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Proj. no: 2021-1-FI01-KA220-ADU-000035370
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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.
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.
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.
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
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
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.
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.
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)
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
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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:
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
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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
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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
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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:
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
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.
| 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 (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.”
Študent BA iz Eritreje je diplomiral (VET) na Academia College, ki mu je odobrila tudi šolnino. Bil je migrant in je imel status brezposelne osebe na Zavodu RS za zaposlovanje, Območna služba Maribor. Obiskoval je redna predavanja in diplomiral (v angleškem jeziku) decembra 2020. S študijem na Academii je začel v šolskem letu 2017/2018. Tema njegove diplomske naloge Raziskovanje: Tema diplomske naloge: Analiza vloge spolov v vrednostni verigi kave v Etiopiji.
Ključne kompetence
Osebna, socialna in učna usposobljenost ;Podjetniška usposobljenost, kot so strateško razmišljanje, reševanje problemov in samoiniciativnost;
Rezultati in učinki
Dobro sodelovanje med Zavodom za zaposlovanje in šolo ali fakulteto (VET), ki lahko postane primer dobre prakse za vključevanje migrantov v izobraževanje s sponzoriranjem šolnin. Dostop do izobraževanja je ključni korak za nadaljnji poklicni razvoj in boljšo zaposljivost, ki migrantom omogoča samostojno življenje in enakopravno vključitev v družbo.
Predlogi za izvajanje primera
Dobra praksa sodelovanja med Zavodom za zaposlovanje in šolami.
V okviru nacionalnega projekta “Z vrednotenjem do ključnih kompetenc” na Finskem smo oblikovali merila za ocenjevanje ključnih kompetenc migrantov in model, s katerim lahko ocenjujemo ključne kompetence v konkretnih dejavnostih in nalogah. Poudarek je na prednostih, ki jih ima oseba. Osredotočili smo se tudi na kompetence, ki bi jih oseba morala razviti, da bi dosegla svoje cilje. Ocenjevanje ključnih kompetenc ne služi le kot model usmerjanja za nadaljnje korake (izobraževanje, poklicno življenje), temveč tudi kot orodje za opolnomočenje, s katerim prepoznamo močne strani oseb in jih usmerjamo tako, da osebi dejansko pomagajo na številnih področjih življenja. Kompetence ocenjujemo v konkretnih dejavnostih, ki vsakomur omogočajo, da pokaže svoje sposobnosti pri vsakodnevnih življenjskih opravilih.
Ključne kompetence
Pismenost ;Večjezična usposobljenost ;Matematična usposobljenost in usposobljenost na področju znanosti, tehnologije in inženirstva ;Digitalna usposobljenost ;Osebna, socialna in učna usposobljenost ;Državljanska usposobljenost (razumevanje družbe in njene strukture) ;Podjetniška usposobljenost, kot so strateško razmišljanje, reševanje problemov in iniciativnost ;Kulturna zavest in sposobnost izražanja;
Rezultati in učinki
Ocenjevanje ključnih kompetenc oseb in upoštevanje tega glede na njihovo ozadje in cilje, ki jih imajo, bo osebo opolnomočilo in ji dalo konkretne informacije o njenih prednostih in slabostih. To bo bolj pomagalo pri usmerjanju in svetovanju kot običajni pogovori o usmerjanju. To bo ocenjevalcu dalo tudi informacije o tem, katere so skupne ključne kompetence, ki jih morajo osebe razviti, in te informacije se lahko uporabijo pri odgovarjanju na potrebe po izobraževanju. To pomaga tudi pri usklajevanju postopkov zaposlovanja.
Suggestions for how the case can be implemented
Ocenjevanje ključnih kompetenc pri konkretnih dejavnostih in nalogah bi se zlahka uporabljalo v šolah, na delovnih mestih, v sindikatih, organizacijah itd. Ciljna skupina so lahko študenti, brezposelni, delavci itd.
Zaposleni z različnimi jezikovnimi stopnjami, ki delajo v podjetju HAK, imajo potrebo po izboljšanju jezikovne ravni v okviru proizvodnega okolja, da bi povečali svojo zaposljivost v podjetju.
