METHODOLOGICAL
HANDBOOK
DRAFT 2ND DECEMBER 2014
SAMIN Consortium
[COMPANY NAME] [Company address]
Contents
SECTION 1: INTRODUCTION AND BACKGROUND ........................................................... 3
1.1 Introduction.................................................................................................................. 3
1.2 How to use the Handbook ........................................................................................... 3
1.3 Who is this Handbook directed at? .............................................................................. 3
1.4 The context of the Handbook and the SAMIN project .................................................. 4
1.5 Data Collection and Analysis ....................................................................................... 4
SECTION 2: BEST PRACTICE CASE STUDIES .................................................................. 5
2.1 Assessment of evidence-base ..................................................................................... 5
2.2 Target Groups and Stakeholders ................................................................................. 5
2.2.1. How to reach the target groups? .......................................................................... 5
2.2.2 Working together with community organisations.................................................... 5
2.2.3 Do incentives work? .............................................................................................. 6
2.3 Selecting, Reaching and Recruiting Target Groups ..................................................... 6
2.4 Collaboration with External Stakeholders..................................................................... 7
2.4.1 Migrant communities ............................................................................................. 7
2.4.2 Labour market actors ............................................................................................ 7
2.5 Service and Curriculum Offer....................................................................................... 7
2.5.1 Language .............................................................................................................. 7
2.5.2 Introductory Courses (Civic Education) ................................................................. 9
2.5.3 Employability ....................................................................................................... 11
2.5.4 Vocational Training ............................................................................................. 12
2.5.5 Provision for Young People ................................................................................. 13
2.6 Methods of Curriculum delivery ................................................................................. 15
2.6.1 Recruitment and Staff Development .................................................................... 15
2.6.2 Working experts and specialist organisations ...................................................... 16
2.6.3 Environment ........................................................................................................ 17
2.6.4 Informal and Non Formal Learning ...................................................................... 17
2.6.5 Work Placement and Internships ......................................................................... 18
2.6.6 Guidance, Orientation and Competence building ................................................ 18
2.6.7 Curriculum design ............................................................................................... 19
2.6.8 Assessing skills and competence ........................................................................ 20
2.7 Evaluation and Quality Assessment........................................................................... 21
SECTION 3: RECOMMENDATIONS .................................................................................. 24
3.1 Recommendations of European Commission ............................................................ 24
3.1.1 Recommendation for promoting access to education .......................................... 24
3.1.2 Recommendations for promoting access to the labour market ............................ 24
3.2 Recommendations from the SAMIN GAP Analysis .................................................... 25
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3.3 Recommendations from the case-studies .................................................................. 26
3.4 Pre-Conditions & Pitfalls ............................................................................................ 28
APPENDICES ..................................................................................................................... 30
Appendix 1 Project References ....................................................................................... 30
Appendix 2 List of Roundtable Contributors ..................................................................... 40
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SECTION 1: INTRODUCTION AND BACKGROUND
1.1 Introduction
The SAMIN project consortium proudly presents you their Methodological Handbook. This
handbook is based on first-hand case-study research in Austria, France, Germany, Italy,
Netherlands and the United Kingdom on the integration of migrants into vocational education
and training and the labour market.
This handbook is a practical and ready-to-use tool for all practitioners working to support the
social participation of young people with a migration background in education and the labour
market. We draw on the lessons learnt from the eighteen case-study projects and have
selected a list of recommendations for professionals.
What is the relevance of this handbook? It compiles years and years of experience from the
professionals working on the eighteen case-studies and offers this in a compact manual to
professionals working at local level. Successful European practices are now made available
to those working at the local level. It avoids reinventing the wheel and shares successful
insights from other professionals. The handbook is offers “pick and choose”
recommendations whereby practitioners can select the “do’s and don’t’s” that are relevant for
their work.
This handbook has been developed as part of the SAMIN project (“Supporting Ethnic
Minorities by Promoting Access to Labour Market and Vocational Education and Training”). It
is a Leonardo Transfer of Innovation Project, financed by the European Commission’s
Lifelong Learning programme.
1.2 How to use the Handbook
The aim of the handbook is to provide a reference framework and to help increase the
quality of practices by professionals working with immigrants, across the Member States.
The handbook builds on existing evidence of what works in meeting the challenge of
integrating immigrants into the labour market. The content of the handbook has been
developed so that it corresponds to the recommendations in the Gap Analysis1 and the
recommendations made by the European Commission2. The Gap Analysis was a product of
the SAMIN project and was the outcome of research by organisations in Germany, France,
Austria, Italy, The Netherlands and the UK into 18 national projects that supported the
integration of immigrants into the host country through a range of strategies and approaches.
The methodology Handbook serves as a tool-box which offers different sets of solutions,
specific approaches, recommendations and possible strategies to support the integration of
immigrants into the job market. The integration of immigrants into the job market is a positive
outcome for receiving societies and a consequence of improved training and services that
are offered.
The examples of good practice are flexible and adaptable to different national and local
contexts and governmental structures and can be applied at the national, regional and local
level. They contain a number of components that can be used independently from each
other, but can also be combined in order to ensure cohesive integration policies and more
effective integration results.
1.3 Who is this Handbook directed at?
The Methodology Handbook is primarily directed at professionals at decision making and
practitioner level (policy makers, teachers, trainers, employers) in the public, private and
voluntary sector who are working or aim to work with immigrants with the purpose of
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supporting their integration into the job market. It is the aim that the Handbook is adaptable
to be used in different local and regional contexts and therefore may be used as a starting
point for decision makers to set policy at local, regional or national level. It may also be used
at implementation level by practitioners who can adopt and adapt approaches and methods
identified in the case studies.
1.4 The context of the Handbook and the SAMIN project
The development of the Methodology Handbook is important in the light of the Europe 2020
strategy whereas the integration of legal migrants plays a key role in the achievement of the
EU 2020 targets. These targets include an increased employment rate, reducing school
drop-out rates, increasing the share of 30-34-year-olds completing third level education, and
reducing poverty and social exclusion. It is assumed by the EU that migrants support the
European labour markets by filling gaps and by contributing to addressing the demographic
challenges that the EU faces.
In 2011, the European Commission presented a European Agenda for Integration, which
promotes the development of three European Modules for Migrant Integration as a new
flexible tool to support the integration process, closely linked with the Common Basic
Principles for Immigrant Integration3 (CBP). The modules aim to emphasise that integration
is a two-way process, which is why they include measures targeted both at migrants and at
actors representing the receiving society.
Module 1 - “introductory and language courses” -includes basic knowledge of language,
history, and institutions of the receiving country. Module 2 – “strong commitment by the
receiving society”-focuses on equal access to public services, private goods, institutions as
well as equal access to the European labour market. Module 3 – “active participation of
immigrants in all aspects of collective life”-encourages the participation of migrants in the
democratic process, especially at the local level, as a step towards citizenship.
1
SAMIN project. Leonardo de Vinci Transfer of Innovation
European Commission DG Home. Final Report Feb 2014 “European Modules on Migrant Integration”
3
For more information on the Common Basic Principles see: http://ec.europa.eu/ewsi/en/EU_actions_integration.cfm
2
1.5 Data Collection and Analysis
The development of the Handbook has been based on the overall goal of extracting good
practices which have been proven to work in the field of integration of immigrants into the
labour market and reformulating them into structured “guidelines”. The good practices
identified in the handbook are evidence-based examples from Germany, France, Italy,
Austria, The Netherlands and the UK, which have undergone evaluation or other external
assessment and have shown positive results or impacts.
The Handbook has been developed based on the following approach:
1) Desk research- a review of relevant literature, the European Web Site on Integration, the
Handbooks on Integration, and the work conducted by the Council of Europe
2) Identification of good practices across the partnerships that address the recommendations
of a) the SAMIN Gap Analysis b) the EC recommendations.
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SECTION 2: BEST PRACTICE CASE STUDIES
2.1 Assessment of evidence-base
This section contains a selection of good practices which serve the purpose of illustrating
different ways in which organisations identified by SAMIN partners have implemented the
activities recommended in the Gap Analysis4, the European Commission Final report
February 20145 and the Handbook on Integration6. Each description is based on practical
examples from a specific organisation in the partner countries and should be seen as
illustrations of ways in which the recommendations could be put into use in a local context.
The examples of good practice were selected based on the following criteria in terms of
strength of evidence:
1) Strong evidence: An evaluation/research conducted by an external actor shows that the
practice has led to positive results.
2) Medium evidence: Participant or user evaluation shows that the beneficiaries of the
practice consider it to have had a positive impact.
3) Low evidence: Examples identified by the partners are not evaluated by an external actor
and there is low evidence concerning their impact, however no signs of negative impact
exist.
4
SAMIN project. Leonardo de Vinci Transfer of Innovation
European Commission DG Home. Final Report Feb 2014 “European Modules on Migrant Integration”
6
European Commission DG Justice, Freedom & Security “Handbook on Integration . 3rd Edition April 2010 (available at
http://europa.eu/comm/justice_home/ and www.integration.eu )
5
2.2 Target Groups and Stakeholders
2.2.1. How to reach the target groups?
By target groups we refer to the specific group of people that were targeted by the eighteen
case-study projects. Although all projects focussed on young people with a migration
background, there existed quite some diversity. This section of the handbook will not so
much focus on who the target groups were but on the specific methods for recruitment.
One of the first steps to take during project implementation is reaching and selection the
target group. We found that it is quite common for projects to make use of a multi-strategy
approach whereby several methods are combines. The most successful methods for getting
access to the target group was through internal access and recruitment, and referral by
partner and network organisations. It is thus essential that your organization has wellestablished and sustainable partnerships with other organisations as it is a very timeconsuming process if these relationships need to be build up during the project lifetime.
Internal access and recruitment is probably most effective as you do not need to rely on
other organisations. Internal access is generally through other services or activities of the
organization. The Italian Project “Life at the Top” offered tailoring workshops to migrant
women. The job search office,who is the project initiator, is located within the migrant
welcome office and they were able to reach newly-arrived migrants via the welcome office.
