Eurocities Guidelines on Integration of Young Migrants and Refugees

City Guidelines recommendations for the integration of young migrants and refugees December 2019

Contents

Guidelines on city policies for the integration of young migrants and refugees...... 2 Education ...... 3 Transition into employment ...... 6 Social integration and civic participation ...... 8

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 1

Guidelines on city policies for the integration of young migrants and refugees In the past few years, many European countries have experienced a surge in arrivals of young migrants and asylum seekers, which has pushed their systems of care and support to the limit. Young newcomers are a particularly vulnerable group, due to their limited autonomy as well as their emotional and psychological vulnerability and often compounded by traumatic experiences in the case of young refugees. Many arrive in Europe unaccompanied, due to family loss or separation.1 European and international institutions have repeatedly highlighted the crucial role local authorities play in young newcomers’ integration.2 In recent years, cities have produced relevant policy recommendations – for instance, in the framework of the Urban Agenda for the EU3 - and they have tested new approaches to reducing young migrants’ vulnerabilities while promoting their inclusion in local communities. Young migrants are a highly heterogeneous group. Teenagers require different support than young adults in their 20s, and unaccompanied young migrants face different challenges than those who can rely on their families. These differences matter, and they need to be considered when designing local integration policies. This document presents guiding principles and examples of policies/practices that local authorities can consider to improve the social and economic integration of young migrants. It draws mainly on the discussions from EUROCITIES working group on migration and integration in Toulouse in April 2019, where city officials from all over Europe reflected on obstacles, policy options, and long-term visions to make their cities more inclusive for young migrants and refugees. The guidelines are divided into three sections: education, employment, and social/civic integration. Before looking at each of these areas separately, there are some general principles: • Giving young migrants a sense of stability is crucial to motivate them to pursue a long-term inclusion process. While cities cannot remove the uncertainty that comes with an insecure legal residence status, they can encourage young migrants and refugees to identify and formulate their goals and help them develop a plan to get there. In Utrecht, Plan Einstein is an EU-funded project that provides residents of a local asylum centre with a comprehensive offering of coaching and training (from language to entrepreneurship) and fosters low-pressure encounters with. This

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

1 It is difficult to determine how many unaccompanied minors reside in the EU. The number of unaccompanied minors who filed for asylum rose rapidly in 2015, reaching almost 100,000 cases, before returning to 32,000 in 2017. But the number of those who arrived in the EU and did not seek asylum is unknown, although some estimates put it at almost 50,000 over the 2014-2017 period. European Migration Network, Approaches to Unaccompanied Minors Following Status Determination in the EU plus Norway – Synthesis Report (Brussels: European Migration Network, 2018). https://ec.europa.eu/homeaffairs/sites/homeaffairs/files/00_eu_synthesis_report_unaccompanied_minors_2017_en.pdf 2 Communication from the Commission to the European Parliament and the Council, The protection of children in migration COM/2017/0211 final, accessed 17 June 2019, https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52017DC0211; European Parliament resolution of 3 May 2018 on the protection of children in migration, accessed 17 June 2019, http://www.europarl.europa.eu/doceo/document/TA-8-2018-0201_EN.html?redirect 3 Urban Agenda for the EU, Recommendations for improving the protection and social inclusion of children in migration in Europe, accessed 17 June 2019, https://ec.europa.eu/futurium/en/system/files/ged/inclusion_recommendations_children-in-migration.pdf

