ENARgy. Editorial. Ethnic minorities: Facing the challenges of education and employability. May 2010 INSIDE THIS ISSUE:

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1 european network against racism May 2010 ENARgy Ethnic minorities: Facing the challenges of education and employability By Michaël Privot, ENAR Director Given the EU policy framework on skills and jobs 's focus on fostering employability by using the skills of all, ENAR thought it would be opportune to dedicate this latest edition of ENARgy to how this new buzzword impacts ethnic and religious minorities in Europe, and how education and training can play a role in ensuring better participation of minorities in the labour market. The first part of the newsletter presents the EU framework and provides a critical counter-point to the concept of employability as defined by the European Commission, in particular when talking about ethnic and religious minorities. The other articles focus on intercultural approaches to education and on the role of languages in the curricula dedicated to migrants, as well as on the role of the EU s lifelong learning programme in enhancing life chances for ethnic minorities. It also presents a series of best practices by NGOs, business and local authorities. Editorial While there is yet no unique definition of employability, the Institute for Employment Studies in the UK suggests that employability concerns work and the ability to be employed. This includes the ability to gain initial employment; to maintain employment and make transitions between jobs; and to obtain new employment if required. It is also, ideally, about the quality of such work or employment. From the perspective of ENAR, however, a question remains as to the underlying ideological background of such an approach and definition: are equality and non-exploitation really at its core? experiencing difficulties linked with the recognition of foreign diplomas. Tackling this situation is essential to promote innovation and knowledge performance in Europe beyond sweeping headlines. To this end, EU leaders must enshrine non-discrimination and the participation of ethnic & religious minorities and migrants at the heart of any strategy to boost the labour market. They must also recognise the need for adequate and tailored means to enable those most disadvantaged to escape poverty and social exclusion. Indeed, among the factors that hinder the participation of ethnic minorities in the labour market, racial discrimination continues to be perceived as the single most important structural integration barrier. Therefore, when it comes to ethnic and religious minorities, employability is not just about minority people possessing skills and realising their potential through sustainable employment. It is as much about the majority society ensuring access to quality employment by effectively combating discrimination and making basic services available to those in need. Similarly, the role of intercultural education is essential not only for ethnic minorities to acquire better life chances, but also to ensure the majority population recognises the vital importance of equality and diversity to a vibrant and prosperous society and economy that will benefit all its components. INSIDE THIS ISSUE: 2 The way of the European Roma towards the labour market, or why employability is not enough to bridge the gap. 4 Opening up to talent, inside and outside: the key to meet Europe's future skill needs At a time when the economic crisis is hampering job creation and affecting the most vulnerable groups, measures in the EU to promote labour market inclusion of all workers - whether from minority groups or not - are a key priority for ENAR. Especially as many of the existing challenges are all the more pressing today - poverty and inequality, high unemployment rates and the persistent social and economic exclusion faced by millions of ethnic and religious minorities across Europe. If Europe wants to strengthen knowledge and innovation, it will need to encourage the fulfilment of all its talents and in particular those which are currently under-valued or even ignored due to discrimination. This is especially the case for the talents of ethnic and religious minorities and migrants facing discrimination in education and/or employment, and 6 The Council of Europe s perspective on an intercultural approach to education 8 The role of the EU s Lifelong Learning Programme in fostering innovative approaches to the learning and employability of ethnic and religious minorities 10 The role of languages in the school education of migrants 13 NGO best practice: PATH Yorkshire s positive action training for ethnic minorities 14 Best education and training practices by Sodexo, IBM and L Oréal aiming to boost labour market inclusion of ethnic minorities 15 Strategic litigation and equal treatment: The German Bureau for the Implementation of Equal Treatment Ethnic minorities: Facing the challenges of education and employability 32

2 The way of the European Roma towards the la not enough to bridge the gap Amana Ferro, EAPN Europe, with the support of Inés Cedrón, EAPN Spain (Fundación Secretariado This article provides a critical analysis of the concept of employability, taking the example of the Roma. It highlights that skills are not enough to improve ethnic minorities' access to the labour market; it is a far more complex phenomenon requiring a mix of policies and actions on the ground. Training, education and skills upgrading have become buzzwords of European policies when it comes to employment. The European Commission presented, in December 2008, its New Skills for New Jobs agenda, an assessment of labour market and skills needs up to 2020, and a mapping of anticipation instruments at national and European level. The purpose of stepping up education and training is, as understood by the Commission, to render people more employable, by providing them with the necessary skills to find a job more easily. The assumption is that the main reason people are excluded from the labour market is their own lack of skills, rather than the lack of decent job opportunities, as well as direct or indirect discrimination. The recently proposed Integrated Guidelines on Employment clearly state, in Guideline 8, that member states should promote productivity and employability through an adequate supply of knowledge and skills to match current and future demand in the labour market. As simple and effective as this theory sounds, it does not take into account a series of additional