Supporting Integration of Migrant Learners, Asylum Seekers and Refugees
Collection of best practices in the field of migrants’ integration
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Table of Contents
Introduction: 4 1: Web portal “InfoMigrator” 8 2: Multicultural Centre in Warsaw 10 3: ImiRadio 12 4: “Refugees Welcome Polska” 14 5: Club of Ukrainian Women 16 6: SmartUni mobile app 18 7: Immigrant Integration Model (Gdansk) 20 8: “Wroclaw on the tongues of the world” 22 9: “Welcome to Poland” info package for foreigners living in Cracow (Kraków) 24 10: Greek Language Courses for Third Country Nationals (I Learn Greek) 26 11: Establishment of Migrant Information Centre for Assisted Voluntary Returns 28 12: Upgrade of the Cyprus Information Guide 30 13: Intercultural Mentoring tools to support migrant integration at school (INTO) 32 14: Mothers and Children in L2 (L2M) 34 15: LIGHTHOUSE - Supporting lifelong learning and career paths for migrants 36 16: Mediterranean Migration Network (MMN) 38 17: Migrant Information Centre (MIC - miHUB) 40 18: US & Them 42 19: Digital Tools for Inclusion of Refugees, Asylum Seekers and Migrants 44 20: Mentoring (Mentor-Állás) 45 21: Classroom project 47 22: Inclusive Kindergartens and Schools 49 23: Rights-Activities-Communities 51 24: Migrants’ Voice 53 25: Complex psycho-social support for refugees and asylum seekers 55 26: Training Alternatives in the Hope of Marketable Knowledge and Jobs 57 27: Knowledge-Skill-Attitude 59 28: Mother-Child Unit in the refugee camp 61 29: MIRA 63 30: Slovenia is also your home 65 31: Police ESOL - The Cardiff E.S.O.L. Police Project 67 32: More Migrants as Teachers 69 33: Mathematics is everywhere 71
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34: Let's facilitate the migrants’ first step 73 35: Let Slovenia become my home 75 36: Bibliomigra 77 37: Basic education for easier integration of immigrants into the local environment 79 38: “Mama Learns German – even Papa” program 81 39: “Erzählcafé für Migrantinnen” – Talking café for migrant women 83 40: MultiKulti Integrationsverein Roding – „MultiCulti Integration Association Roding“ 85 41: Wohnungslotsen (“apartment guide”) 87 42: ”talentCAMPus” – Talent camp for unprivileged children and youth 89 43: Volunteering point 91 44: German learning portal “Ich will lernen” 93 45: Counselling and information services for refugees and migrants 95 46: Integration courses 97 47: 1. “Refukitchen” 2. “Kitchen on the Run” 99 48: Arts Projects: 1. “Music group” 2. “Theatre Group” 101 49: Resources’ Day 103 50: Social startups 105 51: Understanding Politics 107
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Introduction This document consists of a series of 51 best practices successfully implemented in the SIMILAR project partner countries (Poland, Cyprus, Hungary, Slovenia and Germany). This collection provides (together with the SIMILAR Handbook, which provides general context and theoretical background) the persons working closely with migrants the useful knowledge which they can convey to migrants to facilitate their integration process. These empowering tools refer to several spheres of migrants’ integration, namely: social, cultural, legal, economic, political. It also provides good examples of activities that enable effective language learning, finding a job, give access to accommodation and other facilities or promote participation in various social and cultural events.
Each example of good practice is presented in a clear and concise manner in order to be easily implemented in a new context. It includes information on institution that developed a good practice, target groups, detailed description of activity, expected benefits for target groups, resources required to implement a good practice as well as justification for its further usage. Since the collected best practices were developed in different countries and by various types of institutions (public, private, NGOs etc.) information of transferability (possibility of using it in different country/institutional contexts) is also provided. Finally, reader can also rely on provided websites and other references to get more information on a given good integration solution.
Each good practice relates to particular module(s) of the SIMILAR Handbook (see the table on the next pages).
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Where to use good practices:
Module 1. New Module 2. Module 3. Module 4. dimensions of Intercultural Migrants’ Migrants’ migration in contact learning empowerment Europe 1: Web portal “InfoMigrator" x 2: Multicultural Centre in Warsaw x 3: ImiRadio x 4: “Refugees Welcome Polska” x 5: Club of Ukrainian Women x x 6: SmartUni mobile app x x 7: Immigrant Integration Model x (Gdansk) 8: “Wrocław on the tongues of x x the world” 9: “Welcome to Poland” info package for foreigners living in x Cracow (Kraków) 10: Greek Language Courses for Third Country Nationals (I Learn x x Greek) 11: Establishment of Migrant Information Centre for Assisted x x Voluntary Returns – AVR Cyprus 12: Upgrade of the Cyprus x Information Guide 13: Intercultural Mentoring tools to support migrant integration at x x school (INTO) 14: Mothers and Children in L2 x x x (L2M) 15: LIGHTHOUSE - Supporting lifelong learning and career paths for migrants by tailored x counselling and recognition of prior learning to improve skills, employability and mobility 16: Mediterranean Migration x Network (MMN) 17: Migrant Information Centre x (MIC - miHUB) 18: US & Them x x 19: Digital Tools for Inclusion of Refugees, Asylum Seekers and x x Migrants
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20: Mentoring (Mentor-Állás) x x x 21: Classroom project x x 22: Inclusive Kindergartens and x x Schools 23: Rights-Activities-Communities x x 24: Migrants’Voice x x 25: Complex psycho-social support for refugees and asylum x seekers 26: Training Alternatives in the Hope of Marketable Knowledge x and Jobs 27: Knowledge-Skill-Attitude x x 28: Mother-Child Unit in the x x refugee camp 29: MIRA x x x 30: Slovenia is also your home x 31: LUV2 - Police ESOL - The x Cardiff E.S.O.L. Police Project 32: More Migrants as Teachers x 33: Mathematics is everywhere x 34: Let's facilitate the migrants’ x the first step 35: Let Slovenia become my x home 36: Bibliomigra x x 37: Basic education for easier integration of immigrants into x the local environment 38: “Mama Learns German – x x even Papa” program 39: “Erzählcafé für Migrantinnen” x – Talking café for migrant women 40: MultiKulti Integrationsverein Roding e. V. – „MultiCulti x Integration Association Roding“ 41: Wohnungslotsen (“apartment x guide”) 42: ”talentCAMPus” –Talent camp for unprivileged children x and youth 43: Volunteering point x 44: German learning portal “Ich x will lernen”
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45: Counselling and information services for refugees and x migrants 46: Integration courses x 47: 1. “Refukitchen” 2. “Kitchen x on the Run”
48: Arts Projects: 1. “Music x group” 2. “Theatre Group” 49: Resources’ Day x 50: Social Startups x 51: Understanding politics x
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Best Practice 1: Web portal “InfoMigrator”
The aim of the portal is to provide all categories of migrants as well as people working with migrants with comprehensive information in 5 languages (Polish, Russian, Ukrainian, English, French) regarding legal aspects of stay and everyday life in Poland.
Developed/ implemented by: Fundacja Inna Przestrzeń (The Other Space Foundation) from Warsaw
Reference: http://www.info-migrator.pl Establishing and maintenance of the portal was co-funded by the ‘European Fund for Integration of Third-Country Nationals’ (EFI), ‘Asylum, Migration and Integration Fund’ (AMIF), ‘Swiss Contribution’, ‘EEA Grants’, ‘Polska Fundacja Dzieci i Młodzieży’ (Polish Foundation for Kids and Youth), ‘Fundacja Batorego’ (Batory Foundation) and the Polish state funds.
Target groups: ● all categories of migrants, especially those who have recently arrived or intend to arrive to Poland ● social carers ● volunteers
Detailed description: InfoMigrator is a multilingual information website for migrants who have recently arrived or intend to arrive to Poland. It provides broad information regarding: ● formal and legal issues concerning migrants’ stay in Poland; ● procedures in local offices; ● basic aspects of everyday life in certain cities of Poland. The aim of the portal is also to facilitate the cooperation between people dealing (professionally or privately) with migrants as it serves as a space for exchange of information between migrants, NGOs, public institutions and scholars particularly interested in migration and multiculturalism.
The portal contains of: - home page to navigate between all portal subpages, - ‘About Poland’ section which provides general information about Poland (its political system, demography, history, geography and climate, holidays and customs etc.), - nine major Polish cities’ profiles which describes services available for migrants in particular cities and news about migrant-related events, - legal information concerning most relevant areas of life (information for asylum seekers, marriage, citizenship, social assistance, legalization of a stay, education, employment, business activity, health care, tax system etc.), - ‘emergency’ section containing information on emergency telephone numbers (police, fire brigade etc.) as well as tips how to avoid troubles when looking for a job, renting flat or simply on a street, - news – local and nationwide news about events connected with migrants,
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- good to read – individual stories and essays by migrants, - experts' module – a communication tool for policymakers, representatives of NGOs and other groups engaged in integration of migrants in Poland.
Expected results/benefits for the target group(s): The portal aims at simplifying the life of migrants in Poland by providing them quick access to all practical information in this respect. It is supposed to facilitate migrants’ integration so that they are well informed and active in their new surroundings.
Materials required/resources: - access to computer and Internet
Why is it the best practice?: It is the most comprehensive and user-friendly portal for foreigners in Poland who wish to look for basic information of legal, social, cultural and economic aspects of living in that country. Since it is available in five popular languages it is useful for vast majority of migrants in Poland.
Transferability: The structure of the portal (sections) could be transferable to other contexts. Content of the platform is country-specific.
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Best Practice 2: Multicultural Centre in Warsaw
The Multicultural Center was founded in 2013 by a group of migrant organizations and institutions working with migrants in Warsaw. Its aim is to coordinate and encourage cooperation of these organizations for the benefit of migrants. It also facilitates their contacts with local authorities in Warsaw, the city of largest migrant community in Poland.
Developed/ implemented by: Fundacja na rzecz Centrum Wielokulturowego w Warszawie (Foundation for the Multicultural Center, Warsaw) in 2013-2017; Stowarzyszenie Pro Humanum (Association Pro Humanum) and Fundacja dla Somalii (Foundation for Somalia) from 2017.
Reference: http://cw.org.pl
Target group(s): ● social carers ● volunteers ● NGOs ● local authorities
Detailed description: The Foundation for the Multicultural Center in Warsaw consists of about 20 NGOs working with migrants, including Foundation ‘Africa Another Way’, ‘Other Space’ Foundation, Foundation for Social Diversity, ‘Our Choice’ Foundation, SIETAR Poland Association, Foundation for Somalia and ‘Never Again’ Association. It facilitates various activities of these organizations focused on raising participation of migrants and different cultural minorities in public life. The Foundation is also open for new organizations and informal groups dealing with migrants and multiculturalism. It coordinates cooperation of coalition of NGOs with the authorities of Warsaw in areas of: 1) offering access to information for foreigners concerning local authorities programmes and non-governmental initiatives targeted at migrants as well as for the citizens of Warsaw and tourists willing to get information about multicultural capital; 2) empowerment of migrants and making them comprehensively active in Warsaw; 3) providing support for migrant communities in implementation their own integrative projects and actions; 4) supporting educational initiatives focused on multiculturalism, integration of migrants, education in the multicultural environment, Polish language learning as well as education about multicultural heritage of Warsaw; 5) promoting various local and international cultural activities implemented by representatives of different foreign groups;
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6) legal advice for foreigners; 7) conducting research on migration in Warsaw on regular basis.
Expected results/benefits for the target group(s): Raising knowledge on migrant communities among members of hosting society and vice versa, better integration of migrants thanks to support services offered by organizations that create the Centre.
Materials required/resources: ● website ● hosting organisation
Why is it the best practice?: Activity of the Centre is a good example of an umbrella organization that coordinates works of diversified group of entities of several public and non-public institutions working in area of migrant integration. It is also the best place in Warsaw to get information on various social and cultural initiatives organized for or by migrants. It contributes then to dialogue between hosting society and migrant communities.
Transferability: The structure of the umbrella organization is transferable to other contexts.
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Best Practice 3: ImiRadio
ImiRadio is an internet radio broadcaster focused on multiculturalism and integration of migrants. It mostly promotes culture of migrants and provides them with basic information on legal and everyday issues of living in Poland.
Developed/ implemented by: Centrum Wielokulturowe w Warszawie (Multicultural Centre in Warsaw)
References: http://imiradio.pl ImiRadio is financed under the Citizens for Democracy programme, the EEA Funds, the European Fund for Integration of Third-country Nationals and the Polish state budget.
Target group(s): ● social carers ● volunteers ● NGOs ● local authorities
Detailed description: ImiRadio supports cultural diversity of immigrant and minority communities in Warsaw. It operates thanks to involvement of a large group of volunteers from all over the world. The radio broadcasts “live” on daily basis (mostly afternoons) in various languages, including Polish, English, Arabic, Belarusian, Russian, Ukrainian, French, Somali etc. It is then targeted at most numerous migrant communities in Poland. The programme includes: ● news section; ● interviews with leaders of immigrant communities, including those who have achieved professional success; ● good practices of migrant integration in Poland; ● advice regarding various integration challenges (legal and cultural issues, health insurance, housing etc.); ● job offers; ● multicultural education and fairy tales from various parts of the world for kids; ● programme "I'm talking about my country" promoting different sending countries by a migrant guest; ● ethnic/world music.
Expected results/benefits for the target group(s): ImiRadio contributes to dialogue between hosting Polish society and migrants as it provides comprehensive information on incoming communities. It is both targeted at migrants (as it provides complex advice regarding living conditions in Poland) and at Polish society (as it shows all concerns and integration challenges).
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Materials required/resources: ● access to internet ● broadcasting equipment and facility Why is it the best practice?: The broadcasted programmes reveal daily concerns of migrants in a clear and straightforward manner. They also enable migrants to share ideas and experiences regarding their living conditions in Poland. This way the ImiRadio contribute to dialogue between communities.
Transferability: Migrant stories and interviews with leaders of immigrant communities, including those who have achieved professional success are good practices of integration to be promoted broadly.
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Best Practice 4: “Refugees Welcome Polska”
Refugees Welcome Poland is a branch of Refugee Welcome International, a global initiative helping refugees to find shelter. It was established in Poland in 2016 as a result of ‘migration crisis’ in Europe.
Developed/ implemented by: Refugees Welcome International, Fundacja Ocalenie (Ocalenie Foundation)
References: http://refugees-welcome.pl http://ocalenie.org.pl
Target group(s): ● volunteers ● NGOs
Detailed description: Refugees Welcome initiative was launched in Germany in 2014 as a response to ‘refugee crisis’ in Europe and the need to support asylum seekers in finding shelter and integration. Since there is lack of accommodation facilities for asylum seekers or they are mostly located in mass accommodations that hinder integration, Refugee Welcome helps refugees to share/rent regular flats so that they are not excluded from society. The idea is simple: it's an internet platform that connects refugees with local residents who want to rent a room. Landlords just need to register on the platform and after verification can share their housing. It operates now in 14 countries, including Austria, Australia, Canada, Czech Republic, Greece, Netherlands, Northern Ireland, Poland, Portugal, Romania, Spain, Sweden and Italy. The operator of that initiative in Poland is the Ocalenie Foundation. It helps refugees in finding house and provides aid, free of charge education and support for cultural and language integration. An important aspect is that there is a normal lease agreement between the refugee and the landlord. The contract provisions and the amount of rent are clearly stated (minimum of PLN 150 per month). Refugees participating in Refugees Welcome Programme have also access to: ● free Polish classes, ● guidance of cultural mentors, ● psychological help and legal advice. The Ocalenie Foundation has also launched an online crowdfunding campaign (www.pomagam.pl/refugeeswelcome) so that the programme could reach a bigger number of refugees and help them in integration with Polish society.
Expected results/benefits for the target group(s): The initiative helps refugees find a shelter, opening the way to integration, mutual understanding and breaking stereotypes. Since 2014 the Refugees Welcome International network have already found homes for over 900 refugees from Afghanistan, Albania, Algeria, Bangladesh, Burkina Faso, Eritrea, Gambia, Ghana,
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India, Iraq, Iran, Cameroon, Kenya, Liberia, Mali, Niger, Nigeria, Pakistan, Senegal, Somalia, Sri Lanka, Sudan, Syria, Tunisia and Ukraine. All of them were also offered integration support (language classes, cultural mentoring, psychological and legal advice).
Materials required/resources: ● a room to rent (shared flat) ● language classes (e.g. once a week)
Why is it the best practice?: Refugee Welcome programme is a grassroots initiative that supports migrants and refugees in integration, working for an intercultural dialogue and strengthening the civil society. It does not only help migrants in settling in the new country but also engages the receiving society as landlords share their houses with migrants and volunteers can work for integration of refugees (cultural guidance, teaching language, etc.) or support them financially (donations).
Transferability: It is a global and volunteers-based initiative that can be applied to all people in need.
