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Student succeed with the help of special support

Slovenia

National level

Student BA from Eritrea graduated (VET) on Academia College which also granted him the tuition fees. He was a migrant and he had a status of unemployed person on our Employment Office of Republic of Slovenia, Regional Office Maribor. He attended regulary lectures and graduated (in English language) in December 2020. He started studying on Academia in the school year 2017/2018. The theme of his Diploma Thesis Research: Analysis of Gender Role in the Coffee Value Chain in Ethiopia.

Key Competences

Personal, social, and learning to learn competence ;Entrepreneurship competence such as strategic thinking, problem solving and initiative ;

Results & Impacts

A good cooperation between the Employment Service and a school, college (VET), which can become a good practice example for integrating migrants into education by sponsoring their tuition fees. Access to education is a crucial step for further career development and improved employability, enabling migrants to live independently and become an equal part of society.

Suggestions for how the case can be implemented

A good practice of a cooperation between Employment Office and Schools.

Recognition of Key Competencies

Finland

Trans-National level

In national project “with Appreciation towards the key competences” in Finland we have created a skills criteria for assessment of the migrants key competences and a model in which we can assess key competences in a concerete activities and tasks. The emphasis is on the strengths that a person has. We focused also on the competences that a person should develop in order to reach their goals. The assessment of key competences serves not only as a guidance model for further steps (education, working life) but also as an empowerment tool for recognizing persons strengths and channeling them so that it actually helps the person in many areas of life. We assess the skills in concrete activities that allows everybody to show their skills in daily life tasks.

Key Competences

Literacy competence ;Multilingual competence ;Mathematical competence and competence in science, technology, and engineering ;Digital competence ;Personal, social, and learning to learn competence ;Citizenship competence (to understand the society and its’ structure) ;Entrepreneurship competence such as strategic thinking, problem solving and initiative ;Cultural awareness and expression competence. ;

Results & Impacts

When assessing persons key competences and reflecting this to their background and goals that they have, will empower the person, give concrete information on their strengths and weaknessess. This will help guidance and counselling more than traditional guidance conversations. This will also give information on the assessor on what are the common key competences that people need to develop, and this information can be used when answering to education needs. This helps also the matching of the recruitment processes.

Suggestions for how the case can be implemented

Assessment of key competences in concrete activities and tasks could easily be used in schools, at workplaces, in trade unions, in organisations etc. Target group can be students, unemployed, workers etc.

Learning the language of the work place at work

Netherlands

National level

Employees, with different language levels, working at HAK with a need for language level enhancement in the context of the production environment in order to increase their employability within the company.

The focus of the programme is on increasing the level of Dutch by means of targeted vocabulary development (production and professional language), writing skills, verbal skills, reading skills and digital skills using appropriate methodologies.

The content is based on the following topics:
– Safety instructions
– Work instructions
– Shift transfer
– Quality checks
– Communication on the work floor

Course duration: 20 weeks, 4 hours a week.

Key Competences

Literacy competence ;Multilingual competence ;Personal, social, and learning to learn competence ;Digital competence ;Cultural awareness and expression competence. ;

Results & Impacts

Workers communicate better in the workplace. Safety improves because they understand safety instructions and work instructions better.
They increase their vocabulary, making it easier for them to communicate with their colleagues and manage work-related matters themselves.
Moreover, their position in the labour market improves.

Suggestions for how the case can be implemented

Managing the expectations of both parties. The purpose of the course should be clear.

Tailoring educational programmes for supporting the learning of key competences

Spain

National level

  1. extracurricular educational programmes that promote intercultural coexistence and that contribute to compensate for inequalities or meet special educational needs.
  2. programmes that encourage the participation of immigrant families in the educational process of their children and in the activities carried out by the educational community.
  3. educational programmes that promote awareness of cultural diversity in the classroom.

Each good practice has different participants and different objectives. Each of them should be explored.

Key Competences

Literacy competence ;Multilingual competence ;Digital competence ;Personal, social, and learning to learn competence ;Citizenship competence (to understand the society and its’ structure) ;Entrepreneurship competence such as strategic thinking, problem solving and initiative ;Cultural awareness and expression competence.

Results & Impacts

Programmes financed by the European Integration Fund (EIF) and the Asylum Asylum, Migration and Integration Fund (AMIF).
They have had a great dissemination and impact on the part of the Spanish Government and have generated the following publication

Suggestions for how the case can be implemented

Some of them may be very interesting to study for their implementation in the project and in schools

Disseminating and scaling up good practices to promote the educational inclusion of newly arrived migrant children and youth

Spain

Trans-National level

The general objective of the project is to favour the inclusion of newly arrived migrant pupils in formal education systems and to disseminate and scale up good practices to promote the inclusion of newly arrived migrant children and young people in the education system. Specific objectives: o To disseminate and scale up good practices (the intercultural mentoring programme and the prior learning assessment tool) to foster the inclusion of newly arrived migrant children and young people in the education system. o To support the inclusion of newly arrived migrant children and young people in quality education by assessing their knowledge and validating prior learning.
This project is developed in consortium with 5 European NGDOs: InteRed (Spain), KMOP (Greece), CESIE (Italy), CARDET (Cyprus) and SuDWind (Austria).