factors which render difficult the access to the open labour market of certain vulnerable groups, such as members of Roma communities. The Active Inclusion Strategy (2008) of the European Commission proposes an integrated approach to support those furthest from the labour market, based on ensuring inclusive labour markets, guaranteeing affordable, quality services, and adequate income support. This strategy should provide the main framework for supporting members of European Roma communities into employment. But evidence from EAPN Czech Republic shows that social benefit recipients still face stigmatisation, compounded by the already existing stereotypical attitudes towards Roma people. The capacity of Public Employment Services needs to be built in order to better understand the specific needs of Roma and promote measures to tackle discriminatory attitudes of employers. Better coordination is also needed between them and social security institutions. Anti-discrimination policies should be aimed at employers, job centres and training agencies, but also at society at large, as exclusion and discrimination on behalf of the majority have long-lasting negative effects. As an example of good practice, the Fundación Secretariado Gitano ( iguales/, EAPN Spain) launched, in 2000, the Acceder programme, an employment initiative aimed at the effective inclusion of the Roma population in the labour market, addressing the specific needs of each person from an individualised, inclusive and multidimensional approach. In the Czech Republic, the unemployment rate of the Roma is estimated at about 45-50%, compared to 10% for the rest of the population. About 75% of the unemployed Roma have been in this situation for longer than a year, and 30% for longer than 3 years 1. Most of the Roma and their families are forced to take up undeclared work as their only chance of survival. This situation is caused by Ranko Jovanovic, Roma drugstore employee Sandro Weltin / Council of Europe both systemic and individual barriers. Main obstacles linked to the demand side include discrimination at the point of entry (employers refusing to interview or hire Roma based on the candidate s ethnic background), payment of low wages and poor working conditions. EAPN Spain reports that more than half a million Roma of working age still have problems accessing a quality job in the formal economy. The country is experiencing particularly high unemployment rates, but the Roma are a community already at the risk of exclusion and subject to discrimination. Under the slogan Employment makes us equal, the Fundación Secretariado Gitano launched, in 2007, a public awareness raising campaign aimed at the majority Spanish population, with the goal of breaking stereotypes and facilitating the inclusion of the Roma population in the labour market. The Fundación annually reports cases of discrimination in various spheres of life. The 2009 report 2 tells the story of Marcos, a middle-aged Roma man from Jaén, Andalusia, who was denied employment in a construction company in the area, despite his significant experience in the field. He was told by the manager "We do not contract Roma. I have very bad experience with Roma". Increasing Marcos employability by supplementing his skills would have proved redundant. Setting in place adequate anti-discrimination policies would have effectively supported him in acquiring a job. Training and education do not solve s such as quality of work. Skills upgrading is too often linked with flexicurity, as increased flexibility of workers is expected and required, while nothing is said about how advanced training can ensure better employment security. Labour market segmentation and segregation are particular problems, as the Roma, when they do manage to access employment, usually find themselves in low quality, insecure, Fundación Secretariado Gitano, Anual Report - Discrimination and Roma Community, Madrid, 2009, Case n Ethnic minorities: Facing the challenges of education and employability 32

3 bour market, or why employability is Gitano), Helena Lorencová and Radka Svačinková, EAPN Czech Republic (IQ Roma servis) part-time or short-term jobs. The study Roma population and employment 3 (Spain, 2006) highlights that, although the Roma constitute a potential force in the labour market, 70.9% of them work under non permanent contracts (compared to 30.9% of the Spanish population) and experience significantly higher levels of precariousness. This indicates that getting a good job is far from easy. The improvement of employability alone does not guarantee entrance and permanence in the labour market. Increasing in-work poverty shows that the employment contracts achieved may be unstable and of low quality. It is therefore essential to integrate employment policies within a holistic approach, addressing the complex barriers experienced by Roma people to access quality, sustainable employment, which would effectively lift them out of poverty and social exclusion. Policies dealing with training and up-skilling need to be complemented with initiatives aimed at job creation, prioritising job quality and job security, while simultaneously reinforcing social protection schemes. Personal factors often also constitute obstacles to obtaining decent employment. Low qualifications are, undoubtedly, one of them, but beyond competences needed for the labour market, lifelong learning is, first and foremost, part of an individual s personal development. Empowerment, communication, language and social skills, as well as life-coaching, constitute essential steps in supporting people to effectively integrate into the labour market and to seize existing opportunities. In parallel, a number of other s need to be addressed. A necessary prerequisite is introducing adequate minimum income schemes, to support people to have a dignified life while engaging in a job search. Discrimination needs to be tackled also in what concerns access to services, which should be high-quality, accessible and affordable. Other priorities include providing sustainable housing solutions, improving the general health of the Roma population, building their motivation and raising their self-esteem. Roma women often find themselves in a situation of multiple discrimination. Interventions need to be designed together with stakeholders and their organisations, and should be tailored to the reality of many Roma women today, who are trying to pursue a professional life while still fulfilling their traditional roles as caregivers. EAPN Czech Republic