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Best Practice 5: Club of Ukrainian Women
The Club of Ukrainian Women is an informal female association based in Warsaw. It was established in May 2014 in order to facilitate education and integration of the Ukrainian community and to cultivate Ukrainian culture in Poland. The Club organizes regular workshops, meetings, concerts, charity and socio-cultural events once a week for few hours.
Developed/ implemented by: Dom Ukraiński (Ukrainian House), Fundacja Nasz Wybór (Our Choice Foundation)
References: http://ukrainskidom.pl/nasze-projekty/klub-ukrainskich-kobiet/ It was founded by the "Our Choice" Foundation with the financial support of the Batory Foundation and the EEA Funds under the program "Citizens for Democracy".
Target group(s): ● volunteers ● NGOs
Detailed description: The Club gathers mostly Ukrainian women living in Warsaw, although it is open to representatives of different nationalities and age groups. It facilitates women’s socio- cultural and civic integration through organization of: - workshops - during the workshops both the Ukrainians and the Poles participating have an opportunity to familiarize themselves with the Ukrainian cuisine, ethnic music, literature and handicrafts; - meetings with experts, local activists, professional counselors, lawyers, psychologists and employers of migrant women; - practical trainings how to plan and implement migrant-related events and make their budgets; - music band “Kałyna” formed by migrant women.
Expected results/benefits for the target group(s): Club of Ukrainian Women contributes to dialogue between hosting Polish society and Ukrainian (and other) migrants as it enables participants to familiarize their cultures through basic cultural activities: cooking, singing, reading literature together.
Material required/resources : ● website ● hosting organisation
Why is it the best practice?: Ukrainian women are the most numerous female migrant group in Poland (up to 43% of all Ukrainian migrants) and work mostly in low paid sectors (and care services). It is
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thus of great importance to facilitate their integration with the Polish society and, on the other hand, to let Polish women know the culture of incoming Ukrainians.
Transferability: Cultural events organized together by immigrants and Polish citizens that enable to see how the theoretical knowledge provided during various integration training and workshops is transformed into concrete actions. In consequence they are an incentive for further (organized only by migrants) activities. The best practice cannot be directly transferred as it responds to local migratory context but it provides good example on creating friendly surrounding for facilitating migrants’ integration.
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Best Practice 6: SmartUni mobile app
To be used by foreign students of the University of Łódź and foreign candidates. The SmartUni app is an innovative, interactive guide to all main areas of student life at University of Łódź, including classes, people, exchange programs and events. The app also provides news about student activities and life in the city.
Developed/ implemented by: University of Lodz
References: http://smart.uni.lodz.pl/en# https://play.google.com/store/apps/details?id=pl.linteri.uniwersytetlodzki&hl=pl
Target group(s): ● NGOs workers ● volunteers
Detailed description: The SmartUni app is an innovative, interactive guide for all present foreign students and all those who wish to become the students of University of Łódź. The app helps the users to adapt the new surroundings in a heartbeat. The users are always up to date with University events and student activities outside the campus. In the SmartUni students can check your schedule, university news and thanks to microlocalisation technology based on ibeacons the users can easily find their way around the campus.
Main features: - a catalogue of basic information about student exchange programme, the educational programme and all the necessary documents - quick access to most important news: all the news from all university webpages and social profiles are finally available in one place - an up-to-date calendar of events - student zone: information about studying at the University of Łódź, description of all campus venues (supported by microlocalisation running under the ibeacons technology), class schedules, contacts to coordinators and lecturers - getting around: all the info you will need about living in the city, public transportation, restaurants, bars, drugstores, shopping places and more. In this section you will find info about places worth visiting in Poland as well as in Łódź. The functionality is supported by the microlocalisation feature running on ibeacons.
The SmartUni proves that a Polish university can offer much more than just great education, it can also, among others, create a friendly atmosphere for foreign students. Thanks to the mobile app the language barriers are no longer an issue and adaptation becomes easy.
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Expected results/benefits for the target group(s): Users are able to independently gather all necessary information, which contributes to their empowerment, helps them feel safer, able to solve everyday issues and build relations.
Materials required/resources: Mobile phone (with Android), internet connection
Why is it the best practice?: The app is free, easy to download, user friendly. It helps foreign student to become independent and self-reliant quickly (yet at their own pace), each user can browse for specific and necessary information.
Transferability: The idea of the mobile app with practical information for foreigners is transferable. Such a tool can be addressed to all foreigners (not only students) with local context relevant information.
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Best Practice 7: Immigrant Integration Model (Gdansk)
The IIM demonstrates the main areas for action for a successful and effective integration policy at the local government level in the long term. Each of its operational parts describing the recommended tasks and measures primarily refers to the period of 2 years (2017-2019).
Developed/ implemented by: Gdansk Task Force on the Immigrant Integration Model established by Mayor of Gdansk
References: http://www.gdansk.pl/migracje/Immigrant-Integration-Model,a,67017
Target group(s): ● Local authorities
Detailed description: This complex document consists of: diagnosis of current situation, key values and principles, vision, goals, measures, tasks which should be implemented to enhance the integration process and explains the role of municipality in this respect. The overall goal of the is to develop a migration management system in public institutions and social purpose organisations in Gdansk, and to enhance the integration of immigrants in the following areas: - Education: Improve the immigrants’ educational and integration conditions among school children and university students, those around them, and local communities, and strengthen the role and competencies of education institutions in their integration. - Local community: Improve immigrants’ integration into the local community through involvement of the social sector and integration of immigrants into the existing social networks as well as local and civic collaboration programmes. - Culture: Strengthen the role of culture in the integration processes through increased involvement of cultural institutions/organisations and a greater quantity and quality of measures to support immigrant integration through culture. - Violence and discrimination: Ensure safety and respect for immigrants’ rights by improving the system for counteracting violence and discrimination. - Health Enhance access to healthcare and improve the quality of medical services provided to immigrants. - Labour market: Improve the immigrants’ employment situation by providing comprehensive information, education and counselling to employers, labour market institutions and immigrants - Social assistance: Develop and improve the quality of social assistance services supporting the integration of immigrants, to help them become independent. - Housing: Improve the immigrants’ housing situation by promoting dispersed housing solutions in diversified locations to prevent the creation of ghettos; improve access to housing and counteract discrimination of immigrants in the lease market.
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The documents underlines the role of municipality in the process of integration, highlighting that as residents of Gdansk, immigrants have the right to obtain reliable information at the City Hall on all municipal matters on the same terms as the rest of the population .
Expected results/benefits for the target group(s): As an integrated model, it ensures synergy between the activities of various entities and sectors. It also promotes the role of the local government as a body that coordinates, integrates and networks different entities involved in implementing measures in each of the thematic areas in the city. The local integration and migration policy is primarily a response to the needs of the migrants currently living in Gdansk and the host community. The development of the model is, in a sense, a preventive measure to prevent escalation and reduce the risk of problems and difficulties associated with migration. It is crucial to prevent marginalization and separation of migrants, and counteract the emergence of radical attitudes towards migrants. The model provides a framework for collaboration between different entities, sets out procedures, and supports municipal institutions by guiding them on how to work with immigrants. The measures supporting integration of immigrants will improve social cohesion at the city level, and the quality of services dedicated to residents.
Materials required/resources: As this is a complex integration model on municipality level, various resources were and are necessary to implement it. Yet this document itself can be a useful tool to define the role of local authorities, identify key areas that enhance integration, actions supporting integration.
Why is it the best practice? ● Active contribution of migrants while preparing the IIM ● The role of local authorities is clearly defined ● Benefits of the IIM are well justified
Transferability: The general vision of the role of municipality / local authorities in integration process, the model itself (adjusted to local conditions).
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Best Practice 8: “Wroclaw on the tongues of the world”
The campaign aims to: ● support the foreigners living in Wrocław in Polish language learning, ● help the foreigners to improve their language skills, which will enable them to benefit from the city’s offer and to participate in the active life of local community, ● get the Wrocław inhabitants involved in the process of social integration of foreigners living in Wrocław.
Developed/ implemented by: Municipality of Wrocław, campaign carried out by Wrocławskie Centrum Integracji (Wrocław Integration Centre)
References: https://www.wnjs.pl/en/
Target group(s): ● Volunteers (locals and migrants)
Detailed description: Volunteers (Wrocław inhabitants) and Participants (foreigners) meet in couples (so- called tandem meetings). People interested in participation must fill out the Application form ( If you’re interested, fill out the Application Form. Using the Volunteers Database and the Participants Database one can find a partner for himself/herself and choose the right place and time. The campaign organizers provide teaching materials that will be used by a Volunteer while giving the Polish classes. The learning space is provided by campaign Partners. Trainings for volunteers are also provided. All the activities are free of charge.
Expected results/benefits for the target group(s): Migrants will have better knowledge of Polish. The campaign contributes to creating new learning communities, enhances social inclusion and integration.
Materials required/resources: All materials (teaching materials, learning space, website and database, trainings) are provided by campaign organizers. To organize such campaign, the following will be required (with adequate human and financial resources): website available in foreign languages, database, partners providing learning space, teaching materials and trainings for volunteers.
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Why is it the best practice?: The campaign supports teaching / learning Polish as a foreign language free of charge for foreigners, and also supports volunteers by providing them with skills, knowledge, materials and space. Both foreigners and Polish inhabitants can easily find partners for tandem meetings through database and arrange meetings.
Transferability: The whole practice is transferable.
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Best Practice 9: “Welcome to Poland” info package for foreigners living in Cracow (Kraków)
This brochure includes the most important information, which a foreigner staying in the territory of Poland should be familiar with, including the most important aspects of social insurance, access to education and health care, work performance and renting an accommodation. All of the information included is practically-oriented and the authors of the project did their best to present the complex administrative procedures in an accessible and comprehensible manner.
Developed/ implemented by: The Halina Niec Legal Aid Centre
References: http://ngo.krakow.pl/aktualnosci/197518,52,komunikat,_witaj_w_polsce___- _informator_dla_cudzoziemcow.html
Target group(s): ● NGO workers and volunteers ● HR teams ● social carers ● teachers ● police and city guards
Detailed description: The brochure was prepared by an NGO working closely to migrants (incl. asylum seekers and beneficiaries of international protection) and includes complex information for foreigners about: healthcare, education, social care, insurance, taxes, labour market, housing, driving license etc. It is available for free in English and Ukrainian, both in downloadable and printed (distributed in offices, information points/centres) versions.
Expected results/benefits for the target group(s): Foreigners will have high-quality (prepared by lawyers and experts) information free of charge. They will be more confident, self-sufficient, will have knowledge regarding their rights and obligations.
Materials required/resources: To use the brochure – internet connection to download the brochure. To prepare such brochure – team of lawyers, experts, translators.
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Why is it the best practice?: The brochure was prepared by lawyers and experts experienced in working with migrants, based on current acts. It is based on migrants’ feedback, contains general information as well as locally relevant (Cracow).
Transferability: The idea of “Welcome To Poland” info package is transferable. General information (updated regularly by a team of lawyers and/or experts) are easily transferable. Local information should be prepared in relevance to local context.
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Best Practice 10: Greek Language Courses for Third Country Nationals (I Learn Greek)
This initiative aims to support the integration process of Third Country Nationals in the Cypriot society by providing them the opportunity to learn the Greek language and improve the social inclusion capacity.
Developed/implemented by: Leading organization KES College (Cyprus) Partners: CARDET, Municipalities of Agios Athanasios, Deryneia, Pafos, Agios Dometios and INNOVADE
Reference: Project website: http://www.ilearngreek.eu/en/
Target group(s): This can be used by anyone who works with people over 18 years of age, with a nationality of a Third Country (non-European Union country nationality) with one of following statuses: ● Third Country National with a student’s or worker’s or visitor’s or Cypriot spouse’s residence permit ● Recognized Refugee ● Subsidiary Protection Status ● Asylum Seeker
Detailed description: The “I Learn Greek” initiative provides the opportunity to Third Country Nationals (TCNs) to participate in free face to face Greek Language courses. The project aims to support the integration process of TCNs in the Cypriot society by providing them the opportunity to learn the Greek language and improve the social inclusion capacity. The project offers 4 levels of Greek courses, which have a total of 48 lessons (12 lessons for each level). The lessons are categorized based on their level of difficulty: 2 courses of basic level (Level A1, Level A2) and 2 courses of intermediate level (Level B1-GR, Level B2-GR).
Firstly, participants have to choose the course level that will best suit their needs (Beginners’ level: People with limited knowledge of the Greek language or no knowledge at all. Intermediate level: People with some basic knowledge of the Greek language. Later, a diagnostic assessment takes place -during the first lesson- in order to determine each participant's’ level. After this assessment the teacher decides in which level each participant will be placed.
Depending on the level of each course, the lessons aim at introducing the Greek language, helping TCNs communicate in Greek (finding information about the host
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country, their residence, transportation and other daily activities), teaching grammatical rules, useful vocabulary, how to write formal letters, emails etc.
The courses were held in Nicosia, Limassol, Larnaca, Pafos and Deryneia. For the first 1,5 year of the project 378 Third Country Nationals attended the courses and 232 people successfully completed them.
Expected results/benefits for the target group(s): TCNs learn the language of the host country (Greek) so they are able to communicate with locals for their daily activities. Those who are interested in improving their language skills, can participate in the intermediate level courses.
Materials required/resources: The educational resources and the lessons that trainers could use are available on the project website, in teacher’s space. Classroom / learning area is also necessary.
Why is it the best practice?: The initiative provides the opportunity to TCNs to learn Greek despite their previous level of knowledge. More specifically, the learners don’t need to have any prior knowledge of Greek as the program offers a class for the beginners’ where people with no knowledge of the Greek language will be placed. At the same time the program offers the opportunity to TCNs who already speak Greek to improve their language skills.
For the first 1,5 year of the project 378 Third Country Nationals attended the courses and 232 people successfully completed them.
Transferability: The structure of the learning courses could be transferable in other contexts. The lessons can be offered only to TCNs learning Greek so they cannot be used in other contexts that TCNs are interested in learning the host country’s language.
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Best Practice 11: Establishment of Migrant Information Centre for Assisted Voluntary Returns – AVR Cyprus
The aim of this Action is to provide information, psychosocial support and financial assistance for Third Country Nationals who wish to return to their country of origin. Developed/implemented by: Partnership: CARDET, Caritas International (Belgium), University of Nicosia
Reference: Action website: http://avrcyprus.eu/index.php/en/
Target group(s): ● Third country nationals, ● asylum seekers, ● refugees, ● irregular migrants from third countries who wish to return to their country of origin.
Detailed description: The Migrant Information Centre for Assisted Voluntary Return - AVR Cyprus provides guidance to migrants who are interested in returning to their country of origin, because they cannot afford staying in Cyprus or they face legal or financial issues which does not allow them to live in the host country. The AVR helps migrants who voluntarily want to return to their country of origin, providing them with the necessary guidance and support, focusing on their needs and improving any optimal chances for their future and well-being in their country of origin. All services are provided free of charge by trained personnel.
Based on the information provided at the official website of AVR, the project aims to provide and improve: ● Individual guidance to migrants considering returning to their country of origin, ● Optimal chances for their future and well-being in their country of origin, ● Assistance when they will reach their country of origin, ● Information and counselling to beneficiaries for assisted voluntary return, ● Psychological support to applicants, ● Legal assistance, ● Preparation of any related documents (i.e. travel documents, tickets), ● Collaboration with governmental services and other departments to promote fast and effective procedures, ● Financial assistance (i.e. flight tickets), ● Assistance on the travel plan and logistics related to return, ● Educational supportive seminars (i.e. computers, business), ● Assistance at the airport when departing to the home country. ● Assistance in the reintegration of the applicant in the home country in collaboration with corresponding service there.
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Expected results/benefits for the target group(s): The AVR provides support and guidance to migrants interested in returning to their country of origin. The AVR personnel helps returnees not only while they are leaving the host country, but they also provide assistance for their well-being in their country of origin. The target group receives psychological support, financial or legal assistance, etc. if needed.
Materials required/resources: The personnel running this programme on should be trained and have the necessary skills to be able and provide help to the returnees regarding guidance considering returning to their country of origin, assistance when they will reach their country of origin, information and counselling to beneficiaries for assisted voluntary return, psychological support to applicants, legal assistance, preparation of any related documents etc.
Why is it the best practice?: The AVR programme helped a lot of people to return to their country of origin. Here are some case studies.
Transferability: The AVR programme could be transferable in all contexts.
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Best Practice 12: Upgrade of the Cyprus Information Guide
The primary objective of the Guide is to support a substantial participation of TCNs in the economic, social and cultural life of Cyprus.
Developed/implemented by: Project leader: INNOVADE LI LTD
Reference: Project website: http://www.cyprus-guide.org/en/the-guide
Target group(s): ● anyone who works with Third Country Nationals (TCNs), ● social workers.
