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Chapter 1 on Key Documents for Policy-makers by the EU

Action Plan on the Integration of Third Country Nationals

Education and training have a key role in the European Commission’s Action Plan on the Integration of Third Country Nationals (7 June, 2016), which aims to help Member States to further develop and strengthen their national integration policies. The most important elements of this plan are presented in a factsheet which acknowledges education as a powerful means to provide migrants and refugees with the right skills to achieve personal fulfilment, find employment,  and engage in intercultural dialogue as a basis for integration. It identifies three main priorities for education:

  1. to integrate newly-arrived migrants into mainstream education structures as early as possible;
  2. to prevent underachievement of migrants and to allow them to fulfil their potential;
  3. to prevent social exclusion and foster intercultural dialogue through drivers such as sport, culture and youth activities.

It also identifies eight main challenges:

  1. language learning;
  2. assessment of skills;
  3. recognition of qualifications;
  4. training of teachers;
  5. lack of teaching resources;
  6. civic education;
  7. low level of skills in children and students who have been deprived of education over the past years/months; and
  8. geographical and social segregation.

 

Working Group Seminar on the Integration of Migrants

The background paper and report from a Working Group seminar on the integration of migrants (Brussels, March 2017) also provides useful insights into European policy in this area.  Notice particularly the descriptions of national programs, and specific good practice examples from different European projects. To emphasise the importance of policies and programs supporting the integration process of migrants as mentioned above, we would like to highlight the following paragraph from the report on key success factors for designing new initiatives:

“Key success factors for implementing a coordinated and cross-sectoral approach at national and local level included: the existence of a comprehensive national (or regional) strategy incorporating the different sectors of education and training, to facilitate coordination and clearly assign roles and responsibilities, including clear signposting for newly-arrived migrants; finding new and flexible ways to articulate local, national and EU funding; early intervention; and comprehensive support strategies which allow migrant learners to combine language learning, integration processes and education.” (p. 2).

 

Settling In 2018: Indicators of Immigrant Integration

A joint publication by the OECD and the European Commission, Settling In 2018: Indicators of Immigrant Integration presents a comprehensive international comparison across all EU, OECD and G20 countries about integration outcomes for immigrants and their children, using 25 indicators, covering both social and economic outcomes. You can find here links to a very complete Power Point presentation, and to the original report from the study. Notice particularly Chapter 3 (pages 63-90) on Immigrant Skills and Labour Market Integration for the study’s findings on key topics (e.g. immigrants’ educational attainment, employment rate, labour market integration, etc).

 

 

For further reading

 

 Note for reflection

  • As you work through the resources in the OER, reflect on your own country system for migrant integration, and the role of adult education within it.

 

 

 

 

 

 

Recommendations for further relevant resources are welcome in the comment section below!

 

 

 

The Capacity Building Series of EBSN provides free open educational resources (OERs) and massive online courses (MOOCs) through EPALE, to help the implementation of the European Commission recommendations on Upskilling pathways in EU Member States. EPALE is funded by the Erasmus+ programme, as part the European Commission’s ongoing commitment to improving the quality of adult learning provision in Europe. The project is implemented with the support of the Education, Audiovisual and Culture Executive Agency (EACEA).

 

 

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Chapter 2 on National Programs for Integrating Migrant AdultsBack to the main page 

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