reports that many Roma women opt for part-time or temporary jobs, faced with the lack of childcare facilities. It is crucial to develop and implement methodologies 3 Fundación Secretariado Gitano, Roma Population and Employment - A Comparative Study, Madrid, Policies d e a l i n g w i t h t r a i n i n g a n d u p-skilling need to be complemented w i t h initiatives a i m e d a t j o b c r e a t i o n, prioritising j o b q u a l i t y a n d j o b s e c u r i t y, w h i l e s i m u lt a n e o u s ly r e i n f o r c i n g s o c i a l protection schemes which address aspects of the life cycle of individuals and their circumstances. Access to affordable, quality services, including healthcare and childcare, should be improved particularly in rural areas. These measures need to be accompanied by adequate income support, to prevent the Roma and other vulnerable groups from experiencing poverty while not yet integrated in the labour market. Some efforts have been made in order to improve the situation of European Roma communities through a more consistent approach. Member states agreed, in June 2009, 10 Common Basic Principles on Roma Inclusion, whose aim is to guide the EU institutions and member states when designing and implementing new policies or activities 4. The European Roma Platform, set up in December 2008, aims to be an arena to further discuss and exchange between all relevant stakeholders and Roma organisations on how to ensure successful integration in the labour market. In its recent communication, the Commission 5 pointed out the persistent difficulties faced by the Roma in accessing employment, and identified the development of an integrated approach, tackling economic and social aspects, including education, employment, social and health care and mainstreaming Roma s in all EU and national policies as the main challenges. Finally, the Europe 2020 Strategy should be used as a driving force to move towards a comprehensive and holistic strategy, through the inclusive growth pillar and especially the Flagship Initiative of a European Platform Against Poverty. Improving employability by skills upgrading might facilitate job placement in some cases, but it will not reach those furthest from the labour market, such as the Roma, if it is not accompanied by measures to ensure access to minimum levels of resources and basic services, as well as the respect for basic rights to adequate housing, health, education, equal treatment and opportunities, in line with the Active Inclusion Recommendation. Tackling unemployment among groups at risk of exclusion requires comprehensive interventions and holistic approaches, which start from the individual and provide personalised pathways to employment, while promoting inclusive labour markets and effectively combating discrimination. For more information, visit EAPN s website: 4 Council Conclusions on Inclusion of the Roma, 8 June 2009, Annex to the Annex, Common Basic Principles on Roma Inclusion - as discussed at the 1st meeting of the integrated European platform for Roma inclusion, April The social and economic integration of the Roma in Europe, COM ( Final, ). 32 Ethnic minorities: Facing the challenges of education and employability 3

4 Opening up to talent, inside and outside: Robert Strauss, Head of Unit European Employment Strategy, CSR, Claire Duchemin, Directorate General for Employment and Social European Communities This article offers an overview of the EU policy framework on skills and jobs and of how it may address challenges of undereducation and under-utilisation of human capital of ethnic minorities in Europe. Skills and jobs: the EU policy framework Jobs are becoming more and more skills-intensive across the EU. In the coming years, most of future job creation is expected to be concentrated in occupations such as managers, professionals and technicians. Higher formal qualifications requirements across all employment levels also illustrate this upwards trend 1. We will need talent in the EU - but also increased capacities to shape and use the skills of all to foster employability and competitiveness. These are core priorities for the EU s New Skills for New Jobs initiative started in December and mobilising both the worlds of employment and of education and training. This initiative puts special emphasis on improving labour market intelligence and anticipation systems to ensure that people can develop relevant skills in line with labour market requirements over the course of their lives. Better skills for all are also central to Europe 2020, the European Commission s proposal to foster smart, sustainable and inclusive growth in the next decade 3. Two Commission-led flagship initiatives will also 1 See the recent report Skills supply and demand in Europe: medium-term forecast up to 2020, CEDEFOP, More information can be found on the New Skills for New Jobs webpage: main.jsp?catid=822&langid=en 3 COM(2010)2020 Europe A strategy for smart, sustainable and inclusive growth. implement this objective at EU level: An agenda for new skills and jobs and Youth on the move, which will focus on enhancing education performance and integration of young people in the labour market. At national level, the framework for the implementation of Europe 2020 will be set out by a series of coherent, integrated guidelines for the economic and employment policies of the member states. These new guidelines are to be adopted by the Council on the basis of Commission proposals by June Europe 2020 aims to reach in ten years a 75% employment rate among the year-olds. Meeting this headline target will require significant efforts to integrate many more people in our labour markets, as well as to ensure that all workers possess the right skills to remain employable over their careers. Europe needs to up-skill its citizens as too many people still lack the adequate set of skills and competences for a successful labour market integration (and social life). But at the same time, the fact that we waste the talent of many others who cannot find a job fulfilling their aspirations and in line with their skills and qualifications is an inconvenient truth. Minorities and migrants: specific challenges Both phenomena of under-education and under-utilisation of human capital can result from discrimination and particularly affect migrants and minorities. Such discrimination is often difficult to measure on the 4 COM(2010)193/3 Proposal for a Council decision on guidelines for the employment policies of the Member States, part II of the Europe 2020 Integrated Guidelines. 4 Ethnic minorities: Facing the challenges of education and employability 32

