Providing integration assistance to migrants at the local level: where are we and where we should be?

Transcription

1 Providing integration assistance to migrants at the local level: where are we and where we should be? Local government and migrant integration: a review of good practices in line with OSCE commitments and international standards Riga, December 8 Dr. Karolis Žibas Diversity Development Group

2 The sociology of integration The integration of foreigners is a mutual adaptation process between foreigners and the host society ensuring the rights and equal opportunities for foreigners to participate in promoting national welfare and to use national and public resources in the labour market and in the areas of education, healthcare, social security and political and civic participation (the TCN Strategic Document 2015). The integration policy is the entirety of existing legislation and integration measures and activities of participating authorities, nongovernmental and foreign organisations seeking to ensure equal rights, duties and opportunities for foreigners to participate in various governmental and public life areas (labour market and employment, education, healthcare, social security, political and civic participation, anti-discrimination and equal opportunities), to reduce social inequality and exclusion, vulnerability and exploitation (the TCN Strategic Document 2015).

3 The sociology of integration State support for integration as the entirety of measures envisaged to provide foreigners with the same opportunities to support themselves and to participate in public life like other members of the public (the FGA Integration Procedure 2015). Integration of foreigners granted asylum is a process of adaptation of a specific person or family in a foreign environment which starts at a reception centre for refugees and continues in a municipal territory and during which the person (family) receives, as appropriate, educational, medical, social and other services to enable that person (family) to join the community and the labour market (the FGA Integration Procedure 2015).

4 The sociology of integration Given the topical nature of the concept of integration, the definition of integration covers the following areas: Employment and labour market Education Healthcare Social security Civic and political participation Acquisition of citizenship Implementation of the principles of non-discrimination and equal opportunities Creating positive public outlook Family reunification Business/legal activity Other

5 Migrant integration policy index (MIPEX) MIGRANT INTEGRATION POLICY INDEX ( LABOUR MARKET MOBILITY FAMILY REUNION EDUCATION HEALTH POLITICAL PARTICIPATION PERMANENT RESIDENCE ACCESS TO NATIONALITY ANTI-DISCRIMINATION

6 The sociology of integration Integration VS inclusion Critique

7 One-stop-shop / National Immigrant Support centres Resolution of problems that involve various Government agencies; Facilitation of access to various institutions; Response to a large number of questions (legalisation; Health; Education; Nationality; Employment; Family Reunification; Social Support); Personalised service (guaranteed also with fundamental support of immigrants); Interaction between agencies; Optimization of the processes and mutual support between agencies; Circulation of information between agencies Etc.

8 Support centres in Lithuania: Caritas and Reds Cross

9 Support centres in Lithuania: Caritas SERVICES IN MUNICIPALITY Accommodation Social Support Informing society Education Health Protection Employment

10 Support centres in Lithuania: Caritas EMPLOYMENT Registration with the Lithuanian Labour Exchange ONCE A RESIDENCE CARD RECEIVED: Equal Employment Rights Training and Requalification Courses Participation in Subsidized Employment Starting Own Business

11 Support centres in Lithuania: Caritas CHALLENGES Expectations v. Reality Motivation Language Skills Qualification and Recognition Health problems Negative attitude from employers/ colleagues Differences in Labour Markets

12 Support centres in Lithuania: Caritas HOW DO NGOs WORK ASSISTANCE TO A PERSON Recruitment Specialist assistance Detailed Information about Lithuanian Labour Market Expectations and Possibilities of a person Preparation of CV and Job Interview Accompany to Job Interview (translator, if needed)

13 Support centres in Lithuania: Caritas HOW DO NGOs WORK ASSISTANCE TO AN EMPLOYER Direct Contact with an Employer before/after signing employment contract Information about cultural aspects provided to Company Employees, if needed

14 Support centres in Lithuania: Caritas HOW DO NGOs WORK COLLABORATION Close cooperation with the responsible authorities Organizing meetings with Employers/ Job Fairs in Integration Centers

15 Support centres in Lithuania: Caritas Professional orientation Professional information Professional consulting Individual consultations on professional orientation

16 Support centres in Lithuania: Red Cross Infocentre for Migrants in Klaipeda Refugee and Migrant Integration Centre InLT in Kaunas

17 Centre as social recourse and social capital!!! To provide high quality services and make Integration Centre a cozy place for visitors both community and third country nationals / refugees to spend time and communicate. Support centres in Lithuania: Red Cross The main purpose

18 Support centres in Lithuania: Red Cross Centre InLT Centre InLT has been established in 2004 as a Day Centre for refugees funded by European Refugee Fund. Since 2016 it is open for third country nationals as well. During a year we have 313 unique visitors at the Centre.

19 Support centres in Lithuania: Red Cross Social assistance Clients are advised on taxes, education, health care, social security, employment, housing issues aand other different issues on daily basis. Results: 245 clients received consultations throughout a year.

20 Language courses Support centres in Lithuania: Red Cross Lithuanian language courses: twice a week two hours in a day group around 10 people course of 200 hours Results: the fifth group has started to study.

