chevron-down chevron-left chevron-right chevron-up home circle comment double-caret-left double-caret-right like like2 twitter epale-arrow-up text-bubble cloud stop caret-down caret-up caret-left caret-right file-text

EPALE

Electronic Platform for Adult Learning in Europe

 
 

Blog

EPALE focus: Migrant education

21/05/2018
by EPALE Moderator
Language: EN
Document available also in: IT LT SV RO ES EL SL LV PL NL FR HU FI MT DA ET CS BG DE PT HR

/epale/en/file/epale-migrant-education-blogjpgepale-migrant-education-blog.jpg

EPALE Migrant Education

 

EPALE's thematic focus for May is on migrant education

Adult learning is an essential part of the integration of migrants and refugees. It is often the first step towards becoming part of a new country, culture and community. Helping migrants speak the local language and acquire the necessary skills for their new careers is vital for their entry into the job market. Adult learning can also help equip locals with intercultural awareness and competences, easing the integration process for everyone involved.

Here at EPALE we believe that adult learning can not only help migrants to adapt to their new environment, but it can also be a solution to religious and cultural hatred. Check out EPALE’s thematic page for migrant education where the community and the national teams have gathered interesting articles, useful resources and case studies on the topic (content varies based on your language preference). Visit EPALE regularly for new content in May!

We would like to invite you to join EPALE’s live discussion on the role and challenges of adult learning in helping migrants to integrate in their host country, and how it can foster tolerance and cultural understanding. The discussion will be in English and will take place on this page on 31 May 2018. It will be moderated by EPALE Thematic Coordinator Gina Ebner.

We hope to see you there!

Share on Facebook Share on Twitter Share on Google+ Share on LinkedIn
Refresh comments

Displaying 1 - 10 of 10
  • Elmars Mezapuke's picture
    Personīgi šai integrācija varētu arī būt pretsitiens no pašu imigrantu puses, tikai dēļ tā, ka viņi var arī vēl cerēt atgriezties dzimtenē, līdz ar to varētu būt šāda veida pretgrūdiens, kā jebkurā kulturšoka situācijā.
    Savā skolā vēl neemu redzējis kādu no šiem skolniekiem. Kad viņi parādīsies mūsu standarta skolās, tad varēsim sākt runāt par integrāciju
  • Guenther Dichatschek MSc's picture
    Im "Netzwerk gegen Gewalt" sind neben Beiträgen zu Interkultureller Kompetenz und Erwachsenenbildung auch die Themenbereiche "Migration in Österreich" und "Vorberufliche Bildung" zur Thematik behandelt.

    IT-Hinweise

    www.netzwerkgegengewalt.org > Index: Migration in Österreich, Vorberufliche Bildung in Österreich




  • Karina Tambovska's picture
    Manuprāt izvirzīta problēma ir aktuāla Eiropā, bet nav tik aktuāla Latvijā. Protams, var spriest par to vai vajag vispār tērēt laiku un naudas iebraucēju un bēgļu integrēšanai, vai ir tam jēga? Vai tie cilvēki paliks Latvijā ilgu laiku? Vai tie ir tikai studenti, viesstrādnieki, kuriem pat nevajag kļūt par Latvijas kultūras un sabiedrības locekli. Dažiem iebraucējiem tas būs aktuāli un lietderīgi, ja tie paliks uz ilgu laiku, bet tik un tā galvenais ir valoda. Kad cilvēks zinās „jaunas valsts” valodu tad cilvēkam pašam būs vieglāk integrēties jaunajā sabiedrībā, tāpēc, manuprāt, jāliek akcents tieši uz valodu.
  • Irini Georgiou's picture
    Though my country, Cyprus, is a small country because of its geographical position a lot of migrants are here and are getting benefits from cultural and educational programmes for adults co-funded by the asylum-migration and integration fund and the Republic of Cyprus.
    In all towns, municipalities and many villages, there are special courses for languages, very important for communication as well as Cyprus customs, history, music, dancing and guided tours are organised so migrants could find out useful information habits and ideas regarding our country.
     On the occasion of the day of EUROPE, mothers day, and children's day, different groups from different countries are performing songs, dances theatre performances as well as different sports and activities, so people locals and migrants are having the opportunity to participate and get together and know each other.
    Of course  due to political, financial, luck of finding good jobs, housing and health problems  missing of personal documents like identity cards and passports all these are pitfalls that might raise xenophobia, but adults education  is helping  to solve problems
    There are always  chances for progress, though there  are unexpected  factors  like desperate people, ill people, pregnant women and families, or children  who suddenly appear with small boats  at midnight  and our government authorities together with local people and voluntaries trying to rescue their lives