Program se osredotoča na povečanje ravni nizozemščine z usmerjenim razvijanjem besedišča (proizvodni in strokovni jezik), pisnih spretnosti, govornih spretnosti, bralnih spretnosti in digitalnih spretnosti z uporabo ustreznih metodologij.
Vsebina temelji na naslednjih temah:
– Varnostna navodila
– navodila za delo
– prenos izmene
– Preverjanje kakovosti
– Komunikacija na delovnem mestu
Trajanje tečaja: 20 tednov, 4 ure na teden.
Ključne kompetence
Pismenost ;Večjezična kompetenca ;Osebna, socialna in učna kompetenca ;Digitalna kompetenca ;Kulturna zavest in izražanje ;
Rezultati in učinki
Delavci bolje komunicirajo na delovnem mestu. Varnost se izboljša, ker bolje razumejo varnostna navodila in navodila za delo.
Povečajo svoj besedni zaklad, zato se lažje sporazumevajo s sodelavci in sami urejajo zadeve, povezane z delom.
Poleg tega se izboljša njihov položaj na trgu dela.
Predlogi za izvajanje primera
Upravljanje pričakovanj obeh strani. Namen tečaja mora biti jasen.
Vsaka dobra praksa ima različne udeležence in različne cilje. Vsako od njih je treba raziskati.
Ključne kompetence
Pismenost ;Večjezična usposobljenost ;Digitalna usposobljenost ;Osebna in socialna usposobljenost ter usposobljenost za učenje ;Državljanska usposobljenost (razumevanje družbe in njene strukture) ;Podjetniška usposobljenost, kot so strateško razmišljanje, reševanje problemov in samoiniciativnost ;Kulturna zavest in sposobnost izražanja;
Rezultati in učinki
Programi, ki jih financira Evropska unija
Evropski sklad za vključevanje (EIS) in Azilni sklad
Sklad za azil, migracije in vključevanje (AMIF).
Španska vlada jih je zelo razširjala in vplivala nanje, nastale pa so tudi naslednje publikacije
Predlogi za izvajanje primera
Nekatere od njih bi bilo zelo zanimivo preučiti za njihovo izvajanje v projektu in v šolah
Splošni cilj projekta je spodbujati vključevanje novo prispelih učencev migrantov v formalne izobraževalne sisteme ter širiti in razširjati dobre prakse za spodbujanje vključevanja novo prispelih otrok in mladih migrantov v izobraževalni sistem. Specifični cilji: o Razširjanje dobrih praks (program medkulturnega mentorstva in orodje za ocenjevanje predhodnega učenja) za spodbujanje vključevanja novo prispelih otrok in mladih migrantov v izobraževalni sistem. o Podpora vključevanju novo prispelih otrok in mladih migrantov v kakovostno izobraževanje z ocenjevanjem njihovega znanja in potrjevanjem predhodnega učenja.
Ta projekt se razvija v konzorciju s petimi evropskimi nevladnimi organizacijami: InteRed (Španija), KMOP (Grčija), CESIE (Italija), CARDET (Ciper) in SuDWind (Avstrija).
Ključne kompetence
Večjezična kompetenca ;pismenost ;osebna, socialna in učna kompetenca ;kulturna zavest in izražanje ;
Rezultati in učinki
Predlogi za izvajanje primera
Tako rezultate, ki so nastali v okviru programa, kot referenčne dokumente lahko šole, učitelji in vodstvene ekipe, ki jih zanima izboljšanje izobraževanja učencev migrantov, uporabljajo v različnih jezikih.
Ključne kompetence
Pismenost ;digitalna kompetenca ;osebna, socialna in učna kompetenca ;večjezična kompetenca ;kompetenca kulturnega zavedanja in izražanja ;
Rezultati in učinki
Učencem omogoča, da uspejo v poklicnem izobraževanju in usposabljanju ter dokončajo vajeništvo.
Predlogi za izvajanje primera
V prvem letniku programa poklicnega izobraževanja in usposabljanja imajo učenci dve uri z norveškim učiteljem in dve uri z učiteljem poklicnega izobraževanja in usposabljanja ter norveškim učiteljem. Poleg tega imajo še druge predmete.