5 the key to meet Europe's future skill needs Local Development and Affairs, European Commission ground, but the situation of legal third-country migrants is a striking example. Among them, only one in five is highly qualified and the low-qualified are over-represented by 10% compared to the EU labour force. They are also, especially women, much less likely to be employed and have been particularly affected by the crisis. The most qualified have better chances to get a job but can hardly make effective use of their skills: high-qualified employed migrants who recently entered the EU, compared to EU nationals with the same qualification level, are more than three times more likely to be overqualified for their job 5. The non-recognition of foreign qualifications or difficulties to comply with language proficiency requirements only partly account for that picture. One of the policy priorities for Europe to solve skills challenges should be to effectively manage and make better use of the human capital represented by migrants 6. Minorities also face persistent disadvantages, such as difficulties to access quality education and adult training, higher unemployment rates and segregation into low-skilled jobs or jobs for which they are over-qualified, ultimately leading to greater poverty risks. The Roma population is at special risk of exclusion, with frequent segregation into special needs schools, high illiteracy rates and weak links to the formal labour market. In the EU, ethnic origin is still the most widely perceived ground for discrimination at work, while discrimination on the basis of religion is also a troublesome 7. This is unacceptable in Europe and calls for the implementation of reinforced measures to complement the legal framework prohibiting all forms of discrimination in employment and access to guidance and training. How to open up to talent Promoting innovative, competence-based approaches in education and training and human resources management leads to more transparency and should ultimately help to tackle discrimination. The EU should also empower minorities as well as migrants, if we want to avoid perpetuating prejudices and social and economic disparities. We have to make sure that some are not reduced to seek low-skilled jobs because of discrimination, or are not prevented from investing in their skills because they face barriers in access to education and training and/or anticipate relatively low returns. A first priority is to ensure access to quality learning for all, regardless of their origin, from an early age and over their lifetime, so that everyone can benefit from a strong skills base and as many learning opportunities as possible. Teachers and trainers have to learn to manage diversity, 5 European Commission, Employment in Europe Third country migrants are defined as born outside the EU; recent migrants are those who have been EU residents for less than seven years. 6 As highlighted by a recent expert group report prepared for the European Commission, New Skills for New Jobs: Action Now, Eurobarometer, Discrimination in the EU, One of the policy priorities for Europe to solve skills challenges should be to effectively manage and m a k e better use of the human capital represented by migrants while cultural sensitivity and diversity awareness should be developed transversally across all curricula. It is also necessary to fight stereotypes in educational guidance which tend to maintain segregation and educational gaps and avoid adverse effects of early tracking 8. At the same time, awareness-raising activities targeting minorities can help to inform them about their rights and show them the benefits of investing in skills. Information campaigns aimed at the general population and employers are also useful to fight against discrimination. Employers should see diversity as an effective strategy to build up human capital; accessing new labour pools gives them an opportunity to attract and retain new high-quality employees - and their skills - and therefore to improve their performance. The European Social Fund should be fully mobilised to provide financial support to activities that promote diversity in the workplace and increase labour market integration of migrants. Within employment measures, targeted training in line with labour market needs can contribute to boost the employability of disadvantaged groups. A particular competence to develop is entrepreneurship, to empower both men and women from minorities to become self-employed or create small firms or cooperatives. This can also build on their working culture and practice, for example in the case of the Roma. However, making full use of the potential of all here today might not be enough. In the decades ahead, we can expect, due to the decline of the EU working age population, a strong pull factor for more immigration from third countries and especially at higher skills levels since the demand for highly qualified workers will increase. Well-managed migrant inflows can be part of the solution to alleviate skills shortages. For this to happen, a better recognition of qualifications of migrants acquired outside the EU, as well as informal training and professional experience are necessary conditions. Migrants should also have access from their arrival in the host country to tailored guidance, information on labour market functioning and adapted (re)training including language courses if needed. One of the employment guidelines recently proposed by the Commission highlights the role of targeted migration and integration policies to provide an adequate supply of skills. In implementing skills strategies, groups such as minorities and migrants clearly deserve specific attention given the challenges they face regarding skills development and employment. But this is a challenge we should turn into a potential opportunity: an opportunity for a more inclusive, innovative and prosperous Europe. It is time to fully open up to talent. 8 Early tracking is the separation of pupils into different schools or programmes at an early age. 32 Ethnic minorities: Facing the challenges of education and employability 5

