste management)
e. Telecommunications services
f.
Maintenance requirements of rental spaces and purchased real estate
2. Local government services (provided by the local government of the town in question)
3. Public holidays
7
Conceptual framework
4. The media and other sources of information
5. Volunteering opportunities in different fields
6. Services related to the organisation of daily life: domestic help and babysitting services
7. Moving house (including pets, cars, furniture and moving within Estonia)
8. Getting around town (local government of the town in question)
9. Food and drink (traditional estonian food and eating habits)
10. General climate conditions, including the four seasons, weather portals
11. Domestic tourism
12. Postal services
13. Pets (legislation, veterinarians)
14. Cost of living
15. Essential websites
Cultural environment
Compulsory
1. The main behavioural traits and peculiarities of Estonians, including culture shock
2. Basic values in Estonian society
a. Human rights
b. Gender roles
3. Leisure: portals providing information on cultural and sports events: theatre, music, cinema,
museums, sports, including opportunities for buying tickets of cultural and sports events
Recommended
1. Useful expressions
2. Main cultural traditions in Estonia and cultural peculiarities
3. Ethnic groups and cultural minorities in Estonia
4. A socialising event preferably with the local community
5. Cultural and sports establishments providing programmes in several languages
-------------------------------------------Thematic modules
Working and entrepreneurship
Compulsory
1. Legal information corresponding to the type of migration (residence permit requirements,
extensions, etc.)
a. Labour mobility within the European Union (services provided by EURES and the
Estonian Unemployment Insurance Fund)
8
Conceptual framework
2. Social networks for entrepreneurs and highly skilled specialists, including trade unions and
associations (Service Industry Association, Estonian Trade Union Confederation, Estonian
Chamber of Commerce and Industry, Finance Estonia, etc.)
3. Labour law (including contracts of employment, discrimination)
4. Tax system: income tax, including refunds, social tax, value added tax
5. Unemployment insurance, health insurance
6. Work culture
7. Overview of services for supporting adaptation process offered to those arriving in Estonia in
connection with work or business
Recommended
1. Special cases of labour migration within the European Union (EU)
a. Working in Estonia while living in another EU Member State
b. Working in several Member States at once
c. Working in several EU Member States for a third-country employer, while most of the
work takes place outside the EU country of residence
2. Economic and business environment and taxes (starting a business, including start-ups,
enterprise support, business law and taxes, Company Registration Portal)
3. Activity licences
4. System of pensions
5. In-service training opportunities
6. Maternity and paternity allowance and leave
7. Participating in a relevant social network event
9
Conceptual framework
Studying
Compulsory
1. Legal information corresponding to the type of migration (residence permit requirements,
extensions, etc.)
2. Student networks, academic networks and organisations
3. Structure of the Estonian education system (including general education, vocational
education, professional higher education)
4. Structure of the research and higher education system
5. Learning culture
6. Traineeship opportunities while studying and after completing studies
7. Working while studying and after completing studies
8. Labour market services for finding employment after completing studies, including
employment mediation portals
9. Overview of support services for those who have arrived in the scope of learning mobility
10. Libraries
Recommended
1. A tour around town or other similar interactive activities
Research
Compulsory
1. Legal information corresponding to the type of migration (residence permit requirements,
extensions, etc.)
2. Academic networks and organisations
3. Structure of the research and higher education system (including institutions and
organisational culture)
4. Research funding
5. Intellectual property rights
6. Teaching practices, structure of courses and grading
7. Employment mediation portals
8. Overview of support services for those who have arrived in the scope of research mobility
9. Libraries
Recommended
1. A tour around town, a tour of a research institution, profiling a known Estonian scientist or
other similar interactive activities
10
Conceptual framework
Family life
Compulsory
1. Legal information corresponding to the type of migration (residence permit requirements,
extensions, etc.)
2. Family allowances, including birth allowance, child allowance, child care allowance, single
parent’s child allowance
3. Information regarding children (babysitting services, hobby groups, social networks, etc.)
4. Parental benefit and parental leave
5. In-service training opportunities
6. Overview of support services for those who have arrived in the scope of family migration
7. Spending free time
Recommended
1. Various local cultural, sports and other opportunities9
2. System of pensions
3. Structure of the Estonian education system (including general education, vocational
education, professional higher education)
4. Social welfare (services and benefits provided by the state and by local governments)
5. Labour market services for finding employment or retraining, including employment
mediation portals
6. Libraries
7. A tour around town, participating in a social network event or other similar interactive
activities
Beneficiaries of international protection
Compulsory
1. Legal information corresponding to the type of migration (residence permit requirements,
extensions, etc.)
2. Social welfare (services and benefits provided by the state and by local governments)
3. Communal rules, e.g. in an apartment building
4. Financial literacy10
5. Access to education, opportunities for continuing education
9
Provided the person has passed the basic module.
For the purposes of the programme promoting financial literacy among Estonian residents, financial literacy is defined as
the knowledge, skills and attitudes necessary for making sound financial decisions and the resulting behaviour (Programme
Promoting Financial Literacy 2013–2020).
10
11
Conceptual framework
6. Work culture
7. Overview of complementary services offered to beneficiaries of international protection
Recommended
1. A tour around town, participating in a social network event or other similar interactive
activities
Children and young people
1. Estonian history, geography, nature
2. Estonian traditions and customs
3. Estonian way of life
4. Learning culture
5. The habits and opportunities of Estonian children and young people in terms of spending free
time
Volume of the adaptation programme
In the cases of family, learning, research, labour and business migration, the planned duration of the
adaptation programme per person is estimated minimum of 8 hours and at the most 40 hours,
depending on the modules taken (basic information module being estimated 8 hours long and the four
thematic modules 5–8 hours each). In the case of recipients of international protection, the maximum
duration of the adaptation programme is estimated 48 hours (basic information module being 8 hours
long and the five thematic modules estimated 5–8 hours each).
The module for children and young people lasts from estimated 5 to 8 hours, depending on the age
group.
At least 50% of the adaptation programme may be passed via the Internet and all informative materials
and study aids are available on the Internet. Each module lasts estimated minimum 5 hours (except the