2.2.2 Working together with community organisations
Working together with community organisations is very beneficial. These are the main
organisations in contact with migrants. Ideas that worked really well to reach migrants and
their parents through such community organisations included:

Parent-student information sessions at school or community organisations;
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

Distributing leaflets and posters (in several languages);
Project staff to make themselves available for informal meetings with the parents.
The project manager of the Dutch project “Building a diverse construction sector” said that
she organized parent-student information sessions to inform and involve the parents in their
child’s career choice. The parent’s influence on their son or daughter’s career choice is
tremendous. The project manager found that initially many parents were hesitant for their
children to participate in the project for the fear of work-related hazards. The parent-student
sessions served as a platform to make these fears discussable and to get the parent’s
support.
Other methods that work particularly well to reach migrants include:




Word-of-mouth
National campaign
Migrant self-referral
Online and social media (e.g. organizational website, Facebook, Twitter,
blogging)
2.2.3 Do incentives work?
Incentive-mechanisms definitely work, according to our findings, and the majority of projects
offered some sort of incentive to the participants. Common incentives include:





Job guarantee upon completion of the programme
Job guarantee during training
Guaranteed internship during training
Free service-offering
Financial support from the public employment office
The participants of the “Young Migrants” project in Germany were guaranteed a job in a
health care unit for the elderly after successfully completing the basis health care course as
part of the project. Such a job guarantee was a major incentive for young people as they
struggle with finding employment.
2.3 Selecting, Reaching and Recruiting Target Groups
How to select the target group?
Selection processes are generally put in place to ensure that participants’ meet a minimal
level of requirements in line with the project objectives and activities. Selection processes
mainly focus on matching the service offering with the participant’s:



Language level;
Skills and competences;
Personal interests.
It is believed that for participation to be effective the participants need to meet certain
language requirements and their previously acquired skills and competences need to match
the service offering. There are also many projects who have not used any selection
processes. Some of these project did not target people with a migrant background
specifically as to also involve people without a migrant background. Their vision is the
project activities are design in such a way that they are open to anyone who is interested.
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2.4 Collaboration with External Stakeholders
There are hardly any projects without the involvement of stakeholders. The case-study
projects all worked with stakeholders; mainly for reaching the target group. Common
stakeholders include:





Schools (including teachers)
Businesses
Local migrant communities
Parents
Policy makers
The aim of involving these actors was to have a wider base for recruitment, ensure
involvement and ownership of local communities and as a result generate sustainability after
the project lifetime.
2.4.1 Migrant communities
The majority of projects held relations with migrant communities for any of the following
purposes:






Recruiting participants;
Awareness-raising about project activities;
Form strategic partnerships for complementary service-offering (e.g. referrals);
Better sign-post target group to other organisations;
Supporting self-organisations with skill-upgrading and capacity building;
Reach parents
For all project the most effective manner of involving migrant communities was by existing
organizational networks and partnerships.
2.4.2 Labour market actors
All projects formed partnerships with labour market actors; mostly but not limited to
employers. Partnerships were set up through previous organizational networks or through
partner organisations. Labour market actors’ added-value was through:





Offering internships or apprenticeships
Providing trainings or workshops on employability skills, expectations of labour
market
Better transition from school to the workplace
Learn to and build a network
Improvement of job matching process
2.5 Service and Curriculum Offer
2.5.1 Language
The European Commission report on integration of migrants (DG Home Feb 2014) argues
that there is a strong case for the development of a formalised language system and
framework for legally resident migrants, saying that the acquisition of language skills has
positive long-term benefits both for migrants and for the receiving society. Additionally
second language competence by parents could lead to enhanced educational opportunities
for 'second generation' migrants. The report argues that enhanced language skills could help
to increase social cohesion, improve job opportunities as well as autonomy and a sense of
independence. One UK organisation1 sees language development as key to exploring
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cultural differences --such as authority, for example-- a client may feel frightened of authority
or unable to positively challenge authority so steps are taken to empower individuals to be
able to do so in an appropriate way. Another UK organisation2 delivers language training in a
contextualised way, offering language linked to employment issues, job search and housing
and welfare benefits. In Germany one project3 integrates language training with work
placement experience. Participants received tailored language training courses that
combines language training with vocational placements on site. The language training
consisted of three modules which combine according to the requirements and specifications
of the individual immigrant and have a maximum duration of 6 months:
 Module 1: language training and practical work in (sheltered) training
workshops or charity organisations
 Module 2: language training and preparatory steps to access jobs
 Module 3: placements combined with continuing language training, social
supporting and career development
In order to develop a formalised language system that guarantees high quality tuition, some
core measures should be carried out. When structuring language courses the EC
recommends that proficiency levels should refer to the Common European Framework of
Reference for Languages (CEFR), be customised to the national context in which the
migrants work and live and aim to support everyone in achieving level A2. Level A2 is
deemed by experts as the appropriate level for general day-to-day living and should be
adopted as the accepted standard at which the learner has a functional competence, where
the migrant has the basic skills that make it possible to communicate in simple and routine
tasks. While it is that requirements closely match the subjective and objective needs of
learners it is also important to ensure that language tuition closely matches the requirements
of the local labour market. Although not all jobs require high levels of language proficiency,
level B2 may be more appropriate for employment purposes. At this level the migrant can
interact with native speakers with a degree of fluency and spontaneity. A project in
Germany3 provides language training tailored to the needs of the labour
market or vocational sector before the target group receives centrally organised job
placement support. The project coordinator is responsible for building up a sustainable
network among the enterprises. Future development of additional enterprises models of best
practice-solutions and educational strategies on how to support language capability for the
labour market among immigrants were established.
In Austria a project4 provides a preparatory course for health care professionals in which
general and vocationally oriented language training is integrated. This project strengthens
language skills, explaining necessary vocabulary and improving basic knowledge of the
Austrian dialect (which is mainly used in the work process) the basics of communication and
intercultural communication and prepares participants for an exam at level B1.
In order to achieve the best outcomes, it is recommended to structure courses according to
the competence levels of migrants, taking into account their educational and professional
background and the educational opportunities they had in the countries of origin. In the
above mentioned project in Germany3 participants followed a screening procedure to assess
their biographical data as well as existing qualifications and ambitions of the participants in
order to build up a personal profile. The consultancy services included information services
about the next realistic steps to access the labour market child care, recognition of
qualification. One of the most important items was to check the existing competence level of
the German language. It was recognised that each participant should try to reach level B1
competences, as this level is a precondition for naturalisation and for finding a suitable job.
However sometimes it is good practice to mix migrants with different educational,
professional and cultural backgrounds, as this can help their mutual understanding of the
integration process and help less-able learners to develop through informal support by
quicker learners.
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Good practice models have adapted the number of tuition hours to meet the needs of the
group and are organised in a flexible way with respect to time, location and content that
enables migrants to take up other duties such as work, education or employment training. It
is difficult to prescribe a specific number of hours in order to reach sufficient language
proficiency as this is dependent on the level of competency required ( e.g. job specific
language) the purpose (e.g. citizenship), and the previous skills of the migrant. There is
considerable variation across the organisations that were researched .Interestingly longsettled migrants (“old-comers”)sometimes need more tuition than newly arrived migrants
because they have developed “coping strategies” to deal with their lack of language
competence (e.g. relying on lawyers, doctors etc. who have the same mother tongue) and
are not as well motivated to learn as new comers.
The EC report also recommends that programmes are located in areas that are easily
accessible for migrants. Organisations interviewed for this handbook offer their provision in a
range of locations from those that are central and easily accessed by public transport to
those located in the community or place of need (e.g. school or community centre) where the
target group lives. Some organisations choose to offer programmes using a multi-agency
approach and consequently locate provision where the target groups can access a range of
services – a “one-stop shop”, as a project in Germany5 where provision is offered at the
Centre for Migration and Refugee Services. Other organisations based in the same building
include:
· Berlin Center for torture victims
· Foundation for victims of torture
· Catania training for traumatized person
· Jiyan foundation for human rights.
Because of this centralised structure the delivery of information has been very easy. On the
other hand some organisations choose to provide programmes in their own premises where
there are training rooms, IT suite and confidential meeting rooms .One project in the UK1
encourages participants to take ownership of the building by displaying their artwork and
achievements. For an Austrian organisation6 the location is very important and therefore it is
located at the employment service centre, which is crucial for unemployed people. In another
location of the project it is not only located in the same building but the opening hours are
attuned as well.
Sources of evidence:
1
Sola Arts, Liverpool, UK: Strong evidence
2
Merseyside Refugee Support Network, Liverpool UK : Medium evidence
3
Netzwerk Lippe : Low Evidence
4
BFI Upper Austria (Fachwerkstatt): Medium Evidence
5
ZFM. Zentrum für Flüchtlingshilfe und Migrationsdienste: medium evidence
6
Migrare : strong evidence
2.5.2 Introductory Courses (Civic Education)
There is always a challenge when organising introductory courses that target newly arrived
migrants. Language tuition and courses concerning civic orientation/civic integration should
form the basis of introductory courses
The EC report 1 (2014) on the integration of migrants stresses the necessity and relevance of
introductory courses to support the integration of migrants into receiving societies and that
the aim of such courses is to foster self-reliance and ensure an effective introduction to the
rights, obligations, opportunities and values of the receiving society migrants. A preparation
course2 in Austria focuses on the furtherance of social and intercultural competences with
basic information about cultural and social issues in the receiving society and the personal
role and personal cultural imprint. The aim is to develop opportunities for action – especially
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in the context of the vocational field (healthcare) – which decrease cultural
misunderstandings and at the same time increase social and cultural integration.
The Handbook “From principles to practice: The Common Basic Principles on integration”
(MPG 2010) says that introduction courses ideally convey the message of a welcoming
society which gives incentives to the newcomer to feel responsible for the community he or
she is going to live in. In Italy the “Alkhantara... safe integration” project3 (which in Arabic
means “bridge”) implemented a campaign to raise awareness in the local community,
through the involvement of professional associations and schools, to promote and protect
the rights of immigrant workers, to promote a culture against discrimination in the workplace
and to promote social integration through the inclusion in the job market of these
disadvantaged people.
