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Free Digital Learning Opportunities for Migrants and Refugees Free Digital Learning Opportunities for Migrants and Refugees An Analysis of Current Initiatives and Recommendations for their Further Use Elizabeth Colucci, Hanne Smidt, Axelle Devaux, Charalambos Vrasidas, Malaz Safarjalani and Jonatan Castaño Muñoz Editors: Jonatan Castaño Muñoz, Stephanie Carretero and Yves Punie 2017 EUR 28559 EN This publication is a Science for Policy report by the Joint Research Centre (JRC), the European Commission’s science and knowledge service. It aims to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that might be made of this publication. Contact information Address: Edificio Expo, C/ Inca Garcilaso 3, 41092 Sevilla, Spain Email: [email protected] Tel.: +34 954488378 JRC Science Hub https://ec.europa.eu/jrc JRC106146 EUR 28559 EN PDF ISBN 978-92-79-68010-6 ISSN 1831-9424 doi:10.2760/684414 Luxembourg: Publications Office of the European Union, 2017 © European Union, 2017 The reuse of the document is authorised, provided the source is acknowledged and the original meaning or message of the texts are not distorted. The European Commission shall not be held liable for any consequences stemming from the reuse. How to cite this report: Elizabeth Colucci, Hanne Smidt, Axelle Devaux, Charalambos Vrasidas, Malaz Safarjalani and Jonatan Castaño Muñoz; Free Digital Learning Opportunities for Migrants and Refugees. An Analysis of Current Initiatives and Recommendations for their Further Use; EUR 28559 EN; doi:10.2760/684414 All images © European Union 2017, except: Cover image, f/sco – Fotolia.com Title: Free Digital Learning Opportunities for Migrants and Refugees. An Analysis of Current Initiatives and Recommendations for their Further Use Abstract This is the final report of MOOCs4inclusion project, which was designed and financed by the Joint Research Centre of the European Commission. The report summarises the research conducted between July-December 2016 on the efficiency and efficacy of free digital learning (FDL) for the integration, inclusion and further learning of migrants and refugees in Europe and in neighbouring regions in conflict. Drawing from a literature review, focus groups with migrants/refugees (third country nationals in Europe) and interviews with representatives of selected FDL initiatives, the report assesses the success factors and limitations of FDL and draws conclusions about how FDL’s efficiency and efficacy could be improved. The report also proposes a categorisation of FDL offers according to their design and purposes. Emphasis is placed on initiatives that take a ‘blended’ (online and face-to-face) and ‘facilitated’ (support services and mentoring) approach, as this was found to be optimal by both users of FDL and providers. General recommendations are provided about how the European Union and other interested actors can invest in this field, enhance synergies and design effective and efficient FDL offers for migrants/refugees in the future. Table of Contents Foreword .............................................................................................................. 2 Acknowledgements ................................................................................................ 3 Executive summary and key messages ..................................................................... 4 1 Introduction ................................................................................................... 8 2 Approach ........................................................................................................ 10 2.1 What is FDL? ............................................................................................. 10 2.2 Methods ................................................................................................... 10 2.2.1 Literature review ............................................................................... 10 2.2.2 Catalogue of FDL initiatives ................................................................. 11 2.2.3 Focus groups and interviews with FDL initiatives .................................... 11 3 Summary of the main findings .......................................................................... 15 3.1 Diverse migrant/refugee profiles and learning environments ........................... 15 3.2 Trends in the design of FDL initiatives for migrants and refugees ..................... 16 3.2.1 Employing ‘offline’ digital solutions in the context of unstable learning environments .................................................................................... 16 3.2.2 Facilitating the recognition of learning and certification of skills ............... 18 3.2.3 Tackling linguistic barriers ................................................................... 19 3.2.4 Designing successful business models for sustainability: diversified funding and partnership ................................................................................. 20 3.2.5 Further pursuing impact assessment .................................................... 21 3.2.6 Enhancing communication................................................................... 21 3.3 Types of FDL initiatives for migrants/refugees ............................................... 22 3.3.1 Type of design ................................................................................... 22 3.3.2 Type of purpose ................................................................................. 25 4 Looking forward: recommendations and proposal for future research topics and projects .......................................................................................................... 28 4.1 Designing and investing in future FDL initiatives ............................................ 28 4.1.1 Design .............................................................................................. 28 4.1.2 Promoting recognition, quality assurance and accreditation ..................... 29 4.1.3 Funding and sustainability ................................................................... 29 4.1.4 Avoiding fragmentation ...................................................................... 30 4.2 Charting future research ............................................................................. 30 4.2.1 Literature beyond the higher education sector ....................................... 30 4.2.2 Data on participation, impact assessment and efficiency ......................... 30 4.2.3 Following up the fast changing landscape of announced initiatives ........... 31 Annex 1: Sources cited in the literature review ....................................................... 32 Annex 2: Project references .................................................................................. 37 1 Foreword JRC research on Learning and Skills for the Digital Era started in 2005. It aimed to provide evidence-based policy support to the European Commission and the Member States on harnessing the potential of digital technologies to innovate education and training practices; improve access to lifelong learning; and deal with the rise of new (digital) skills and competences needed for employment, personal development and social inclusion. More than 20 major studies have been undertaken on these issues with more than 100 different publications. Recent work on capacity building for the digital transformation of education and learning, and for changing requirements on skills and competences has focussed on the development of digital competence frameworks for citizens (DigComp), educators (DigCompEdu), educational organisations (DigCompOrg) and consumers (DigCompConsumers). A framework for opening-up Higher Education Institutions (OpenEdu) was also published in 2016, and also a competence framework for entrepreneurship (EntreComp). Some of these frameworks are accompanied by (self)assessment instruments. Additional research has been undertaken on computational thinking (CompuThink), Learning Analytics and MOOCs (MOOCKnowledge). This final report on MOOCs and free digital learning opportunities for migrants and refugees is a modest and explorative contribution to better understanding the challenges and opportunities for developing digitally-enabled solutions to tackle educational access and learning possibilities for the recent influx of refugees and migrants in Europe. MOOCs4inclusion was a challenging and timely study, conducted between July and December 2016, which provided insights and a number of recommendations for enhancing the efficiency and efficacy of free digital learning offerings. We are grateful for the work and dedication of the external research team that conducted the study on behalf of JRC and DG EAC, and for all the actors who collaborated with them. More information from all our studies can be found on the JRC Science Hub: https://ec.europa.eu/jrc/en/research-topic/learning-and-skills. Yves Punie Project Leader DG JRC Unit Human Capital and Employment European Commission 2 Acknowledgements MOOCs4Inclusion was a challenging study, conducted at a moment in time when both migrant/refugee integration and free digital learning (FDL) were becoming increasingly topical in Europe and globally. The study was modestly ambitious, notably because the landscape for FDL and migrant/refugee inclusion initiatives is evolving almost
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