basic module) and 8 hours at the most, depending on the previous knowledge of the participants and
the topics covered.
Language of instruction and methodology
The adaptation programme modules and the language course are based on the English and Russian
languages.
The module training sessions must centre on discussions, be interactive (involving, where possible,
specialists in the field), and the lecture format should be avoided as much as possible. Checking of the
training results using a general electronic questionnaire, preferably in an interactive format, and to
give feedback to the group regarding the results.
12
Conceptual framework
When conveying the content of the module meant for children and young people, using the help of a
corresponding computer programme is allowed.
General competence requirements for people who have passed the welcoming
programme
1. A person who has passed the basic module of the welcoming programme
a. is familiar (knows the general basic principles and knows where to find additional
information) with the basics of Estonia as an independent republic, the Constitution
and the role of public authorities;
b. knows where to find information regarding his/her rights and obligations according to
citizenship (EU citizens, third-country nationals);
c. is familiar with the basic functioning principles of civil society and knows where to
find information on opportunities to actively participate in community life (e.g.
volunteer work), on local cooperation networks and on leisure activities;
d. knows how to respond to an accident and which institutions are responsible for
ensuring safety in Estonia;
e. is familiar with E-ID and its application range in Estonia;
f.
knows how to create a bank account;
g. knows which organisation is responsible for recognising vocational and academic
education in Estonia (ENIC/NARIC Centre);
h. is familiar with the functioning of the healthcare system and knows where to find
information on healthcare services;
i.
knows where to find information on general traffic management and which
organisation awards the right to drive (Estonian Motor Vehicle Registration Centre),
where to find information on traffic insurance, parking, bicycle tracks and bicycle
traffic and public transportation;
j.
is familiar with the main behavioural traits and peculiarities of Estonians (knows what
a person should do and what should not do in the social situations);
k. is familiar with the basic values of Estonian society;
l.
knows where to find information on cultural and sports events;
m. is familiar with the complementary services offered to new arrivals and knows where
to find additional information on these services.
2. A person who has passed the module on labour and business migration
a. is aware of the residence permit requirements related to labour and business migration
and knows where to find additional information when needed;
13
Conceptual framework
b. is familiar with the labour market services available within the European Union and in
Estonia;
c. is familiar with the social networks and organisations operating in the field of labour
and business;
d. is familiar with labour law and knows where to find additional information when
needed;
e. knows where to find information on the tax liabilities of employees and undertakings;
f.
is familiar with the system of unemployment and health insurance;
g. is familiar with the work culture in Estonia (knows what a person should do and what
should not do in the social situations);
h. is familiar with the complementary services offered to new arrivals settling in Estonia
in the context of labour and business migration and knows where to find additional
information on these services.
3. A person who has passed the module on studying
a. is aware of the residence permit requirements related to learning mobility and knows
where to find additional information when needed;
b. is familiar with the student and academic networks and organisations in Estonia;
c. is generally familiar with the Estonian education system;
d. is familiar with how the research and higher education system is organised;
e. is familiar with the learning culture in Estonia (what to do and what not to do);
f.
knows where to find information on traineeship opportunities during and after studies;
g. is aware of the restrictions and opportunities regarding working while studying and
after completing studies;
h. is aware of the labour market services offered by the Unemployment Insurance Fund
for finding employment after completing studies and of the available job mediation
portals;
i.
is familiar with the complementary services offered to new arrivals settling in Estonia
in the context of learning mobility and knows where to find additional information on
these services.
j.
is aware from where to find the information about how the library system in Estonia
works
4. A person who has passed the module on research
a. is aware of the residence permit requirements related to research mobility and knows
where to find additional information when needed;
b. is familiar with academic networks and organisations in Estonia;
c. is familiar with how the research and higher education system is organised;
14
Conceptual framework
d. is generally familiar with how research is funded and knows where to find additional
information on the subject;
e. is familiar with the basics of intellectual property rights and knows where to find
additional information on the subject;
f.
is familiar with the general teaching practices in Estonia, with the principles of
designing courses and elaborating grading systems;
g. is aware of the available job mediation portals;
h. is familiar with the complementary services offered to new arrivals settling in Estonia
in the context of research mobility and knows where to find additional information on
these services.
i.
is generally familiar with how research is funded and knows where to find additional
information on the subject;
5. A person who has passed the module on family life
a. is aware of the residence permit requirements related to family migration and knows
where to find additional information when needed;
b. is familiar with the types of family benefits and knows where to find relevant
information;
c. is familiar with matters regarding children (babysitting services, extracurricular,
social networks, etc.) and knows where to find additional information when needed;
d. is familiar with the system of parental benefits and parental leave;
e. is awarw form where to find the relevant information of the leisure activities;
f.
is familiar with the complementary services offered to new arrivals settling in Estonia
in the context of family migration and knows where to find additional information on
these services.
6. A person who has passed the module on international protection
a. is aware of the residence permit requirements related to international protection and
knows where to find additional information when needed;
b. knows how the system of social welfare functions in Estonia (which services are
provided by the state and which ones by local governments);
c. understands how housing is provided (apartment buildings);
d. understands how to manage and save money;
e. knows what to do in order to initiate or resume studies;
f.
is familiar with the work culture;
15
Conceptual framework
g. is familiar with the complementary services offered to new arrivals settling in Estonia
in the context of international protection and knows where to find additional
information on these services.
7. A person who has passed the module on children and young people
a. knows in general, as appropriate to his/her age, where to find additional information
on Estonian history, geography and nature;