6 The Council of Europe s perspective on Olöf Ólafsdóttir, Acting Director of Education and Languages, This article presents recent developments in the Council of Europe aimed at promoting intercultural learning that favours dialogue, mutual understanding, social cohesion and the democratic management of diversity, in short, learning to live together in European societies. The emphasis on intercultural learning in the Council of Europe has become stronger over the last ten years. Already, the fall of the Berlin wall and the reunification of Europe put an increased focus on migrant and ethnic minority communities in Europe, and in the aftermath of the events of 11 September 2001 the question of religious diversity was put further in the spotlight. Current migration trends and ever-increasing globalisation have also played an important role in pointing out the need for intercultural education. Behind these developments is the perceived need to combat the power of stereotypes, protect vulnerable groups from discrimination and uphold their right to quality education, not only in terms of access but also in terms of outcomes. Intercultural education is a powerful means to manage situations of poverty, social exclusion and diversity to resolve conflicts in a non-violent way. In a nutshell, intercultural education can therefore be seen as a fundamental prerequisite for making democratic societies work, for creating social consensus and a solution to many of the problems our societies currently face. Conceptual and political framework Many conceptual and political texts on intercultural education have been adopted by the Council of Europe since European education ministers have repeatedly emphasised that there is a strong need to develop intercultural competences among European populations through intercultural education (Athens, 2003, Istanbul, 2007) 1. However, the most important text adopted by the Council of Europe s Committee of Ministers 2 - in May is the White Paper on Intercultural Dialogue: Living together as equals in dignity. The White Paper provides a set of principles for combating racism and intolerance. It identifies intercultural education as one of the five key areas where action is needed to safeguard and develop human rights, democracy and the rule of law, and to promote mutual understanding. It defines intercultural competence as a central skill for every individual. Since this skill is not automatically acquired, it needs to be developed, learned and maintained throughout life 3. In addition to the White Paper, the Committee of Ministers has adopted a recommendation to member states on the dimension of religions and non-religious convictions within intercultural education. 4 This text has already become a reference framework in this crucial and difficult field. 1 21st session of the Standing Conference of European Ministers of Education: Intercultural education: managing diversity, strengthening democracy, Athens, Greece, November 2003; 22nd session: Building a more humane and inclusive Europe: role of education policies, Istanbul, Turkey, 4-5 May The Committee of Ministers is composed of the representatives of the Ministers of Foreign Affairs of the Member States of the Council of Europe. 3 White Paper on Intercultural Dialogue: 4 Recommendation CM/Rec(2008)12 A holistic approach The promotion of diversity and intercultural dialogue through education is a complex which needs to be addressed and put into practice through a holistic approach. The Council of Europe is currently working on concepts, including the development of intercultural competence in everyday teaching and learning. This conceptual work describes the aims of intercultural education, its objectives, learning outcomes in terms of knowledge, competences, attitudes and values. Ways of achieving these, as well as implications for pre- and in-service teacher education, are being studied. 5 Let us look briefly at what such a holistic approach in education for migrant and ethnic minority communities in Europe would mean. It would mean, inter alia, recognising the specific learning needs and expectations of migrant and ethnic minority communities, as well as the diversity of languages spoken by migrants and the fact that migrant groups are very heterogeneous. It would mean creating flexible educational provisions for migrant communities. It would mean the introduction of multiperspectivity in some of the subjects taught, such as history, as well as the introduction of teaching about religions and religious diversity. Such measures would mean that the existence of migrant communities in European societies would be recognised through education. This would better target the needs of these communities, give children and adults of such background more selfconfidence, and the majority community would know more about the identity of these groups and therefore understand them better. On another level, any education for democratic citizenship and human rights should take into account the human rights of migrants and ethnic minority communities and the need to teach them about their human rights, how to participate and take on responsibilities in society. This needs be done both through the systematic inclusion of education for democratic citizenship and human rights in the education system, not only as a subject but also through interactive teaching methods and democratic school governance. 6 Democratic school governance happens, of course, at school level, but it also means that on the level of the local community, where people live and work, successful management of diversity in education involves partnerships with parents, between the school and the local community. Only by accepting migration and the existence of ethnic minority communities as they are and embracing them as a whole through the education system can our societies give children and adults of immigrant and ethnic minority origin the same Democratic Governance in Education: en.asp#p43_ Ethnic minorities: Facing the challenges of education and employability 32