Civic orientation or civic integration courses can contribute to matching the expectations of
migrants and receiving societies by providing knowledge, understanding and insight with
regard to life in the host State. Providing clarity in a professional manner is important. One
organisation4 in the UK delivers a core programmes around vocational skills, volunteering
and employability in a gender specific and culturally sensitive approach, as in their
experience with migrant communities many rumours or misinformation/communication often
abound.
Many migrants are not used to a culture in which individualism and self- responsibility play
such an important role and as a consequence migrants experience difficulties in meeting the
demands of the receiving society (e.g. finding employment on their own). The EC report says
it is important that migrants gain an insight into the way European society impacts upon the
individual and they understand the constitution, embedded values and government system
of the receiving society.
Migrants need to acquire the skills to communicate and navigate in situations in which
different cultural assumptions are at play, therefore intercultural competence is an important
aspect of training, as well as the provision of practical guidance e.g. how to register with a
doctor, where to apply for housing assistance etc. The EC report1 points out that introductory
courses can only be a starting point on the way to active participation and citizenship and
introductory programmes have to be supported by other integration measures.
In terms of structuring language and introductory programmes, whether integrated or
independent of each other, no evidence suggests that one way is more effective than
another. Nevertheless, the report stresses that language learning should be closely linked to
issues of civic orientation and that information on daily life should be integrated into
language learning. Although the content of introductory courses is determined by local needs
the EC report makes recommendations on the basic content that the courses must contain
i,e,basic knowledge about everyday life, the labour market and education, culture and
history, values of the receiving society and of the European Union (democracy, equal rights,
freedom of expression.
Although the length of the course depends on the needs or skills of the migrant, the EC
report recommends that the optimum time for the introductory course to begin is within the
first 6 months of the migrant’s arrival as migrants need practical information about daily life
right from the start of their integration process.
Sources of evidence:
1
European Commission DG Home. Final Report Feb 2014 “European Modules on Migrant
Integration”
2
BFI Upper Austria (Fachwerkstatt): Medium evidence
3
Sicilian Region, Department for Employment: Low evidence
4
Sola Arts, UK: strong evidence
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2.5.3 Employability
The Handbook “From principles to practice: The Common Basic Principles on integration”
(MPG 2010) says “ employment is a key part of the integration process and is central to the
participation of immigrants, to the contributions immigrants make to the host society, and to
making such contributions visible”.
The term “employability” covers a range of topics in the journey from preparing for a job
(acquiring relevant vocational skills and competences), getting a job ( job seeking skills) and
keeping a job (attitudes, behaviours, knowledge of job market culture).
Training opportunities that provide skills demanded by the job market and facilitate access to
jobs promote the integration of immigrants. A project1 in France offers comprehensive
support to refugees, including techniques for researching a job, CV writing, interview
preparation, visits to enterprises and meeting employers, valorisation of transferable skills,
development of new skills, building a training plan and guidance towards appropriate
structures, support during training and up to the signing of work contracts. These services
are offered through bilateral meetings or through collective workshops.
A project in Germany2 provided migrants with the opportunity to enter the healthcare sector
as trained and qualified care assistants. The providing organisation cooperated with the
“Institute for vocational training in the healthcare” to deliver the course “care assistance” as
a stepping stone to regular vocational education and training of 2-3 years. The project
offered basic health- and care-courses (care assistance course, 6 months; 700 hours) and a
training period (work-placement) in outpatient and inpatient organisations. The most
important aspect of the project was that the qualification courses allowed for work in this field
(in contrast to “measures” that are of no specific labour market entry quality) and were led by
experts in medical and care education.
It is important that there are sufficient incentives and opportunities for immigrants to look for
and find employment. An initiative in Italy3 provided added value to a programme to integrate
migrants into the job market by using professionals working in the care sector. Volunteers
already working as health care assistants gave classes to immigrant students in both theory
and practice on how to take care of elderly people. The training courses lasted 3 months
with 100 hours of intense training on specific matters related to health care but also included:
• situation and conditions of VET and work in caring
• culturally-sensitive nursing care
• how to write a CV and look for a job in the sector
• advisory services from professional heath care professionals
New arrivals, long-term resident immigrants and ‘next generation’ migrants all face the
challenge of establishing and maintaining their employability, and should have access to
support measures.
A French initiative4 focuses on support for unaccompanied minors. The project consists of 4
stages; welcoming, guiding, educating and integrating. The welcoming stage is related to
housing and the guiding one to the understanding of the background of the unaccompanied
minor i.e. their level of education and schooling. During the educating stage, unaccompanied
minors are offered French language classes, apprenticeships and training courses in the
hotel sector.
Recognition of qualifications can be difficult but providers should look for more flexible ways
of assessing and validating skills. Good assessment methods recognise and validate
immigrants’ competences, including occupational, communicative and social competences.
A project in Austria5 offers multilingual and free recognition of qualifications from another
country as well as guidance and assistance through the whole recognition process. The
organisation also helps with collecting accredited translations of diploma, certificates and
other documents and forwarding the diplomas to the assessment bodies. The most
important task is the counsel concerning the recognition of qualifications; additionally it
pursues networking and introduction in various institutions. The project also recognises
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sometimes training has happened some years ago and the skills/competence may be out of
date, as some sectors change rapidly. The project helps to regain competences or advises
on how to acquire new or additional qualifications. This is especially important in technical
vocations that constantly change. Moreover long-term employment that does not accord to a
person’s qualifications often leads to the loss of skills.
Looking at assets rather than deficits and focusing on a person’s potential performance in
the workplace, raises the visibility of immigrants’ competences and employability.
Involving employers in skills assessment processes from the start can increase the likelihood
of further employment. A German organisation6, an accepted market leader in the sector of
recruitment with a good reputation among enterprises also worked to integrate marginalised
people into the labour market as it possessed long term experiences in supporting target
groups like immigrants, people with handicaps and long term unemployed people. The
organisation offered job placements connected to intensive consultancy services and
coaching services to strengthen individual capacities of people at risk. Employers received
advisory services about the target groups and – most importantly – could test and examine
the migrants who often did not have any formal qualifications to present to an employer
ICT- based learning can provide flexibility, as it allows all migrants to learn at any time and in
different locations. ICT-based learning requires that the migrants have a sufficient ability to
use ICT, without forgetting that basic ICT skills are considered necessary in our society. A
preparation programme7 in Austria includes Information and communication technology
basics to meet the requirements of the healthcare sector, recognising it is crucial to gain
solid basic knowledge
Sources of evidence:
1
Des Passerelles pour l‘Insertion: Strong evidence
2
ZFM. Zentrum für Flüchtlingshilfe und Migrationsdienste: Low evidence
3
Centro Astalli Palermo: Medium evidence
4
CAAPMIE. Institut Protestant Centre d’Accueil et d’Accompagnement pour Mineurs Isolés
Etrangers: Strong evidence
5
Migrare. Center for migrants, Upper Austria: Strong evidence
6
Netzwerk Lippe:Low evidence
7
BFI Upper Austria (Fachwerkstatt): Medium evidence
2.5.4 Vocational Training
Preparation for a job in terms of acquiring relevant skills and competences clearly makes an
individual more employable and is referred to in the previous section “Employability”. Such
preparation can vary from classroom based education about types of jobs matched against
desirable qualities and skills an individual possesses to short term work experiences in real
work situations. Vocational training is more in-depth in terms of training to acquire specific
job related skills and usually takes place in a mixed environment of classroom based training
in vocational training centres with on-the-job training or internships with employers.
Vocational training is also usually linked to qualifications and accreditation of skills.
The Handbook “From principles to practice: The Common Basic Principles on integration”
(MPG 2010) suggests introduction courses that are flexible in design and include labour
market participation ,alongside the teaching of language, are best practice. Ideally courses
integrate language and vocational training and validate existing skills. Part-time courses,
distance or e-learning and similar models can enable participants to continue with
introduction programmes while at the same time taking on a job. In one project1 in France
young migrants are put in contact with an education centre where there are trainers from the
construction industry and gardening sectors and which make the link between the young
people and enterprises for internships and apprenticeships. The project also motivates
young migrants, helps them to reflect on goals and guides them towards the best path by
Page 12 of 40
providing breakfast sessions for educators and young migrants. A project2 in Austria
includes a period of internship in the vocational training in the healthcare sector. During the
internship the participants get the chance to test themselves and experiment within the
vocational field, gain vital vocational experience, are able to prove themselves and leave a
positive impression on employers. Vocational training includes basic knowledge of nursing
patients and elderly people as well as ethics and morals concerning the sector ( personal
hygiene, closeness, sexuality, man-woman relationships, disgust and sense of shame in
connection with the participants’ cultural background).The result is that possible conflicts,
insecurities and uncertainties are prevented. Another project in France 3 offers vocational
training in the catering sector but has also developed partnerships with other Centres for
Apprenticeships (CFA) for those who do not want to train for this sector. Those who do are
offered vocational training and a diploma (level 5 in the French education system) and can
choose three pathways: a Certificate of Professional Aptitude, a Professional Bachelor or
direct entry to the job market. For the catering training they use the kitchen of the centre and
up to 6 people plus the educators can use it at the same time. The negative side of using
internal facilities is the fact that relations between people might be affected by the lack of
contact with the “external space”. However, the silver lining is that minors do not need to go
out of the centre, which reduces the risk of possible absenteeism.