b. is generally familiar with Estonian traditions and customs;
c. is able to compare the cultural behavior his/her country of origin to those of
Estonians.
Requirements of the adaptation programme
1. How is the acquired knowledge measured? How important is it to pass the
programme and what role does the level of the acquired knowledge play? How is it
checked?
Once the participants reach the end of a module, they can revise the learned material by
answering an electronic questionnaire; this is followed by a feedback discussion led by the
instructor. The instructor’s task in the discussion is to highlight any topics that might still
be unclear to the participants, and by clarifying the issues to help the participants meet the
general competence requirements established in the Regulation.
2. What kind of study aids will be elaborated? Who will get the study aids and which
study aids are distributed to the participants? The study aids and teaching methodology
will be elaborated for each module topic referred to in this Regulation with the help of
relevant experts, target group representatives and international experiences. The material
will cover the contents of the basic module as well as other modules (family life, studying,
research, working and entrepreneurship and international protection in the case of persons
enjoying international protection) and language learning aids for level A1. Study aids will
be given to everyone entered in adaptation training (by the instructor).
3. What will serve as proof of having passed the adaptation programme?
A certificate of having passed welcome programme will be issued to the person either
electronically (or paper if wished), and this will be registered in the Police and Border
Guard Board database UUSIS11 (the training provider will forward the certificate to the
Police and Border Guard Board and the UUSIS database must allow for marking the
person as having passed adaptation training in the personal data section).
11
Citizenship and migration information system; new version is to be introduced in 2015
16
Conceptual framework
If a person has not participated the Police and Border Guard Board will re-inform the
person in the welcoming programme when the person wishes to extend the residence
permit (residence card).
4. Is it necessary to prove having passed the adaptation programme when extending the
temporary residence permit?
The Police and Border Guard Board will already be informed of the person having passed
the programme (the certificate submitted to the Police and Border Guard Board by the
training provider).
5. If a new arrival has not passed the welcome programme, how does this affect the
extension of the temporary residence permit?
The person will be re-informed about the adaptation training, but there will be no sanctions.
8. If a new arrival has held a residence permit in Estonia on other grounds before
applying for the residence permit in question, is s/he required to pass the welcome
programme as well? Must s/he then prove his/her knowledge of Estonian society
(similarly to those who pass the welcome programme)?
If the person has passed a module unrelated to the grounds of the new residence permit
while holding the previous residence permit, the Police and Border Guard Board will offer
the person the possibility to participate in the module corresponding to the new residence
permit, but there is no separate test requirement for proving the relevant knowledge (this is
proven by the certificate of having passed an adaptation training module or basic
information module corresponding to the grounds of the previous residence permit). If the
person has not passed any modules during the period of validity of the previous temporary
residence permit, s/he will be treated the same way as those who arrive in the country for
the first time, i.e. s/he will be given informative materials and informed about the welcome
programme
9. Should there be a separate language test evaluating the language skills required of
level A1?
Level A1 currently lacks an officially approved proficiency examination, unlike the other
language levels of the European Language Portfolio. The Language Act provides a general
description of level A1.
As the immediate objective is to spur interest in the Estonian language among foreigners here
and not so much to force them to take the exam, we are proposing to commission the
methodology and test outside the system of official recognition, with the possibility to proceed
to applying for official recognition later, when there is grounds for it (when level A1 is
established as a requirement at national level).
17
Conceptual framework
10. If a person has not passed the welcome programme, can this form grounds for
declining to grant a residence permit, for declining to extend a residence permit or for
revoking a residence permit?
No, there are no sanctions resulting from not having passed the programme.
11. How is language training organised for persons who have certain Estonian language
skills, but need to acquire the rest of the information contained in the welcome
programme?
The modules and language training are organised separately, i.e. language training is not
compulsory and does not affect passing welcome programme modules.
12. Who evaluates or checks the results of passing the welcome programme (an official,
computer programme)?
The participants answer a self-evaluation questionnaire in electronic format, and the
content of the questionnaire corresponds to the topics covered in the module and to the
general competence requirements laid down in this Regulation. An electronic
self-evaluation questionnaire is also available when web-based welcome programme
modules are used.
13. What kind of supervision mechanisms are in place and how is supervision organised?
At least twice a year, the Police and Border Guard Board extracts from the UUSIS database
data on foreign nationals who have been entered in and have passed the welcome programme,
and regular meetings are held for discussing shortcomings and results in implementing the
actions and for exchanging information on feedback from the target group.
14. What is the adaptation training procedure like for children under 15 years of age?
Children under 15 years of age may take the module for children and young people, where the
topics established in the Regulation are conveyed according to age groups as follows:
a. 3–5 years: estimated 5 hours;
b. 6–8 years: estimated 5 hours;
c. 9–12 years: estimated 8 hours;
d. 13–15 years: estimated 8 hours.
15. Considering previous knowledge and language skills
As passing the welcoming programme is not compulsory, it is up to the person entered in the
programme to evaluate his/her previous knowledge and skills to decide wether the
programme is needed or not.
16. Exceptions to implementing the Regulation:
a. it is assumed that all new arrivals pass welcome programme, but it is
understandable that this is not possible in certain circumstances:
18
Conceptual framework
i. if a foreign national does not speak English or Russian, s/he may opt for a
beginner level training among the adaptation training modules, but will not
be provided with a customised training module.
Language training
The minimum length of the language training portion of the welcome programme is estimated 80
academic hours, up to 50% of which may be passed via the Internet also before arrival (once the
residence permit has been issued) or afterwards.
Language courses are based on the English and Russian languages, as a minimum.
By the end of the language course the participants will have acquired language level A1, i.e. they can
understand and use familiar everyday expressions and questions, they can introduce themselves and