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 2

reflects the city administration’s overall strategy to help young asylum seekers work on/for their own future, whether they will eventually stay in the Netherlands or move on.4 • Kickstarting the integration process as early as possible is important for all newcomers, but especially for young migrants and refugees who tend to suffer intense distress as a result of prolonged idleness. To make sure that information about available opportunities and support reaches young newcomers, the city and relevant stakeholders should invest in proactive outreach and make use of informal and digital channels - such as social media, texting apps, or ‘trusted messengers’ with a similar migration experience. Vienna’s approach ‘Integration ab Tag 1’ (Integration from day 1) helps refugees and asylum seekers in receipt of basic services design a personal trajectory from the beginning of their stay in the city.5 • A holistic approach to inclusion that addresses multiple needs in concert 6 - eg by combining housing, training and social integration - reduces the risk that young migrants and refugees fall through the cracks of support and promotes their personal development by treating them as persons, rather than just as ‘human capital’ or as passive victims. Toulouse collaborates with a range of NGOs, training providers, and national integration programmes to create a support environment where housing, education, language training, professional insertion, and social participation are addressed. 7 Education Many young migrants and refugees struggle to find their feet in the education system of the country of arrival. They often have to learn a new language8, make new friends, and understand the requirements of local curricula. Some may arrive as teenagers, with limited prior formal schooling or interrupted education pathways. At the same time, several schools face bottlenecks in staff and resources, and teachers may be underprepared to deal with increasingly diverse classrooms. A failure to ensure better inclusion in education comes with great risks - such as higher school dropout rates and lower literacy levels - which can last for generations. Although education policy is usually governed at higher levels of government, cities have a range of options to improve young migrants’ access to and success in education: • Invest in better career guidance. Investments in counselling and guidance can help young migrants become more aware of available education opportunities and their long-term benefits (as opposed to the lure of immediate earnings). Wherever

4‘Plan Einstein for migrants and refugees in Utrecht’, accessed 17 June 2019, https://www.youtube.com/watch?v=HmWdC7zmMKc 5 OECD, Working Together for Local Integration of Migrants and Refugees in Vienna (Paris: OECD Publishing, 2018). Accessed 17 June 2019, https://www.oecd-ilibrary.org/docserver/9789264304147- en.pdf?expires=1560749449&id=id&accname=guest&checksum=4C4D3D80CC9A75EA46A27670134F7F17 6 Report by EUROCITIES “Cities and Migrants Implementing the Integrating Cities Charter”, (page 13), October 2018 7 Presentations of the initiatives PLIE, accelair 31, France Horizon Insertion Occitanie, Afpa HOPE, and CDC Habitat Adoma at EUROCITIES Working Group Migration & Integration, Toulouse, 9-10 April 2019 8 Report by EUROCITIES “Labour market integration of refugees and asylum seekers”(pages 12 and 15), December 2017

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 3

possible, reaching out to parents is crucial—for example, with special adult- education formats that may persuade them of the returns of educational investments, or using interpreters and cultural mediators to strengthen parents’ communication with schools.9 As for unaccompanied minors, they can profit from a close exchange between educational institutions, legal guardians, and social workers in housing facilities. Responding to growing numbers of refugee arrivals in recent years, Malmo started employing ‘school guardians’ who act as intermediaries between families and schools. 10 In Paris, the city collaborates with civil society to facilitate the communication between non-francophone parents and schools, through so called papothéques (spaces for chat) where parents meet with education staff in the presence of a social worker, a translator and a school psychologist.11 In Vienna, the basic education courses include, besides German language learning, information and communication technology (IT), arithmetic, creativity and design or career guidance. The courses are complemented by educational and vocational counselling as well as social guidance. The courses offer orientation in everyday life in a new city and promote personal growth. • Streamline into mainstream education. While targeted measures for young migrants and refugees may be necessary at an early stage—eg due to language deficits and mental-health vulnerability—local policies should promote youngsters’ successive entry into regular education systems rather than keeping them on a parallel track indefinitely. Joining regular classes creates opportunities for social interaction, and standard educational degrees offer better career chances than special ad-hoc programmes. To make mainstream education more accessible and inclusive to pupils with heightened needs, cities can experiment with flexible add- on packages (e.g. combining language support, mentoring, and psychosocial assistance), while giving teachers the necessary intercultural, communication, and pedagogical skills to deal with cultural and linguistic diversity and with situations of particular vulnerability.12 Barcelona, Gothenburg, and other cities have encouraged experimentation with pedagogical tools in the classroom to address the different needs of migrant students—from individual support to collaborative approaches to increase pupils’