A German project4, training immigrants for the health care sector offers 6 month care
assistance courses with vocationally related content such as
a. Men working in caring
b. Clinical observation and documentation
c. Culturally sensitive nursing care
d. Situation and conditions of vocational education and training and work in caring
e. Legal frameworks in health and care
Source of evidence:
1
RAIH. Réseau d’Accueil et d’Insertion de l’Hérault: Medium evidence
2
BFI Upper Austria(Fachwerkstatt): Medium evidence
3
CAAPMIE. Institut Protestant Centre d’Accueil et d’Accompagnement pour Mineurs Isolés
Etrangers
4 ZFM.
Zentrum für Flüchtlingshilfe und Migrationsdienste
2.5.5 Provision for Young People
The handbook(MPG 2010) also highlights the significance of early work experience through
work/learning programmes for immigrant youth labour market outcomes. A UK based
organisation1 engages young refugees, who are without family and friends and supports
them in navigating a complicated and confusing asylum system in an unfamiliar country. This
project also provides informal activities to increase self confidence and works to improve life
skills and prepare for employment. In The Netherlands a project2 specifically promotes the
vocational areas of carpentry, masonry and tiling to young migrants through the delivery of
information sessions in schools and experience at open days at a training and work
placement provider. Young migrants can also access the mainstream basic vocational
training, provided via a 2 year training course which is a mixture of four days on-the-job
training and 1 day off the-job-training. The participant is contracted with a salary during the
training period and is provided with additional support. Those who have not yet reached the
level of the basic vocational training are offered a “pre-track” of between 3 to 6 month,
consisting of 3 days per week practical training and two days per week attending classes.
The pre-track can be taken while the participant maintains his unemployment benefits.
Participants of the pre-track are also offered additional courses in mathematics, Dutch
language and personal development
Another Dutch project3 that targets young migrants is based in schools, which can voluntary
opt to implement the project, whereby one or more project teams are formed at their school.
Page 13 of 40
The teams consist of students and a coordinator (generally a member of teaching staff). The
teams set their own objectives and activities, e.g. company visits, networking activities, guest
lectures from people in the business sectors, politics, etc with a view to promoting labour
market orientation and increased chances and opportunities in the labour market. Schools
are offered guidance and support as well as training.
Another project 4 in The Netherlands that young migrants can access provides training that
contributes to identity development, self-esteem and confidence and conflict management
with a view to combating social exclusion and negative emotions and feelings. The training
programme is divided into three modules where the young people gain better
understanding of their own identity, develop social, soft and other key skills and learn to
make decisions and manage conflicts. The training is 6 months in duration, in the first four
months there are two training moments per week of approximately 2.5 to 3 hours and the
final two months is aftercare. Training for the purpose of labour market participation consists
of 24 hours of training per week for the duration of four months
In Austria a school based project5 targets young migrants in 7th/8th grade focusing on
elements of competence development, life planning and the importance of vocational
education using creative methods e.g. forum theatre for participants to get to know each
other, identify their potential, recognise the importance of achieving a diploma, getting a
sense of identity by asking Who am I? Where do I come from?
Another part of the Austrian initiative is for 9th grade students as a supplement to education
in school and as preparation for vocational education and a vocation. Participants learn
about the rights and duties of an apprentice, work contracts, and the expectations of
employers and vocational teachers. Participants practice interviews in front of a camera.
In Germany6 32 schools in Berlin are cooperating with 56 companies from the public service
sector and companies from the metal- and electronic industries to provide vocational and
work experiences for young migrant school children. It is important to note that this
partnership has now been mainstreamed and continues to expand.The companies agreed
on a common standard for the work-placements and received diversity-training-courses so
that they are
equipped to deal with young immigrants. The project developed, planned and evaluated
innovative formats for vocational orientation of migrants such as:
 Vocational encounters which lead to first impressions about the world of work and
first practical tests in real life (class 7)
 First practice test (1 week) class 8
 Apprentice practice (3 weeks) (class 9)
 Job application training (class 10)
 A set of four inter-dependent placements in the labour market.
Sources of Evidence:
1 Refugee
Action Liverpool
2
SWV Bouwopleidingen, Limburg The Netherlands: Low evidence
3
Forum Institute for Multicultural Affairs The Netherlands: Low evidence
4
SIPI Amsterdam the Netherlands:low evidence
5
BFI Upper Austria(Deine Chance3): Strong evidence
6
BQN Berlin. Vocational Qualification Network for Migrants in Berlin: Low evidence
Page 14 of 40
2.6 Methods of Curriculum delivery
2.6.1 Recruitment and Staff Development
The EC report (2010) says that providers of programmes for migrants should tailor the
services to the special needs of the target group. However in order to do so effectively this
needs a collaborative effort requiring the development of intercultural competence in public
and private service. Additionally recruitment and training are complementary strategies in
building up staff with intercultural competence. Ideally developing intercultural competence
among employees is an ongoing priority rather than a one-time effort. Some organisations
prepared staff at the beginning of the projects. A project in Italy1 offered a course for
teachers before the start of the programme for migrants, preparing them over one month to
face cultural and integration issues with students, giving them notions on how to deal with
different migrant backgrounds. In one organisation in the UK2 staff and volunteers receive
ongoing professional development through training to ensure safeguarding of staff and
volunteers and the individuals accessing the services.
Some projects recruit people from the ethnic group that the project will work with. A UK
project3 employs a qualified social worker who is from the Bangladeshi community and has
experience of mental health challenges and has worked within the Refugee Sector for over
30 years. All staffs are formally qualified within Mental Health and Teaching and need to be
non judgemental, discreet, sensitive, empathic, relatable and have current and relevant
knowledge relating to support available and legislation. The project also employs an Art
Psychotherapist who is also a qualified teacher and from Black Ethnic Minority background.
A Dutch project4 recruited a project manager with wide experience of working in intercultural
settings. The other staffs generally lacked intercultural skills but were trained by the project
manager as the organisation feels that staff should have experience with working in
intercultural settings, have intercultural knowledge and skills and/or an intercultural network
to draw from. The project manager also delivered training sessions on intercultural skills to
the teaching staff and supervisors in the work place.
One project in Austria5 trained all its staffs in intercultural communication although all have a
migration background or a spouse with a migration background themselves. One employee
had even undergone the recognition procedure herself. All staff members had already
worked closely with migrants and in the area of educational and vocational guidance.
Another Dutch organisation6 said that staffs need to be “Experience experts“ meaning that
trainers should have a migration background themselves so that they can also empathise
with the participants, have an understanding of intercultural and multicultural contexts, as the
trainers are also seen as role models.
In a German project7 staffs are strictly selected according to their existing vocational
competences (acquired through studies or vocational practice) and their willingness to work
with underprivileged target groups from different origins.
A Dutch project8, working with young people said it is important that staffs have an affinity
with young people, particularly those with a migration background and that they have the
ability to inspire young people.
Significantly a UK project 9says that staffs should have positive emotional wellbeing as it
can be mentally challenging working with immigrants, particularly as many have experienced
trauma. While an Austrian organisation10 receommends that trainers should not act too
„paternally“ as some participants have far more language experience (3-4 languages) than
the trainers.
Sources of evidence:
1
Associazione Santa Chiara: Strong evidence
2
Refugee Action Liverpool: Strong evidence
3
Sola Arts Liverpool: strong evidence
Page 15 of 40
4
SWV Bouwopleidingen :low evidence
Migrare: strong evidence
6
SIPI Amsterdam:low evidence
7
ZFM. Zentrum für Flüchtlingshilfe und Migrationsdienste:low evidence
5
8 FORUM
Institute for Multicultural Affairs
9 Merseyside
10
Refugee Support Network
BFI Upper Austria
2.6.2 Working experts and specialist organisations
Best practices demonstrate that mainstream organisations which work closely with experts
or specialist organisations greatly improve the accessibility of their services to immigrants.
One organisation in Germany1 believes networking is strictly connected to the success of the
project and networks and collaborates with different partners across the region. Another
organisation in Germany2 acts as an intermediary in the process of integration of immigrants.
This is done mainly by providing consultancy services to the partners schools and
companies and by establishing a network of all stakeholders to act as centre of
competence in Berlin. The areas of work include:
1) steering: building a consortium/network to steer the process
2) compatibility: modelling the project activities according to the general system
3) Services: support to schools and companies
4) research: conceptualise the activities and framework conditions
5) Evaluation: evaluate the placements and the process of matching
6) Public relations
Many projects established links with organisations that enabled access to experts in
vocational sectors that supported vocational training, or they employed such experts directly.
A project in France3 that focused on integration into the hospitality industry out of six
employees one has a background in cooking, one in dining hall services and two are
professionals of the hotel industry.
An Italian project4 developed a defined curriculum with the help of professional health care
assistants and nurses, which gave a mixture of theory and practical skills. As the content of
the care assistance courses was developed by experts with specific knowledge in the health
sector, the curriculum reflected the employers' needs and the trainees' basic competences
as well. These courses provided a big advantage to the migrants as the practical exercises
really strengthened the employability skills of the participants. In France one organisation5
offers several services to support vocational, education and training for unaccompanied
minors. The main strength of this association and of its activities is a morning front-office
service which aims to inform and to make a link between public structures (e.g. Centre of
Information and Orientation, CIO or schools). Furthermore, this service allows young
migrants to meet the educators and to receive professional guidance; these educators assist
them by accompanying them to public structures, by informing them on the type of jobs they
could do, by informing them of which type of qualifications are necessary to attain a certain
professional goal
A German project6 developed care assistance courses together with a medical/pedagogical
institute. The content has been developed by experts with specific knowledge in the health
sector as a potential labour market for migrants to access. The curriculum reflects the
employer’s needs and the trainee’s competences as well. As the courses include work
placements they strengthened employability skills both on a theoretical and practical level as
well.
Sources of evidence:
1
Netzwerk Lippe:low evidence
Page 16 of 40
2
BQN Berlin:low evidence
CAAPMIE. Institut Protestant Centre d’Accueil et d’Accompagnement pour Mineurs Isolés
Etrangers: strong evidence
4
Centro Astalli Palermo:medium evidence
5
RAIH:medium evidence
6
ZFM. Zentrum für Flüchtlingshilfe und Migrationsdienste:low evidence
3
2.6.3 Environment
The EC report on successful measures to integrate migrants recommends that “Integration
actors” should look within their local context and past experiences for ideas on how to aim
and frame their message for a specific intended audience.
A UK project1 has a presence within its community and provides a reference point for the
local community, as word of mouth is vital for the ongoing success of the project. It is based
within a BME (Black minority and Ethnic) community and operates an open door policy for
immigrants to seek support when required. The project aims to provide a safe, secure and
confidential environment which in turn creates a therapeutic environment, ensuring that
migrants can maximise the quality of care they receive.