communicate with people attending to their needs (e.g. in grocery, household and clothing stores,
cafés, restaurants, bus and train stations and airports). They can speak mainly in simple sentences.
They can understand if the other person talks slowly and clearly and uses simple everyday
expressions. The course places great emphasis on practical everyday situations and contacts with
Estonian-speaking people (when learning via the Internet, Skype or other video chat interfaces should
be available in order to be able to try to communicate with an Estonian-speaking person).
Where possible, existing language learning portals, such as keeleklikk.ee or the Language
Accelerator12, are incorporated into the language course.
The course format should be based on bilateral communication instead of a lecture format.
Explanatory memorandum
Background
The Action Programme of the Government of the Republic 2011–2015 provides that in order to
increase the competitiveness of Estonian economy we should create an environment conducive to
foreign students and highly skilled specialists coming to Estonia. This contributes to the emergence of
research centres and centres for excellence and to providing businesses with high-quality labour force.
To this end, work has begun on simplifying the migration process by amending legislation13 , but an
open structured migration policy requires first and foremost the creation of an attractive social and
economic environment, an appropriate adaptation programme and a support network and fostering the
image of a proactively friendly environment as well as corresponding communication. The
amendment to the Aliens Act entered into force on 1 September 2013 introduced section 1211,
12
Options to use the Language Accelerator to be specified further.
Draft Act to Amend the Aliens Act
http://www.riigikogu.ee/?page=eelnou&op=ems&eid=1f3a88f6-7978-414a-b7a9-378d7e886518
13
19
Conceptual framework
whereby a foreign national who has been granted a residence permit or whose residence permit has
been extended is entered in an welcome programme, established by a regulation of the Minister of the
Interior and consisting in general terms of short-term and concise training modules providing new
arrivals with basic information (on Estonian society, culture, state, everyday life, etc.) and specific
information (thematic14 modules). New arrivals also have the right to participate in any module of
interest. The programme also offers beginner-level language training and informs of available support
services, including of the possibility to continue language and in-depth cultural training in the
framework of the integration training offered by the Ministry of Culture and the Estonian language
training opportunities offered by the Ministry of Education and Research.
It has been observed that adaptation programmes, language learning opportunities, support person
services, counselling services and integration courses have a positive impact on the adaptation of new
arrivals and factor into making migration-related decisions (Goss Gilroy Inc 200515; Papademetriou et
al. 200816). For example, a survey conducted in Finland in 200217 delved into the reasons for choosing
to relocate to Helsinki among the foreign biotechnology and information and communication
technology specialists living and working there. Of the 25 factors included in the questionnaire, the
respondents gave the most weight to the non-racist image of authorities and officials, a safe
environment, a discussion-based work culture (easy rapport with higher-ups and colleagues), work that
is interesting and conducive to development, well-organised public services (healthcare,
transportation), working or studying opportunities for spouses, an international environment (attitudes
towards foreigners, etc.), a clean environment and good career opportunities. The economic standard
of living ranked 10th only, and tax burden occupied the 17th place. The European Union discourse has
also incorporated the term welcoming culture, where orientation training sessions are an important
component that help those arriving in a country for the first time to get used to the surroundings
quickly, including to understand the state’s functioning principles, cultural background and social
organisation and to acquire basic language skills, etc. At the same time, the term welcoming also
stresses the openness of the host society towards its new members.
The Estonian Integration Monitoring (EIM 2011) emphasises issues with dealing with new arrivals
and their family members: difficulties finding a job, a kindergarten, a school, etc. Various surveys and
14
Family life; working and entrepreneurship; studying; research; children and young people, beneficiaries of international
protection
15 http://www.cic.gc.ca/english/resources/evaluation/isap/index.asp
16 Papademetriou, D. G., W. Somerville and H. Tanaka (2008) Hybrid Immigrant Selection Systems: The Next Generation of
Economic Migration Schemes. Migration Policy Institute
17 Mika Raunio (2009) “Korkeasti koulutetut asiantuntijat 2000 – luvun Suomessa: kuka kaipaa kulttuuria?” – pp. 127–140 in
Tuula Joronen (ed.): Maahanmuuttajien vapaa-aika ja kulttuuripalvelut pääkaupunkiseudulla. Helsinki: Helsingin kaupungin
tietokeskus, p. 139
20
Conceptual framework
expert opinions (Lauristin 2012 18 , Tallinn University Institute of International and Social Studies
201319 , Praxis, IBS 2013 20 , Expat project21 ) have highlighted the following main obstacles to the
adaptation of new arrivals:
1.
lack of information; deficient practical information in the English language;
2.
shortage of (free-of-charge) opportunities for learning the Estonian language at the level
necessary to be able to work in Estonia and language learning not being linked to learning
about local culture;
3.
bureaucracy, a lack of awareness among officials and due to that less ability to
communicate with foreigners
4.
limited opportunities to communicate with Estonians, limited involvement in social
networks;
5.
problems with providing education and work opportunities and safety to the children and
spouses of people relocating to Estonia with families;
6.
a difficult and complicated procedure of granting residence permits;
7.
no adaptation courses for family members of new arrivals coming to work in Estonia;
8.
complicated and unstable situation of mixed families (where one party is not an EU
citizen).
A survey on foreign students 22 pointed out shortcomings affecting foreign students while they are
studying and engaging in work life after completing studies. At the same time, the survey also
observed that the larger universities that welcome greater numbers of foreign students have been
relatively successful in developing counselling services and other support systems for foreign students
and that their know-how and experience serve as a good example for the state and businesses in
developing and offering services for other target groups.
There are currently two types of adaptation services (support person services and adaptation services)
offered to new arrivals in Estonia and the provision of these services is coordinated by the Integration
and Migration Foundation Our People23. The target group of both services are new arrivals24, and for
the purposes of these services new arrivals are defined as third-country nationals who have arrived in
Estonia legally, have expressed a clear wish to apply for Estonian citizenship and who have been
issued a residence permit of the Republic of Estonia. The service target group does not include
18
Expert opinion by Marju Lauristin submitted to the Ministry of the Interior (2012)
Tallinn University Institute of International and Social Studies (2013) A survey on social groups in the field of integration