Detailed description: The Cyprus Information Guide is composed of 10 thematic units providing useful information for Third Country Nationals (TCNs) who want to learn more about life in Cyprus, in order to be able to integrate smoothly in the Cypriot society and participate in the economic, social and cultural life of Cyprus. It also promotes mutual respect and appreciation among TCNs and the local society regarding access to a number of basic daily activities, rights and obligations.
Based on the information provided on the official project portal, the Cyprus Information Guide is composed of the following chapters: 1. Geography: It contains information on geography, climate and the natural environment of Cyprus, as well as demographic details and brief presentation of the major cities. 2. History: It illustrates, in chronological order, the history of Cyprus from prehistoric period to present. 3. Culture: It outlines important elements of the Cyprus culture, customs and traditions. 4. Political System: It refers to the Cyprus political system, processes for civic participation and the benefits of Cyprus accessing the European Union. 5. Economy: It depicts the economy of Cyprus with particular emphasis on the banking and taxation system, in relation to the options available to TCNs. 6. Employment and Labour: It provides an overview of the local labour market with reference to the types of employment and to the public agencies responsible for TCNs, employment relations and residency status. 7. Education: It outlines the education system of Cyprus by giving emphasis to the rights of TCNs. 8. Healthcare and Social Insurance Services: It discusses the healthcare system of Cyprus along with rights and obligations of TCNs as well as it refers to issues relevant to Social Insurance Services for TCNs.
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9. Access to Utilities: It provides information on how to access a list of utility services, such as water, electricity, telecommunication services, internet, transportation and postal services. 10. Useful Contacts: It provides the contact details of useful services, authorities and organisations.
Expected results/benefits for the target group(s): Migrants and TCNs have access to useful information (in printed and online format – website and mobile App) for their daily lives. The information are available 7 languages: Greek, English, Russian, Sri Lankans (Sinhala and Tamil), Arabic and Filipino.
Materials required/resources: Use of the Guides in online or printed format
Why is it the best practice?: The Guides inform the target group on issues related to the Cyprus local community and facilitate the integration of TCNs in the local community.
Transferability: The Guides can be used by those wanting to learn more about Cyprus, but the general idea of the Information Guides (available not only in printed format but in an online version and a mobile App) could be transferred in other contexts. The booklets can be used only in the context of Cyprus, since all the information provided in them are related to Cyprus. However the general structure and idea can be transferred in other contexts.
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Best Practice 13: Intercultural Mentoring tools to support migrant integration at school (INTO)
The general objectives of the Intercultural Mentoring tool are the following: ● To provide an empowered peer education model, to stimulate young people’s sense of initiative and motivate students with migrant backgrounds to fulfill their educational potential; ● Help at innovating schools education system through an intercultural mentoring programme based on the centrality of young people, especially immigrants; ● To promote teachers’ professional development and inclusive approaches to teaching and learning in multicultural contexts, enhancing the inclusion of pupils with a migrant background.
Developed/implemented by: OXFAM Italia
Reference: Website: http://interculturalmentoring.eu/en
Target group(s): ● anyone who works with students with a migrant background at risk of early school leaving, ● school principals and teachers.
Detailed description: The INTO aims at helping young people at risk of early school leaving, as well as school teachers, by promoting innovative strategies and methodologies that help with students motivation, basic life-skills and competences for personal development, employability etc. In order to achieve the aforementioned objectives, the project uses the model of “Intercultural Mentoring”. The Intercultural Mentoring Programme is based on the empowered peer education methodology. More specifically, the “Intercultural Mentor” is a student providing help and support to his/her peers in regards with learning and studying. This whole process improves students’ learning and motivation.
Nowadays, teachers have to deal with multicultural classes, so they have to implement inclusive methodologies during their daily teaching process. The programme aims to have an impact on the school education system structure and improve the knowledge and capacity building of teachers, in order to be able to deal with migrant students. Another important aspect of the programme ject is its focus on a peer education methodology which is based on a peer to peer relationship among a “senior” student with a migrant background and a school staff.
Expected results/benefits for the target group(s):
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During the lifecycle of the project, the following outputs were produced, that can be used by the target groups: ● Didactic Kit: conceived as self-teaching materials will contain the training framework to directly implement the model of intervention in secondary schools system; ● Guideline Handbook: support the future implementation of training courses – by other education organizations and secondary school; ● Training courses for teachers from the perspective of teaching / learning life- skills, key competencies in order to set up a new model of intervention towards migrants within their schools; ● An informal training course for students with a migrant background to become an Intercultural Mentor
Materials required/resources: The use of the “Intercultural Mentoring” model
Why is it the best practice?: The Intercultural Mentoring programme allows to: ● Enhance mentees academic performance as well as an improvement of the Intercultural Mentors life skills competence in conducting their role; ● Reduce early school leaving, the intercultural mentor activities are addressed specifically to drop-out students; After the completion of the project, teachers, mentors and mentees mentioned that the project had a positive impact on them. In Cyprus the project’s methodology is still in use by some of the schools. Teachers who had been trained during the piloting phase of the project committed to continue promoting the idea of the intercultural mentors and are still supporting both migrant students and newcomers.
Transferability: The INTO project and its material are transferable in all contexts.
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Best Practice 14: Mothers and Children in L2 (L2M)
The project objectives are: 1. To design and pilot an innovative methodology and tools aiming at facilitating learning L2 in mothers thanks to the interaction with their children. 2. To develop a training course suitable to be exploited wherever in Europe to foster L2 learning of migrant women as well as nursing principles, family management, citizen awareness and basic ICT. 3. To develop new teaching techniques based on the “learning by doing” approach to foster the motivation of migrant women involved in the L2 learning and thus reduce the risk of drop out.
Developed/implemented by: CIDI
Reference: Website: http://www.mothersandchildren.eu/
Target group(s): ● trainers, ● professionals working with young migrant mothers with children aged 2-6
Detailed description: The programme aims to help young migrant mothers with children aged 2-6 in learning their host country’s language. The programme ’s methodology involves a language training course for the migrant mothers, which also includes content useful for their everyday life, related to family management and basic active citizenship skills: basic ICT, nursing principles, information about nursing services in the host countries, citizenship, food education, health education. Mothers and children are both present during the lessons, since the innovative aim of the courses is the fact that the communication between mother and child helps them in L2. Also, the L2M project aims to attract the interest of those women who are not used to formal education and training, as a result of their lower educational background. Expected results/benefits for the target group(s): ● To promote L2 learning of migrant mothers with children aged 2-6 and thus their integration in the host society, ● To promote knowledge of nursing principles, civic awareness and basic ICT among migrant mothers, ● To allow migrant mothers to be more involved in their children’s school life and be part of the school community, ● To prepare migrant mothers with preschool age children to interface with public institutions for the needs of their family. ● Materials required/resources: Trainers and training materials
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Why is it the best practice?: Mothers can participate in the language training courses with their children. They can also get useful information for their everyday life, related to family management and basic active citizenship skills.
Transferability: The structure and model of the courses and the objectives of the project can be transferred.
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Best Practice 15: LIGHTHOUSE - Supporting lifelong learning and career paths for migrants
LIGHTHOUSE aims at providing career guidance and counselling to migrants all over Europe through innovative methodologies and tools which support lifelong learning and career paths for migrants.
Developed/implemented by: SFF Solidaridad Sin Fronteras
Reference: Programme website: http://lighthouse-project.eu/
Target group(s): ● migrants, ● educators, trainers, ● counselors, ● managers, ● staff working at career guidance and counselling services for migrants as well as to professionals, ● policy makers and relevant stakeholders active in the field of social and labour inclusion of migrants.
Detailed description: According to the official LIGHTHOUSE website, the programme “establishes an innovative model and tools for supporting lifelong learning and career paths for migrants by tailored counselling and recognition of prior learning to improve skills, employability and mobility, drawn from the combination of two successful frameworks: the Austrian model LOT-House (learning, orienting, trying-doing), developed by the Austrian project partner, BEST; and the well-established French system for the recognition of non-formal and informal learning”.
Expected results/benefits for the target group(s): LIGHTHOUSE intends to establish an innovative model and tools for supporting lifelong learning and career paths for migrants by tailored counselling and recognition of prior learning to improve skills, employability and mobility, drawn from the combination of two successful frameworks: the Austrian model LOT-House (learning, orienting, trying-doing), developed by the Austrian project partner, BEST; and the well-established French system for the recognition of non-formal and informal learning.
Materials required/resources: According to the project, the process of implementation of the model is built on the interactions between the professional/trainer and participant (project target groups). This creates numerous social interactions and the professional/trainer is responsible for creating a good atmosphere.
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Why is it the best practice?: The programme supports migrants to improve their skills in order to be able to establish a better life in the host country. This process had excellent results in the partners’ countries.
Transferability: - LIGHTHOUSE Interactive Model - LIGHTHOUSE Training Curriculum - LIGHTHOUSE Guidebook According to the LIGHTHOUSE Guidelines, the LIGHTHOUSE model can be adapted and transferable to an umbrella of entities and contexts, and addressed to different beneficiaries: ● At organizational level: Organizations of migrant people, organizations working with migrant groups/ethnic minorities, centers for guidance and counselling, adult education providers, centres or institutions responsible for the accreditation and recognition of prior learning, employment and job placement services, services and organizations working on mobility programmes, youth organizations of, or working with, migrants, training centres, social services and charity organizations ● At professional level: Career and employment counsellors, teachers and trainers in vocational education, youth counsellors, social workers and psychologist, careers officers, educational guides and counsellors, managers and responsible of organizations previously identified ● At institutional level: National, regional and local Governments, Public administrations and Public bodies responsible for policies and programmes aiming to facilitate the social and labour inclusion of migrant people, european institutions and bodies active in the field of education, training and employment, european institutions and bodies active in the field of migration ● Target groups of beneficiaries: Migrants, asylum seekers and refugees, people with migration background, young migrants in search of or in vocational education, socially disadvantaged people with minority background, youngster with migration background, socially excluded migrants
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Best Practice 16: Mediterranean Migration Network (MMN)
The specific objectives of the network are: ● Support the exchange of information and best practices among organizations active in the fields of migration, integration and diversity, ● Promote a collaborative framework among national and European public and private organizations, ● Manage and expand a database of resources on migration and integration, ● Build the professional capacity of the Network’s members through educational material and activities, ● Promote the further collaboration among members of the network.
Developed/implemented by: The leading partner of the project is the international research centre CARDET (www.cardet.org), along with the consultancy company INNOVADE (www.innovade.eu).
Reference: Project website http://www.migrationnetwork.org/en/
Target group(s): ● Local authorities, ● public bodies, ● teachers of unaccompanied migrant children, ● other stakeholders.
Detailed description: The MMN promotes the exchange of ideas, experiences and good practices, as well as the collaboration between the general public and policy makers, stakeholders, public and private organizations who work with migrants in the field of integration and diversity. The MMN contributes to the expansion of the database of resources on migration and integration, build the professional capacity of the Network’s members through educational material and activities, as well as the promotion of the collaboration among members of the network.
In the framework of the MMN, the following online courses are offered to stakeholders and policy makers: ● Introduction to the concept of Migration, TCNs and Diversity (offered in Greek) ● Migration & European integration policy: Practices of Integration in Europe (offered in Greek) ● Organisational Structure of Stakeholders: Basic Design & Service / Program Operation (offered in Greek) ● The effects of the economic crisis on migrants in Cyprus: could Microcredits and social entrepreneurship help? (offered in English) ● Design and Development of Community Programs (offered in Greek)
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Expected results/benefits for the target group(s): The expected results of the project in relation to the development of the MMN are: ● Further development of the interactive online platform supporting applications of E-learning, social networking and communication, ● Mobile app development, ● Development of 6 workshops, ● Development of two online educational units. ● Development of a digital and a print database and library with relevant resources.
Benefits for the target group: ● exchange of information and good practices among organizations, ● a hub for collective knowledge and synergies among its members, ● improvement of MMN’s members migration policies and integration practices, ● provision with expertise in EU funding applications, online resources capacities and finding relevant and knowledgeable counterparts for collaboration to new members.
Materials required/resources : N/A
Why is it the best practice?: The MMN is a Network which supports and manages migration and integration in Europe. More specifically it promotes the exchange of information and good practices among organizations active in the fields of migration, integration and diversity by promoting a collaborative framework among national and European public and private organisations. About 2500 stakeholders from public and private sectors were involved in the MMN program, and more that 1200 participated in a joint reflection.
Transferability: The mobile app and the online education units can be implemented in other countries.
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Best Practice 17: Migrant Information Centre (MIC - miHUB)
Through the MiHub service delivery the aims are: ● To contribute to the improvement of the quality of life of asylum seekers, refugees and migrants, ● To contribute to the social inclusion process of refugees and migrants living across Cyprus.
MiHub helps vulnerable migrants across Cyprus feel protected, safe, informed and supported so that they are able to move forward with their lives. The MiHub experienced team offers advice on a wide range of issues, while respecting the privacy and confidentiality of any information provided.
Developed/ implemented by: University of Nicosia
References: Programme website http://www.mihub.eu/en/
Target group(s): Professionals working with: ● Asylum Seekers ● Refugees ● International Protection Beneficiaries ● Third Country Nationals - Domestic Workers - Students ● Resettled Refugees
Detailed description: The Migrant Information Centre (MIC) has developed services based on the values of diversity, equality, collaboration, innovation, excellence and protection of individual vulnerable migrants. There are four offices in Cyprus (Nicosia, Larnaca, Limassol, Paphos) which employ highly trained personnel ready to respond in a variety of requests, related with asylum seekers, refugees, and other vulnerable migrants. According to the official website of the project, the MiHub offices work with individuals, families and community groups to identify their needs and provide information on a range of options available to them. They also offer support to access services and resources that meet their needs and build new skills to adjust harmonically to the Cypriot cultural and social environment.
Expected results/benefits for the target group(s): Services provided by MyHub: ● Social Support: It provides information regarding procedures, support in completing necessary forms, key information to increase the access and speed up procedures.
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● Job finding assistance: It empowers the service users to become able to register to the responsible authorities to look for a job, prepare them for an employment interview, inform them about procedures to certify Academic Professional Qualifications, advise them about preparing Presentation Skills, assist them to prepare their Curriculum Vitae and enhance communication skills. ● Advocacy: It ensures that all individuals have equal access to resources and opportunities offered. Through advocacy it ensures that the service users will be able to have access to information and services, express their concerns and explore alternative choices and options. ● Mobile psycho-social support: The mobile unit is equipped to provide psychosocial support and informational services, at an individual and/or family level, to reduce as well as to eliminate social problems resulting from the transition to a new country and from the need for active inclusion in the local community. ● Psychological support: It provides assistance to vulnerable service users through psychological assessment and design an intervention plan which will be adapted solely for each individual assisting their transition in the local community. All individuals are treated with dignity and respect. In cases that specialized psychological services are needed individuals will be referred accordingly.
Materials required/resources: Human support: Experts in the field of migration and integration Technical support: mobile unit
Why is it the best practice?: Beneficiaries have access to free, seamless, wrap around expert advice and support at crucial times in their lives. Priority is always given to the areas of immigration, housing and destitution, welfare and health, and those services are especially offered to semi- urban and rural areas by a mobile unit (InfoBus) that (every week) visits a different region in order to serve migrants residing in different provinces of the country.
Transferability: The project can be implemented in all contexts.
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Best Practice 18: US & Them
Us & Them is a programme aiming to train educators who work with adults to promote tolerance and understanding of the ‘others’ in a multicultural world.
Developed/ implemented by: Group for European Integration (Romania)
Reference: Programme website http://us-and-them.eu/
Target group(s): ● Adult Educators and Adult Learners, ● professionals working with migrants. Detailed description: Us & Them programme contributes to the strengthening of education and training paths of Adult Education educators and to the development of a set of new skills and competences (especially soft skills in socio-cultural conflict management, multicultural skills development to adapt the learning environment to various cultures and backgrounds, skills on implementing positive attitudes toward language, race, cultural & ethnic diversity, skills on managing learners’ group diversity), needed to enable them to better manage and deal with their groups of adult learners in the field of living, working and getting integrated within nowadays multicultural societies/communities. The newly acquired competences will be used by AE educators to promote (among their learners) tolerance and understanding of “the other” in such communities.
Expected results/benefits for the target group(s): ● Curriculum for Adult Educators “Managing multicultural and multiethnic groups of adult learners for tolerance and good coexistence” ● Handbook I: The Adult Educator’s Handbook: a new approach of multiculturalism and religion for peaceful and rightful coexistence ● Handbook II for learners living in multicultural societies “One day in the shoes of ‘The Other’ ” ● Training course for Adult educators “Managing multicultural and multiethnic groups for tolerance and good coexistence” ● Intensive course for adult learners “One day in the shoes of ‘The Other’ ” ● Case studies
Materials required/resources: Use of the project resources
Why is it the best practice?: Us & Them will help adult educators to increase the capacity to autonomously develop more advanced training programs with an emphasis on multicultural education. Adult learners that will participate in the trainings will increase their motivation in contributing to social cohesion, harmony, equity and good coexistence and be able to
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better understand the social realities of multicultural communities. The programme will be very useful to organizations and institutions as well as it supports them to offer training opportunities for adult educators to be better trained and professionally adapted to European realities of multicultural societies.