One Dutch project 2 works well because all activities (i.e. pre-track, basic vocational training,
classes and work placement) are in the same location, providing participants with a sense of
familiarity. For an Italian project 3 the location has been very important because the migrants
were most willing to work into a place they know very well, it meant that it was important to
work in an environment the migrants felt “at home” in.
A German organisation4 has its centre located under the roof of the “Center
Überleben” which is a human rights organisation based in Berlin. Within the centre are other
organisations such as Centre for migration and refugee services, Berlin Centre for torture
victims, Foundation for victims of torture, Catania training for traumatised person..
This centralised and very well established structure is directly connected to the project
success.
Sources of evidence:
1
Sola Arts Liverpool, UK: strong evidence
2
SIPI Amsterdam:low evidence
3
Associazione Santa Chiara:strong evidence
4
ZFM. Zentrum für Flüchtlingshilfe und Migrationsdienste:low evidence
2.6.4 Informal and Non Formal Learning
The method of delivery is important in order for participants to gain the maximum from the
integration programmes. In one Dutch project1 participants gain confidence in themselves
and society by means of group assignments, individual exercises, role plays, presentation
and the development of their personal portfolio. At the end of the training programme young
people complete a group assignment. Individual coaching is important to work on the trust
relationship between the trainer and participant and offer a platform for the participant to
discuss affairs they do not wish to disclose in a group setting. The coaching sessions aim to
help the participant to reflect.
One UK project2 found that many of the target groups have no formal qualifications and
therefore the cognitive processes can be challenging because no formal learning has taken
place previously. In order to compensate for the lack of previous formal learning the project
made the training environment creative and put a strong value upon volunteering and how
those skills are transferable to the labour market.
Another Dutch project3 uses a mixture of techniques to engage young people. Company
visits enable students to familiarise themselves with the company’s business sector and see
what type of employee an employer is looking. The participants take ownerships of the
activity by contacting the companies they are going to visit and by being able to speak
Page 17 of 40
directly with employees. Guest lectures are also appreciated by students and they enjoy
hearing from those “in the field“and listening to their experiences
Sources of Evidence:
1
SIPI Amsterdam:low evidence
2
Sola Arts Liverpool:strong evidence
3
FORUM Institute for Multicultural Affairs:low evidence
2.6.5 Work Placement and Internships
Organising workshops to make a link between the skills the refugee has previously acquired
and how these skills might support them in the labour market is a technique adopted by both
a French1 and an Italian2 project. In the French project a meeting between the person from
the professional integration department of the association and the migrant takes place,
focusing on the skills previously developed by the person and feedback is given on how the
skills could be transferred to a specific job or how to recognise those skills. The migrant then
begins a vocational workshop according to their skill and interest. This project is in contact
with specific type of enterprises that support the social economy e.g. those which hire
unemployed people and aim to overcome the existing barriers to support migrants in
entering in the job market. This project offers training that is connected to the labour market
in order to allow refugees to do apprenticeships and put in practice the skills they learned
during the collective workshops. There is also a positive element to working with such
enterprises as employers become acquainted with the specific needs of certain target
groups, including migrants.
The Italian project provided workshops over 4 months for 3 hours a day, 3 days per week.
The workshops in tailoring were delivered by professional tailors who were volunteers.
A project in Germany3 harnesses the expertise of someone from the regional labour market
to raise awareness among companies about the importance and relevance of job placement
enabling the project coordinator to maintain realistic and long term job placement
experiences for people at risk while in The Netherlands one organisation4 provides work
placement at its premises as it is both a training provider and an employer.
Sources of Evidence:
1
Des Passerelles pour l‘Insertion:strong evidence
2
Associazione Santa Chiara :strong evidence
3
Netzwerk Lippe:low evidence
4 SWV Bouwopleidingen:low evidence
2.6.6 Guidance, Orientation and Competence building
An Austrian project1 works on competences by guiding to create personal perspectives and
by counselling in general. The purpose is to connect the skills from their home country to
skills that are needed for certain jobs offered in Austria. In another Austrian project 2 the aim
is to improve employability through a strong focus on competence learning and vocational
orientation. Measures implemented within this project facilitate the transfer from compulsory
school to apprenticeship or to work life. The youths are strengthened in their positive actions
and strengths through workshops and individual guidance. The techniques are able to
compensate weaknesses and identify new possibilities in the areas training/education,
learning, further education and personal development. These competences increase their
independence in school and afterwards in employment and improve their (learning)
performance. According to the evaluation outcomes the participating youths now know about
their potentials and interests and they further developed their self-dependence and
competences, facilitating their integration into the labor market.
Page 18 of 40
A UK project3 uses a variety of strategies including one to one support, support from other
providers within their network, group-work sessions, drop-in support and individual action
plans while another UK project4 sets small, measurable, achievable, realistic and time bound
goals in relation to the personal, social and vocational development of participants. The
project also emphasises group bonding to create a trusting and confidential environment.
After every workshop all the participants eat together and share experiences and knowledge
with each other
For one French project 5 although personal support as well as support with housing is not
part of the programme for unaccompanied minors, they are part of the activities of the
organisation and as such these additional support services facilitate access to the training
programme. The educators working with this target group also support them through regular
bilateral meetings and discussions to identify the educational and career goals of the
participants. Another French project 6 provides career guidance through individual meetings
as well as in group sessions. Besides the learning content, workshops represent a tool for
team building, sharing and socialisation. Therefore the individual assessment along with
collective workshops works well.
Guidance, advice and information may also be given on other issues such as health,
domestic violence, racial harassment, trafficking, forced marriages and female mutilation
with many projects referring their clients to other specialist organisations that can help with
specific issues.
Sources of evidence:
1
BFI Upper Austria (Fachwerkstatt): strong evidence
2
BFI Upper Austria (Deine Chance 3):strong evidence
3
Merseyside Refugee Support Network:medium evidence
4
Sola Arts:strong evidence
5
CAAPMIE. Institut Protestant Centre d’Accueil et d’Accompagnement pour Mineurs Isolés
Etrangers:strong evidence
6
Des Passerelles pour l‘Insertion: strong evidence
2.6.7 Curriculum design
Other best practice methods include integration of language and vocational training to put
training in context and better prepare migrants for the labour market with job specific
language. A project in Germany1 provides tailored language training courses that combine
language training with vocational placements on site. The first part of language training
consists of three modules which can be combined according to the requirements of the
individual immigrant. The programme is divided into three modules; each with a maximum
duration of 6 months. The first module offers language training and practical work in
sheltered training workshops followed by further language training alongside preparatory
steps to accessing jobs. Finally migrants are offered placements combined with continuing
language training, social support and career development. The second part consists of
language training that is relevant to job market opportunities concluding with language
training courses that are specifically related to jobs.
An Italian project2, to encourage entrepreneurship in migrants by building upon their existing
skills, was structured into three important consecutive steps:
1. Italian course to improve the language skills of participants
2. Learning how to tailor for the market in Italy
3. Practice in real working environments to demonstrate the ability to reproduce what was
learned and mix the new skills with their own tailoring culture
Page 19 of 40
A UK project 3 designs its provision around a number of strategies including working in small
groups, developing individual training plans, involvement with the local community,
encouraging volunteering and providing work placements, providing education in functional
skills of English, Maths and ICT and using both formal and informal learning. A semi formal
structure is used as a formal approach is not appropriate for the client group. The curriculum
is focuses on informal, contextualised learning including information, advice and guidance
alongside language training, individual packages of support, individual needs analysis/action
planning/vocational learning plans and progression plans. Every lesson plan has clear aims
and objectives that are measured in an evaluation at the end of every training session.
A Dutch project4 has a methodological approach that largely rests on being small-scale,
tailored and individual to participants needs, opportunities to gain a qualification, job
guarantee during training (with salary) and Individual specific support during (pre-)training
period and on work placement.
An innovative project in Germany5 provides diversity-training-courses to companies so that
they are equipped to incorporate the young immigrants in IVET placements.It is central to
the general approach that the migrants´ perspectives to jobs are embedded into the
arrangements within the companies. Their interests, their strengths and their perception of
barriers are part of the conceptual quality of the project.
Sources of evidence:
Lippe:low evidence
2
Associazione Santa Chiara: strong evidence
3
Refugee Action Liverpool: strong evidence
4
SWV Bouwopleidingen:low evidence
5
BQN Berlin. Vocational Qualification Network for Migrants in Berlin:low evidence
1 Netzwerk
2.6.8 Assessing skills and competence
The EC report also recommends that organisations use dynamic ways of assessing the skills
of newcomers. Relying less on formal criteria and valuing different kinds of experience are
most useful methods for the validation of experience and knowledge. Most projects in the
research apply a broad mix of method. There is room for formal and informal learning, small
groups, big groups, internship, exchange with experts and a feedback culture.
In one project in Germany1 job placements are connected to intensive consultancy services
and coaching services to strengthen individual capacities of people at risk. The enterprises
that host migrants on job placements receive advisory services about the target groups and
– most importantly – are able to test and examine the migrants while on job placement. This
is a useful strategy as very often migrants do not have any formal qualifications to present to
a future employer.
At one UK project2 the trainers met with each individual female participant to sensitively
discuss their needs and expectations and identify any additional support they may need,
including travel, childcare or conflict within the home. This was also used as an opportunity
to assess current skill level to shape the training delivery to ensure differentiation
At another project in the UK3 a needs assessment is carried out with each individual young
person to identify support and areas for development. An activity plan is then created with
the young person according to their interests including sport and cooking. A personal
development plan is also devised detailing pastoral support needs including anger
management, anxiety and mental health support. Each young person will have a vocational
learning plan, identifying key employability skills and progression plans for those who have
status and for individuals awaiting the outcome.