7 an intercultural approach to education Council of Europe opportunities as others members of society. Such solutions are maybe not the most economical in the short term, but in the long run they are the most effective and least costly. One of the main projects of the Council of Europe in this field is the recently completed project on Education for Roma children, which has precisely taken this holistic approach. Its main results are to be found on the Council of Europe s website. 7 Teacher education The focal point of the Council of Europe s work regarding intercultural education has constantly been teacher education, both initial and in-service. Proposals for new curriculum design and planning have been prepared to develop teacher competences in, as well as guidelines for, the organisation and running of school partnerships in an intercultural education perspective. Several publications on policies and practices for teaching socio-cultural diversity have also been prepared. 8 Furthermore, the Council of Europe provides a unique programme, the Pestalozzi Programme, in the framework of which all European countries co-operate through the organisation of training seminars for education professionals and other societal actors with an educational role. It is through the Pestalozzi Programme that teachers and educators look at how education policies can best be transposed into the everyday practice of teaching and learning and influence learning outcomes. For teachers who participate in the Pestalozzi programme, with its emphasis on interactive methodology, collaborative knowledge building and sharing of experience between peers in the context of the wider Europe, the Pestalozzi seminars are in themselves a very valuable intercultural experience. 9 Many of these seminars deal with the management of diversity/education for intercultural understanding. In t e r c u lt u r a l e d u c a t i o n can be seen as a f u n d a m e n t a l prerequisite f o r m a k i n g d e m o c r a t i c societies w o r k, f o r c r e a t i n g s o c i a l c o n s e n s u s a n d a s o l u t i o n to m a n y o f the problems our societies currently face How to deal with languages in the integration of adult migrants? For a number of years now the Council of Europe has focused on the of the role of languages in the integration of adult migrants. Since language is an essential aspect of the successful integration of migrants, it is important that member states base their language policies on the mutual rights and responsibilities of host societies, migrants and migrants states of origin. Such policies require host countries to take measures to help train migrants, who themselves, as stated above, are extremely heterogeneous. Such policies should therefore be open and 7 Education for Roma children: 8 Policies and practices for teaching sociocultural diversity - A survey report (2008); Policies and practices for teaching sociocultural diversity - Concepts, principles and challenges in teacher education (2009); Policies and practices for teaching sociocultural diversity - A framework of teacher competences for engaging with diversity (2009); Policies and practices for teaching sociocultural diversity - Diversity and inclusion: Challenges for teacher education (2010) - to be published. 9 Pestalozzi programme: diverse, tailored to the various forms and stages of migration, and should preclude a uniform approach. The Council of Europe s work in this field has already shown that an intercultural approach is necessary when it comes to language learning for adult migrants. Language courses should be designed in a way that guarantees the quality of teaching and its relation to social and occupational needs, as well as to the fairness and transparency of tests where these are required. Otherwise, such teaching and assessment of skills could be turned into a tool for excluding adult migrants from social integration and from being responsible social players in the host society. The next steps in this work will be, inter alia, to create tools to identify adult migrants language needs, as well as to devise initial and in-service training schemes for the teachers responsible for the relevant courses and certification. A special tool: The Autobiography of Intercultural Encounters The Council of Europe has prepared a special tool for self-evaluation and development, the Autobiography of Intercultural Encounters 10, which can be used by any individual, both in a school context and in a lifelong learning perspective, as a means of helping them to benefit from his or her intercultural experience. It consists of a series of questions that take the user back over an encounter, over how he/she responded, how he/she thinks others in the encounter responded and the conclusions that can be drawn from this for the future. Promotion of initiatives and efforts at the school level In the future, the Council of Europe intends to intensify its work to recognise and highlight successful initiatives in the integration of intercultural education at school level. In this context a label scheme for intercultural practices at school is being studied. Such a scheme would be implemented together with the European Wergeland Centre on education for intercultural understanding, human rights and democratic citizenship, set up in 2009 in Oslo by the Norwegian authorities in close co-operation with the Council of Europe. 11 Let me say by way of conclusion that our work on intercultural education in the Council of Europe has shown that such education is crucial to developing not only people s knowledge and competences, but also attitudes of empathy, tolerance and respect, and ultimately greater self-knowledge and self-understanding. Such openness does not come automatically, it needs to be learned, practised and maintained throughout life. Let us hope that such education will, in the future, become the norm rather than the exception. 10 Autobiography of Intercultural Encounters: 11 European Wergeland Centre: 32 Ethnic minorities: Facing the challenges of education and employability 7

8 The role of the EU s Lifelong Learning Progr to the learning and employability of ethnic Martina Ní Cheallaigh, Unit Adult Education and Grundtvig, Directorate-General for Education and In a culturally diverse Europe it is vital to engage in authentic and sincere dialogue, built on respect for the dignity of the individual and to reinforce the contribution of lifelong learning to social cohesion, active citizenship, intercultural dialogue, equality and personal fulfilment. Due to the multicultural composition of our societies, inter-faith and ethnicity s are gaining importance within all spheres of life, be it education, work or civic life. Education and training are essential to the development and success of today's knowledge society and economy. Preventing the creation of segregated learning and improving equity in education is central to EU policies on education. The EU's strategy emphasises that lifelong learning must become a reality across Europe. It is key to growth and jobs, as well as to allowing everyone the chance to participate fully in society. EU education and training policies seek to treat all sections of the population equally. Nevertheless, progress on reaching education and training benchmarks shows that equality of access is not yet a reality. According