    For all these unexpected arrivals though we  can understand their problems as we have our own refuges for the last 44 years since the Turkish invasion 1974 , is very difficult to solve all their problems .people who are getting priority for some services given ,might be feeling the disappointment of the locals who are still facing financial and other problems .
    Even though  we can have writing questioners , addressed  in different languages which could be given to  to migrants  in order to give them the chance  to express  their selves ,explaining the reson  they are in our country ,,their expectations,,their knowledge ,experience and skills ,their age, helth or other problems they are facing ,advising of the programmes we offer and asking  for their suggestions, as people  are coming here due to war, or financial  problems in their countries, if we have  all the aboveinformation we  could pa y attention  to their tasks  their hopes  and qualifications  and help them as much as we can to leave a better lif.
    Is a very difficult job as migrants have different religious and educational and cultural levels. But we have to keep in mind that locals have their own struggle for leaving like financial, health and labour problems and they expect migrants to respect our laws religion and culture and that there are behaviours from some migrants which could not be accepted.
    Even after getting the questioners back, wherever is possible to have personal interviews in order to arrange different adults educational groups that could be very helpful. The earlier the groups could be settled, migrants lives are going to be upgraded and the communication with local society will be better.
    People are happier, if they feel  free and useful  and they can use their knowledge  to  have a better life, with the interviews we can understand their needs their feelings, and their targets  from their point of view  and they could feel more comfortable ,i.e if somebody came in order to go to another country i.e to leave in Italy (when and where this is possible0, there is no need to learn the Greek language, but the Italian instead. or if somebody is a doctor he could be helped to find out where and how he could be employed, if we have migrants with knowledge of languages, his knowledge might be useful within his community.
    of course, there are different ways and suggestions based on mutual respect and understanding.
    through my experience all these years by communicating through tourism with different cultures, the better you know a person and its culture is easier to understand and help.
    we all wish and the whole Europe  should help  towards  the task of peace ,so we can   all help  migrants to get back home where they belong  and create their own  life by having all means they need for progress and happiness, as we all know  that there is no place like home and adults education  is helping towards  making people  more capable  to return to their countries  and leave  a happy life as a continuation of their civilization.
  • Linda Tangen Bjørge's picture

    The ReGap project aims to extend high quality, culturally sensitive open access e-learning resources to adult migrants and refugees of both genders in EU countries. Building on findings from the USA and our Erasmus+ project (Advenus) we know that reducing the education gap for migrants and refugees in European countries will secure employment and social belonging opportunities.

    The group we are intending to reach, is not in any way uniform. It has proven difficult to reach all. Which is why we are suggesting making some changes regarding teaching methods. This requires on-line learning activities that are culturally and gender sensitive and support in-person learning activities in the context of each European country. The ReGap project will continue to use online- learning as a basis. This will be uniform for all European countries. However, there are differences within Europe, which we need to address. In-learning in the individual countries, with information specific for the country they are staying, will do this. This will make the project far-reaching and the information will still be accurate and useful.

    We also know that a significant barrier to engagement in on-line learning is that on-line resources are not deemed relevant and fail to engage with the learners needs for knowledge about employment, health, social security, schooling and justice in the new country. To counteract this barrier, we suggest implementing the findings from a recent Stanford study. Research has demonstrated that social identity threat can impair a person’s working memory and academic performance. They managed to apply activities removing the social-identity threat, a fear of being seen as less competent because of social identity, leading to participants not completing MOOCS. This was achieved by creating a sense of belonging, with an online activity at the beginning of the course. The results being highly successful. We wish to include their activities, and in addition have online-groups for discussion and participation at certain times to even increase the sense of belonging. The ReGap project will develop on-line learning activities that enhance the contextual knowledge of migrants and refugees across key topics and their sense of social belonging.