20 Praxis, Institute of Baltic Studies (2013) A report of the discussions on the integration of European third-country nationals
21 Expat Project (2013) The Central Baltic region in the eyes of Expats the survey and its implications
22 iGraduate 2012
23 Established in 1998, known as the Integration Foundation until the end of 2009. By order of the Government of the
Republic of 29 October 2009, on 1 January 2010 the Integration Foundation was joined with the Foundation Estonian
Migration Fund, established on 10 June 1992.
24 Referred to as new immigrants in the service description.
19
21
Conceptual framework
beneficiaries of international protection and EU citizens. The adaptation programme and support
person service are to be used on a voluntary basis, i.e. the new arrivals themselves must be motivated
to use the services.
An analysis of the content of support person and adaptation services, financed under the multiannual
financial framework 2007–2013, revealed an increased need to offer target group based adaptation
training and support person services and to not limit these to third-country nationals only, but to also
include EU citizens (Martiniello 2006 25 ). It is also important to consider the adaptation needs of
returnees in the context of immigration. Another problematic issue has been channelling the necessary
information towards the target group in such a way that it would reach all potential beneficiaries and
also those for whom adaptation has not been a primary interest.
A pilot project on an adaptation programme for third-country nationals (Rannut 2009), financed by the
European Fund for the Integration of Third-Country Nationals and the Ministry of Culture and
elaborated with assistance from the Integration and Migration Foundation and Tallinn University,
revealed that foreigners arriving in Estonia under contracts of employment are not always interested in
adaptation, as the contracts have usually been concluded for a short term. Adaptation becomes relevant
when contracts of employment are extended and the foreigners apply for a long-term residence permit
or when they wish to settle down in Estonia for some other reason. At the same time, considering that
contemporary society is characterised by such words as mobility, temporariness and fragmentation, we
should not view adaptation only in the context of permanence, i.e. services should not be aimed solely
at those who have expressed their wish to settle permanently in Estonia. The aim is to facilitate the
adaptation process of the new arrivals coming to work here and their accompanying families by
providing optimum and flexible solutions based on the needs of the target group. One of the aims
should be that those who later leave Estonia establish during their time here professional contacts and
ties with Estonia (e.g. research mobility) that would last and benefit Estonian businesses, universities
and others after the persons in question leave Estonia (professional contact networks, remote
working).
During the first phase of preparing amendments to the Aliens Act in 2012 and 2013, the involved
partners operating in labour and education migration (universities, businesses, ministries, etc.)
emphasised repeatedly that in addition to simplifying immigration, there was a need for
comprehensive and target group based support services that would facilitate adaptation. The following
issues were raised:
1. there are no target group based adaptation programmes or comprehensive networks of support
service providers facilitating adaptation aimed at third-country nationals, EU citizens or
beneficiaries of international protection;
25
Martinello (2006) Towards a coherent approach to immigrant integration policy(ies) in the European Union
22
Conceptual framework
2. there is no centralised or standardised way for information on the available services to reach
target groups;
3. there are no support services for family members accompanying the persons who come to
study or work in Estonia.
A similar conclusion was also reached in a study initiated by the Ministry of the Interior, Ministry of
Justice, Ministry of Economic Affairs and Communications and funded by the Government Office,
titled “Newly-arrived immigrants in Estonia: policy options and recommendations for a
comprehensive and sustainable support system”26.
The Ministry of Economic Affairs and Communications has estimated that in the period from 2011 to
2019 Estonia needs an average of 3,400 working specialists who cannot be found in the Estonian
labour market (T1). The Ministry of Education and Research has estimated that the field of research
and development needs foreign students, researchers as well as lecturers (T2). The family migration
(T3) estimate is based on the assumption that each new arrival is accompanied by an average of 1.5
family members.
Year
T1
T2
T3
Total
2015–
3,44027
1,115
6,833
11,388
2017
3,440
1,237
7,016
11,693
2018
3,440
1,375
7,223
12,038
2019
3,440
1,471
7,367
12,278
2020
3,440
1,582
7,533
12,555
Total
17,200
6,780
35,972
59,952
2016
If this migration estimate comes true, it will not be possible to offer welcome programme to all new
arrivals coming to Estonia, and we should either differentiate among migration types and make the
training compulsory for certain types or assume that if adaptation training is not compulsory for any
migration type, the number of people taking it will be considerably smaller.
Examples of adaptation programmes in other EU Member States
Most European Union Member States have services of different types in place for facilitating
adaptation and subsequent integration. Services supporting adaptation and a swift adjustment to
26
27
Final report of the study: www.siseministeerium.ee/uussissserandajad
http://www.mkm.ee/public/Toojouvajaduse_prognoos_aastani_2019_luhikirjeldus.pdf
23
Conceptual framework
society are usually viewed as an investment that increases equality of opportunities for immigrants and
long-term population and allows immigrants to start contributing to society as quickly as possible
following their arrival in a country. Countries differ only in the availability of services for different
groups (persons originating from the EU or third countries), in the volume of services (e.g. volume of
language training) and in the requirements (compulsory or voluntary).
The study “Newly-arrived immigrants in Estonia: policy options and recommendations for a
comprehensive and sustainable support system”, completed in April 2014, analysed among other
aspects the examples of other countries in implementing adaptation programmes 28.
In order to compare the situation in Estonia and to learn from the good practices of other countries the
analysis focussed on adaptation programmes and services in four countries: Finland, Denmark, the
Netherlands and the Czech Republic. The countries were selected based on the following criteria:
1. the country’s economic competitiveness according to one of the most preeminent and
objective international competitiveness indexes, the WEF Global Competitiveness Index
(2012/2013);
2. degree of immigration regulation (countries with a conservative immigration policy vs.
countries with a liberal immigration policy): all five of the world’s most competitive
economies (GCI 2013) (Switzerland, Singapore, Denmark, Sweden, Luxembourg) have a
rather strongly regulated migration policy;
3. the country’s strategies for recruiting foreign staff (a proactive vs. a passive strategy or
not having a strategy);
4. the country’s migration policy history (small countries vs. former colonial empires): all
five of the most competitive countries are also small countries, i.e. their circumstances are
similar to those of Estonia.
The Netherlands