Transferability: The programme and its products can be used in other contexts.
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Best Practice 19: Digital Tools for Inclusion of Refugees, Asylum Seekers and Migrants
The initiative will promote and encourage the integration of refugees, asylum seekers and newly arrived migrants through enhancing their basic skills and key competences for achieving better social and labour inclusion in the European Community.
Developed/implemented by: Initiative Coordinator is the General Directorate of Social Services and Social Integration - Community of Madrid (Spain)
Reference: Website http://digitalinclusiontools.com/
Target group(s): ● people working with: newly arrived migrants, refugees or asylum seekers, ● key professionals, such as: adult education providers, social workers, trainers, mediators, coaches and career counselors, ● teachers, career counselors, social workers, adult educators, ● Policy makers & General public.
Detailed description: The the “DIGITAL INCLUSION” aims to produce and adopt a consolidated European OER for migrants, refugees and asylum seekers in 6 languages, thus providing digital training for their skills’ improvement. Adult education trainers will also improve their competences by offering new ways of learning, as a result of the cooperation and exchange of experiences at international level.
Materials required/resources: Technical support for the implementation of the digital training
Why is it the best practice? The target group of migrants and refugees will improve their digital skills and key competences through the eLearning platform of the project in order to be able to better integrate to the labour market of the EU. Also, adult educators, trainers and staff of the partner organizations will be able to suggest more effective adult digital training methods for vulnerable groups towards a more inclusive education and life- long training. Adult education providers will be benefited through the creation of a cross-border cooperation network and exchange experience and knowledge.
Transferability: The digital training can be transfer.
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Best Practice 20: Mentoring (Mentor-Állás)
The goal of this project is to raise the employment opportunities of vulnerable, underprivileged third-country nationals - especially those of beneficiaries of international protection - and to help them to remain on the labour market. Successful applications and permanent employment are achieved by providing complex support both to the job seekers and the employers as well, and empowering the target group for success in the future in the job market.
Developed/implemented by: Menedék Association for Migrants
References: https://menedek.hu/en/node/639 Target group(s): ● Employers ● HR professionals
Detailed description: In cooperation with third-country national jobseekers and hungarian employers, in this project the focus is on empowering both the jobseekers and the employers. The goal is to help the effective intercultural communication and the management of intercultural conflicts.
Intercultural encountering in work places may result in misunderstandings and conflicts for both parties (employer, employee). It is important to know that often the backgrounds of these misunderstandings are various cultural patterns, norms, and behavioral differences, strange or not known to a person from another culture. It is worth paying attention to these situations, to recognize them and to understand them.
Work with job seekers: In addition to various job-search and job-finding activities, special attention is paid to job-seekers to prepare for the intercultural challenges they face in a workplace.
Working with employers: An information leaflet is prepared for employers who are planning to employ third-country nationals. Various facts are included that are useful to employers, to give an insight into the work-related issues typical of third-country nationals working in Hungary, to summarize the legal regulations on their employment, to share employer experiences and practical advice to employ them.
In addition to the publication, personal discussions takes place arising from the employment and cooperation of third-country nationals, paying special attention to issues of intercultural communication and conflict management. If co-operation is needed, there is mediation between the employer and the employee.
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The work is assisted by intercultural mediators who have an especially important role in the interpretation of these situations towards both parties.
Expected results/benefits for the target group(s): TCNs are empowered in the job seeking and often get employed in the project. Employers are prepared to employ TCNs, and their cooperation is followed by the project.
Materials required/resources: A team of qualified experts provides the services: professional social workers, legal counselor, psychologist and intercultural mediator contribute to our work. Volunteers support the project.
Why is it the best practice?: The complexity of the project results in empowering two sides, the employers and the TCN employees. In this way not only TCNs will got employed with the help of the project, but will empower them in job seeking and also the employers in how to employ TNCs in the future.
Transferability: The leaflet for the employers can be adapted to any country involved. The legal aspect of employment cannot be transferred to other context. The leaflet can be downloaded in the following link in Hungarian: http://menedek.hu/sites/default/files/media/document/2017/06/16/igydolgozunkm ifinalweb.pdf
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Best Practice 21: Classroom project
The project aims to promote pre-integration school sessions for unaccompanied minors and young children of asylum seeker families in reception centers. The overall aim of the sessions is to empower families to integrate more smoothly to the educational system.
Developed/implemented by: Menedék Association for Migrants
References or documentation about the best practice: https://menedek.hu/en/node/645 Target group(s): ● Teachers, teacher assistants ● Social workers ● Volunteers
Detailed description: The activities are led by experienced professionals and volunteer in every weekday regardless the periodic system of the school year. The pre-primary school activities focus on basic subjects such as Math, Hungarian grammar, Latin letters, Geography, etc. Together with the language development, non-verbal techniques are used as well. Besides pre-integration to the school system it is also important to improve the community skills, cooperation and problem solving.
Furthermore several sport, art and leisure activities are provided in order to reduce the stress and traumas developed by their living conditions and extraordinary life situation with the support of a child psychologist.
The classroom sessions incorporates four kinds of activities: (1) study and skills development sessions, (2) crafting sessions, (3) structured and free play sessions, as well as (4) sports and outdoor game sessions. In most cases, the daily work includes all four types of activities; however, changes can occur in response to factors such as the weather or age and number of participants. Considering the special situation of the children, as well as often their scarce experiences in school settings, a daily routine is set up in a way that it wouldn’t comprise concentration for long periods of times.
Expected results/benefits for the target group(s): Children have a daily routine in the reception center with professionals, and meanwhile they learn various subjects, and can be enrolled more smoothly into state schools after leaving the reception centre.
Materials required/resources:
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A team of qualified experts provides the services: teachers, educational assistants and volunteers support the project. A classroom must be set with chairs, tables, and equipment (school books, papers, pen, toys, etc.)
Why is it the best practice?: Setting up a classroom in the reception centre helps not just the integration of children to the school system, but also stabilize their mental health.
Transferability: The idea is fully transferable, materials should be prepared in relevance to local context.
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Best Practice 22: Inclusive Kindergartens and Schools
The general objective of the project is to support the integration of migrant children and youth or those with a migrant background living in Hungary, especially in kindergartens and schools, and thus empower them to be an active parent in the school system. This is a complex program that supports children and families with a wide range of activities - through individual mentoring, in-school and out-of-school programs, etc.
Developed/implemented by: Menedék Association for Migrants
References or documentation about the best practice: https://menedek.hu/en/node/653
Target group(s): ● Intercultural mediators ● Teachers, teacher assistants
Detailed description: Sometimes teachers and parents need extra occasions to discuss certain issues, especially when a migrant child enters into the Hungarian education system, and there may be many new, unusual and unknown to him/her. In this project the "support of communication between parents and educational institutions" is provided with the help of intercultural mediators. They are people who themselves have a migrant background: they have been living in Hungary for a shorter/longer period of time, speak Hungarian well, know the Hungarian educational and institutional system and habits, but at the same time, they speak the language of their parents due to their migrant background and are familiar with the institutional system and customs of their country of origin. In addition to being able to interpret between teachers and parents, they can point out these differences, explain to both sides, help them see the background of the conflicts and help to manage it.
Contacting the parents and the institutions, keeping in touch with them, and coordinating communication between the parents and the institutions are important tasks. Intercultural mediators therefore attend training at the beginning of the project. Within the framework of the training participants learn from each other, share experiences about the Hungarian education system and prepare for possible situations and patterns. The intercultural facilitator accompanies the parents to the kindergartens/schools, helps them to fully participate in the parent-teacher conferences, the various kindergarten/school events and festivities. If there is anything to discuss concerning the child or the student, either the parent or the teacher can initiate a personal conversation/individual meeting.
Expected results/benefits for the target group(s):
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The parents are empowered to be an active member of the education of their children, in the life of the kindergarten/school, and thus in the life of the immediate local community. This way migrant parents become more involved in the education of their children, move more confidently in the kindergartens/schools and the parent- community, and later become more capable of dealing with kindergarten/school affairs.
Materials required/resources: In order to support the communication between parents and educational institutions, intercultural mediators are needed. It is important to prepare the intercultural mediators for the job and ensure their continuous professional support/supervision.
Why is it the best practice?: One of the primary areas of integration is kindergarten and school - in the local community as well. It is important to strengthen and support parents in their parents' role. Parents later on will thus be able to actively support their child's integration and be actively involved in the life of the kindergarten/school.
Transferability: The good practice can fully be transferred.
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Best Practice 23: Rights-Activities-Communities
Community programs provide support to participating migrants, but they also provide opportunities for meeting with members of the majority society, which in the long run can lead to averting prejudice and creating a more open society. The project creates a socially active migrant community that works in cooperation with members of the majority society to be an active contributor and supporter of the society and to reflect on the social and political reality surrounding the group.
Developed/implemented by: Menedék Association for Migrants
References or documentation about the best practice: https://menedek.hu/en/node/706 Target group(s): ● Social workers ● Volunteers
Detailed description: For the successful integration of refugees and migrants, in addition to basic necessities (housing and livelihood), it is equally important for the sake of psychological well-being to feel at home in our country as a migrant, to become acquainted with local customs and become an active member of the community. To help this, there are a variety of group and community integration programs:
1. In Budapest Metropolis project for offering educational and cultural community development events for migrants living in Hungary: - sightseeing tours, - visit to open-air festivals and museums.
2. In the integration-community programs, providing opportunities for meeting members of the majority society: - community gardening, - family picnic, - sports days - community cooking, baking, - holidays.
3. In the community programs, empowering migrants with knowledge and skills for everyday life and prosperity. Migrants study together in a group form with a goal defined by the participants. - a weekly Hungarian class for women, - a weekly Hungarian class for women and men, - individual and group class for the preparation for the constitutional exam, necessary for acquiring Hungarian citizenship.
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Expected results/benefits for the target group(s): In the community programs migrants take steps for a successful integration, they get to know each other better and develop relationships that will help them to feel more secure in their new home country. Community events also provide opportunities for meeting with members of the majority society, which is very important component for one for both parties and an opportunity for developing intercultural competences.
Materials required/resources: Intercultural mediators, for attracting the new participants, and being involved in the organization of the events. Technical resources depend on the program.
Why is it the best practice?: Being involved in community programs with other migrants and with members of the majority society in a protected environment supports, and has positive influence on integration process.
Transferability: The full project can be transferred. Some activities needs extra space, like community gardening, family picnic, sports days, community cooking, baking.
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Best Practice 24: Migrants’ Voice
The activities included in this project give third-country nationals a voice and opportunities to show their identity and thus bringing them and the natives closer to each other.
Developed/implemented by: Menedék Association for Migrants
References or documentation about the best practice: http://menedek.hu/en/blog
Target group(s): ● Social workers ● Volunteers
Detailed description: The Migrant’s Voice is a program that increases the visibility of third-country nationals by giving them a platform in community broadcasting and writing their very own blog. Community radio and blogging gives the opportunity to make TCNs living in Hungary more visible and to communicate on a personal level to the host society. The goal is to make the participants play an active role in delivering broadcasts and blogs, providing technical and practical help to them. Blogging is an opportunity to engage those who do not speak the language of the country, as stories can be made in native language and translated into the majority language of the society.
There is also drama group “Stage Integrity” together with the participants. Essential part of activities is that participants take on an active role in the planning and organization of the drama group and with this, help paving the road to an inclusive community. In the drama group TCNS and host country nationals play together.
Expected results/benefits for the target group(s): The programs not only support the participating migrants but also give them a chance to meet and/or communicate with members of the host society. In the long run this is key to fight prejudices and establish a tolerant society, to create a community of socially active migrants whose members are empowered to act in cooperation with members of the majority society in a supporting, helpful manner.
Materials required/resources: Intercultural mediators and experience community workers who motivate participants and who are fully aware of the core importance and methodology of the project. For broadcasting: laptop, cam recorder (Tascam), mixer, earphone, and microphone.
Why is it the best practice?:
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1. Through radio transmissions / podcasts, it is possible to reach people who cannot access other channels. The fact that TCNs who already speak the language of majority society talk, and show their own roots and culture through 20-30 minutes of conversation is a very effective way to reduce xenophobia. 2. Community blogging is also a good methodology for sharing stories, good opportunities for those who do not even speak the language of the country or who are afraid of talking in a broadcast.
Transferability: Community broadcasting and community blogging are ideas that can be transferred to all contexts.
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Best Practice 25: Complex psycho-social support for refugees and asylum seekers
The overall goal of the project is to provide flexible services targeting different needs in a protection system that cannot always respond to the changing circumstances. Moreover it aims to ensure the identification of vulnerable persons and to secure a sufficient level of reception conditions as well as access to local integration for those in need of international protection.
Developed/implemented by: Menedék Association for Migrants
References or documentation about the best practice: http://menedek.hu/en/projects/complex-psycho-social-support-refugees-and- asylum-seekers-hungary-0
Target group(s): ● Social workers ● Volunteers
Detailed description: Social counseling focuses on the individual needs and problems and intercultural mediation between refugees and authorities, employers, flat owners and utility companies in order to prevent or manage intercultural or language conflicts.
The community programs offer opportunities for refugees and people with subsidiary protection to liaise with others who are in similar situation in order to develop personal relationships and share experiences with each other. Participants gain new skills in order to better represent their communities. The project also offers several educational programs in order to foster the acquaintance of children and students with migrant background with Hungarian customs and language (writing, reading, and talking) with the aim of supporting their school integration.
Social workers and intercultural mediators visit the reception facilities on a weekly basis where they provide social counseling and organize group activities for children and adults.
Expected results/benefits for the target group(s): As a result, there is an increasing quality of reception conditions, accommodation services, improved mental hygiene of asylum seekers, better chances of minors to join education, family support as institutional services. An important benefit will be growing self-empowerment of refugees and internationally protected people.
Materials required/resources:
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Experienced social workers.
Why is it the best practice?: It is a complex practice that concentrates on various issues within one counselling system.
Transferability: Individual casework, social counselling, intercultural mediation are ideas which can be easily transferred to all contexts.
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Best Practice 26: Training Alternatives in the Hope of Marketable Knowledge and Jobs
The expansion of the employment opportunities of third-country nationals living in Hungary through free education programs that provide participants with the knowledge and skills needed to meet the labor market needs.
Developed/implemented by Migráns Segítség Magyarország Egyesület (MIGHELP)
References or documentation about the best practice: http://mighelp.hu/
Target group(s): ● Teachers ● Social workers ● Volunteers
Detailed description: A series of workshops offered and organized by a group of refugees and migrants in Budapest and at the refugee camps, including job training, language courses.
One of the most important course is practical job skills trainings of the European Computer Driving Licence (ECDL) program – these accredited lessons include everything from courses in email, to courses CSS, MySQL and PHP. In fact, MigHelp is the only organization to offer accredited the European Computer Driving Licence (ECDL) program in Hungary specifically for refugees and migrants. Collaborating with McDaniel College Budapest, MigHelp has now for several years provided advanced training in web design, database management and other computer technology courses to students who complete the ECDL courses, or who are otherwise eligible.
Another area addressed by MigHelp’s efforts is that of language training. MigHelp has provided beginners classes in Hungarian, German, French, and English for migrants and refugees eager to pick up the language of Hungary and other European countries, thereby further encouraging their successful integration.
Courses: ● Elderly care skills course and certification ● Car driving course for 'B' category driver’s licence ● Truck driving course for 'C' category driver’s licence ● European Computer Driving Licence ECDL Course ● Microsoft Certified Systems Administrator (MCSA) Course ● Basket weaving and knitting for the new market ● Business hand craft for potential entrepreneurs
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Expected results/benefits for the target group(s): The goal is to engage with and support refugees and migrants through a solution- oriented approach of promoting employability and community integration, to train and facilitate the employment so that they can become positive contributing participants in the society. Materials required/resources: Experienced teachers, financial support, allowance to offer the driving licence courses.
Why is it the best practice?: Project led by refugees to refugees, recognizing the value of participation and collaboration and empowering refugees and migrants by promoting self-sufficiency.
Transferability: The courses that respond to the needs of refugees. The regulations concerning providing the driving license trainings may differentiate in countries.
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Best Practice 27: Knowledge-Skill-Attitude
During the project, there are 8 different training courses, which can be accessed free of charge by 165 assistants, and operate the "Knowledge" site, which provides an opportunity for wider professional knowledge transfer by electronic means.
Developed/implemented by: Menedék Association for Migrants
References or documentation about the best practice: http://menedek.hu/projektek/tudas-keszseg-attitud
Target group(s): ● Professionals working with refugees and migrants
Detailed description: The aim of the project is to strengthen the intercultural competence of professionals working with third-country nationals, migrant-specific knowledge to expand and thus enable more efficient work. It also aims to develop a sensitive and helpful professional identity, deepening of professional self-knowledge, developing a network of professionals, strengthening cooperation between professionals working in the field, coordinating and multiplying their activities. The aim of the project is to develop and maintain an online interface that allows it systematic access to professional materials, research, analysis, and the implementation of two events where the focus is cultural the use of diversity as a resource, and the sharing of practical methods of resolving intercultural conflicts.