Key Competences

Multilingual competence ;Literacy competence ;Personal, social, and learning to learn competence ;Cultural awareness and expression competence. ;

Results & Impacts

  • Final framework of the two good practices for the partner organizations
  • Introduction to Prior Learning Assessment Tool and Validation Tool
    Guidelines for Schools and Teachers to foster the inclusion of newly arrived migrant children
    Policy Recommendations on the inclusion of newly arrived migrants into educational system
  • Press kit for migrant education programmes
  • A mentoring program for the integration of newly arrived migrants into the school environment of the host country.

Suggestions for how the case can be implemented

Both the outputs generated by the programme and reference documents can be used in different languages by schools, teachers and management teams interested in improving the education of migrant pupils.

Co-operation with language teacher and vocational teacher

Norway

National level

Students at vocational level often receive extra Norwegian lessons each week. Moreover, the language teacher and the vocational teacher have some lessons together where they can help students develop their literacy skills, digital skills, etc.

Key Competences

Literacy competence ;Digital competence ;Personal, social, and learning to learn competence ;Multilingual competence ;Cultural awareness and expression competence. ;

Results & Impacts

It helps the students to succeed in VET and complete there certificate of apprenticeship.

Suggestions for how the case can be implemented

In the first year of the VET program students have 2 hours with the Norwegian teacher and 2 hours with both the VET teacher and the Norwegian teacher. They have other subjects in addition.

Specific course for learning the key competences

Cyprus

National level

Epimorfotika – Adult Educational Centers were formed by the Ministry of Education and Culture and consists of adult education classes. The courses are held in the evening and afternoon in various subjects including language courses, and Greek for beginners. Under the “epimorfotika” program, Greek language courses are also offered for residents at the Kofinou Reception Centre from November to May for free.

Key Competences

Literacy competence ;Multilingual competence ;Digital competence ;Mathematical competence and competence in science, technology, and engineering ;

Results & Impacts

The Adult Education Centres is a significant programme which provides general adult education in Cyprus within the framework of providing lifelong learning opportunities. The main objective of the Adult Education Centres is the general development of each adult’s personality as well as the social, financial and cultural development of citizens and society in general. Their aims coincide with the state’s developmental policy and the wider aims of the Ministry of Education and Culture regarding the provision of  “Lifelong Learning” opportunities for all the citizens of the Republic of Cyprus and the combating of educational inequalities so that citizens may be successfully integrated and be enabled to act efficiently in a united Europe.

The Adult Education Centres offer a variety of interdisciplinary courses which focus mainly on the teaching of foreign languages, arts and crafts, cultural programmes, health and other issues of general interest, as well as on teaching professional and vocational skills. Furthermore, every year the Adult Education Centres organise free of charge learning activities for various target groups, such as people with literacy difficulties, people with special needs, enclaved Cypriots, prisoners, mentally ill and elderly people. They also offer, free of charge, Greek language courses to children of repatriated Cypriots, to political refugees and to Turkish Cypriots. Moreover, Turkish language courses are offered free of charge to Greek Cypriots.

Adult Education Centres are an important programme that provides general adult education in Cyprus, in the context of lifelong learning. The centres offer Greek language courses to all immigrants, refugees and Turkish Cypriots. The courses are held from November to May and consist of 24 weekly 90-minute sessions per year.

Suggestions for how the case can be implemented

By providing migrant with the services of Epimorfotika (what can they learn – which skills can develop)

Free language courses for supporting integration for adults

Cyprus

National level

iLearnGreek is a programme offering free Greek language courses to third country nationals over the age of 18, in order to support their integration into Cypriot society.
The courses are offered in Nicosia, Limassol, Pafos, Kofinou and Deryneia and are at the beginners and intermediate levels. If you are a non-European national living in Cyprus and your status is one of the following, you can apply for the courses:
• Recognised Refugee
• Subsidiary Protection Beneficiary
• Asylum-Seeker
• Third Country National with a student’s or worker’s or visitor’s or Cypriot spouse’s residence

Key Competences

Literacy competence ;Multilingual competence ;Cultural awareness and expression competence. ;Citizenship competence (to understand the society and its’ structure) ;

Results & Impacts

Learning Greek will help you improve your communication skills and socialize with other people. You will be able to actively engage in everyday activities and better understand the culture of Cyprus. The Greek language will also enhance your chances of entering the labor market. Learning Greek will definitely help you participate in the civic, cultural and social affairs of Cyprus.