Epimorfotika – Izobraževalne centre za odrasle je ustanovilo Ministrstvo za izobraževanje in kulturo, sestavljajo pa jih tečaji izobraževanja odraslih. Tečaji potekajo v večernih in popoldanskih urah in vključujejo različne predmete, vključno z jezikovnimi tečaji in grščino za začetnike. V okviru programa “epimorfotika” so od novembra do maja za prebivalce sprejemnega centra Kofinou na voljo tudi brezplačni tečaji grškega jezika.
Ključne kompetence
Pismenost ;Večjezična pismenost ;Digitalna pismenost ;Matematična pismenost in pismenost na področju naravoslovja, tehnologije in inženirstva ;
Rezultati in učinki
Centri za izobraževanje odraslih so pomemben program, ki zagotavlja splošno izobraževanje odraslih na Cipru v okviru zagotavljanja možnosti vseživljenjskega učenja. Glavni cilj centrov za izobraževanje odraslih je splošni razvoj osebnosti vsakega odraslega ter socialni, finančni in kulturni razvoj državljanov in družbe na splošno. Njihovi cilji sovpadajo z razvojno politiko države in širšimi cilji Ministrstva za izobraževanje in kulturo glede zagotavljanja možnosti “vseživljenjskega učenja” za vse državljane Republike Ciper in boja proti neenakostim v izobraževanju, da bi se lahko državljani uspešno vključili in učinkovito delovali v združeni Evropi.
Centri za izobraževanje odraslih ponujajo različne interdisciplinarne tečaje, ki se osredotočajo predvsem na poučevanje tujih jezikov, umetnosti in obrti, kulturnih programov, zdravja in drugih vprašanj splošnega pomena, pa tudi na poučevanje poklicnih in strokovnih znanj. Poleg tega centri za izobraževanje odraslih vsako leto organizirajo brezplačne učne dejavnosti za različne ciljne skupine, kot so ljudje s težavami pri opismenjevanju, ljudje s posebnimi potrebami, enklavni Ciprčani, zaporniki, duševno bolni in starejši ljudje. Prav tako ponujajo brezplačne tečaje grškega jezika za otroke vrnjenih Ciprčanov, politične begunce in turške Ciprčane. Poleg tega so brezplačni tečaji turškega jezika na voljo tudi ciprskim Grkom.
Centri za izobraževanje odraslih so pomemben program, ki zagotavlja splošno izobraževanje odraslih na Cipru v okviru vseživljenjskega učenja. Centri ponujajo tečaje grškega jezika vsem priseljencem, beguncem in ciprskim Turkom. Tečaji potekajo od novembra do maja in obsegajo 24 tedenskih 90-minutnih srečanj na leto.
Predlogi za izvajanje primera
Z zagotavljanjem storitev Epimorfotike (kaj se lahko naučijo – katere spretnosti lahko razvijejo).
iLearnGreek je program, ki državljanom tretjih držav, starejšim od 18 let, ponuja brezplačne tečaje grščine, da bi jim pomagal pri vključevanju v ciprsko družbo.
Tečaji so na voljo v Nikoziji, Limassolu, Pafosu, Kofinouju in Deryneii, in sicer na začetni in srednji ravni. Če ste neevropski državljan, ki živi na Cipru, in imate enega od naslednjih statusov, se lahko prijavite na tečaje:
Ključne kompetence
Pismenost ;Večjezičnost ;Kulturna zavest in izražanje ;Državljanska kompetenca (razumevanje družbe in njene strukture) ;
Rezultati in učinki
Z učenjem grščine boste izboljšali svoje komunikacijske spretnosti in se družili z drugimi ljudmi. Aktivno se boste lahko vključevali v vsakodnevne dejavnosti in bolje razumeli ciprsko kulturo. Grški jezik bo povečal tudi vaše možnosti za vstop na trg dela. Učenje grščine vam bo zagotovo pomagalo sodelovati v civilnih, kulturnih in družbenih zadevah na Cipru.