Course offered for professionals and migrants:
Social work for refugees / migrants (88 hours) Voluntary Skills Development (16 hours) Migrant specific workshop (6 occasions) Migrant specific community work (40 hours) Intercultural competence and professional self-knowledge development for migrant workers (32 hours) Migrant-Specific Topic Discussion Group (32 hours) Migrant children in kindergarten - Intercultural Competence Development (30 hours) Intercultural Competence Development for Teachers (30 hours)
Expected results/benefits for the target group(s): Professionals working with migrants and refugees will have a quality professional development, thus a quality work with their clients. Clients thus will receive a higher quality service.
Materials required/resources: A team of qualified trainers.
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Why is it the best practice?: The complexity of working with migrants and refugees must be followed by professional development. These trainings and workshops reflect the real time situation in the field.
Transferability: Training materials can be translated (and adapted to local context).
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Best Practice 28: Mother-Child Unit in the refugee camp
The basic purpose of the project is to set up a mother-child care unit in a Reception Centre, where privacy for women with children, as well as hygienic counseling, follow- up treatment of children's diseases could be secured. In the care unit social workers provide the necessary hygienic conditions for baby care as well as a comfortable private space for breastfeeding mothers.
Developed/implemented by: Menedék Association for Migrants
References or documentation about the best practice: https://menedek.hu/en/node/634 Target group(s): ● Social workers ● Volunteers
Detailed description:
A community worker was hired, who was responsible for the regular pre-integration school sessions for young children of asylum seeker families in order to facilitate children’s integration to the Hungarian school system. During these sessions the aim was to reduce the stress and traumas developed by the extraordinary experiences these people endured. All activities, like arts, crafts, sports, basic language tutorials were focusing on skills development for instance cooperation and problem solving, which filled a huge gap as there was no teacher present regularly in the reception centre, and children could not attend school.
After starting the implementation, the number of pregnant women and babies had decreased greatly therefore the permanent presence of a midwife was no longer needed. Based on the explored needs of the target group, the focus was shifted from services from pregnant women to children and their mothers and other women. The priority was to reduce the risk of hospitalization and to provide education. Children in the camp were not attending school, so programs were organized that included arts, crafts, sports, basic language tuition to improve their skills. Mothers who participated in the programs were provided with some basic knowledge about everyday life in Hungary, responding to their health-related needs and problems as well as other issues they raised.
A very successful workshop on gender issues was organized with the participation of over 60 social workers and professionals from other service providing agencies organizations.
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Expected results/benefits for the target group(s): ● provide the necessary hygienic conditions for baby care as well as a comfortable private space for breastfeeding mothers. ● reduce the risk of hospitalization and to provide education.
Materials required/resources: A Unit in a refugee camp, social workers
Why is it the best practice?: The complexity of working with children and (pregnant) women in a refugee camp can set up quite flexible and transfer from camp to camp.
Transferability: ● setting up the contener ● offering mother-child services
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Best Practice 29: MIRA
Mira is the intercultural community of the Artemisszió Foundation to help migrants and refugees living in Hungary, as well as each other to build together a stronger, more cohesive society, a world where there is more happiness and satisfaction, a world where it is good to live.
Developed/implemented by: Artemisszio Foundation
References or documentation about the best practice: https://artemisszio.eu/mira/en/
Target group(s): ● Social workers ● Volunteers
Detailed description:
Mentoring program: In the mentoring program the mentors meet weekly with their mentees and work together for the commonly defined goals – such as speaking Hungarian or English better, refreshing IT skills, or talking about life, for example. Mentors are Hungarians or foreigners living here, who feel already at home in Hungary. They know how to settle different matters, for example how to find a doctor, how to open a bank account or how to register for kindergarten. They know which are the good places to go out, where you can learn to play guitar or how you can get from Pest to Buda. Most importantly, they like to talk to people.
Learning program: In this community one can practice Hungarian, English or other foreign languages. Among the members of mira! there are foreigners who have been living in Hungary for a shorter or longer period of time and also refugees who have recently moved out of a camp. For them to feel like a part of society it is very important to learn Hungarian quickly and well. Sometimes English comes also well to start their professional life. For the voluntary teachers they offer a preparatory training and regular exchange of experiences will be possible during the program. Training is launched when at least 15 people come together. Success for us is not necessarily when somebody passes a language exam, but when we see that the students can express themselves with more confidence and as a result, they find a job or succeed in school.
Lunch break: Imagine a proper dinner, to which you are not inviting your friends this time, but others you might or might not know: refugees, immigrants or Hungarians whom you not normally meet in your everyday life. Dare to ask and respond, get to know each other, let yourself be surprised! And have a nice dinner together. You bring the recipe, we help with the organisation.
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Living room: Organised talks, movie clubs, thematic nights offer the possibility to learn about each other’s culture, talk about the world which we live in. As a mira! member you can participate in these programs and when you have your own idea, you can also initiate and create a program and thus actively shape our common life.
Sufnituning: Everything that couldn’t find its place neither in the kitchen, nor in the living room can be found here: handicrafts, city tours or yoga club. The type of workshops we are organising depends on you. In the mira! community we can all contribute to the common good. Bring your ideas and don’t hesitate to pick up the lace scissors or the glue.
Expected results/benefits for the target group(s):
Our aim is to give space for this on-growing, more and more colourful community, as well as to the intercultural encounter, mutual learning and experiences.
Materials required/resources: Project manager and a team of volunteers
Why is it the best practice?: It is a community project that does not depend merely on funds.
Transferability - Mentoring program - Learning program - Lunch break - Living room - Sufnituning
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Best Practice 30: Slovenia is also your home
The main goal of the program is to develop the ability to communicate in Slovenian as a foreign / second language for migrants in Slovenia which will help them integrate in new environment. Developed/implemented by: Ljudska univerza Koper Reference: http://www.lu-koper.si/?page_id=588 Target groups:
● volunteers, ● teachers Detailed description: The content is divided into 6 thematic sections: ● Slovenian in everyday use (basic communication patterns); ● familiarization with Administrative Unit and its services (where is it?, how to fill out the forms); ● visit the Social Services (where it is, what is its function, child allowance and other help, visit in the office); ● looking for employment - at the employment office (where it is, what is its function, registration and job search, website search); ● my child goes to school (how school works, parental meetings, school website, school supplies); ● my culture, your culture (who are you and who I am, cultural similarities and differences, official websites for foreigners). Expected results/benefits for the target group(s): The participants of the program acquire basic civic and social competences through learning Slovenian language and discovering possibilities for inclusion in lifelong learning, various free consulting activities as well as other support activities. In addition, they learn about school environment in which their children learn, about rights and duties, find relevant information and learn the basics of browsing the web, making the first steps towards personal and career development (in their new environment). Materials required/resources: Forms and methods of work are tailored to the program participants. Use learning by doing, classical teaching methods, and practical-applied learning methods. The use of a textbook (the choice of a textbook, depending on the linguistic diversity of the group and the pre-knowledge of participants, either existing books are used or worksheets for practical exercises. Why is it the best practice? Through socializing and learning participants learn a lot about the country they have moved to. At the same time, they learn the basic communication that they need to
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easily integrate into the new environment. 218 adult learners participated in the program during the period of 2 years. Transferability: The idea of the program itself can be transferred to other countries. The program is set up so that participants get to know the new country and gain a lot of useful information to make their life easier in the new environment. The program can be implemented or practiced elsewhere. Preparation of materials is required.
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Best Practice 31: Police ESOL - The Cardiff E.S.O.L. Police Project
The aim was to join forces of language school and police officers by designing a course to provide asylum seekers with an understanding of their respective rights and responsibilities, while building a relationship of trust with them.
Developed/implemented by: South Wales Police Service and Cardiff English for Speakers of Other Languages (ESOL) services
Reference: http://citiesofmigration.ca/good_idea/language-from-the-law-the-cardiff-esol- english-for-speakers-of-other-language-police-project/
Target group(s): ● police, ● educators.
Detailed description: Police ESOL is a course that teaches English as it builds relationships between law enforcement officers and the new migrant community. It also focuses on providing students with practical knowledge about law and policing in the UK. Designed as a series of 10, two-hour sessions, the course includes topics such as “An Introduction to the Police”, “Dealing with an Emergency”, “Child Safety in the UK” and “Driving in the UK.” Each session is intended to give students confidence in the police, a sense of what they do and an understanding of UK laws, while developing core written and spoken English skills.
When the topic of “the police” was first introduced, students became noticeably quieter and tense. However, ESOL teachers continually emphasized that the police were there to provide students with the information they would need to live comfortably and safely in the UK. Each session also included time for the student to ask direct questions to the police and raise issues of particular concern to them. Building a more direct relationship between the police and the asylum community, would also help reduce the fears that have traditionally prevented racial incidents or domestic violence from being reported. For example, the practical focus of the lessons insured that the asylum seekers would know when and how to use the 999 emergency number as well as other medical and social services.
Expected results/benefits for the target group(s): - Improved communication skills - speaking and writing (work opportunities) - Creating greater trust and awareness of the role of the police
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- Crime reduction - Appreciate that the police are approachable and able to help
Materials required/resources: - Link to webinar: http://citiesofmigration.ca/webinar/community-policing- finding-common-ground-with-immigrant-communities/ - Download the Presentation Slides (PDF) - Watch and listen to the Question and Answer (Q&A) - Read webinar Highlights - The Cardiff Policesol Program – materials for the course
Why is it the best practice? The combination of civic rights and learning about the system with language skills is an excellent way to include topic relevant for migrants in educational structure.
Transferability: The following elements are transferable: - Police - amend program accordingly - Education - translate ‘Policesol’ - Appropriate staff to build a successful partnership arrangement - Support teachers and police officers - Arrange ‘local’ police visits - Provide positive learning engagement The police system in UK – materials would have to be adapted and localized. Country specific barriers – willingness to cooperate came from police services, this might be an issue in some partner countries.
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Best Practice 32: More Migrants as Teachers
Best practice promotes a vibrant, intercultural school system in Germany by supporting existing teachers with a migrant background, by encouraging students to train to become teachers and by involving parents in education.
Developed/implemented by: “Teachers with Migration History” network [Hamburger Netzwerk „Lehrkräfte mit Migrationsgeschichte“] in cooperation with Zeit Foundation Ebelin and Gerd Bucerius
References or documentation about the best practice: http://citiesofmigration.ca/good_idea/from-the-multicultural-classroom-to-the- multicultural-staff-room/
Target group(s): ● educators, ● policy makers, ● authorities.
Detailed description: The “Teachers with Migration History” network [Hamburger Netzwerk „Lehrkräfte mit Migrationsgeschichte“] supports existing teachers with a migrant background, and encourages students to train to become teachers. Ultimately, the network aims to promote a vibrant, intercultural school system in Germany. The network helps those teachers who are already in the school system through capacity building and training. For example, it supports professional development for teachers with a migrant background, and has recently set up an online forum where its members can exchange information, share their experiences and support each other. The project encourages students with a migrant background to train to become teachers. A four-day conference gives aspiring teachers an opportunity to hear from teachers with a migrant background and encourages them to choose a teaching career. The network has worked actively to recruit participants in this training and has been replicated in other German cities such as Bremen. In addition, the network works to promote the inclusion of internationally trained professionals in the Hamburg teaching profession. They work with the Ministry for Education and Vocational Training and regulatory institutions to simplify the accreditation process, thus enabling more teachers with a migrant background to work in German schools. Another key objective is improving intercultural education in schools. The network has been working to develop modules in intercultural teaching that can be used by all teachers in German schools. It provides training on intercultural education, leadership, cultural mediation and intercultural consulting at Hamburg schools, for example. These modules are developed and delivered in cooperation with local authorities and regional partners such as foundations, academic institutions, migrant organizations, and non-governmental organizations (NGOs).
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Further, the network recognizes the importance of parental involvement in education. The network provides migrant parents with information on how the German school system functions and advises them on ways to increase their children’s success in school. The network acts in partnership with migrant organizations and offers counselling in the migrant families’ own language about the Hamburg school system.
Expected results/benefits for the target group(s): ● better support for teachers with a migrant background. ● improved entry into the teaching profession for people with a migrant background. ● simplified accreditation which led to increased number of teachers with a migrant background in the German school system.
Materials required/resources: Policies, regulations, forum
Why is it the best practice? Introducing teachers with migrant background promotes positive role models. Employing teachers with migrant background would help schools and students to support integration process of migrant students.
Transferability: Concept might be introduced on local level; support forum could be established. Cooperation with parents is transferable element, so is encouragement of students with migrant background to become teachers.
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Best Practice 33: Mathematics is everywhere
The program is intended for migrants to create a positive attitude towards lifelong learning and to successfully solve everyday problems, which require the use of basic calculations. Developed/implemented by: Cene Štupar – Center za izobraževanje Ljubljana Reference: https://www.cene-stupar.si/wp- content/uploads/2016/11/Projekti/Matematika%20je%20vsepovsod.pdf Target group(s):
● Volunteers, ● teachers. Detailed description: The content of the program is presented by separate sections. It’s carried out as a workshop based on the active participation of the participants. Content focuses on learning and mathematical competence - applied mathematics. Content in details: - recognizing oneself in the learning environment; - learning strategies; - learning styles; - loss of fear of testing; - individual product. From the perspective of the development of key competences, defined in European Union document (2006/962/EC), the educational program "Mathematics is Everywhere" focuses on the development of learning competences and mathematical competence. Through the program, participants develop the ability to learn and insist on learning, including effective time management and learning in various social environments. In addition, they develop and adopt mathematical skills to solve problems in everyday life. Expected results/benefits for the target group(s): Through active involvement in the discussion, participants upgrade their previous learning experiences and life experiences in different circumstances, as well as develop the ability and willingness to use mathematical thinking and representation methods. Materials required/resources: Learning material was developed including exercises and tests. Available in Slovenian on: https://www.cene-stupar.si/wp- content/uploads/2016/11/Projekti/Matematika%20je%20vsepovsod.pdf Why is it the best practice?
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A program with active use of Information and communications technology (ICT) enables the acquisition of knowledge that also contributes to the acquisition of digital literacy and improvement of math skills. In addition, participants in the program acquire important knowledge such as: - developing awareness of the importance of learning for the individual and the community; - recognition of responsibility for personal development; - achieving the basic principles and concepts of lifelong learning and adult learning. Transferability: The concept of the program itself can be transferred. The latter is designed to include the key elements that migrants need in their everyday lives. The program is designed so that it can be used elsewhere and thus there are no barriers regarding download. Translation of the document is required.
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Best Practice 34: Let's facilitate the migrants’ first step
The aim of the program was to motivate, excite and acquaint public servants with the Albanian language and the specifics of Albanian culture, and above all to achieve greater tolerance in communicating with Albanians. The participants of the program were acquainted with the linguistic and pragmatic principles of the Albanian language. Developed/implemented by: Andragoški zavod Ljudska univerza Velenje Reference: http://www.lu- velenje.si/index.php?option=com_content&view=article&id=231&Itemid=679 Target group(s: The program is intended for public workers (teachers in kindergartens, teachers and pedagogues in elementary schools, public employees at Administrative units, public employees at tax and municipal offices etc.) who meet with Albanians during their work and informs them about their culture, introduces them to the basics of the Albanian language to make it easier for them to perform their work when meeting the specific target group.
Detailed description: Key competences that the participants learn and develop for personal development, active citizenship, social inclusion and employment: 1. COMMUNICATING IN THE FOREIGN LANGUAGE: The participants are acquainted with the basics of the Albanian language. A positive attitude towards the communication of the Albanians in the mother tongue includes readiness for dialogue, respect for aesthetic qualities, readiness to strive for them, and interest in interacting with others. 2. COMMUNICATING IN MOTHER TONGUE: it is very important to try to find the easiest way for Albanians to understand and start using the Slovenian language in a positive and socially responsible way. 3. LEARNING is the ability to learn and insist on learning, organize your own learning, including effective time management and information. That is why program tries to develop awareness of the learning process and needs, identifying the opportunities that are available and the ability to overcome obstacles for successful acquisition, processing and accepting new knowledge. Knowledge builds on previous life experiences of participants. 4. SOCIAL AND CITIZENSHIP COMPETENCES: emphasis was put on the socio-economic situation, such as the share of the employed in the active population, the share of the population living above the poverty line, the share of people receiving various forms of social transfers, etc. 5. CULTURAL CONSCIOUSNESS AND EXPRESSION: importance for participants to learn about the culture of migrants and the Albanian people. Expected results/benefits for the target group(s): In the end, the participants of the program were able to motivate the Albanians and help them to integrate as much as possible into Slovene society. The program covered
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the theoretical and practical part of education. The participants actively participated and discussed in a group. The lecturer actively cooperated with them, and in practical cases fortified the theory. Materials required/resources: An educational classroom with a computer and a projector and boards is required for the implementation of the program. Various language materials is used of both domestic and foreign authors and the use of internet sites. Why is it the best practice? Because it introduces culture and language to all public servants or to those who meet daily with Albanian-speaking people. In this way, communication between the two sides is easier, faster and more efficient. The participants learn about the linguistic and pragmatic principles of the Albanian language. At the same time, participants develop the capacity for intercultural communication and understanding of individual foreign texts and cultural phenomena. Transferability: The idea as well as the basic contents of the program can be transferred. In order to facilitate the integration of immigrants or migrants, it is important that all those who meet with them daily should be trained and supported. The integration is not only a one-way but two-way process. It is impossible of course to learn all migrant languages but the one of the major and most represented migrant groups can help and speed up the integration process. The content was developed for specific migrant group – Albanians. Therefore, transfer of the program content to an environment where there are no Albanian-speaking migrants is difficult. Modifications and adaptations are required.