A project in France 4 uses observation of performance to assess the skills of young
immigrants who are undertaking vocational training in the catering sector. Trainers observe
Page 20 of 40
the young participants for up to 7 days during the observation week and the trainee is asked
to complete some tasks. In this way, the trainer can assess the participant’s skills and define
which ones should be strengthened and which ones developed. The training comprises 10
modules, each module with a set of skills which the trainer uses as a reference to assess the
trainees needs. Additionally the trainer interviews the trainee in order to understand which
skills he/she already has.
Another example for a specific approach is a German project5 which has been able to modify
the recruiting process of the health and care organisation to make it more accessible for the
target group. In this case the modification means, that the immigrants are allowed to write
the employment tests twice (and not only once, as it is the case for regular applicants).
Participants in a project in Germany1 follow a screening procedure to identify their personal
profile which includes existing qualifications and goals. The service also identifies the next
steps needed to access the labour market e.g. child care, recognition of qualifications. One
of the most important items is to check the existing competence level of German language.
Each participant should try to receive the B1-level of language competence, as this level is a
precondition for naturalisation and for finding a suitable job as well. Immigrants may be
accompanied during their procedures with the authorities.
It is important to note that for the project in Austria1 assessment was especially important in
order to choose the right participants, as possible conflicts concerning religious and ethnic
concepts, which are often not compatible with the challenges of health care professions, had
to be considered.
.
Sources of evidence:
1
Netzwerk Lippe: low evidence
2
Sola Arts :strong evidence
3
Refugee Action Liverpool: strong evidence
4
CAAPMIE. Institut Protestant Centre d’Accueil et d’Accompagnement pour Mineurs Isolés
Etrangers:strong evidence ZFM.
5
Zentrum für Flüchtlingshilfe und Migrationsdienste
2.7 Evaluation and Quality Assessment
Quality and effectiveness of provision can be achieved via evaluation and quality
assessment. The purpose of evaluation is to learn from experience, adjust policy and
provision and to enable comparative learning and knowledge-sharing. One organisation1 in
the UK, identified as an example of good practice, carries out a strategic annual review to
determine the direction of the organisation. The organisation has ongoing dialogue with
clients, communities, stakeholders, employers, staff members, and volunteers to assess
needs in order to appropriately respond to them with all relevant parties contributing to the
evaluation process, which is then considered at supervision meetings, board meetings and
within a service review. Another organisation2 in France conducts an internal evaluation
resulting in an annual activity report which details the activities completed and measures
them against the goals of the organisation.
Indicators, goals, evaluation mechanisms and benchmarking can help to measure and
compare progress and monitor trends and developments. Evaluation and quality
assessment processes have many purposes- to monitor whether the activities have the
intended results, for transparency and accountability (providing value for money) and to
identify relevance i.e. that the teaching methods and the curriculum are in line with the
intended aims of the programmes.
Page 21 of 40
Self-evaluations can build the capacity of organisations and promote organisational learning
and the identification of best practices(an organisation in the UK3 uses a 360 degree
evaluation process taking into account all aspects of internal stakeholders, including funders,
partners, participants, staff, and volunteers through focus groups and online questionnaires).
On the other hand, external evaluations provide an outside view and can make an
independent and credible assessment of actual impact. An external evaluation of a French
organisation2, connected to financial compliance and the achieved goals, was co-financed by
the European Union and by the French Home Affairs Ministry. The evaluation was
conducted by telephone and in person by an external evaluation.
The EC report makes the following recommendations when implementing evaluations and
quality assessments:
evaluations and quality assessment should be commissioned by a central actor
responsible for the overall financing of the activity to be evaluated (e.g the national,
regional or local administration).
evaluations and quality assessment should be conducted by an independent,
external actor
transparency of the evaluation and quality assessment procedures is essential.
it is important to include all relevant stakeholders in the work
The methods used to evaluate and monitor quality are dependent on which level the
evaluation and monitoring is taking place and for what purpose. At stakeholder level,
methods for measuring and evaluating the quality of courses may include accreditation of
service providers, monitoring of performance of the service providers and assessment of
user satisfaction. In one organisation4 in France, the internal evaluation is undertaken by the
staff who are responsible for the activities that are being delivered and by the trainers who
deliver the activities. It lasts several months and it evaluates the “process” of training, the
compliance of the activities with the 2012 law (CirculaireTaubira on unaccompanied minors)
and the general activities of the organisation.
A project in Italy5 focuses on feedback from the participants, the families directly involved in
the project. The findings of this internal evaluation were that the trainees were better
prepared after the course; employers declared that trained migrants were more professional
and prepared for health care. All the participants found a job after the end of the training
course.
Another project in Italy6 was evaluated through academic evaluations, by professors dealing
with these fields in their studies, who analysed all the work of the project. A good enrichment
for this kind of assessment was given by the focus groups. Their role in this step of
evaluation was important in order to make a comparison between different opinions.
A series of voluntary quality standards could be designed by providers for language and civic
training, as programmes are ideally based on evaluations showing what has worked and
what has not worked with previous groups of newcomers. A French organisation4 developed
an evaluation grid in 2007/08 concerning compliance with the law, the respect of the values
and principles of the organisation and also a part for evaluation of the educators
Benchmarking works through setting standards for comparison. Indicators should be clear
and explicit: users should know which direction of change represents progress.
At individual level, methods for assessing their skills may include tests as well as diplomas,
interviews, portfolios or competence maps. E.g. European Language Portfolio. A UK based
organisation3 conducts evaluations with participants at the end of their training to
understand what participants experience, but also to measure the distance travelled of
participants on training courses. This is done by using an assessment at the start of the
course and another at the end of the programme of activity.
Page 22 of 40
In some countries participation in introductory and language courses is obligatory and
therefore it is essential that evaluation and quality monitoring takes place to ensure that the
time that migrants spend participating in these courses is used in a way that is most
beneficial to them.
The Handbook “From principles to practice: The Common Basic Principles on integration”
(MPG 2010) recommends that organisations should develop innovative survey methods to
capture the perspectives not only of immigrants but also the host societies. One
organisation3 in the UK conducted a “ Shared Awareness Project” in which nine to eighteen
volunteers delivered 30 sessions in different areas of the city. The sessions, tailored to each
group and as interactive as possible, were provided for elderly groups, company and public
services staff, housing associations and residents’ associations. More than 400 people were
reached and educated about why refugees flee their countries and what they experience in
the UK. Many more were engaged at community events across the city, with quizzes on
refugee issues, myth-busting booklets and even posters of famous refugees.
Sources of Evidence
1
Sola Arts, Liverpool, UK : Strong Evidence
2
Des Passerelles pour l‘Insertion : Strong evidence
3
Merseyside refugee Action, Liverpool,UK : Strong Evidence
4
CAAPMIE. Institut Protestant Centre d’Accueil et d’Accompagnement pour Mineurs Isolés
Etrangers : Strong evidence
5
Centro Astalli Palermo: Medium evidence
6
Sicilian Region, Department for Employment:medium evidence
Page 23 of 40
SECTION 3: RECOMMENDATIONS
This final section of the handbook ends with a comprehensive overview of do’s and don’ts
identified not only through the case-study research work but also through the European
Commission report on “European Modules on Migrant Integration”1 and the SAMIN GAP
analysis.
3.1 Recommendations of European Commission
Early 2014 the European Commission published their report “European Modules on Migrant
Integration”2. In that report it presents three European modules on migrant integration on (1)
introductory and language courses, (2) strong commitment by the host society and (3) active
participation of immigrants in all aspects of collective life. Each module presents a collection
of national level experience and joint practices as part of Member States’ integration policy
and practices. These modules are relevant for this handbook as they not only share good
practices but also make recommendations based on existing evidence of what works.
Each module is divided into a number of components and for the purpose of the handbook
we focus only on the components in relation to promoting access to education and the
labour market.
3.1.1 Recommendation for promoting access to education
The main recommendation that is made for promoting access to education is setting up
strategic plans on regional, local and school level for mainstreaming migrant participation.
These plans should focus on the needs of migrants as part of the wider context. This
contributes to making mainstream educational services sufficiently accustomed to migrant
service delivery and prevents that migrants’ needs are only addressed at services directly
only at migrants.
Moreover, schools should work together with NGO’s and migrant associations to facilitate
migrant participants, teacher training programmes on pedagogical techniques for migrant
education,
3.1.2 Recommendations for promoting access to the labour market
Promoting access to the labour market can be done on three levels: (1) societal, (2)
organization and (3) individual level.
The recommendations on societal level focus on building a diverse labour market by
including so-called “diversity measures”. Examples of such measures are: a diversity
charter, diversity label (France) and diversity leadership award (Denmark) which have been
working very well in the Nordic states. The public administration can offer support by
providing information, guidance and training to organisations (Norway). A website with
information on corporate diversity (e.g. recruitment and training programmes) could work
well. Public authorities need to be first in line to promote diversity by sending a strong
message to organisations and the public.
At the workplace level it is important that diversity is embedded in all layers and activities of
the organisation. Measures that worked for other organisations are job advertisements in
ethnic press, involvement of migrant networks or organization in recruitment process,
diversity training for recruitment officers to ensure unbiased selection, corporate equality and
diversity strategy (Ireland), flexible working conditions thereby allowing people, for instance
1
European Commission (2014) European Modules on Migrant Integration. Brussels.
European Commission (2014) European Modules on Migrant Integration. Brussels.
2
Page 24 of 40
with care duties, to work, ask for customer feedback on the role of diversity in service or
product delivery.
Top-down driven support for diversity by the entire organization backed up by an equality
and diversity policy (Netherlands, Norway). The organization needs to do a baseline
assessment as to establish a baseline and identify SMART targets. This can be followed-up
by annual satisfaction surveys; comparison with other organisations through benchmarking
exercises in order to see how the organisation is doing in comparison with other similar
organisations, exit surveys of persons leaving the organisation to find out what the reasons
for resignation are, and whether there is a connection with the organisation's diversity policy,
or the lack thereof.