to both international and national data, many young people of minority or migrant background in the EU suffer from educational disadvantage in comparison to their youth cohort as a whole: early school leaving is more common among them and enrolment in higher education is lower. What is even more worrying is that in some countries second generation migrants show lower educational performance than the first generation. This indicates that the social divide may deepen over time. There are also clear signs of tendencies towards segregation along socio-economic lines. Disparities between educational institutions are therefore on the rise. This situation may undermine the chances of young people from ethnic and religious minorities, including young migrants, for successful integration in the labour market. If youth leave school or training with an experience of underachievement and segregation which carries on in their later lives, the risk is that such a pattern is perpetuated into the next generation. According to the Labour Force Survey, early school leaving was common among 30.1% of non-nationals in 2005 compared with 13% of nationals. The figure rose to 31.7% in Percentages vary considerably between member states. Between the age of 18 and 24 56% are employed, almost 25% are inactive and nearly 20% are unemployed. As a whole, participation in lifelong learning is slightly higher for migrant adults than for natives in the EU. This is probably due in part to the provision of language courses. However, overall progress is poor with only 9.5% of adults participating in 2008, compared with the benchmark of 12.5% by The EU s Lifelong Learning Programme (LLP) aims to foster interchange, cooperation and mobility between education and training systems within Europe, helping inter alia to promote employability and increased participation in lifelong learning by people of all ages, in all forms of learning, including disadvantaged groups. It seeks to reinforce the role of lifelong learning in creating a sense of European citizenship based on understanding and respect for human rights and democracy, and encouraging tolerance and respect for other peoples and cultures. Policy underpins the Lifelong Learning Programme In the context of the Education and Training 2010 work programme, EU programmes in this field have been increasingly targeted to support the process of European cooperation initiated by the Lisbon process. Many projects further the implementation of certain tools designed to assist member states in modernising their education and training systems. The 2007 Action Plan on Adult Learning starts from the premise that high quality adult learning is needed for all. It focuses on those who are disadvantaged because of their low literacy levels, inadequate work skills and/or skills for successful integration into society - these could include migrants, older people, women or persons with a disability. Participation in adult learning in the host country can help migrants to secure validation and recognition for the qualifications they bring with them, which may otherwise be under-valued and under-used. Europe for lifelong learning In May 2009, the Education Council adopted a strategic framework for European Cooperation in Education and Training to It fixed four overarching objectives to enhance the employability, adaptability, social inclusion and personal development of all: making lifelong learning and mobility a reality; improving the quality and efficiency of education and training, promoting equity, social cohesion and active citizenship, and enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. Characteristics of the Lifelong Learning Programme From now on, the Lifelong Learning Programme will finance projects and other initiatives to help fulfil these objectives by Each year a call for proposals is published covering a variety of thematic areas, linked to the above objectives, for each of the sub-programmes: Erasmus (higher education), Comenius (school education), Leonardo da Vinci (vocational education and training) and Grundtvig (adult education), as well as transversal key activities such as ICT and languages. Types of interventions financed are: Mobility of individuals (transnational placements, exchanges of learners and staff); Learning Partnerships (a framework for practical cooperation, more 8 Ethnic minorities: Facing the challenges of education and employability 32

9 amme in fostering innovative approaches and religious minorities Culture, European Commission process rather than product oriented; trainers and learners from at least 3 countries; cooperation over 2 years); Thematic Networks (a platform for discussion, exchange of information, policy shaping and research; focus on one thematic area; minimum 10 partners/countries; cooperation up to 3 years); Multilateral projects ( product oriented; to improve the content and delivery of education and training, the system/policy level, access, or management; minimum 3 partners/countries; cooperation 1-3 years). The LLP has a comparatively strong impact on improving educational opportunities for disadvantaged groups. For example: Grundtvig In 2010, one of the Grundtvig priorities for multilateral projects is promoting adult learning for marginalised and disadvantaged citizens and migrants. Projects addressing minority groups cover all levels and sectors of non-vocational adult learning. The Grundtvig activities aim to improve the quality and accessibility of transnational learning and mobility throughout Europe, but also to strengthen the qualifications of adult education practitioners and the services provided. The activities enable participants to gain a better understanding of the European dimension in adult learning, enhance their knowledge of foreign languages, other European countries and their adult education systems, and improve professional and intercultural competences. The Grundtvig programme has specific measures which can in turn be tailored to specific groups of adults or staff teaching specific groups. Examples are mobility for trainers/teachers and non-teaching staff in any part of the non-vocational adult education sector (formal, non-formal or informal), including volunteer staff: Visits & exchanges (up to 3 months): non-formal training (job-shadowing etc.), short teaching assignments, attendance at European conferences etc. In-Service Training (5 days - 6 weeks): training courses Assistantships (3-10 months): gaining professional experience in another participating country / providing expertise (teaching