9 Aliyyah Ahad and Meghan Benton, Mainstreaming 2.0: How Europe’s Education Systems Can Boost Migrant Inclusion (Brussels: Migration Policy Institute Europe, 2018), accessed 17 June 2019, https://www.migrationpolicy.org/research/mainstreaming-how-europes-education-systems-can-boost-migrant-inclusion 10 EUROCITIES, Cities’ Actions for the Education of Refugees and Asylum Seekers (Brussels: EUROCITIES, 2017), accessed 17 June 2019, http://nws.eurocities.eu/MediaShell/media/Education%20report_Final%20Version.pdf 11 OECD, Working Together for Local Integration of Migrants and Refugees in Paris (Paris, 2018: OECD Publishing). Accessed 17 June 2019, https://www.oecd-ilibrary.org/docserver/9789264305861- en.pdf?expires=1560422482&id=id&accname=guest&checksum=BB82EE0F17FBEDBBD1A879FE2F3E6F88 12 Paola Piccinini, Urban Academy on Integration Background Reader (Luxembourg: Publications Office of the European Union, 2018). Accessed 17 June 2019, http://publications.jrc.ec.europa.eu/repository/bitstream/JRC111616/kjna29205enn.pdf

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 4

motivation—and they have made significant investments in teachers’ and educators’ professional development.13 • Champion a positive view of diversity. As a consequence of their migration experience, young newcomers may experience identity conflicts, with negative repercussions on their learning performance. School activities that enable young migrants to experience their plurilingual and pluricultural identities as an asset rather than a deficit can relieve this tension and boost their self-confidence.14 Local authorities can collaborate with schools to test formats - such as mother-tongue classes and storytelling15 - that help young migrants cherish their complex identity and make their classmates more sympathetic to their story. Many Northern European countries and cities have a well-established tradition of multilingualism in schools. In Helsinki, native-language education is provided for immigrants in over 40 languages.16 • Strengthen coordination mechanisms.17 Education opportunities in a city are often scattered across a wide range of formal and non-formal institutions. Setting up coordination mechanisms of local education offerings - for instance, by installing a local education manager18 - can help identify existing gaps, improve systems of referral and smoothen transitions. Most importantly, it allows the city authorities to monitor young migrants’ pathways and intervene rapidly wherever obstacles and bottlenecks arise. In Ghent, the city’s Refugee Taskforce, a multi-stakeholder consultative body involving the city administration, service providers, civil society and engaged citizens, monitors the influx of newcomers to rapidly adapt its education services to changing needs. It also coordinates the numerous initiatives taken by local schools to welcome refugees in the city.19

13 OECD, Working Together for Local Integration of Migrants and Refugees in Paris 14 Eurydice, Integrating students from migrant backgrounds into schools in Europe (Brussels: EACEA, 2019). Accessed 17 June 2019, https://publications.europa.eu/en/publication-detail/-/publication/39c05fd6-2446-11e9-8d04- 01aa75ed71a1/language-en/format-PDF/source-87310649 15 Cities of Migration, ‘First Voice: Palmerston North Intermediate Normal School’, 30 April 2018, http://citiesofmigration.ca/good_idea/first-voice/ 16 infoFinland.fi, ‘Education in Helsinki’, accessed 17 June 2019, https://www.infofinland.fi/en/helsinki/life-in- helsinki/education-in-helsinki 17 Report by EUROCITIES “Labour market integration of refugees and asylum seekers”(page 5), December 2017 18 German Institute for Adult Education, ‘Transfer agencies for municipal education management’, accessed 17 June 2019, https://www.die-bonn.de/id/32338/about/html/?lang=en& 19 Stad Gent, ‘Refugee Taskforce’, accessed 17 June 2019, https://stad.gent/ghent-international/city-policy-and- structure/asylum-and-refugees/refugee-taskforce