Suggestions for how the case can be implemented

Free language courses for supporting integration for children and youngsters

Cyprus

National level

The “”GeiaXara”” programme offers free Greek lessons to children of migrants, refugees, persons with subsidiary protection or asylum seekers aged 6-12 years old whose parents have one of the following statuses:

  • Third Country National with a student’s or worker’s or visitor’s or Cypriot spouse’s residence permit
  • Recognized Refugee
  • Subsidiary Protection Status
  • Asylum Seeker

Two language levels are offered (initial and intermediate). The courses take place in all cities. The programme is implemented by the Cyprus Pedagogical Institute, CARDET and INNOVADE and are funded by the Asylum and Migration Fund (90%) and the Republic of Cyprus (10%).

Key Competences

Literacy competence ;Cultural awareness and expression competence. ;Citizenship competence (to understand the society and its’ structure) ;

Results & Impacts

OPEN RESOURCES – USEFUL MATERIAL FOR THE TEACHING OF GREEK AS A SECOND / FOREIGN LANGUAGE
Collaborate with teachers in classroom in the event of the need to collect country- specific material, as well as the understanding of relevant Greek-Cypriot cultural material.
Collaborate with teachers and school to understand information about social and religious beliefs.
Facilitate teachers in their day-to-day practice.
Overcome the difficulties of language and cultural differences with students.
Minimize friction and misunderstanding when contacting immigrant students.
Create an environment of confidence and enhancing the sense of satisfaction of staff from effective teaching.

Suggestions for how the case can be implemented

Language courses for getting an official language level certificate

Cyprus

National level

The Cyprus University of Technology Language Centre offers Greek language courses of all levels to the wider public. The courses follow the Common European Framework of Reference for Languages (A1-C2). The courses are open to non-native speakers who are interested in learning or improving their knowledge of the Greek language. Courses aim at the simultaneous development of all language skills, namely reading, writing, listening, and speaking in authentic situations. By the end of the course the students are expected to be able to communicate in Greek fluently, as well as communicate in various situation contexts always depending on the level they have attended.

Key Competences

Literacy competence ;Multilingual competence ;Cultural awareness and expression competence. ;Citizenship competence (to understand the society and its’ structure) ;Personal, social, and learning to learn competence ;

Results & Impacts

As part of the Greek language and culture teaching procedure, the students of the Language Centre of CUT are involved in various cultural activities such as:

A. Visiting various places where authentic use of language occurs.
B. Watching Greek films with authentic use of the language.
C. Attending Greek theatrical performances and concerts.

The exam includes understanding and producing both oral and written speech. Moreover, the exam considers various cultural matters as essentials in order to evaluate the level of attainment, which the students have reached.

CERTIFICATES
Certificate of Greek Language Proficiency.

The students who successfully pass the written and oral exams receive a certificate of Greek language Proficiency.
Certificate of attendance

Those who regularly attend the lessons receive a course certificate of attendance for any legal use.

Suggestions for how the case can be implemented

Web-App that helps refugees to work

Cyprus

National level

Help Refugees Work connects job-seeking refugees with employers and organizations interested in providing job skills. It is a web platform is an initiative of the UNHCR Country Office in Cyprus, in collaboration with Cyprus Refugee Council, to support refugee integration through work. It is meant for refugees, employers, institutions running vocational education and training (VET) programmes, and individuals and organizations committed to promoting social participation, inclusion and diversity.

Key Competences

Literacy competence ;Multilingual competence ;Mathematical competence and competence in science, technology, and engineering ;Digital competence ;Personal, social, and learning to learn competence ;Citizenship competence (to understand the society and its’ structure) ;Entrepreneurship competence such as strategic thinking, problem solving and initiative ;Cultural awareness and expression competence. ;

Results & Impacts

HelpRefugeesWork is committed to helping refugees in Cyprus gain access to employment. In this way they can become financially independent, support their families, and become valuable members of society. Over 500 candidates, are currently registered on the HRW Platform, available to work in full time and part time positions in the different districts of the Republic of Cyprus.

Suggestions for how the case can be implemented

Migrant Information Centre

Cyprus

National level

MiHub helps vulnerable migrants across Cyprus feel protected, safe, informed and supported so that they are able to move forward with their lives. Their experienced teams offer advice on a wide range of issues, while respecting the privacy and confidentiality of any information people provide.