Predlogi za izvajanje primera
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Program “GeiaXara” ponuja brezplačne ure grščine otrokom migrantov, beguncev, oseb s subsidiarno zaščito ali prosilcev za azil, starim od 6 do 12 let, katerih starši imajo enega od naslednjih statusov:
Na voljo sta dve jezikovni stopnji (začetna in nadaljevalna). Tečaji potekajo v vseh mestih. Program izvajajo Ciprski pedagoški inštitut, CARDET in INNOVADE, financirata pa ga Sklad za azil in migracije (90 %) in Republika Ciper (10 %).
Ključne kompetence
Pismenost ;kulturna zavest in izražanje ;državljanska kompetenca (razumevanje družbe in njene strukture) ;
Rezultati in učinki
ODPRTI VIRI – UPORABNO GRADIVO ZA POUČEVANJE GRŠČINE KOT DRUGEGA/TUJEGA JEZIKA
Sodelovanje z učitelji v razredu v primeru potrebe po zbiranju gradiva, značilnega za posamezno državo, ter razumevanje ustreznega grško-ciprskega kulturnega gradiva.
Sodelujte z učitelji in šolo pri razumevanju informacij o družbenih in verskih prepričanjih.
Učiteljem pomagajte pri njihovi vsakodnevni praksi.
Premagovanje težav zaradi jezikovnih in kulturnih razlik z učenci.
Zmanjšati trenja in nesporazume pri stikih z učenci priseljenci.
Ustvariti okolje zaupanja in povečati občutek zadovoljstva osebja zaradi učinkovitega poučevanja.
Predlogi za izvajanje primera
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Jezikovni center ciprske tehnološke univerze ponuja tečaje grškega jezika na vseh stopnjah za širšo javnost. Tečaji potekajo po Skupnem evropskem jezikovnem okviru (A1-C2). Tečaji so namenjeni vsem, ki jim grščina ni materni jezik in se želijo naučiti ali izboljšati svoje znanje grškega jezika. Cilj tečajev je hkratno razvijanje vseh jezikovnih spretnosti, in sicer branja, pisanja, poslušanja in govorjenja v avtentičnih situacijah. Od tečajnikov se pričakuje, da se bodo ob koncu tečaja znali tekoče sporazumevati v grščini in se sporazumevati v različnih situacijah, vedno odvisno od ravni, ki so jo obiskovali.
Ključne kompetence
Pismenost ;Večjezičnost ;Kulturna zavest in izražanje ;Državljanska kompetenca (razumevanje družbe in njene strukture) ;Osebna, socialna in učna kompetenca ;
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V okviru poučevanja grškega jezika in kulture so študenti Jezikovnega centra CUT vključeni v različne kulturne dejavnosti, kot so:
A. Obiskovanje različnih krajev, kjer poteka avtentična raba jezika.
B. Gledanje grških filmov z avtentično rabo jezika.
C. Obiskovanje grških gledaliških predstav in koncertov.
Izpit vključuje razumevanje in tvorjenje ustnega in pisnega govora. Poleg tega izpit obravnava različne kulturne zadeve kot bistvene za oceno ravni znanja, ki so jo učenci dosegli.
CERTIFIKATI
Potrdilo o znanju grškega jezika.
Učenci, ki uspešno opravijo pisni in ustni izpit, prejmejo potrdilo o znanju grškega jezika.
Potrdilo o udeležbi
Tisti, ki redno obiskujejo pouk, prejmejo potrdilo o udeležbi na tečaju za kakršno koli zakonito uporabo.
Predlogi za izvajanje primera
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Help Refugees Work povezuje begunce, ki iščejo zaposlitev, z delodajalci in organizacijami, zainteresiranimi za zagotavljanje delovnih veščin. Gre za spletno platformo, ki je pobuda državnega urada UNHCR na Cipru v sodelovanju s ciprskim svetom za begunce, da bi podprli vključevanje beguncev z delom. Namenjena je beguncem, delodajalcem, institucijam, ki izvajajo programe poklicnega izobraževanja in usposabljanja, ter posameznikom in organizacijam, ki si prizadevajo za spodbujanje družbene udeležbe, vključevanja in raznolikosti.