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 5

Transition into employment Moving into stable and good employment is often complicated for young migrants and refugees—due to language barriers, a lack of formal qualifications, poor information about career opportunities, weak social networks, and discrimination from employers. As a result, many young newcomers end up in low-skilled and precarious jobs, creating a long- term risk of poverty and exclusion.20 Cities can take targeted action to reduce these barriers, by making young migrants more aware of their skills and interests, providing upskilling opportunities, and cultivating employers’ trust. • Cultivate awareness and motivation. When making choices about their professional future, young migrants and refugees are at a double disadvantage: as all youngsters, they often lack a specific understanding of available career paths; and as newcomers, they struggle to access traditional information sources, due to language barriers and the general lack of familiarity with the host country. In collaboration with employers and training providers, cities can take steps to make career counselling more practical and experiential, for instance with ‘taster days’ in companies. Similarly, mentoring projects with experienced professionals can boost young newcomers’ self-confidence and aspirations, give them a better grasp of workplace norms, and open up valuable professional networks. Collaborating with ‘role models’—e.g. former newcomers who are successful in the local labour market—can improve local outreach efforts, by adding credibility and trustworthiness to career advice. In Vienna, the city’s strategy is to help young refugees plan their next steps— whether in further education, vocational training or employment—at the earliest stage possible. Through EU-co-funded projects such as Jugendcollege21 and CoRE22, young asylum seekers get their skills mapped and are then connected to a range of training and mentoring support, including entrepreneurship courses. Moreover, CoRE actively encourages participating refugees to organise their own courses, thus passing on their skills and competences to other newcomers.23 • Combine work and upskilling. 24 The younger the age, the higher the gains of investing in education and training. In spite of this, many young newcomers prefer (often under pressure from families and/or circumstances, sometimes even public employment services) immediate earnings in low- or unskilled work, and so they end up harming their career chances in the long run. To overcome this dilemma, cities may explore and test ways to combine low-threshold work with on-the-job upskilling and language learning.

20 European Commission, EU Youth Report 2015 (Luxembourg: Publications Office of the European Union, 2016). Accessed 17 June 2019, http://ec.europa.eu/assets/eac/youth/library/reports/youth-report-2015_en.pdf 21 Urban Sustainability Exchange, ‘Jugendcollege: training and education for young migrants in Vienna’, accessed 17 June 2019, https://use.metropolis.org/case-studies/the-jugendcollege-training-and-education-for-young-migrants 22 EUROCITIES, Cities and Migrants: Implementing the Integrating Cities Charter (Brussels: EUROCITIES, 2018). Accessed 17 June 2019, http://nws.eurocities.eu/MediaShell/media/3rd_Integrating_Cities_Report_October_2018_FINAL.pdf 23 Ibid.; presentation at Urban Innovative Actions Capitalisation Meeting, Antwerp, 12 June 2019. 24 Report by EUROCITIES “Cities and Migrants Implementing the Integrating Cities Charter”, October 2018

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 6

In Toulouse, vocational training providers collaborate closely with enterprises, helping them to find new recruits from a pool of candidates that includes young refugees and migrants as well as other jobseekers who are particularly far away from the labour market; as part of the offer, some of these programmes offer ongoing accompaniment and on-the-job support for the candidates who are recruited.25 • Carry out individual assessments of skills and potentials. Assessing and mapping young migrants’ professional skills at an early stage allows to streamline them to the most appropriate next step—language training, upskilling, official credential validation and/or employment—which is key to planning individual integration pathways at the local level. Crucially, it can also contribute to young newcomers’ psychological wellbeing, by restoring a sense of continuity in disrupted personal and professional biographies. As many young refugees and migrants come without extensive work experience, cities can experiment with assessment tools that also focus on soft skills, inclinations, and aspirations.26 Amsterdam, Helsinki, Tampere and Thessaloniki have partnered with the social enterprise Skilllab to perform detailed skills assessments of newcomers, through a technology-based solution that allows young refugees to articulate their past experiences and skills in their mother tongue. The software also matches the resulting skill profile to the most relevant occupations.27 • Reduce employers’ perception of risk. Local employers may be wary of hiring young migrants and refugees for different reasons, ranging from doubts about the quality of their skills to concerns about legal status, administrative procedures, and cultural misunderstandings. To reduce these concerns while also helping newcomers who have little experience with standard application procedures, cities may promote opportunities of direct encounter between employers and young migrants (for example, speed-dating formats), and encourage a closer cooperation between employers and civil society, so that young migrants in employment can receive support (such as in the form of coaching/mentoring). 28 Moreover, cities could collaborate with employers to develop on-the-job skills assessment, in order to make the abilities of young migrants more transparent even in the absence of formal qualifications. Nuremberg, for example, cooperates closely with business associations and the employment agency to support firms in employing/training refugees and asylum