    The ReGap project is a follow-up of the LIBE project, and the Advenus project.

    http://www.regap-edu.net/


  • Beatrice Disalvo's picture
     UNA DELLE MAGGIORI SFIDE PER UN PAESE CHE ACCOGLIE E'  CERTAMENTE QUELLA DI GARANTIRE AI MIGRANTI PERCORSI D'ALFABETIZZAZIONE E D'ISTRUZIONE CHE TENGANO CONTO DEL LORO LIVELLO DI PREPARAZIONE INIZIALE E DELLE LORO CULTURE D'ORIGINE PER MIGLIORARE PER FACILITARE IL LORO PROCESSO D'INTEGRAZIONE. PENSO,  ALLA LUCE DELLA MIA  ESPERIENZA DA PSICOLOGA ED EDUCATRICE, CHE L'ITALIA ABBIA ESIGENZA DI STRUTTURARE   STRUMENTI E CORSI CHE TENGANO MAGGIORMENTE IN CONSIDERAZIONE LE DUE COMPONENTI SOGGETTIVA E CULTURALE  NELL'AMBITO DI PERCORSI INDIVIDUALIZZATI DI APPRENDIMENTO.
  • Rajesh Pathak's picture

    Indivduals, and in particular migrants to any new country, are likely to benefit from personal development and career management skills. In today's digital economy S.O.L.E (Self Organised Learning Environment) is becoming very important as user-friendly mobile learning devices become abundant.
    To integrate migrants and refugees in EU a S.O.L.E strategy within the #migranteducation concept would go a long way to enhancing and strengthening the EU. We believe the 3Es (as practised by us at ELN) to EMBRACE diversity, ENHANCE knowledge, EMPOWER people will be crucial in any integration policy. Some of our projects: ACUMEN, GoMobile, VINA are in that direction to develop #migranteducation and provide useful resources.
  • Antares Scorpii's picture
    Visnotaļ neviennozīmīgs jautājums. Ko sevī ietver jēdziens "iebraucēji"? Bēgļi, patvēruma meklētāji, remigranti - ir saprotams. Vai ar "iebraucējiem" šeit ir jāsaprot viesstrādnieki, ārvalstu studenti? Ārvalstu studenti a priori Latvijā ir, lai iegūtu izglītību. Viesstrādnieki - lai nopelnītu. 
    Pārdomām: starptautisks loģistikas uzņēmums, izsmēlis Latvijas darbaspēka tirgu, ieved viesstrādniekus no Ukrainas. Darbs maiņās, fiziski smags. Latviešu valoda nav nepieciešama. Darba līgums - gan latviešu, gan krievu valodā. Prece tiek komplektēta ar plaukstas skaneriem, kas nolasa svītru kodus. Pēc maiņas strādnieki tiek aizvesti uz mītnes vietu ārpus Rīgas, kur divistabu dzīvoklī uz maiņām mitinās vairāki desmiti cilvēku. Pēc pirmās algas, viesstrādnieki vīlušies atstāj Latviju uz neatgriešanos. Protams, ir eksperta līmeņa iebraucēji, kuri strādā IT uzņēmumos. Bet tas jau ir cits stāsts. Iebraucēju bērnus mēs redzam skolās. Lauku skolām, iespējams, vairāk nākas uzņemt remigrantu bērnus. Toties Rīgas skolās vienā klasē mēdz būt 1-2 iebraucēju bērni. Veiksmīgi, ja bērns uzsāk mācības 1.klasē. Cits stāsts - ja tā ir 3. vai vēlāka klase, jo skolās nav vienotas atbalsta sistēmas. Katrs pedagogs strādā pēc savas sapratnes un iespējām. 
    Es nebūt neesmu pret iebraucēju integrēšanu un izglītošanu. Nav tikai skaidrs - kas ir mērķauditorija. Un kāda ir viņu motivācija būšanai Latvijā. 
  • M K's picture
    Piekrītu, ka ne katrs iebraucējs ir piespiedu kārtā jāizglīto. Iebraucēji šeit nonākuši ar notiektu mērķi, tāpēc, manuprāt šī nav tā problēma kura šobrīd ir aktuālākā. Tie kuriem tas būs vajadzīgs arī bez īpaša atbalsta atradīs iespēju apgūs valsts valodu, ja ne- nepiespiedīs!(Indiešu pavāram Gan-bei, kurš strādā 12 stundas dienā un 7 dienas nedēļā tāpat nebūs laika mācīties.) Mani vairāk satrauc tie iebraucēji, kas šeit bezmērķīgi iekīda pirms pārdesmit gadiem un vēljoprojām nav sapratuši, kuras valsts pilsoņi viņi ir....
  • Marcell Kállai's picture
    Sokkal befogadóbb a közösség is akkor, ha látják a hajlandóságot az aktuális kultúra megismerésére. Az általam ismert migránsok mindegyike motivált ebben, és itt Magyarországon képzeli el jövőjét, s hajlandóak a nyelvet is megtanulni.