New arrivals are required to achieve a certain level of language skills and knowledge of Dutch
society (integration requirement). Examinations are generally compulsory for adult
third-country nationals wishing to settle in the Netherlands for a longer term. Persons exempt
from the examination requirement include those holding a working residence permit, those
going to study or work in the Netherlands on a temporary basis and highly educated specialists
and their spouses.
28
The study was initiated by the Ministry of the Interior, the Ministry of Economic Affairs and Communications and the
Ministry of Justice. The steering committee also included representatives of the Ministry of Education and Research and the
Ministry of Culture. The study was conducted with support from the Fund of Wise Decisions of the Government Office,
which is funded by the European Social Fund. The study was conducted by the Institute of Baltic Studies in cooperation with
HeiVäl Consulting.
24
Conceptual framework

It is up to the immigrant to organise adaptation activities (taking part in courses, examining
study materials); the state only evaluates compliance with requirements by conducting the
following examinations:
o
An examination held in the immigrant’s country of origin or of residence is an oral
examination, using a computer, headset and microphone to test the participant’s
knowledge of the Dutch language and society. The examination has three parts:
knowledge of Dutch society, spoken Dutch and a reading and comprehension test.
Passing the examination is a requirement for being granted a residence permit.
o
An examination in the Netherlands. As of 2013, the integration examination is made
up of five parts: knowledge of Dutch society and four tests evaluating language skills:
speaking, comprehension, reading and writing. If the new arrival has at least partially
acquired a secondary education in the country of origin, the examination may be
substituted with a state examination of the Dutch language (NT2) or acquiring a
professional qualification in the Dutch language. If the examination is not passed
within three years after the person has relocated to the Netherlands, s/he may be
denied an extension of the residence permit or imposed a fine.
o
Failing the examination constitutes grounds for denying an extension of the residence
permit.