25 For example, the project PLIE (Plan Local pour l’Insertion & l’Emploi). Presentation at EUROCITIES Working Group Migration & Integration, Toulouse, 9 April 2019. 26 Hire Immigrants, ‘ALiGN: From Youth to Refugees, Replicating for Employment Success’, 25 January 2019, http://www.hireimmigrants.ca/stories/align-from-youth-to-refugees-replicating-for-employment-success/ 27 EUROCITIES, ‘The Skilllab startup calls for partner cities to test innovative app for labour market integration’, 13 September 2018, http://www.eurocities.eu/eurocities/news/The-Skilllab-startup-calls-for-partner-cities-to-test- innovative-app-for-labour-market-integration-WSPO-B4KJMN 28 Liam Patuzzi, Meghan Benton and Alexandra Embiricos, Social Innovation for Refugee Inclusion: From Bright Spots to System Change (Brussels: MPI Europe, 2019). Accessed 17 June 2019, https://www.migrationpolicy.org/research/social- innovation-refugee-inclusion-bright-spots-system-change

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 7

seekers.29 The local Chamber of Trades (Handwerkskammer) has partnered with other Bavarian chambers to develop a language-learning app for craftman’s trades; this is a great help to small and medium-sized employers in the region, who are generally highly satisfied with the commitment and engagement of young refugees, but often point to insufficient language skills as an obstacle.30 Social integration and civic participation For young migrants and refugees, feeling accepted in the local community is a key factor for psychological well-being, with huge effects on all dimensions of their development and integration. In most cases, however, finding friends and beginning to feel at home is not a smooth process that happens automatically. Language barriers may hinder communication, and the lasting effects of traumatic experiences may isolate young refugees from their peers. On top of that, in some communities, feelings of distrust towards newcomers further complicate matters. Cities have many options to create safe spaces for interaction, trust-building, and participation—from youth work and social services to sport and cultural activities: • Create safe spaces of interaction. Recreational activities have a huge impact on the well-being and health of young migrants and refugees, and they can foster social ties with local communities.31 Through investments in youth work and community organisations, cities can promote opportunities for social interaction between young migrants and their peers in informal, low-pressure settings—such as cooking, sports, and arts and culture—where culture, nationality and legal status lose their centrality. Moreover, local authorities should ensure that also unaccompanied young migrants have adequate access to recreational activities and informal spaces of exchange with local peers, by encouraging partnerships between housing facilities and relevant local youth clubs and associations. Tampere provides numerous recreational activities to encourage social interaction between young immigrants and locals—including some dedicated spaces for refugee girls and young women (age 12-28) to meet new friends, participate in groups, or receive conversation-based assistance.32 Settling in and finding their way around a big city like Vienna can be a challenge for young refugees and asylum seekers. Free information modules33, available in several languages (currently Arabic, Farsi/Dari, Pashto and Somali) therefore provide them with orientation and basic information about life in Vienna. Topics addressed by these information modules for young people include healthcare, housing, education, gender, racism, discrimination, leisure activities in Vienna.

29 EUROCITIES, Cities and Migrants: Implementing the Integrating Cities Charter 30 HWK Mittelfranken, ‘MeinVokabular: App hilft beim Deutschlernen’, accessed 17 June 2019, https://www.hwk- mittelfranken.de/artikel/meinvokabular-app-hilft-beim-deutschlernen-75,0,4416.html 31 Lana Pasic, Young Refugees’ Transition to Adulthood (Strasbourg/Brussels: Youth Partnership). Accessed 17 June 2019, https://pjp-eu.coe.int/documents/1017981/10312288/Refugees+transition+to+adulthood.pdf/940fbd6e-3c85-e630-84aa- 85e7d04533f3 32 infoFinland.fi, ‘As an immigrant in Tampere’, accessed 17 June 2019, https://www.infofinland.fi/en/tampere/life-in- tampere/as-an-immigrant-in-tampere 33 Information modules Start Wien for refugees, City of Vienna, https://www.wien.gv.at/english/social/integration/arriving/start-wien-refugees/info-modules.html