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Best Practice 35: Let Slovenia become my home
The aim of the program was to acquaint Albanians (special focus on women) with Slovenian history, culture and constitutional arrangements. In particular, the latter are acquainted with the wide range of information they need for living and working in Slovenia. Most of these immigrant women do not have any education, they do not know any Slovenian and when they came to our country have experienced a great cultural shock, as usually Albanian women remain at home and are unemployed. Developed/implemented by: Andragoški zavod Ljudska univerza Velenje Reference: http://www.lu- velenje.si/index.php?option=com_content&view=article&id=231&Itemid=679 Target group(s): ● social workers, ● volunteers, ● local authorities, ● educational institution.
Detailed description: An important goal of the program is to raise awareness of Albanians about diversity and cultural identities in Slovenia, to fund fundamental rights, to create a europass CV and to find potential employment opportunities in Slovenia, to teach them about important websites, to offer them the opportunity to exchange experiences in everyday and public life. The program provides them with access to information, especially regarding the rights and duties, and the possibility of inclusion in society, which is one of the key factors for successful integration into any society. Most of the Albanians, even those who have been in Slovenia for several years, cannot communicate well in Slovene language, therefore the program offers them the opportunity to improve their language skills. It is essential that their positive attitude and the desire to use previous learning experiences and life experiences, the interest in finding opportunities for learning and the use of learning in diverse living conditions can be used. Knowledge gained by the participants in this program makes life easier for them in everyday life, and in particular helps them to get involved in the new environment. Expected results/benefits for the target group(s): Independent communication of Albanians in everyday tasks such as managing matters at the administrative unit, municipality, school, doctor, store, etc. By getting involved in the program, participants also gain self-confidence. Materials required/resources: An educational classroom with a computer and a projector and boards is required for the implementation of the program. Various literature is used of both domestic and foreign authors and the use of internet sites. In addition, during the program's
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implementation participants also visit institutions with which they come almost daily to contact (administrative unit, municipality, school, health center, shops). Why is it the best practice? Because the participants at the end of the program are able to introduce themselves in a language of the host country, they can tell what they do in their free time, understand the mentor during presentation, they can ask the mentor how his/her name is, where he/she comes from, etc. During the implementation of the program participants are also acquainted with important institutions with which they come to contact on daily basis (administrative unit, municipality, health center, ...). By learning about another culture and language, they increase their self-confidence in performing everyday tasks, learn about their rights and obligations and integrate into the new environment.
Transferability: The idea as well as the basic content of the program can be transferred. Despite the already existing integration programs, the content of the program is set up to enable the migrants to make it easier to join the new environment. It is impossible or unreasonable to transfer the actual contents of the program to an environment where there are no Albanian-speaking migrants, in such case modification and adaptations are necessary.
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Best Practice 36: Bibliomigra
The idea was to bring multilingual collections of books and magazines to the streets and heart of the city by introducing mobile library. The aimed to facilitate active citizenship by raising awareness and developing critical thinking and exchange of opinions, intercultural encounter and exchange, to improve basic reading skills. Developed/implemented by: City of Turin and Turin Library References or documentation about the best practice: http://citiesofmigration.ca/good_idea/turin-bibliomigra-brings-the-library-to-the- people-2/
Target group(s): ● educators, ● local authorities, ● librarians, ● community, ● volunteers.
Detailed description: Once a week, a book-laden three-wheeler arrives at the Balon Flea Market in the Porta Palazzo, Europe’s largest open-air market. This is the Bibliomigra, a mobile lending library with 2,000 books circulating in 14 languages. Anyone can get a ‘library card’ – identity documents are unnecessary – and books can be loaned for two weeks.
The Bibliomigra caravan rolled forward in 2007 and stopped across six neighbourhood routes in Turin. Its collection contains books, newspapers and magazines in languages such as Chinese, Arabic, Albanian, Romanian, Hungarian, Russian, Italian, as well as in the Sicilian and Piedmont dialects. The project is a collaboration between the municipal library of Turin and the Associazione Arteria.
The Turin Library sees the Bibliomigra as one of its many ways to target migrant readers and describes it as a way to “facilitate active citizenship, intercultural encounter and exchange.” Immigrant integration is particularly important in Turin. In inner city, historic districts like Borgo Dora / Porta Palazzo, the proportion of migrants has been reported to be as high as 50%. Launched in 2007 with support from the Campagnia di San Paolo, the project was originally designed to encourage the social use of public space and promote intercultural dialogue.
While regeneration activities redevelop play areas in neighbourhood parks and gardens elsewhere in the city, Bibliomigra is also creating public spaces to integrate the city’s youngest residents. In addition to its travelling bookshelves, the colourful caravan makes a natural backdrop for plays, puppet shows and dance performances.
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Expected results/benefits for the target group(s): Increase participation in society, better reading skills, intercultural encounters, increased understanding and tolerance, integration in society.
Materials required/resources: Collection of books, magazines and newspapers. Mobile unit (van or bike). Storage unit. Why is it the best practice? It’s sustainable, it involves all members of the community, in combines active citizenship, intercultural exchange and basic skills learning.
Transferability: Concept can be easily transferred and either incorporated in local libraries or educational institutions. Reading nooks or corners could be established based on the idea or elements could be integrated in integration courses (books/magazines exchange day). Owning/Organizing a van and establishing a mobile unit requires licences and financial contribution.
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Best Practice 37: Basic education for easier integration of immigrants into the local environment
The main goal of the educational program is to promote the integration of immigrants into lifelong learning activities and enable them to acquire basic knowledge of the Slovenian language, learn about life in the local community, cultural history and institutions of public life, thus facilitating their integration into various daily social and social processes while living in Slovenia, with an emphasis on the local environment. Developed/implemented by: Idrijsko-Cerkljanska razvojna agencija d.o.o. References or documentation about the best practice: www.icra.si/ Target group(s): ● Social carers, ● teachers Detailed description: The program enables acquiring knowledge for basic communication in the language of the environment and obtaining basic information about the history, culture and functioning of the local community. The language knowledge and behaviour expected to be achieved in the program is at the basic level and covers everyday topics and basic communication. Education is organized in thematic sections, which follow the logical approach to the acquisition of knowledge and, consequently, the ability to monitor and understand certain content, activities, and to complement and interact with one another. 1. Introductory meeting; 2. Basics of the Slovene language; 3. The labour market; 4. Cultural history of the local environment; 5. Public life. Expected results/benefits for the target group(s): Participants in the program gain self-confidence as well as improve communication with the society they live in. In the program, the content is pledged evenly and covers the basic themes that migrants need when arriving in a new country and allowing it to be easier and faster to integrate in the unfamiliar environment. Materials required/resources: The materials of various authors and the use of useful websites. Why is it the best practice? Because the participants learn and conquer the basic grammatical structures related to the content sets for easy communication. In addition, they acquaint themselves with the state regulation and some of the key concepts related to it, and get to know some basic information about Slovenia. Transferability:
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The idea and concept of the program can be easily transferred. The content is set up to allow participants (migrants) to get to know and get involved in the unfamiliar environment they have moved to. Existing materials can be used and adapted.
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Best Practice 38: “Mama Learns German – even Papa” program
The program aimed to help immigrant mothers (and fathers) learn useful language skills and to help them adjust them to the new life by joining their children in the classroom for two mornings a week. And at the same time to help children succeed academically both in the coming year and in the years ahead. Developed/implemented by: The city of Frankfurt, Germany References or documentation about the best practice: http://citiesofmigration.ca/good_idea/school-for-mama-and-me/
Target group(s): ● educators, ● preschool and school teachers, ● local authorities (implementation).
Detailed description: To help ensure successful integration into the German school system and to encourage the involvement of new immigrant parents, the city of Frankfurt developed, “Mama learns German – even Papa” program. The program first began in 1997 as a pilot in a Frankfurt suburb with the involvement of eight elementary schools. There are currently about 100 courses in Frankfurt am Main as a result of cooperation between the Frankfurt Office of Multicultural Affairs and the city schools and nurseries. Through the “Mama Learns German – even Papa” program, immigrant mothers (and fathers) of children in primary schools and kindergartens join their children in the classroom for two mornings a week. The mothers learn German along with their children and receive real insight into the lives that their children will be leading in their new country. The contents of the languages classes are very much focused on the practical – the everyday words and expressions that the mothers need to navigate their new life in Germany and to understand the activities of their children. It also forms the basis for a cooperative relationship between schools and parents. With lessons incorporated into the school day, parents are also relieved of the added burden of costly child care After the success of the “Mama learns German – even Papa” program, Frankfurt began looking to extend the program into secondary schools, as well as exploring variations on the program to increase its accessibility. The program has also been expanded nationally.
Expected results/benefits for the target group(s): All the schools that participated in the “Mama learns German – even Papa” program, found that their students had demonstrated a significant improvement in their
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language and vocabulary skills because of the increased use of German in their homes and with their mothers. Improved communication skills also enabled the children to participate more in school and on the playground – making both their education and social integration easier, more successful and more enjoyable. The classroom provided a forum for the mothers to connect and discuss challenges, solutions and find support and friends in an environment that is free from judgment and prejudice.
Materials required/resources: Adaptation of the usual school materials
Why is it the best practice? With little help, this can have a huge benefit for both children and parents. It requires cooperation from schools and kindergartens (municipality level) and willingness from teachers but little material costs.
Transferability: Concept, timing and suggested topics (everyday life) are fully transferable. For example, parents could join children in after school activities or at extended stay to do homework together. It does however require cooperation from schools and municipality for the idea to be approved.
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Best Practice 39: “Erzählcafé für Migrantinnen” – Talking café for migrant women
The integration of women with a migration background in the district of Cham. The aim of “Erzählcafé für Migrantinnen” is that women from different nations and age groups are able to share their experience in a calm and pleasant atmosphere, to establish contacts and practice the German language.
Developed/implemented by: Cooperation of Landratsamt (municipality of Cham) and VHS Cham
Reference: ● VHS website: https://www.vhs-cham.de/suche/kursdetails.html?courseId=461- C-BH49999 ● Newspaper article: http://www.mittelbayerische.de/region/cham- nachrichten/ein-besuch-im-chamer-weltladen-20909-art1003560.html
Target group(s): ● Local authorities ● Volunteers ● Social workers
Detailed description: In contrast to men, women – not in all cases – are housewives that mean they care for children and household. This is a typical cliché about women, which is often true when it comes to migrating women. As a result, women often stay inside the house and live closely almost solely to/with their families. Consequently women have lesser social contact than men, who work and have the opportunity to speak with Germans regularly.
Once in a month the women (7-20 persons) meet at the VHS Cham. The concept of an open meeting like the “Erzählcafé für Migrantinnen” has, is to focus on the competences of women and to focus on topics that migrant women occupy centrally. The women are encouraged to think about their own life story and to find suitable words. The narrative café does not rely on sober facts and data, but on personal experience, on reflection and seeks emotional access.
The approach to the coffee-table gossip, an overwhelming female form of communication anchored in the cultural history, is intended and linked to a strategy. At each meeting, one of the participants brings home-made pastries or cakes, if possible after a recipe from the country of origin, a very personal piece of cultural identity, which is reinterpreted in the new context of the interrelation between intercultural experiences. At the beginning of a meeting, this often starts a discussion about culinary delights. Often women start talking – in German – about their adventures of the last month. They share tips about government agencies and how to
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get in contact with their families in a priceless way, they talk about disappointments e.g. by the search for an apartment or by searching for a job.
The narrative cafe is a small element that shows that in the district of Cham the effort for cosmopolitanism, tolerance, integration and interculturality is anchored. The narrative café is free for the participants.
Expected results/benefits for the target group(s): ● Improve their German language competency ● Raise the numbers of social contacts ● Share and exchange good and bad experiences ● Life skills in Germany
Materials required/resources: ● A room, where women can get to easily ● Glasses or cups, plates, forks, spoons
Why is it the best practice?: It is a best practice, since it shows an integration program. The women who are participating (7-20 persons) are very thankful for this opportunity. At one of the monthly meetings, the migrant women were asked to think about what the narrative café meant to them personally. One of the women got it straight: the narrative café is like a contact bridge. It is very helpful to integrate into the community. Another one even said: I wish that the narrative café would be active nationwide.
Transferability: The concept of a narrative café or coffee-table gossip can be transferred to any other context – as food and beverages are a cultural aspect everywhere. This gives a calm and pleasant atmosphere, where it is easy to share information. In contrast an idea especially for men can be a repairing café e.g. for computers, bikes. The problems of the women might be different in a different kind of context. Problems that arise in Germany for migrating women won’t be the same in other cultural contexts. So the topics, that women are interested in and like to share information about, need to be assessed for a special cultural background.
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Best Practice 40: MultiKulti Integrationsverein Roding e. V. – „MultiCulti Integration Association Roding“
The purpose of the association is, according to the statutes, "to create a better coexistence through unprejudiced and appreciative exchange". Showing open- mindedness towards other cultures is important in order to recognize and experience similarities. Having conversations and staying in touch is the requirement for acceptance and successful interlocking of cultures for mutual benefit.
Developed /implemented by: MultiKulti Integrationsverein Roding e. V.
Reference: ● www.mvi-roding.de
Target group(s): ● Volunteers
Detailed description: The “MultiKulti-Integrationsverein Roding e. V.” has 60 members from 16 different nations and has lots of different activities. They can share ideas, find common features and support the integration of people. International regulars’ table for Cooking in Roding Due to this activity which takes place once a month people have the opportunity to get in contact with the diversity of cultures in Roding. The language competence can be exercised in a relaxed atmosphere during cooking and eating together. Participating the traditional folk festival in Roding Since June 2013 the MIV participates at the folk festival in Roding, which takes place yearly. By doing this, the association is contributing to the civil life of Roding’s community. This is how integration can be lived and understood. Offering cultural events The cultural event offered by MIV is to present the diversity of cultures in Roding. Here people are able to get to know different cultures through different perspectives. Everyone is invited to join such a cultural event, held once a year. MIV meets other association The MIV exchanges experiences with other associations nearby. Through this they get a chance to get to know new people, different ideas and common features. Their motto is: "Exchange living - what one knows is less alien". MIV meets politicians To have an exchange between culture and politics – the MIV meets with politicians of Roding. Here they have the possibility to set up the cooperation. MIV meets refugees Since June 2015 the MIV supports people with a refugee background as integration is their main objective. By this, they contribute to the early integration of refugees. MIV meets school
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The pupils shall learn about diversity not only in Roding, but all over the world. Due to the event they get the chance to explore diversity with fun. MIV meets companies The aim of this project is to get to know regional companies and to present the association and its activities for mutual enrichment. Here they have the possibility to find cultural potential of local companies. MIV participates at Integration Forum In November 2015 the Network Migration and Integration was founded to establish, to coordinate and to develop projects and ideas about migration. MIV and children program MIV offers the children program so that children are able to play and get to know children with different cultural backgrounds.
Expected results/benefits for the target group(s): ● Share the idea of cultural diversity all over Roding ● Promote public and social acceptance of immigrants ● Networking with other organizations and companies ● Getting to know people, who have the same issues and concerns and represent their interests
Materials required/resources: ● Kitchen and cooking utensils ● Typical cultural objects like music instruments, jewellery, handicraft, clothes etc.
Why is it the best practice?: This is a best practice, since MIV is actively influencing the region of Roding by their activities. By having those different projects, they inform and make cultural diversity to be experienced. Thereby, they support the integration progress.
Transferability: Cooking can be adapted to any other context. Also the children programs can be adopted easily by schools or pedagogic institutions. An association like MIV needs to be supported and can only be founded with motivated volunteers.
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Best Practice 41: Wohnungslotsen (“apartment guide”)
The responsibility of Wohnungslotsen (“apartment guides”) is to support recognized refugees by finding a place to stay. The general objective is to support the integration of refugees by finding apartments in the region Cham.