The new arrivals required to pass an examination in the country of origin must have level A1
Dutch language skills already before entering the country. It is up to the immigrant to organise
his/her language studies outside the Netherlands; the state does not organise or support
language courses.

In order to meet the integration requirement, the new arrival must acquire level B1 language
skills within three years. The state does not organise language courses. Different organisations
offer language courses with varying content, arrangement and prices. Some local
governments, such as Amsterdam, also offer free courses to new arrivals, but it is up to the
local government to establish relevant conditions and options. Various free materials and
courses for learning basic Dutch can also be found on the Internet.

There is a separate web-page where the person enters his/her age, ethnic nationality, duration
of stay and purpose of applying for a residence permit. The web-page then generates a list of
requirements for the person and of websites that offer necessary further information.

Adaptation is organised regionally and people receive information from the local governments
/ regional centres where they relocate.
Finland

In accordance with the objectives laid down by the Ministry of Education, new arrivals should
achieve level B1 Finnish or Swedish skills in the course of the adaptation programme.
25
Conceptual framework

While the state does not organise language courses, the courses may form part of the
personalised adaptation plan (generally consisting of relevant courses providing 30–40 ECTS
credits points) and are then free of charge for the immigrant (up to level B.1.1).

As the language courses are offered by different organisations, the content and arrangement
vary. An adaptation programme counsellor assists the immigrant in finding appropriate
courses. With prior consent from the Employment Board, a new arrival may also participate
free of charge in the courses that are not included in the personalised adaptation plan or if no
such plan has been provided.

The website Infopankki lists various courses as well as web-based courses and provides links
to various institutions offering language courses.

All new arrivals are provided with an information package. Once new arrivals have registered
their place of residence in a local government, they are offered a preliminary assessment of the
adaptation programme. Drawing up a personalised adaptation plan is voluntary and mainly
aimed at adult unemployed new arrivals. Once the personalised plan has been drawn up, it
must be followed through.

The personalised adaptation plan, including language courses, is voluntary for highly educated
specialists. However, once the plan has been drawn up and signed, it must be followed
through. As the adaptation programme consists of a personalised adaptation plan, the
specialists may also select the most appropriate courses with the help of a counsellor.
Denmark

A personalised adaptation programme, consisting of three parts and lasting up to three years in
accordance with section 16 of the Integration Act (Integrationsloven):
o
Danish language training;
o
a course on Danish society, culture and history;
o
a course on the labour market.
o
The personalised adaptation programme must be drawn up as soon as possible, but at
the latest within three months after the immigrant’s place of residence has been
registered in a local government.

Pursuant to a directive of the Ministry of Children and Education, Danish local governments
are required to offer free-of-charge Danish language courses to adult new arrivals. To that end,
local governments often establish joint language centres that belong to a network of language
centres (De Danske Sprogcentre), incorporating 52 language centres in 2014. Language
centres offer language courses lasting up to three years.

Drawing up the adaptation programme and providing the courses is the responsibility of the
local government where the new arrival has registered his/her place of residence.
26
Conceptual framework

Pursuant to sections 4 and 15a of the Integration Act (Integrationsloven), local governments
draw up personalised adaptation programmes for refugees and those reuniting with their
families settling in their territories. The personalised plan is signed and must be followed
through.

Highly educated specialists are not required to have personalised adaptation plans or to take
language courses, but they may participate in language courses free of charge, if they wish to.
The Czech Republic

Measures supporting the adaptation of new arrivals can be divided into two:
o
Prior to arriving in the country, an information package titled “Next Stop: the Czech
Republic”: informative material for third-country nationals settling in the Czech
Republic for a long term, consisting of information (26 pages) and a short film (~16
minutes).
o
After arriving in the country, an information package titled “Welcome to the Czech
Republic”: informative material for third-country nationals wishing to stay in the
Czech Republic for a longer term. The package consists of information and a short
video (~18 minutes).

The information packages are available in five language: Czech, English, Russian, Ukrainian
and Vietnamese.