Ključne kompetence
Pismenost ;Večjezična usposobljenost ;Matematična usposobljenost in usposobljenost na področju znanosti, tehnologije in inženirstva ;Digitalna usposobljenost ;Osebna, socialna in učna usposobljenost ;Državljanska usposobljenost (razumevanje družbe in njene strukture) ;Podjetniška usposobljenost, kot so strateško razmišljanje, reševanje problemov in iniciativnost ;Kulturna zavest in sposobnost izražanja;
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HelpRefugeesWork si prizadeva pomagati beguncem na Cipru pri dostopu do zaposlitve. Tako lahko postanejo finančno neodvisni, podpirajo svoje družine in postanejo dragoceni člani družbe. Na platformi HRW je trenutno registriranih več kot 500 kandidatov, ki so na voljo za delo za polni in krajši delovni čas v različnih okrožjih Republike Ciper.
Predlogi za izvajanje primera
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MiHub pomaga ranljivim migrantom na Cipru, da se počutijo zaščitene, varne, obveščene in podprte, da lahko nadaljujejo svoje življenje. Njihove izkušene ekipe svetujejo o številnih vprašanjih, pri čemer spoštujejo zasebnost in zaupnost vseh informacij, ki jih ljudje posredujejo.
Ir je namenjen:
Ključne kompetence
Pismenost ;Večjezična usposobljenost ;Digitalna usposobljenost ;Matematična usposobljenost in usposobljenost na področju znanosti, tehnologije in inženirstva ;Osebna, socialna in učna usposobljenost ;Državljanska usposobljenost (razumevanje družbe in njene strukture) ;Podjetniška usposobljenost, kot so strateško razmišljanje, reševanje problemov in iniciativnost ;Kulturna zavest in sposobnost izražanja;
Rezultati in učinki
V njem so na voljo informacije o:
SOCIALNI PODPORI
POMOČI PRI ISKANJU ZAPOSLITVE
POMOČI
MOBILNI PSIHOSOCIALNI PODPORI
PSIHOLOŠKI PODPORI
ZAVETIŠČU ZA ZAČASNO NASTANITEV (MIHUB – ZAVETIŠČE)
IZOBRAŽEVANJU
ZAPOSLOVANJU
PRAVICAH IN ODGOVORNOSTI
SOCIALNIH DOPLAČILIH in drugo.
Predlogi za izvajanje primera
Najboljša praksa je usmerjena v izobraževanje, trg dela in socialno vključenost.
Ta najboljša praksa je preprost način uvajanja novih učencev (zlasti pri učencih migrantih z jezikovnimi ovirami). Učenca, ki je že bil na šoli (iz drugih usposabljanj poklicnega izobraževanja in usposabljanja ali iz srednje šole), povežemo z učencem migrantom, da skupaj delata v isti skupini, ne le znotraj skupine, ampak tudi v paru. Na ta način ima učenec migrant, ki ima težave z jezikovnimi ali kulturnimi ovirami, v razredu bližnjo osebo za vprašanja ali pomoč, če jo potrebuje. Zaradi tega se učenec migrant počuti bolj samozavestno v razredu in zunaj njega, ko komunicira s sošolci, in lažje postane del razreda ter razvije boljše znanje španščine (bolj ko jo uporablja, boljši postaja, včasih pa so njegovi prijatelji in resnični prijatelji zunaj šole prav tako migranti, zato ne uporabljajo španščine).
Ključne kompetence
Večjezična kompetenca ;Osebna, socialna in učna kompetenca ;
Rezultati in učinki
Boljša vključitev v skupino. Boljše znanje španščine.
Predlogi za izvajanje primera
Vsak razred ali skupina na področju poklicnega izobraževanja in usposabljanja ali na katerem koli drugem področju, kjer se migrant znajde v skupini z ne-migranti ali jih vsaj več ni migrantov.
Postopek, v katerem odrasla oseba dokaže kompetence, ki jih je pridobila in razvila v življenju s formalnimi, neformalnimi in priložnostnimi sredstvi, ki jih je mogoče potrditi in certificirati z namenom pridobitve kvalifikacije. Priznavanje, potrjevanje in certificiranje kompetenc je namenjeno odraslim, starim 18 let ali več, ki nimajo ustreznih kvalifikacij za vstop na trg dela ali napredovanje na njem, prednostno pa tistim, ki niso končali osnovne ali srednje šole, in je še posebej primerno za odrasle z nedokončano izobrazbo. Odrasli, stari do vključno 23 let, morajo imeti vsaj tri leta delovnih izkušenj.