Developed/implemented by: Landratsamt Cham (District Administration) in the department “Treffpunkt Ehrenamt” (Venue for volunteer work)
Reference: ● Website of the district administration (Landratsamt Cham) https://www.landkreis-cham.de/service-beratung/ehrenamt- sportpflege/ehrenamt/projekte-im-ehrenamt/ ● Newspaper article: http://www.mittelbayerische.de/politik/asyl/cham- nachrichten/was-macht-ein-wohnungslotse-23509-art1365567.html ● Newspaper article: http://www.mittelbayerische.de/politik/asyl/cham- nachrichten/fluechtlinge-haben-die-kaserne-verlassen-23509- art1365583.html.
Target group(s):
● Volunteers and local authorities
Detailed description: When a refugee receives asylum in Germany, he does not fall any longer under the Asylum Seekers' Benefits Act. For most of them then applies the regulations of the Social Code II. Recognized refugees are requested to move out of the community accommodation and to find their own apartment, since by law, the community accommodation serves only the accommodation of asylum seekers. There are also tenant boundaries; ultimately the Jobcenter decides whether a rent is appropriate.
As gratifying as the successful application for asylum for the refugee is, it also brings new tasks and problems: Henceforth recognized asylum seekers must take care for their accommodation and their livelihood themselves. You can count on official support, like any other Social Code II receiver. However, they have to make efforts themselves. The asylum process is decided by some people surprisingly quickly. This applies in particular to refugees from Syria. Even with intensive efforts in a short time, it will not be enough to learn the German language to have the sustainability for daily use. Thus, some of our accredited asylum seekers are hopelessly overtaxed by the search for accommodation. The authorities pay the rent in the framework of the regulations, but are hardly helping with finding an accommodation. These people need the support of housing controllers / residences. Their most important tasks are:
- To sight housing offers in newspaper and on the internet - To contact potential landlords
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- Accompanying them to residential visits - Support for contract negotiations with landlords - Support for completing the forms for the public authorities of county - Contact with the future neighbours / introduction to new neighbours - Sharing information about their usual behavioural patterns and regulations for waste disposal, heating, etc. - Reference to compliance with environmental standards
Moreover, the search for housing for these 156 refugees currently living in the county who are still resident in the regular refugee shelters is a long-term task. "It is not to be expected that private housing for the recognized refugees can be found within a short time," the experts of the Landratsamt (District Administration) estimate the situation.
Expected results/benefits for the target group(s): ● Finding an appropriate place to stay by the conditions of the Jobcenter/Social Code II ● Making new contacts (e.g. neighbors) ● Learning about behavior patterns and environmental standards
Materials required/resources: ● Newspaper ● Local public transport ● Volunteers
Why is it the best practice?: It is a best practice, is accepted well since it helped lots accepted refugees to find an apartment. By finding an apartment in the district of Cham, the integration process is supported.
Transferability?: Most suitable for villages with a manageable amount of migrants and free apartments. Also volunteer workers need to be hired. In other or bigger cities like Regensburg such a project doesn’t make any sense – as there is no free living space.
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Best Practice 42: ”talentCAMPus” – Talent camp for unprivileged children and youth
● To support the cultural education of children and youths through their active engagement with arts and culture ● To develop new perspectives and important skills of children and youths for a successful and independent life
Developed/implemented by: German Adult Education Association (DVV)
Reference: ● The information on the website of the German Adult Education Association (DVV) http://talentcampus.de/start.html ● Newspaper articles about the holiday programm of talentCAMPus offered by VHS Cham 1. http://www.mittelbayerische.de/region/cham-nachrichten/das-einhorn-stand- im-mittelpunkt-20909-art1552421.html 2. http://www.mittelbayerische.de/region/cham/gemeinden/cham/kunst-und- umwelt-ferien-bei-der-vhs-fuer-kinder-22798-art1487738.html ● Blog about talentCAMPus programme offered by the education centre in Hamburg https://talentcampushamburg.blog/
Target group(s): ● Local authorities ● Teachers/trainers ● Volunteers
Detailed description: Each young person should receive the best possible education - regardless of social origin. With the program "Kultur is strong. Alliances for Bildung" the Federal Ministry of education and research (BMBF) promotes extracurricular offerings of cultural education. The talentCAMPus is one of the largest programs of cultural education in Germany. The concept of talentCAMPus has been developed for children, young people and refugee young adults and is to be implemented in local cooperative educational institutions.
The program talentCAMPus is offered in three formats: ● talentCAMPus holiday program (educational) for (educationally) unprivileged children and youths (10-18 years). The program is offered during the official holidays (all-day during 1-4 weeks) ● talentCAMPus plus for not-schooled refugee children/ teenagers (10-18 years). The program is offered all day during about 3-10 weeks. ● talentCAMPus 18plus - Educational services for refugee young adults (18-26 years old) who do not attend school and don’t participate in any measures. The program lasts from approx. 3 days to 6 weeks.
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TalentCAMPus concept is the combination of 2 training modules: learning target oriented educational offer (E.g. language learning (German), computing, intercultural competence) and cultural education offer (E.g. musical, performing or visual Arts). Both modules can be interrelated or be based on each other, so for example the language skills acquired can find their application in a theatre. This program helps children and young people with insufficient education to acquire new, positive learning experiences. In addition, an accompanying parent education program can be offered supporting the sustainability of the talentCAMPus holiday program.
Expected results/benefits for the target group(s): ● Improve the German language competences ● Find new friends/social contacts ● Cultural, social, intercultural competences ● Acquire new skills ● Discover own talents
Materials required/resources: The materials needed depend on the format and the theme of the program. The TalentCAMPus can have different themes “Upcycling”. Depending on the theme different experts are to be involved (art teachers, film and animation experts).
Why is it the best practice?: The concept of TalentCAMPus supports the integration of children and young persons into the new community. Due to the TalentCAMPus participants can learn more about their new environment, make new friends, discover their talents, acquire new skills and competences, and improve the language proficiency.
Transferability: The concept of TalentCAMPus could be implemented in different countries. The fire brigade, the climbing forest, theatre groups don’t exist in all localities, so some activities could not be transferred. The programme of activities could be based on offers of local institutions.
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Best Practice 43: Volunteering point
The volunteering point focuses on project works and social circles; it is oriented towards common good, meaningful activity, priority of the “moral” obligation.
Developed/implemented by: District Office Cham
References or documentation about the best practice: ● Bavarian Association of Volunteer Center and Agencies http://www.lagfa-bayern.de/ ● Volunteering Point in District of Cham https://www.landkreis-cham.de/service- beratung/ehrenamt-sportpflege/
Target group(s): The Volunteering point is open to all citizens, those who want to engage in social and volunteering activities are welcomed. The activities and works are directly focused on the needs of the immigrants, the both sides: immigrants and citizens are involved in the activities. The main activities are carried out by volunteers (regular citizens, retired persons, youths willing to be volunteers)
Detailed description: In Germany volunteer activities are very well developed, according to the statistics approx. 5,2 million of the inhabitants (it means every second person) are involved in volunteering activities. In July 2000 the volunteering point was established. The point directs its activities towards senior groups, disabled persons, and children as well as those who need social, economic or psychological support. Voluntary work can be carried out in different fields: daily assistance in nursing homes, organization of free time activities, support with paperwork, homework assistance, babysitting, help with social welfare work to mention some. Since 2014 the district of Cham with the Volunteering Point broadened the activities to the target group of refugees and asylum seekers. Volunteers can support refugees and asylum seekers in the following fields: free-time activities, homework assistance for youth and children, mobility, support in the contact with local authorities, support to organize visits at the doctor, or even to do shopping or teach the German language. Currently there are 29 supporting points in 39 communities in the district of Cham, where approx. 1350 volunteers provide support to the immigrants, inclusive refugees and asylum seekers. The idea of these activities is to support the integration and build the understanding among members of the society. Those who are active as volunteers can take part in the training activities offered by the district office or other organizations. The volunteering activities support the civil engagement and involvement into society. An important element of volunteering activities is the engagement of people, also those with a migration background. The immigrants can also take part in the activities as volunteers and support others who need e.g. social help.
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Expected results/benefits for the target group(s): ● ration of immigrants, supporting direct contact with the citizens of the new country, getting to knobetter integw the new country and society not only through education activities or integration courses but also through daily life activities. ● supporting a better understanding and sensitization of our society regarding the issues of integration and the situation of the immigrants coming from other countries, especially countries where different cultures and religions are spread.
Materials required/resources: The system of volunteering activities is very well developed in Germany, it is also related to different fields of life: sport, free time activities, education, social help and support. The volunteering points can be organized as points at the local authorities or as associations. Additionally in many regions there is a system of “cultural recognition” implemented. It means that those very active in volunteering receive a special “volunteer card” which gives some compensation for the work. An important element of the volunteering points is the cooperation with other organisations and institutions in the region.
Why is it the best practice?: The practice supports involvement of the local citizens and immigrants, it supports cultural and social exchange; it supports to build trust and understanding. Also those immigrants who are involved as volunteers are more open towards the new society and have better chances for full integration within the society. Additionally citizens involved in the volunteering activities for immigrants can experience direct contact with the newcomers, get to know people and also have the chance to form an opinion about immigrants, which not necessarily has to be this negative one created by some political parties or media.
Transferability: The overall concept of the volunteering activities is transferable; the important element of the GP is raising the visibility of the volunteering activities and showing the citizens the importance and value of volunteerism. Some activities, projects carried out by the volunteering points are financially supported by the local authorities or ministries; therefore, it is important to take the financial resources of the planned activities into account.
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Best Practice 44: German learning portal “Ich will lernen”
The aim of the learning platform is to support language, social and professional integration of migrants.
Developed/implemented by: Deutscher Volkshochschul-Verband – German Association for Adult Education
Reference: https://www.iwdl.de/
Target group(s): The learning platform can be used by staff at adult education organisations for teaching purposes. Teachers at general and vocational schools, coaches, trainers and tutors at educational facilities are also entitled to use the portal. The portal can also be used by migrant learners as individuals for self- learning purposes. As individuals they have to register to the portal, young people aged under 18 may register with their parent’s consent.
Detailed description: The learning platform focuses on level A1, B1 CEFR and it is based on the framework of the curriculum for integration courses. In addition, the platform offers a German course at A1 level with extensive material for literacy in the second language German. The lessons focus on working and professional language competences, the scenarios of lessons are based on cross sectoral situations from eleven job oriented fields of activity. As mentioned above, the platform can be used by independent learners as well as for material purposes and as an accompanying medium in the context of integration or other German courses. Course teachers can register and create their own learning groups. They then supervise these groups as online tutors. Individuals who register individually are supervised by DVV tutors. The websoap "Schnitzel und Dolmades" is integrated into the portal in 45 episodes. Stories from the lives of the Greek Tsantidis family, Emre the Turkish kiosk owner, Inga the Danish student and her friends and neighbours, provide the linguistic source material from various everyday situations for working with “ich-will-deutsch- lernen.de”. The use of the platform is free of charge. The learners can practice German whenever they like and how they like, they can decide which exercises they do, when and how fast. “The exercises on “ich-will-deutsch-lernen.de” are mapped out on a learning plan, arranged like a board game. The learner decides where to start, and then whether he/she follows the suggested “ideal” learning pathway through the programme, or select own learning units. The learning units are divided into levels from A1 to B1, each level includes 15 lessons. Totally on the platform 11000 exercises are available.
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Learners can repeat exercises at any time, or change the learning level. The learning progress can be seen in the “Learning portfolio” area.” (portal https://portal- deutsch.de/ )
Expected results/benefits for the target group(s): ● Improvement of language competences ● Acquiring knowledge on German society ● Learning in intercultural context ● Acquiring skills related to the professions ● Improvement of literacy skills
Materials required/resources: ● Technical equipment and resources, appropriate control system ● Development of the language learning plan and activities. ● This best practice focuses fully on German language; however the concept, topics and approach can be transferred.
Why is it the best practice?: This is Best Practice because this is a well-known and established language learning resource for non-native speakers of German and this specific GP goes on to benefit and impact of the individual learning process. The platform was developed with the support of language experts and with financial support of the Ministry.
Transferability: As mentioned above, the concept, types of exercises, video soap can be transferred to other languages. The topics which are included in the language learning materials may serve as a framework for other countries to create materials for acquiring life- skills and the host country language. It would be impossible, or not recommended, to use the same videos and learning materials since these are host-country specific. Each country must create custom videos and materials based on their culture, customs and language.
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Best Practice 45: Counselling and information services for refugees and migrants
The aim of the services is to provide information, advice and support for immigrants and asylum seekers. The services aim to empower the immigrants taking into account different aspects of life.
Developed/implemented by: ● The services are carried out by different organisations: ● Caritas - the German Caritas Association ● the Diakonisches Werk der Evangelischen Kirchen in Deutschland (the social welfare organisation of Germany's Protestant churches) ● the Workers' Welfare Association (Arbeiterwohlfahrt) ● the German Equal Participation Welfare Association (Deutscher Paritätischer Wohlfahrtsverband) ● the German Red Cross (Deutsches Rotes Kreuz) ● the Central Welfare Agency of the Jews in Germany (Zentralwohlfahrtsstelle der Juden in Deutschland) ● the Federation of Expellees (Bund der Vertriebenen)
Reference: ● Some information can be found on the websites ● http://www.caritas-cham.de/index.php/migrationsberatung.html ● http://www.caritas-cham.de/index.php/asylsozialberatung.html ● The counselling services are based on the Bundesprogramme for the support of immigrants and asylum seekers. More about the concept of counselling services can be found in Recommendation guidelines issued in German language by responsible ministries. ● http://www.bamf.de/SharedDocs/Anlagen/DE/Downloads/Infothek/Integrati on/Sonstiges/handlungsempfehlungen-mbe-jmd- familien.pdf?__blob=publicationFile
Target group(s): The services are carried out by employees of social centres and local authorities. The services are provided for the immigrants and asylum seekers.
Detailed description: The services focus on needs-oriented, individual and migration specific issues. The services are targeted at those who have just arrived in Germany and those living there for a longer time. The services offer support and assistance on how to acquire the German language (where the courses are provided, what are the costs), advice and support to solve personal problems, provide information, advice and support regarding health, insurance, housing (how to find accommodation) as well as schooling, work and recognition of the current qualification. Very often the advisors know other languages and are familiar with problems.
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Counselling services for asylum seekers focus on psychosocial counselling and support for asylum seekers in all aspects of daily life: ● in asylum proceedings ● in the case of social benefits under the Asylum Seekers' Benefits Act ● in personal problems such as illness, trauma, debts ● concerning employment ● problems in school and kindergarten ● conflicts appearing in hosting communities / houses ● on return and further migration The Case Management methods are often used in counselling services, the aim of the activities is to set up a development plan for further integration process. The counsellors support in the process of implementation of the development plan. For the successful implementation of the development plan, cooperation of various actors (employment agencies, education centres, social centres). The heterogeneity of the target groups and different problems (conflicts in families, poverty, etc.), often require individual and tailored support for those in need.
Expected results/benefits for the target group(s): ● Provision of tailored personal assistance, including an integration support plan, personal advice; ● Speeding up the process of integration in a new society, advices and counselling services aim to empower the migrants socially and personally
Materials required/resources: The services are offered with support of the Bundesprogramme of the Ministries (Bundesministerium des Innern (BMI) und Bundesministerium für Familie, Senioren, Frauen und Jugend (BMFSF)) . The services are carried out in cooperation with other centres, networking of various organisations (education centres, social services, local authorities) is an added value.
Why is it the best practice?: The services are offered free of charge for migrants and asylum seekers. There is a wide range of tailored services focusing on various life aspects: education, working, social life, health etc. The services are important part of the integration policy.
Transferability?: The concept of the counselling services and idea of close cooperation among various organisations working in the field of integration. The centres offering counselling services are state approved and recognized by the ministries, they receive financial support for the activities.
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Best Practice 46: Integration courses
● Improvement of the language proficiency (the German language) ● Knowledge of rights and obligations as residents and citizens ● Ability to orient themselves and to participate in social life ● Intercultural competences
Developed/implemented by: The concept, curriculum of the integration courses were developed by the Federal Office for Migration and Refugees and are offered by integration course providers.
Reference: ● Information about the integration courses, its content, regulations, application form etc. is provided on the website of the Federal Office for Migration and Refugees ● http://www.bamf.de/EN/Willkommen/DeutschLernen/Integrationskurse/i ntegrationskurse-node.html ● Integration courses offered by VHS Cham ● https://www.vhs-cham.de/deutsch-integrationskurse
Target group(s) ● Trainers ● Local Authorities
Detailed description: The integration course consists of a language course and an orientation course. The language course consists of six modules (total 600 academic hours) and aims at the acquisition of language proficiency. The language course serves also as preparation for the language exam B1. The content of the course covers the important aspects of everyday life in Germany. ● Education and further trainings ● Work and career ● Bringing up and raising children ● Shopping and consumption ● Leisure time and social interaction ● Media The participants learn how to fill in the forms, write letters and emails, make telephone calls and apply for job.