It is aimed for:

  • Asylum Seekers
  • Refugees
  • International
  • Protection Beneficiaries
  • Third Country
  • Nationals
    – Domestic Workers
    – Students
  • Resettled Refugees

Key Competences

Literacy competence ;Multilingual competence ;Digital competence ;Mathematical competence and competence in science, technology, and engineering ;Personal, social, and learning to learn competence ;Citizenship competence (to understand the society and its’ structure) ;Entrepreneurship competence such as strategic thinking, problem solving and initiative ;Cultural awareness and expression competence. ;

Results & Impacts

It offers information regarding:
SOCIAL SUPPORT
JOB FINDING ASSISTANCE
ADVOCACY
MOBILE PSYCHO-SOCIAL SUPPORT
PSYCHOLOGICAL SUPPORT
TEMPORARY ACCOMMODATION SHELTER (MIHUB – SHELTER)
EDUCATION
EMPLOYMENT
RIGHTS & RESPONSIBILITIES
SOCIAL BENEFITS and others.

Suggestions for how the case can be implemented

The best practice is aimed at education, labour market and social inclusion

Classroom tip: pairing classmates

Spain

National level

This best practice is a simple way of introducing a new students (specially done with migrants students with language barriers). we do pair an student that has been before in the school (from other VET trainings or from the secondary school) with a migrant student to work togeteher in the same group, not only inside the group but alse as a pair. This way the migrant stsudent that struggles with language or cultural barriers has a close person inside the class for questions or in case help is needed. This also make the migrant student feel more confident inside the class and outisde, interacting with their classmates and it is easier for htem to become part of the class and to develop better skills in spanish (the more they use it the better they become, and sometimes out of the school their friendas and realtives are aslo migrants so they dont use the spanish)

Key Competences

Multilingual competence ;Personal, social, and learning to learn competence ;

Results & Impacts

Better integration into the group. Better knowledge of the spanish.

Suggestions for how the case can be implemented

Any class or group into the VET field or whatever field where you do introduce a migrant into a group wiht non migrants or at least more of them are not.

Recognition, validation and certification of competences (RVCC)

Portugal

National level

The process by which an adult demonstrates competences acquired and developed throughout life through formal, non-formal and informal means, which can be validated and certified for the purpose of obtaining a qualification. The recognition, validation and certification of competences is aimed at adults aged 18 or over who do not have the appropriate qualifications for entering or progressing in the labour market and, as a priority, who have not completed basic or secondary education, and is particularly suitable for adults with incomplete qualifications. Adults aged up to and including 23 must have at least three years’ professional experience.

Key Competences

1. Literacy competence;
2. Multilingual competence;
3. Mathematical competence and competence in science, technology, and engineering;
4. Digital competence;
5. Personal, social, and learning to learn competence;
6. Citizenship competence;
7. Entrepreneurship competence such as strategic thinking, problem solving and initiative;
8. Cultural awareness and expression competence.

Results & Impacts

Suggestions for how the case can be implemented

The conclusion of a process of recognition, validation and certification of competences allows you to obtain a school certificate at basic level (4th, 6th or 9th grade) or at secondary level (12th grade), a professional certificate or both, in these cases referred to as dual certification and confers level 1, 2, 3, 4 or 5 qualifications from the National Qualifications Framework.

Adult Education and Training Courses

Portugal

National level

“Adult Education and Training (EFA) courses are a flexible training programme, of varying lengths, specifically aimed at adults, which allows them to develop the social, scientific and professional skills needed to carry out a professional activity and simultaneously obtain a basic or secondary level of education.

Adult Education and Training courses have a duration that can vary depending on the level of certification in question and are organised into different types of training pathways: basic education, secondary education, dual certification or just pathways relating to the development of professional skills.

The curricular structure of Adult Education and Training courses can include the following training components:

Basic Training – organised into key competence areas in accordance with the key competence references for adult education and training at basic or secondary level, aimed at the acquisition and development of knowledge, skills and attitudes to empower adults and which are considered necessary to obtain an educational qualification;

Technological Training – organised in Short Duration Training Units and/or Competence Units, aimed at the acquisition and development of knowledge, skills and attitudes that respond to what is defined in the professional profile and in the competency framework associated with the respective qualification;

Work-based Training – aimed at applying and consolidating the knowledge, skills and attitudes acquired, by carrying out activities in the context of a company or other employers.”

Key Competences

1. Literacy competence;
2. Multilingual competence;
3. Mathematical competence and competence in science, technology, and engineering;
4. Digital competence;
5. Personal, social, and learning to learn competence;
6. Citizenship competence;
7. Entrepreneurship competence such as strategic thinking, problem solving and initiative;
8. Cultural awareness and expression competence.

Results & Impacts

Suggestions for how the case can be implemented

“Adult Education and Training courses can be the right route for anyone aged 18 or over who wants to complete the 4th, 6th or 9th year of basic education or secondary education (12th year) or who wants to obtain professional certification.

These courses also make it possible to respond to the specific qualification needs of adults with low and very low qualifications, namely without basic education, illiterate or with very insufficient literacy levels.”

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