Ključne kompetence
1. Pismenost;
2. Večjezičnost;
3. Matematična usposobljenost in usposobljenost na področju naravoslovja, tehnologije in tehnike; 4. Digitalna usposobljenost;
5. Osebna in socialna usposobljenost ter usposobljenost za učenje;
6. Državljanska usposobljenost;
7. Podjetniška usposobljenost, kot so strateško razmišljanje, reševanje problemov in iniciativnost;
8. Kulturna zavest in sposobnost izražanja.
Rezultati in učinki
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Predlogi za izvajanje primera
Zaključek postopka priznavanja, potrjevanja in certificiranja kompetenc omogoča pridobitev spričevala na osnovni ravni (4., 6. ali 9. razred) ali na srednji ravni (12. razred), poklicnega spričevala ali obeh, v teh primerih imenovanih dvojno certificiranje, in podeljuje kvalifikacije 1., 2., 3., 4. ali 5. ravni iz nacionalnega ogrodja kvalifikacij.
Tečaji izobraževanja in usposabljanja odraslih (EFA) so prilagodljivi, različno dolgi programi usposabljanja, namenjeni zlasti odraslim, ki jim omogočajo, da razvijejo socialne, znanstvene in poklicne spretnosti, potrebne za opravljanje poklicne dejavnosti, in hkrati pridobijo osnovno ali srednjo stopnjo izobrazbe.
Tečaji izobraževanja in usposabljanja odraslih trajajo različno dolgo, odvisno od zadevne ravni certificiranja, in so organizirani v različne vrste poti usposabljanja: osnovno izobraževanje, srednješolsko izobraževanje, dvojno certificiranje ali samo poti, ki se nanašajo na razvoj poklicnih spretnosti.
Kurikularna struktura tečajev izobraževanja in usposabljanja odraslih lahko vključuje naslednje komponente usposabljanja:
Osnovno usposabljanje – organizirano po področjih ključnih kompetenc v skladu z referencami ključnih kompetenc za izobraževanje in usposabljanje odraslih na osnovni ali sekundarni ravni, namenjeno pridobivanju in razvijanju znanja, spretnosti in odnosov, ki omogočajo opolnomočenje odraslih in za katere velja, da so potrebni za pridobitev izobrazbe;
tehnološko usposabljanje – organizirano v enotah kratkotrajnega usposabljanja in/ali kompetenčnih enotah, namenjeno pridobivanju in razvijanju znanja, spretnosti in odnosov, ki ustrezajo tistemu, kar je opredeljeno v poklicnem profilu in kompetenčnem okviru, povezanem z ustrezno kvalifikacijo;
usposabljanje na delovnem mestu – namenjeno uporabi in utrjevanju pridobljenega znanja, spretnosti in odnosov z izvajanjem dejavnosti v okviru podjetja ali drugih delodajalcev.
Ključne kompetence
1. Pismenost;
2. Večjezičnost;
3. Matematična usposobljenost in usposobljenost na področju naravoslovja, tehnologije in tehnike; 4. Digitalna usposobljenost;
5. Osebna in socialna usposobljenost ter usposobljenost za učenje;
6. Državljanska usposobljenost;
7. Podjetniška usposobljenost, kot so strateško razmišljanje, reševanje problemov in iniciativnost;
8. Kulturna zavest in sposobnost izražanja.
Rezultati in učinki
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Predlogi za izvajanje primera
Tečaji izobraževanja in usposabljanja za odrasle so lahko prava pot za vse, ki so stari 18 let ali več in želijo končati 4., 6. ali 9. letnik osnovnega izobraževanja ali srednješolskega izobraževanja (12. letnik) ali želijo pridobiti poklicni certifikat.
Ti tečaji omogočajo tudi odzivanje na posebne potrebe po kvalifikacijah odraslih z nizkimi in zelo nizkimi kvalifikacijami, in sicer brez osnovne izobrazbe, nepismenih ali z zelo nezadostno ravnjo pismenosti.