The orientation course is offered after the language course. The number of academic hours has been enlarged lately and consists of 100 academic hours. The aim of the orientation course is to provide the participants with information about the political system of Germany, rights and obligations, important values in German society.
Expected results/benefits for the target group(s): The participants acquire the language proficiency and knowledge of the political systems, their rights and obligations, history of the country and important values in
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the German society. The participants will be prepared to deal with different aspects of everyday level.
Materials required/resources: Language Materials (course books), Classroom
Why is it the best practice?: The integration courses support the integration of the newcomers into society and future working life. The long-term perspective reveals positive trends in the various areas of overall social integration. The majority of former participants in integration courses retain their proficiency in German which they acquired on the course or are able to improve their proficiency by means of learning strategies adopted on their own initiative. At least half of former participants state that they have used German media more frequently than before completing the integration course. Above all, everyday media such as newspapers and magazines are consumed regularly in German, along with television programmes and feature films. The majority of former participants state that they have benefited from the contents of the course with regard to their children's school education. The former participants increasingly consider the knowledge imparted on the integration course to be of great benefit in particular for the purposes of discussions with teachers or with other parents. The findings also show the special importance of integration in the labour market to communication between immigrants and the host society and growing identification with Germany. In the first half of 2017, 51.9% of the participants (including the repeaters) completed the German test for immigrants with the B1 level (in the first half of the year 2016: 59.3%). The A2 level reached 2017 38.9% of the participants in the first half of the year; In the first half of the year, the corresponding share was 32.9%1.
Transferability?: The concept of the integration course (language course and orientation course) could be transferred to other countries. The language materials, course books are developed for the German language and cannot be transferred without adaptation.
1http://www.bamf.de/SharedDocs/Anlagen/EN/Publikationen/WorkingPapers/wp52-abschluss- integrationspanel.html
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Best Practice 47: 1. “Refukitchen” 2. “Kitchen on the Run”
● To integrate persons into society through common activities
Developed/implemented byI: 1. “Refukitchen” was developed by “ESG Nuremberg“ 2. The project “Kitchen on the Run” was launched and is carried out by “Über den Tellerrand”.
Reference: 1. “Refukitchen” ● The website Refukitchen http://refukitchen.de/ ● The website of ESG Nürnberg ● http://www.esg-nuernberg.de/gruppen-engagement/refukitchen 2. “Kitchen on the Run” ● The website of the project http://www.kitchenontherun.org/kontakt/ ● Federal Office for Migration and Refugees: “Blickpunkt Integration” 01/2017 ● http://www.bamf.de/SharedDocs/Anlagen/DE/Publikationen/BlickpunktInteg ration/2017/2017-1.pdf?__blob=publicationFile
Target group(s): ● Volunteers
Detailed description: Refukitchen was set up to enable people to meet and to cook together, share recipes and get to know each other. Refukitchen could be joined by persons with and without migration experience. The cooking events are organised regularly. The members hold cooking classes for selected countries such as Somalia, Syria, Afghanistan, Ethiopia. Refukitchen participates in the Restaurant Week, at Global Art Festival and other different cultural events. The project Refukitchen has been awarded 3rd place of the Mosaic Youth Award. The motto of the prize is "With diversity against racism". The project deals with the issues of discrimination and racism and offers in cooperation with partners’ empowerment workshop as well as a sensitization workshop.
Kitchen on the Run is a mobile kitchen in a shipping container. The participants of the project travel Europe and Germany and organize cooking events for refugees and locals to get to know each other, cook and eat together and share their stories. In summer 2017 Kitchen on the Run visited small German towns that became the new home for at least 500 refugees. For six weeks, several times a week a group of 20 – 25 locals and refugees shared the container kitchen to prepare dinner and eat together. Through the engaging activity of cooking the project aims to bring people together: refugees and locals, juniors and seniors, foodies and football fans, singers and storytellers, Christians and Muslims, men and women – humans. They will all meet at
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our kitchen table while cooking and eating together. Conversations are made and the prejudices could be overcome. At the same time, the project enables encounters and a new togetherness between refugees and locals all over Germany and aims to create strong, local networks between committed individuals, non-profit organizations and refugees who will continue this dialogue once the container has moved on. The project Kitchen on the Run was selected by the Federal Office for Migration and Refugees as the project of the month for September.
Expected results/benefits for the target group(s): Through the engaging activity of cooking people both with and without migration will be brought together and build new networks supporting the integration of migrants in the society.
Materials required/resources: ● Room (kitchen) or container with kitchen utensils ● Food ● Organiser of the activity (a person who plans the activities, makes timetables of cooking events)
Why is it the best practice?: The activity of cooking and eating together leads to people getting to know each other better, creates networks. Through the engaging activity of cooking, the prejudices could be overcome and persons with a migration background will be empowered.
Transferability?: The concept of both projects Refukitchen and Kitchen on the Run could be transferred into the context of other countries. Though the cooking events could differentiate depending on the their participants, the idea of gathering people both with and without migration experience in order to cook, eat and communicate together could be implemented in big cities and small communities. The organization of some cooking events and activities depends on the participants, as cooking classes from selected countries such as Somalia, Syria, Afghanistan, and Ethiopia.
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Best Practice 48: Arts Projects: 1. “Music group” 2. “Theatre Group”
Integration of persons with migration experience into society though engagement into arts projects
Developed/implemented by: “Musical group” was developed and is offered by Caritasverband für den Landkreis Cham e.V. “Theatre Group” is coordinated by Waldmünchner Trenckverein
References or documentation about the best practice: 1. “Musical group” Article in the newspaper http://www.mittelbayerische.de/region/cham-nachrichten/naechstenliebe-und- barmherzigkeit-20909-art1541376.html
2. “Theatre Group” Article in the newspaper http://www.mittelbayerische.de/politik/asyl/cham-nachrichten/diese-panduren- sind-mehr-als-mitwirkende-23509-art1409478.html
Target group(s): ● Social careers, volunteers
Detailed description: The activity “Musical Group” was developed by Caritasverband für den Landkreis Cham e.V. and is offered for persons both with and without migration experience who would like to sing and play musical instruments together. The participants of the “Music Group” get regularly together to learn new songs and music compositions. The musical skills are not obligatory for the participation in the group; the musical group could be joined by everyone wishing to be engaged.
The coordinator of the musical group, the social worker of Caritasverband für den Landkreis Cham e.V., sees the musical group as an opportunity for persons with a migration background to express themselves emotionally, to become part of the community and to learn German. The “Musical Group” takes part at different regional events presenting their programme.
Theatre groups (voluntary, nonprofessional) are organised by local communities in Bavaria. The members of theatre groups are local inhabitants interested in developing/playing plays, usually presenting the historical event which took place in the city/village. The theatre groups present their plays usually during summer. The theatre groups could be joined by persons with a migration background. There are a lots of examples of engagement of refugees in local theatre groups.
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A group of six young persons who have come to Germany as asylum seekers are engaged in the play “Trenck Pandur”. Their participation at the play is considered as an enrichment for the local theatre group. The persons with a migration experience have a possibility to get in contact with local inhabitants, build contacts and friendships.
Expected results/benefits for the target group(s): The empowerment of migrants through the participation in the music/theatre groups.
Materials required/resources ● Place for practicing (room) ● Organiser of the group (a member of the group or volunteer could fulfil this function)
Why is it the best practice?: The arts groups (musical, theatre) play an important role for setting contacts between newcomers and the local population, support cultural and social exchange, build trust and understanding.
Transferability?: The idea and concept of arts groups as musical groups or theatre groups could be transferred to other countries. As some theatre scenes represent the historical events which happened in localities, the plays could not be transferred in all contexts.
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Best Practice 49: Resources’ Day
Bring newcomers, refugees and immigrants closer to a sustainable and environmentally friendly way of life in order to facilitate their integration.
Developed/implemented by: ANU Bundesverband e.V.
Reference: 1. Information on website of ANU Bundesverband e.V.: http://umweltbildung-mit- fluechtlingen.de/willkommen/newsdetail/news/ressourcentag-gemeinsam-aktiv-in- asylunterkuenften/
2. Article in the newspaper: http://www.br.de/nachrichten/unterfranken/inhalt/ressourcentag-fuer-fluechtlinge- in-geldersheim-100.html
Target group(s): ● Social careers, volunteers
Detailed description: In the frame of the nation-wide project Ressourcentag (Resources’ Day) one-day- trainings were conducted for asylum seekers providing them with background information on such resources as water and energy and guidance for everyday life. Through practical activities the participants of the Resources’ Day learned how to deal with water and energy sparingly and to separate waste properly as well as why this is important and how this could be done in one's own living environment in Germany. Most of the trainings were hold in the accommodation centres for asylum seekers. In the period of October to December 2016 there were 180 resources’ days conducted and the number of the participants reached 4000 persons.
The trainings aimed at the integration of the participants into the society. In addition to practical recommendations the Resources’ Day-trainings imparted information about environmental values and the meaning of resources in Germany. The knowledge that resources are finite is widespread in Germany and protection of resources has a high priority in this country. Many refugees and asylum seekers are not aware of the fact and think that saving is not necessary in a country which appears at first sight to be land of excess. Due to the training the participants get aware of being responsible for the environment and also learn how to deal with their individual responsibility for a lifestyle within their own possibilities. At the end of the training the participants receive a certificate which they can later on use in the process of looking for a room or flat.
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The trainings are conducted by a team of three qualified trainers engaged in the field of environmental education and social work. The trainers were trained by the project coordinator, ANU Bundesverband e.V., and its regional partners.
Expected results/benefits for the target group(s): Awareness of the meaning of resources Recommendation on how to use resources economically Integration into the society through a sustainable lifestyle
Materials required/resources: Trainers, Materials for practical activities (different types of waste), application (to measure the used electricity)
Why is it the best practice?: The project Recources’ Day provides not only education for sustainable development, it make the participants aware of their responsibility for the usage of resources and sustain their integration into society which shares environmental values.
Transferability?: The concept of the training with both background information on recourses and practical activities can be used in other countries. The trainings on sustainable lifestyle would be useful also in other countries, though not all materials could be used in other contexts. As waste system may differentiate in distinct countries, the materials need to be adapted.
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Best Practice 50: SOCIAL STARTUPS
To accompany young unemployed people with a migration background on their way to becoming self-employed To focus directly on social innovations which aim at finding solutions for social problems in an entrepreneurial way
Developed/implemented by: Social Impact lab Frankfurt
Reference: ● Information on website of Social Impact lab Frankfurt: http://frankfurt.socialimpactlab.eu/EN ● Information on the project AndersGründer: http://andersgruender.eu/ ● Information on the project ChancenNutzer: http://chancennutzer.eu/
Target group(s): ● Local authorities, municipalities, counsellors
Detailed description: The nationwide centre for founders opened on 26th February 2014 promoting the slogan “Together for more innovation, more integration, more impact”. For the first time in Germany, young people with a migration background and social entrepreneurs work under the same roof on business ideas and their professional development in the Frankfurt Social Impact Lab. The project partners have developed a separate programme for each group: AndersGründer and ChancenNutzer. AndersGründer is the first start-up centre in the Frankfurt area to focus directly on social innovations which aim at finding solutions for social problems in an entrepreneurial way. The AndersGründer project accompanies startups in the founding of their social enterprise through coaching, qualification, co-working and access to relevant networks. AndersGründer encourages and enables young people to create sustainable businesses by realising their ideas of solving a social problem. The experienced team of Social Impact GmbH, who have already helped realise almost 100 startups supports young people in this process. One of the startups is BAYTI HIER. It is a young, modern brand that meets the classic and sport and is wearable for any occasion. It combines Western styles with designs and patterns from Syria, creating clothing that appeals to both Germans and refugees. German and refugee people are very close by this special combination of clothing. BAYTI HIER is the understanding of lived integration in a German-Syrian team, which produces, develops and distributes the clothing together. Anyone who wears BAYTI HIER sets a sign for an open Germany. [1].
ChancenNutzer, sponsored by the JPMOrgan Chase Foundation, is the first nationwide project to accompany young unemployed people with a migration background on
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their way to becoming self-employed. It offers holistic, individual professional orientation. [2].
Expected results/benefits for the target group(s): Due to the project AndersGründer social startups receive comprehensive support for their founding: individual coaching and advice, subject-specific qualification, access to relevant networks and a co-working workplace. The target group will be supported with diverse contacts to companies, authorities and interest groups. ChancenNutzer offers young people with a migration background space, qualification, contacts and coaching on their way to independence and to develop other career perspectives. ChancenNutzer accompanies young unemployed people with a migration background both on the way to their own independence and actively and holistically offers individual vocational orientation. The support ranges from the idea generation, the concrete elaboration of the career choice or the start- up strategy, over qualification and coaching up to the support during the start and growth phase of an independent activity.
Materials required/resources: ● Trainers, entrepreneurs should be engaged
Why is it the best practice?: Social Impact labs are places of learning, exchange and networking. Project ChancenNutzer relies on the individual interests and competencies of young people with a migrant background and to improve their economic independence by forcing their integration into the labour market. AndersGründer enables people to implement their ideas.
Transferability: The concept of the projects can be used in other countries. The materials for coaching could not be used in all contexts. As social enterprise may differentiate in distinct countries, the materials need to be adapted.
[1] http://andersgruender.eu/andersgruender/bayti-hier-3671 [2] http://frankfurt.socialimpactlab.eu/EN
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Best Practice 51: Understanding Politics
● Motivation of young migrants to participate in local political processes, to use their own concerns, make them aware on local political processes ● Promote a greater interest of migrants in local government policy
Developed/implemented by: beramí berufliche Integration e.V. (Frankfurt am Main)
Reference: ● Information about the project on the website of Federal Office for Migration and Refugees: http://www.bamf.de/SharedDocs/Projekte/DE/ProjekteDesMonats/170427- april-projekt-des-monats.html?nn=4731690 ● Information on the website of the Frankfurter Netzwerk Mentoring: ● http://www.community.vielfalt-bewegt-frankfurt.de/de/frankfurter- netzwerk-mentoring/page/438 ● Flyer of the project: http://www.berami.de/wp- content/uploads/2015/05/290115-Mehr_Bock_auf_Politik_Flyer.pdf
Target group(s): ● Local authorities, social careers
Detailed description: There are many migrants living in Germany who do not have German citizenship. They don’t participate in elections at federal or state level. Nevertheless, they shape the country, and their lives are also influenced by political decisions. The project, which was conducted by the Beramí and Inwife, and which was strategically supported by the association Dikom, has recognized this and has made it its mission to show these young adults their opportunities to participate in politics.
The project "Mehr Bock auf Politik – Mehr Mut zum Gestalten – Ab jetzt mischen wir mit" ("More interest in politics – more courage to change – from now on we are engaged in") promotes the social and political commitment of young people with a migrant background. In tandem with a mentor or a mentor from politics or a non- governmental organisation (NGO), the young migrants are encouraged to develop and exchange their own political ideas. The participants of the project were provided with a mentor from the political or non- governmental organisation (NGO) for nine months. These give an insight into their political activities. The participants can take a look at a municipal assembly or politicians’ meeting, or get to know the work of Greenpeace and other associations. In such a way they make contacts and may already discover their interests in the field of politics, for which they want to learn more later on themselves. If the participants want to have a political influence, they first need to know how the politics works. In addition to the practical experience and the work in tandem, at the beginning of the project is therefore the introduction to the political system in Germany and the role
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of civil society. The aim is to make it clear to the participants what rights they have and how they can move and change something through their own political commitment. Workshops and trainings, such as presentation techniques and rhetoric, are other important components of the project. In parliamentary visits at European, federal, state and local level, the young people meet with politicians to discuss current political issues. After the project, the political commitment of young migrants continues – whether in their own community, in refugee work, in civic initiatives, student associations, women's groups or NGOs. Young people have learned to formulate their demands, to find a form of expression and to design and implement events. They have had the experience that people listen attentively, participate in discussions, and that they can also present their views to other opinions. This motivates, is fun and gives courage to interfere in the future[1].
Expected results/benefits for the target group(s): The expected results are improvement the knowledge of the target group about political system in Germany, the interest in politics, active participation in local politics. The project is based on the idea that integration of immigrants succeeds if they see themselves as part of society and can discover and use participation and participation rights for themselves.
Materials required/resources: Mentors who are politically engaged, materials on political systems and regulations
Why is it the best practice?: The project forces the civic empowerment of migrants showing them the possibilities to participate actively in local policy and promoting a greater interest in politics.
Transferability:: The concept of the projects can be used in other countries. The materials for trainings could not be used in all contexts. As the political systems differentiate in distinct countries, the materials need to be adapted. The materials and activities during the workshops could be found on the facebook page of the project
(https://www.facebook.com/Mehr-Mut-zum-Gestalten-1542059922734253/).[1] http://www.bamf.de/SharedDocs/Projekte/DE/ProjekteDesMonats/170427-april-projekt-des-monats.html?nn=4731690
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