21 Support centres in Lithuania: Red Cross Legal consultations Legal consultations provided twice in a month or more often upon request. Results: 101 client has been consulted in a year. Three labor cases has been opened before institutions or courts.

22 Support centres in Lithuania: Red Cross Psychological assistance Psychological counseling helps to reduce emotional tension, overcome negative feelings, increase motivation. Results: 47 people received psychological assistance.

23 Support centres in Lithuania: Red Cross LRC helps clients to find jobs corresponding to their qualifications and experience. Cooperation with employers and keep in touch with them. Results: 145 clients received assistance. Employment

24 Support centres in Lithuania: Red Cross Civil orientation Trainings help to get acquainted with Lithuanian culture and traditions, history, to understand Lithuanian mentality and communication. Results: the second group of 15 people has started the courses.

25 Support centres in Lithuania: Red Cross Events on different occasions and topics. Results: 343 participants have participated in different events. Community events

26 Good and bad practices Recommendations to NGOs, national and local authorities Localization and adaptation national (political, cultural and social) contexts Think outside the box and leave people there as well! Understand global, regional, national and local contexts Immigration structure is not homogeneous Avoid power relation! Innovative training / teaching / learning methods

27 Recommendations to the OSCE Office for Democratic Institutions and Human Rights New developments Climate change / migration Specific target groups Need for trainings Competences / awareness Etc.

28 Recommendations to the OSCE Office for Democratic Institutions and Human Rights Adult Migrant Education In OECD and EU countries in 2012, some 50% of foreign-born adults had attended a training programme in the 12 months prior to the survey. Overall, immigrants are less likely to train than nativeborn, a trend that is more pronounced among women. Apart from the Nordic countries and the United Kingdom, only one in three immigrants with the most basic literacy skills (no higher than Level 1) accesses training programmes, even though they are the very people who would need them the most. In OECD and EU countries, immigrants are less likely to participate in work-oriented training than the native-born and access less on-the-job training (organised by employers or co-workers) than their host-country peers.

29 Recommendations to the OSCE Office for Democratic Institutions and Human Rights EPALE - Migrant Education Week 2016 Good practice solutions to supporting adult learning programmes for migrants Holistic approaches newly arrived migrants and refugees are likely to have pressing issues and concerns outside of the classroom (e.g. extreme stress and trauma). Psychosocial support may therefore be an important part of the training process. Valuing and utilising the expertise of longer-term settled migrants longer-term settled migrants can be a key resource in designing and setting up programmes. The use of blended learning for flexible and more personalised teaching methodologies It can be an effective way for managing the diverse learning needs of migrants and providing an opportunity for learning for those who had just arrived and for whom it was not yet possible to attend classroom-based learning opportunities. Mentoring, befriending and non-formal approaches is a vital component of providing integration support to newly arrived migrants.

30 Recommendations to the OSCE Office for Democratic Institutions and Human Rights EPALE - Migrant Education Week 2016 Good practice solutions to supporting adult learning programmes for migrants Teachers trained and supported in intercultural learning it is important to prepare and support teachers, and the future workforce more generally, for the demands of intercultural living. Support for volunteers and mentors working with migrants their support is critical as these are the people who work directly with migrants for the successful delivery of projects/programmes. Ensuring pathways through education and into employment providing pathways through education and into employment. Linking and integrating adult learning programmes with other key services adult education in order to support migrants to access other services, such as health, housing and social benefits with a focus on a community setting, rather than a more distant, unfamiliar college environment.

31 Recommendations to the OSCE Office for Democratic Institutions and Human Rights Key topics in the programmes for migrants integration The acquisition of language skills. Knowledge about the culture of their new host and home country. Knowledge about the labour market of their new host and home country. Holistic approach political participation and civic engagement as a horizontal subjects

32 Recommendations to the OSCE Office for Democratic Institutions and Human Rights New Training Paths & Methodologies Today it is no longer enough to have the same living and working skills one had five years ago. Education should place a focus on practices related to core skills and competencies such as: Learning to learn. Problem solving. Critical understanding and anticipatory learning.

33 Recommendations to the OSCE Office for Democratic Institutions and Human Rights Adult Migrant Education Too many young people and adults, particularly women, are unable to develop the skills, knowledge and attitudes they need for today s rapidly changing technologies and world of work. Adequate technical and vocational education and training systems should provide these people with the skills to seize economic opportunities and find decent jobs. Given the dramatic shifts in the labour market and the influence of new technologies, the need to develop higher-order skills, including digital skills, is undeniable.

34 Recommendations to the OSCE Office for Democratic Institutions and Human Rights New Training Paths & Methodologies The focus should be placed on: Self-directed learning: motivate learners to value the content they are learning-enhance the learner s desire for goal achievement. Authentic learning: provide material which is closely related to the learner s reality and needs. Peer learning: prompt students to interact with each other to enhance their learning capacities. Skills based learning: problem solving, communication skills, and critical thinking.

35 Diversity Development Group Registration address: Z. Sierakausko 15, Vilnius, 03105, Lithuania Address for correspondence: Dociškių 7-66, Vilnius, 06154, Lithuania Phone: / EVERY PERSON IS UNIQUE QUESTIONS?