In 2012, a pilot project organised two concise 8-hour training sessions on the basis of the
information package “Welcome to the Czech Republic”. The participants were shown a short
video and given informative materials, and a discussion followed. Pursuant to the new Czech
Aliens Act (1 January 2014), all third-country nationals should take an adaptation course
(8-hour training), but the system of training sessions / courses is yet to be developed.
Preparation of the Regulation on the adaptation programme
In order to discuss the content of the welcome programme in more detail and based on migration type
(content, volume, duration, etc.), we held discussions with cooperation partners from December 2013
to February 2014. There were altogether eight meetings for mapping the needs of different migration
types, bringing together representatives of over 40 partner organisations (see the list in Annex 1). Prior
to each meeting we collected the partners’ suggestions in summarised tables that helped to structure
the meetings. A summary of all these suggestions has been added to this Explanatory Memorandum
(Annex 2).
When developing the content of the welcome programme, we analysed both the suggestions made by
cooperation partners and the guidelines for similar adaptation programmes and/or resettlement already
used in Estonia and other countries (the Czech Republic, Austria, NATO) (Annex 2).
27
Conceptual framework
In November and December 2013, five renowned experts and social scientists in Estonia29 provided
expert opinions regarding a joint European Social Fund measure of the Ministry of the Interior and the
Ministry of Culture and regarding measures planned under the Asylum and Migration Fund. The
objective of the expert opinions was to analyse the EU 2014+ financial framework measures titled
“Creating opportunities for increasing active employment and social participation among the less
integrated permanent residents of Estonia and for supporting the adaptation and subsequent integration
of new arrivals” and AMF-021 and AMF-022 measures in terms of their fitness for purpose and
possible impact and to make suggestions on how to better implement the measures. The welcome
programme modules are also planned to be incorporated into these measures. The general view of the
experts was that the welcome programme can be implemented successfully if the services are provided
flexibly and in a mobile manner and if the training sessions are attractive and interactive and relevant
and to the point.
The experts also assessed the potential impact of the objective, problem and planned measures of the
adaptation programme. The following is an expert of Tuuli Pärenson’s expert opinion (December
2013):
Target group
New arrivals
Target state of the
target group
Adapts promptly.
Participates actively in
Estonian society,
including in
employment, lifelong
learning, and civil
society.
Actions/input by the
target group
Participates in the
adaptation programme.
Participates in the
integration programme.
Uses information,
counselling and support
services.
Benefit for the target
group
Receives the
necessary information
and services.
Improves language
skills.
Improved knowledge
of Estonian society.
Annex 1
2. Baltic Relocation Services
3. Institute of Baltic Studies
4. BDA Consulting OÜ
5. Enterprise Estonia
6. Estonian Business School
7. Estonian Association of Information Technology and Telecommunications
8. Association of Estonian Cities
9. Association of Municipalities of Estonia
10. Estonian Refugee Council
11. Estonian Research Council
29
Maris Lauri, Marju Lauristin, Ott Pärna, Pirko Konsa, Tuuli Pärenson
28
Conceptual framework
12. Estonian University of Life Sciences
13. Estonian Youth Work Centre
14. Expat Relocation Estonia OÜ
15. HeiVäl Consulting OÜ
16. Harju County Entrepreneurship and Development Consultancy
17. Ministry of Education and Research
18. Immisoft OÜ
19. Foundation Innove
20. IOM
21. Estonian Chamber of Commerce and Industry
22. Ministry of Culture
23. Ministry of Economic Affairs and Communications
24. Integration and Migration Foundation Our People
25. NPO Estonian Union for Child Welfare
26. OÜ MoveMyTalent
27. Police and Border Guard Board
28. Universities Estonia
29. Government Office
30. Foundation Archimedes
31. Regional Development Department of the Ministry of the Interior
32. Estonian Academy of Security Sciences
33. Ministry of Social Affairs
34. Centre for Excellence in Teaching and Learning of the University of Tartu Lifelong Learning
Centre
35. Estonian Service Industry Association
36. Tallinn University
37. Tallinn University Personnel Development and Mobility Centre
38. Tallinn University of Technology
39. Estonian Unemployment Insurance Fund
40. University of Tartu
41. Ministry of Foreign Affairs
42. YFU
29
Conceptual framework
Annex 2
References
1. Draft Act to Amend the Aliens Act (2013)
[http://www.riigikogu.ee/?page=eelnou&op=ems&eid=1f3a88f6-7978-414a-b7a9-378d7e886518]
2. Cultural orientation training for asylum seekers and beneficiaries of international protection,
organised by the IOM
[http://www.iom.ee/estco/kultuurilise-kohanemise-materjalid]
3. Survival Guide for International Students in Estonia, by Archimedes Foundation
[http://studyinestonia.ee/about-us/promoting-study-in-estonia/promotional-material]
4. Adaptation programme for new arrivals, by OÜ Immisoft
[http://www.integrationresearch.net/adaptation-course.html]
5. Estonia Visiting Researchers Guide to Estonia, by EURAXESS
[http://euraxess.ee/guide/]
6. Discover Lithuania Guide, by OÜ Baltic Relocation Services
7. Relocation Guide (draft), by Enterprise Estonia
8. Informative material for new arrivals in Austria and the Czech Republic
9. New Staff Member Welcome Booklet, by NATO
10. Mahlapuu, M., Kalev, J. (2013) ELO Käsiraamat
11. Seminar material, YFU’s Beginning of the Year Seminar
12. Coloured Glasses: A manual for intercultural learning in schools. European Educational
Exchanges Youth for Understanding
[www.eee-yfu.org]
13. Ad-Hoc Query on the Adaptation Programmes for Newly Arrived Migrants. Requested by EE
EMN NCP on 30 July 2013
[http://www.cic.gc.ca/english/resources/evaluation/isap/index.asp]
14. Institute of Baltic Studies, HeiVäl Consulting (2014) Uussisserändajate kohanemine Eestis:
valikud ja poliitikaettepanekud tervikliku ja jätkusuutliku süsteemi kujundamiseks
15. Papademetriou, D. G., W. Somerville and H. Tanaka (2008) Hybrid Immigrant Selection
Systems: The Next Generation of Economic Migration Schemes. Migration Policy Institute
16. Mika Raunio (2009): “Korkeasti koulutetut asiantuntijat 2000 – luvun Suomessa: kuka kaipaa
kulttuuria?” – pp. 127–140 in Tuula Joronen (ed.): Maahanmuuttajien vapaa-aika ja
kulttuuripalvelut pääkaupunki¬seudulla. Helsinki: Helsingin kaupungin tietokeskus, p. 139
17. Maris Lauri, Marju Lauristin, Ott Pärna, Pirko Konsa, Tuuli Pärenson. Expert opinions
submitted to the Ministry of the Interior on the measure “Creating opportunities for increasing
active employment and social participation among the less integrated permanent residents of
Estonia and for supporting the adaptation and subsequent integration of new arrivals”
30
Conceptual framework
18. Martiniello (2006) Towards a coherent approach to immigrant integration policy(ies) in the
European Union
19. Expert opinion by Marju Lauristin submitted to the Ministry of the Interior (2012)
20. Tallinn University Institute of International and Social Studies (2013) A survey on social
groups in the field of integration
21. Praxis, Institute of Baltic Studies (2013) A report of the discussions on the integration of
European third-country nationals
22. Expat Project (2013) The Central Baltic Region in the Eyes of Expats: the Survey and its
Implications
23. iGraduate (2012)
31