Support to individual migrants is recommended by improving their employability through
recognition of credentials and assessment of formal and informal skills. Suggested actions
include setting up a specialised centre for the acknowledgement of skills part of an
employment office or the administration (Sweden), training of employees at the employment
offices to assess the skills and qualifications of the third-country nationals, develop
qualification portfolios (Sweden),
3.2 Recommendations from the SAMIN GAP Analysis
The SAMIN Gap analysis is based on case-study research of eighteen good-practice
projects dedicated to promoting access to vocational education and training and proper jobs
for migrants in Austria, France, Germany, Italy, Netherlands and the United Kingdom.
The analysis put forward a number of recommendations to be taken into account for
practitioners for working with migrants and management staff when developing and
implementing projects in this field. The main recommendations are grouped by target group,
collaboration with external stakeholders, service and curriculum offer, and methods of
curriculum delivery (figure 1.1).
Page 25 of 40
Target group
• Attention towards personal development and
aspirations
• Focus on letting them take ownership of their own
development
Stakeholders
• Involvement of and cooperation with parents, schools,
civil society, labour market actors
Service &
Curriculum
Methods
Figure 1.1
• Staff should be role models, dedicated, have
intercultural knowlegde, invest in relationships with the
target group and stakeholders
•
•
•
•
Embeddance in existing structures or organisations
Long-term cooperation opportunities need to be sought
Tailored to the needs of the individual
People-focussed approach whereby the staff invests in
building relationships based on trust
• Empowerment approach whereby young people are
guided towards determinugnt heir own course in life
Main recommendations from the SAMIN GAP analysis
The complete version of the GAP analysis can be obtained from the SAMIN website.
3.3 Recommendations from the case-studies
These recommendations are transferable elements.
Top tips for staff
 Get to know your youngsters!
It is important to build a relationship of trust between yourself and the youngsters.
Get to know about their cultural and religious background to better understand and
relate to them.
 Attention for each individual
When migrants enter the labour market for the first time they may need some
additional support. Visit the organization and speak with the youngsters about his or
her experiences.
 Dedication and passion
It may sound cliché yet nothing is as important as having dedicated and passionate
staff.
Top tips for management staff
 Role models
Young people are trying very hard to find out who they are and what it is they want to
do in life. Make sure that among your staff there are people they can relate to and
they can relate to the young people.
 Intercultural training
Make sure that your staff is well aware of intercultural and interreligious settings.
Page 26 of 40
Service and curriculum offer
 Practical experiences
For migrants to make a smooth transition from school to the labour market they need
to be trained in employability skills and gain practical experience. It is important to
ensure that the youngsters gain such experience through internships,
apprenticeships. Also ensure that the migrants’ have good knowledge of workplace
needs and demands.
 Networking
Migrants often lack a wide social network. This aspect should be taken into account
by organizing network meetings, intern or apprenticeships or student-employer
meetings.
 Ownership
Get the young people involved in the design of the project activities. Let them have a
say on what they like or dislike. By involving them you let them steer their own
development under your supervision.
 Person Centred Approach
Offer additional psychiatric support to individuals who have been excluded from the
labour market to intensively address the underlying issues presenting barriers to
people accessing the labour market. The issues considered to be most urgent from
the perspective of the young person are to be addressed first.
 Language Focused
A lack of language skills is often a barrier for migrants to (re)enter education or find
suitable employment. Check if there is a need among participants to have additional
language support.
 Accessibility
Make sure that you out reach for those who are unable to access services. Connect
with local organisations to determine the best way forward.
 Group versus individual approach
There is no blue-print for working with migrants. If possible try to combine the two by
offering activities in groups with individual coaching.
 Mainstream if possible, tailor if needed
It is best that migrants take part in regular projects whereby special attention is given
to them if needs be (e.g. language training). This way they are not singled out.
 Validation of skills
Value and take into account their previous skills. Although they may lack some
language skills, many migrants have gained learning or work experiences in their
country of origin.
Partnerships
 Existing partnerships
Prior to the project development phase you need to have in mind which partners to
involve and what the added-value will be for both parties. What works particularly
well is working together with existing partners or accessing new partners through
them.
 Team up with employers
Any project trying to contribute to transition from school to the labour market should
have employers involved.
Environment
 Involving parents
Involving the parents is essential when it involves young people up to 25 years. The
parents are often deeply involved in the youngster’s career choices. It is also for the
parents to have a better understanding about their son or daughter’s life decisions.
Culture and language are two aspects that need to be taken into account.
Page 27 of 40
 Activities in locality
Activities that take place in the migrants’ living environment usually work very well
and it is easier to attract participants. They know the environment and feel
comfortable in it.
 Learning in out-of-school setting
Learning in an out-of-school setting generally works very well as this makes learning
fun and less formal and structured. Young people enjoy engaging with people and
learning about their real life experiences. When labour market actors are involved it
provides also practical input.
 Learning by doing
Learning by doing is appreciated by many students who prefer learning methods
other than standard text books. You can have the students learn by doing a project in
the neighbourhood.
 Activities take place in one location
There are some youngsters who experience a high barrier when to organisations.
Therefore, organize activities in the locality and have all activities in one location so
that youngster can familiarize and feel comfortable there.
 Collaboration with schools
When working together with schools it is very important that the schools can have a
certain degree of autonomy. The schools need to decide whether the project
activities will be part of the curriculum of voluntary activities for their students.
Management
 Management level commitment
There needs to be strong commitment of management level to support project aims.
.
Sustainability
 Job or internship guarantee
Job or internship guarantees during or after the project are strong incentives for
participation.
 After care
Project that involved intensive coaching should include a period of grace after the
project lifetime when the staff is still available to the youngsters is necessary.
 Ready-to-use methodologies
For projects that work on methodologies it is highly recommended to produce readyto-use methodologies that organisations can use. Such methodologies are
sustainable if they facilitates the work of teachers and other professionals.
 Document their learning
Make sure that the migrants’ learning is well documented in a portfolio, qualification
or certificate so that they can demonstrate their learning. In turn they can use it in
their further career.
3.4 Pre-Conditions & Pitfalls
 Embedding into existing structures
Many organisations identified a lack of project funding as one of the main pitfalls.
Challenges of any project relate to sustainability and embedding into existing
structures. The interviewee confirmed that K!X made this a priority and that in all
projects this should be apriority from the outset. School management, policy makers,
Page 28 of 40
coordinators, or management staffs all need to be involved in the development and
support the project. Their support is crucial to ensuring embedding into existing
structures. FORUM supports should how K!X can be part of their structures, policies
and curriculum. Moreover, the implementing staffs (in this case teachers) also need
to see the relevance and support the project. Therefore, top and bottom support is
essential.
 Existing barriers within the labour market
 Stereotypes and misconceptions
 More involvement needed from public Sector
 Insufficient investment in information provision and networking with employers
Page 29 of 40
APPENDICES
Appendix 1 Project References
Acronym and
Project
Target
Organisation
Duratio
n
Activities
groups
(in
months)
AT1.
migrare.
Center for
migrants,
Upper Austria.
AT2.
BFI Upper
Austria
AST. Drop-in
center for people
with qualifications
gained abroad
Preparatory course
for health care
professions.
Migrants with
qualifications
gained abroad and
trying to receive
nostrification or
vocational utilization
of these
competences. They
were mostly
migrants but that
has not been
obligatory. Most
people have been
between 24 and 45
years old and their
origin shifted over
the last years:
originally people
mainly came from
former Yugoslavia.
Refugees entitled to
asylum or with
subsidiary
protection.
This project
especially
addressed
graduates from EFF
funded measures
MESO or
participants of
AMI and RIKO and
the project
integration through
language by the
Volkshilfe Upper
Austria.
Page 30 of 40
24
12
Activities have been
multilingual nostrification
guidance, assistance
during the whole
recognition process,
gathering of accredited
translations of diploma,
certificates and other
documents and counsel
concerning the recognition
of qualifications.
The preparatory course
consisted of various
modules with a total of 730
units:
 General and vocation
oriented language
training (325 units);
 Basic knowledge of
nursing patients and
elderly people (100
units);
 Basics of
communication and
intercultural
communication (50
units);
 Furtherance of social
and intercultural
competences (50 units);
 Information and communication technology basics
(50 units);
 Application training,
vocational orientation,
educational guidance (55
units);
 Internship (100 units)
AT3.
BFI Upper
Austria
Improving the
chances of a
successful entry
into a profession
for youths and
young adults with a
migration
background
Youths with
migration
background and
disadvantaged
youths in
compulsory or
secondary school.
24
 Activities in schools (BFI
OÖ and VHS –public
library Linz)
 Activities for companies
(WK OÖ and ÖGB OÖ)
 Extracurricular youth
work (ÖGB OÖ and
VHS-public library Linz)
 Work with parents (ÖGB
OÖ)
 Teacher seminars (BFI
OÖ, ÖGB OÖ, WK OÖ)
During the project
187 youths in
compulsory school
were reached, 76 %
of the participants
had a migration
background, 104
have been younger
than 15 years , no
participant received
financial support
from social
assistance systems.
FR1.
Des
Passerelles
pour l‘Insertion
Support for
professional and
social inclusion of
refugees
Refugees.
The association
works with all
refugees and no
other additional
criteria were used.
Mainly they work
with an adult
population between
18 to 30 years, both
males and females.
People can benefit
of the service if they
have the right to
international
protection and they
are resident in the
Vendée department
(where the les
Passerelles is
placed).
Page 31 of 40
The project partners offered
activities in various fields:
60
Since the aim of the project
was to offer a
comprehensive support to
refugees, the offers varied.
The main goal of the
project has been to grant
an access to vocational
education and
training.
Services included:
 elaborating a personal
and professional project
 techniques for
researching a job
 interviews preparation
 visits of enterprises and
meeting employers
 building a training
project and guidance
towards appropriate
structures
 support during the
training and at the
moment of the signature
of a contract.
FR2.
Training action for
Kitchen Porters
CAAPMIE
Institut Protestant Centre
d’Accueil et
d’Accompagne
-ment pour
Mineurs Isolés
Etrangers
Unaccompanied
minors.
24
The target group
has been quite
diverse. Where the
project offered
housing to
unaccompanied
minors, there has
been a target age
from 10 to 21 years.
Key actions have been
welcoming, guiding,
educating and integrating.