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 8

• Counter discrimination and promote a positive narrative. 34 A climate of fearmongering and hostility towards newcomers affects young migrants and refugees to a greater degree, given how important it is for youngsters’ identity to feel part of a group. With targeted interventions, cities can empower young migrants to become part of the solution, by giving them a platform to articulate their voices and perspectives. The Gdansk Model, which promotes the inclusion of migrants and refugees in all spheres of society, also spells out how local police should respond in cases of racism and discrimination.35 In the UK, an EU-funded project run by Coventry, Birmingham and Wolverhampton trains young migrants as citizens journalists, enabling them to build and propagate a narrative that highlights their positive contribution.36 • Foster an inclusive city identity, centred on active participation. Feelings of belonging play a key role in the personal development of young migrants and refugees, giving them a stable basis on which to rebuild a sense of home. While membership in the national community is governed by citizenship (and to a lesser degree, by immigration status), cities are well-positioned to propose a more inclusive and proactive notions of belonging, reflecting the diversity of their urban communities. To cultivate such an inclusive city identity and tackle pockets of social exclusion, cities may experiment with ‘city ID cards’ granting access to key municipal services to migrants regardless of their status, as in the case of Barcelona. 37 Local authorities may also take steps to get young migrants and refugees more involved in local democratic processes. Several cities in Europe, including Ghent, Amsterdam and Stockholm, have developed public campaigns and city visions that emphasise their inclusive identity and invite the city’s diverse residents to feel part of it. In Athens, a city-led project encourages refugees to volunteer in charitable community initiatives; through their contribution to a more liveable city, they become (and are recognised as) active and productive members of the urban community early on. 38 Amsterdam has established a Refugee Advisory Board that advises the city on all activities and communication targeting refugees.39 And Milan, Lisbon and Barcelona joined forces in an EU project that involves young migrants in the formulation of youth policies, to sensitise them for the value of civic participation.40 • Cushion dangerous cliff-edges in the provision of care and support. One of the most vulnerable groups of young migrants are unaccompanied minors approaching

34 Integrating Cities Toolkit “Anti-discrimination strategies for the local job market”, 2018 35 International Rescue Committee, Forging a common path: A European approach to the integration of refugees and asylum- seekers (New York: International Rescue Committee, 2018) 36 Urban Innovative Actions, ‘MiFriendly Cities’, accessed 17 June 2019, https://mifriendlycities.co.uk/wp- content/uploads/2019/01/Mifriendly-Cities-Interactive-Guide-FINAL.pdf 37 PICUM, Cities of Rights: Ensuring Health Care for Undocumented Residents (Brussels: PICUM, 2017). Accessed 17 June 2019, https://picum.org/wp-content/uploads/2017/11/CityOfRights_Health_EN.pdf 38 Urban Innovative Actions, ‘Curing the Limbo’, accessed 17 June 2019, https://www.uia-initiative.eu/en/uia-cities/athens 39 EUROCITIES, Cities and Migrants: Implementing the Integrating Cities Charter 40 ICEI, ‘’ BY-ME: Boosting Young Migrants’ participation in European cities’, accessed 17 June 2019, https://www.icei.it/en/blog/project/by-me-boosting-young-migrantsparticipation-in-european-cities/

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 9

the age of majority, as they switch to a different legal regime and risk being left without state guardianship, housing and other protections.41 While some countries provide after-care for a number of years, other do not.42 Where national regulations are particularly strict, cities can take some measures to soften the transition to adulthood. Co-housing projects can protect unaccompanied young migrants turning 18 by offering them accommodation combined with mentoring and guidance on education, employment, language and social integration, as is the case in Antwerp (Curant) and Amsterdam (Startblok Riekerhaven). Another option is linking professional training programmes with the provision of housing, as in the case of Toulouse.43

41 Lana Pasic, Young Refugees’ Transition to Adulthood 42 European Migration Network, Approaches to Unaccompanied Minors Following Status Determination in the EU plus Norway https://ec.europa.eu/home-affairs/sites/homeaffairs/files/00_eu_synthesis_report_unaccompanied_minors_2017_en.pdf 43 Presentations of the initiatives PLIE, accelair 31, France Horizon Insertion Occitanie, Afpa HOPE, and CDC Habitat Adoma at EUROCITIES Working Group Migration & Integration, Toulouse, 9-10 April 2019.

December 2019 | www.eurocities.eu | Guidelines for the integration of young migrants and refugees 10