The welcoming stage is
related to housing and the
guiding one to the
understanding of the
background of the
unaccompanied minors.
For vocational,
education and
training the target
audience have been
people between
16-21 years.
During the educating stage,
unaccompanied minors are
offered French language
classes, apprenticeships,
courses in the hotel sector
and schooling support.
Unaccompanied minors
who
Did not wish to have
access to the internal
training course for
becoming kitchen porters,
could look for other
trainings courses on the
territory and the association
guided them on this matter.
FR3.
RAIH Réseau
d’Accueil et
d’Insertion de
l’Hérault
VET related
activities
Unaccompanied
minors aged
between 13 and 21
years.
12
Main activity has been a
morning front-office
service.
Since the
association is
placed in
Montpellier, they
are geographically
Page 32 of 40
The objectives of the front
office were to inform and to
make a link between public
closer to the North
of Africa. For this
reason, in 2003,
they welcomed
migrants from that
region. As of now,
they welcome
migrants from
Angola, China, and
Mali but mostly from
Guinea and Congo.
structures (e.g. Centre of
Information and
Orientation, CIO or
schools).
Furthermore, this service
allowed young migrants to
meet the educators of RAIH
and to receive professional
guidance; these educators
assisted them by accompanying them to public
structures, by informing
them on the type of jobs
they could do, by informing
them of which type of
qualifications are necessary
to attain a certain
professional goal.
Furthermore, young
migrants were put in
contact with Almanova,
which is an education
centre where there are
trainers of the construc-tion
industry and gardening
sectors and which made
the link between
unaccompanied
minors and enterprises for
internships and apprenticeships.
Young migrants
DE1.
ZFM Zentrum
für Flüchtlingshilfe und
Migrationsdienste
The target group of
the project has not
been dedicated to
specific national or
ethnic origin or
residence status.
Most of the participants had an
African or Arabic
origin (including
Turkish and Kurdish
origin).
Due to the funding
Page 33 of 40
36
The most important
services of the project has
been
 Operation of basic
health- and carecourses (care
assistance course; 700
hours) that offered VET
related content
 Training period (workplacement) in outpatient
and inpatient organisations
 Advisory services from
programme (ESF
XENOS Diversity
and Integration) the
target groups has
been young
migrants that should
be sup-ported in the
tran-sition from
school to work.
social workers
 Advisory services on the
vocational fields
 Vocational counselling
courses
 Qualification courses
that lead to allowance to
work in this field and that
were leaded from
experts in medical and
care education
 Job application training
and coaching
There has been no
ethnic specification
embedded to the
project.
The project
management
organisation in its
daily operation
offered the services
to people from
currently 120
different national
and ethnic origins.
DE2.
Netzwerk
Lippe
Horizon. Improving
employability and
vocational
perspectives for
refugees in the
district of Lippe
Refugees, persons
admitted for asylum,
recognised
refugees and other
refugees with formal
access to labour
market but with only
limited support to
VET and at the age
between 18 and 54
years.
Beyond these legal
and formal
definitions the target
group has been
very diverse in
terms of country of
origin, mother
tongue, language
capabilities, cultural
origin, educational
level, duration of
stay
and other items.
24
The target groups received
tailored language training
courses in terms of labour
market/vocational sector
before they received
centrally
organized job placement
support.
The project coordinator was
responsible for building up
sustainable network nods
among the enterprises.
As a means of marketing
and future accession of
additional enterprises there
were established models of
„Best practice-solutions“
and educational strategies
on how to support language
capabilities for the labour
market among immigrants.
The project has been
divided into 4 parts:
 Intake, consultancy
Services and support
 vocational practice
together with language
training
 language training
Page 34 of 40
relevant to job market
opportuni-ties
 Job placements
DE3.
BQN Berlin.
Vocational
BQN. Berlin needs
you
Qualification
Network for
Migrants in
Berlin
The target group
consisted of young
people at school
that have an
immigration
background and
48
The areas of work has
been:
 building a consortium
and network to steer the
process
 modelling the project
activities according to
the general system
 supporting schools and
companies
 conceptualize the
activities and framework
conditions
 evaluate the placements
and the process of
matching
 Public relations
as such faced
substantial
obstacles or
misjudgements and
did not perceive
public companies
as potential
employers for
themselves
32 schools in Berlin were
cooperating with 56
companies from the public
service sector, public
liaised companies and
companies from the metaland electronic industries.
These companies agreed
on a common standard for
the work-placements
The companies received
diversity-training-courses
from the project so that
they are equipped with
suitable capacities to
incorporate the young
immigrants
IT1
Centro Astalli
Palermo
Health Care
Training Course
Migrants, very often
sub-Saharan
women like
Ghanaian and
Ivorian
3
Added value was given by
professionals working in the
sector. Volunteers already
working as professional
health care assistants gave
classes to immigrant
students.
Both theory and practice on
how to take care of elderly
people.
The training courses lasted
3 months, 100 hours of
intense training on specific
Page 35 of 40
matters related to health
care.
IT2 Associazione Santa
Chiara
IT3 Sicilian
Region,
Depart-ment
for
Employment
NL1
SWV
Bouwopleidingen
Life at the top.
Tailoring workshop
Alkhantara. Safe
integration
Building in Limburg
with more
employees with a
migration
background
The most important
target group was
composed by young
women coming from
Africa, in particular
Ghana, Ivory Coast,
Morocco and Niger,
aged 20 to 30 years
old, with a low level
of education but in
particular with good
knowledge of
cooking,
hairdressing and
tailoring.
Migrants, mainly
people aged 20-45
coming from North
Africa (Marocco,
Tunisia, Algeria),
Bangladesh, Ghana
and Nigeria).
Young people with
a migration
background and low
vocational
education
background in
South-Limburg
area.
Page 36 of 40
4
The activities of the project
have concerned three
important steps:
 Italian course to improve
the language skills
 Learning how to tailor
 ability to reproduce what
has been learned and to
mix new skills with own
tailoring culture.
18
In particular, the project
involved
 research on the
provinces of Palermo
and Trapani
 training aimed at public
and private actors
 a training course and
counselling targeting
new entrepreneurs or
aspiring immigrant
entrepreneurs
 specific measures to
provide information and
guidance facilitating the
integration of the
immigrants in the labor
market and promoting
the protection of their
rights.
84
The main project activities
included
 Recruitment of young
people with a migration
background for a basic
vocational training
course on carpentry,
mason or tiler.
 The basic vocational
training course lasted
two years whereby
students worked four
days a week and
attended class one day
a week. The participant
is offered a contract with
salary during the basic
vocational training
course.
 Those who have not yet
reached the level of the
basic vocational training
course are offered a socalled pre-track of
between 3 to 6 months.
The pre-track consists of
3 days per week
practical training and
two days per week
attending classes.
NL2
K!X
Young migrants
48
FORUM
Institute for
Multi-cultural
Affairs
NL3
SIPI Amsterdam
Students with a
migration
background in
vocational
education and
training and
generally between
the age of 14 to and
18 years.
Diamond
Target group has
been young people
between the age
range of 12 to 27
years who faced
identity conflicts.
The training
especially targeted
young people with a
non-Western
migration
background that
struggle with dual
identity.
Page 37 of 40
The K!X project was based
around the so-called „K!X
teams“. Schools could
voluntary opt to implement
the K!X project whereby
one or more K!X teams at
their chool are formed.
The teams consisted of
students and a coordinator
(generally a member of
teaching staff). The teams
set their own objectives and
activities with a view to
promote labour market
orientation (in line
with the K!X methodology)
whereby they could make
use of the free (online
available) toolkits.
84
Main intervention was a
training programme that
could be delivered
individually or in groups.
The training programme
was divided into three
modules where the young
people gain better
understanding into their
own identity, develop
social, soft and other key
skills, learn to make
decisions and manage
conflicts.
This group of young
people wanted to
study, work and
work towards a
stable future in the
Netherlands but due
to dual identity
challenges this
leads to truancy,
delinquency, early
leaving from
education or
training or possible
radicalisation.
The participants gained
confidence in themselves
and society by means of
group assignments,
individual exercises, role
plays, presentation and the
development of their
personal portfolio.
At the end of the training
programme young people
completed a group
assignment.
nt to reflect.
UK1
Solar Arts
Solar Arts
The predominant
target group were
Black Ethnic
minority refugees,
asylum seekers and
migrants.
6
Key focus of the
organisation is Art
Psychotherapy, supporting
migrant with
acute enduring mental
health issues, building
confidence and raising selfesteem and social well
being.
Language development
was key to Solar Arts and
exploring cultural
differences.
The project took steps to
empower individuals in an
appropriate way. Exploring
the culture of the work
place,
having a practical
knowledge of how things
work and having choice
within the workplace.
UK2
Refugee
Action
Liverpool
Refugee Action
Liverpool
Refugees and
asylum seekers.
The vast majority of
Refugee Action
works with women,
as there is a higher
number of women
refugees.
Refugee Action
work with Children
and families,
covering a broad
age range.
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Refugee Action Liverpool
12
 Refugee Youth
Wellbeing Project. This
project provided
specialist asylum
support and provided
informal activities to
increase in confidence
and remain active
 Liverpool Asylum
Outreach and Support
Project. This project
supported those
migrants who have
become isolated and
even living on the
streets as a result of the
asylum process. In
collaboration with the
British Red Cross and
Asylum Link Merseyside
Refugee Action have
developed a project to
fight destitution
 Shared Awareness myth busting project,
raising awareness within
schools, local business,
public sector etc and
providing a myth busting
toolkit.
UK3
Merseyside
Refugee
Support
Network
Merseyside
Network for
Change
Refugees, asylum
seekers,
Individuals with
migrant
background, black
ethnic minority
communities
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12
 English Language
Training
 Support for
Employability based
issues
 Validating skills and
qualifications
 Benefits and housing
issues
 Advocacy and
signposting
 Employment skills
development and Job
Search
 Awareness raising and
networking across
public, private and
charities
 Strengthening refugee
communities through
provision of support.
Appendix 2 List of Roundtable Contributors
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