assignments, studying adult education system etc.) Another Grundtvig measure consists of adult learner mobility for individual or small groups of learners: Grundtvig Workshops (5-10 days): intensive learning experiences for at least 10 learners from several countries (priority: disadvantaged) Senior Volunteering Projects: 2-year bilateral projects, sending and exchanging volunteers as a form of informal learning Gr u n d t v i g activities e n a b l e participants to e n h a n c e t h e i r knowledge o f f o r e i g n languages, o t h e r Eu r o p e a n c o u n t r i e s a n d t h e i r a d u lt e d u c a t i o n systems, a n d i m p r o v e p r o f e s s i o n a l a n d intercultural competences Each year, prizes are awarded to the best projects. In 2009, among the best Grundtvig projects was EducaRom, which produced inclusive teaching material for adult Roma. The previous year, an in-service training action on Religious Diversity and Anti-Discrimination received an award. Leonardo da Vinci Leonardo da Vinci finances multilateral projects on raising competence levels of groups at risk, with a focus on: integrating groups with particular difficulties on the labour market, e.g. early school leavers, low-skilled workers, people with disabilities, immigrants and those with a migrant background, and ethnic minorities, by developing their work-related skills and competences. Transversal activities The LLP also allows for transversal activities such as information campaigns; conferences; seminars; competitions; training activities; publications; and action-research. The promotion of language learning and linguistic diversity is a general objective of the LLP as a whole. Languages are present in (almost) all sectoral programmes and key activities. In addition the transversal Key Activity 2 is dedicated to languages. EU policy and research on multilingualism emphasises that: Mastering the national language(s) is fundamental to integrating successfully and playing an active role in society, but different mother tongues and other languages spoken at home and in local and neighbouring environments should be valued more highly (untapped resources). The Business Forum for Multilingualism recommends boosting competitiveness and improving employability through better management of linguistic diversity. The emerging markets such as Brazil, Russia, India and China are increasingly important for EU companies and adequate language skills are needed to compete there. 11% of exporting EU SMEs may be losing business because of language barriers. Finally, key Activity 3 (ICT) invites multilateral projects on identifying and implementing innovative uses of ICT for lifelong learning, in particular for groups at risk of exclusion. For further information on the EU Lifelong Learning Programme, its numerous calls for tenders and proposals, consult: eu/education/lifelong-learning-programme/doc78_en.htm. 32 Ethnic minorities: Facing the challenges of education and employability 9

10 The role of languages in the school educat Interview with Breda Naughton, from the Irish Department of Educa Christian Horst, Associate Professor at the Danish School of Educatio 1. How do you see the link between linguistic rights and minority rights/the principle of equal treatment in the field of education? Christian: First of all it must be stated that the development of minority rights and linguistic rights is an ongoing process since the time of League of Nations and the United Nations. Two things should be looked at: the right to mother tongue education and the question of equal treatment. In Europe, the right to mother tongue education exists in relation to regional minorities, with the European Charter for Regional or Minority Languages and for children of the European Community when migrating within the community, through EU Directive 77/486. The existence of these documents raises the question of equal treatment of ethnic minority children not belonging to these two categories, so-called Third Country Nationals (TCNs). This implies a question of formal right which is mainly based on the EU Directive implementing the principle of equal treatment between persons irrespective of racial or ethnic origin and the EU Directive on the status of Third Country Nationals residing within the EU. In these laws there is clear recognition that TCNs and ethnic minorities should have the same rights as people migrating within the community. The question of material right, i.e. treating all ethnic minority children equally when in the same material situation, has been taken up by the UN Committee on the Elimination of Racial Discrimination, following the implementation of International Convention on the Elimination of all Forms of Racial Discrimination. When Denmark in 2002 abolished state funding for mother tongue education to children of TCNs, it was severely criticised by CERD. There is therefore a lot of movement towards positioning TCNs and their children in the same position as regional minorities and groups migrating within the EU. It s a movement that should be supported under the principle of equal treatment of all human beings. However the question is whether or not individual EU member states want to interpret the laws in this way with regard to education. Breda: In Ireland, there is equality in terms of access to education - this is specified in the 1998 Education Act. The Education Act also states that all students should experience an education that respects the diversity of values, beliefs, languages and traditions in Irish society and is conducted in a spirit of partnership. Most countries acknowledge the importance of mother tongue education. The reality is varied. For example, in Ireland there are over "We have to l o o k at m o t h e r t o n g u e e d u c a t i o n as a very p o w e r f u l to activate in e d u c a t i o n in o r d e r to give people the best chances a n d f o r w h i c h there is a l o t o f g o o d experience, b o t h in practice and in research" 188 nationalities 1. We know that in our post-primary education (from 12 to 18 years old) we have 160 nationalities, 2 so we reckon that there s anything up to 200 languages as mother tongues in schools. Migrant children are also very dispersed across the country, unlike in Denmark and other countries, where migrants are often concentrated in larger cities. The opportunity to provide mother tongue for all 200 languages would therefore be extremely difficult. That is why in Ireland, with the available resources, we prioritise enabling migrant children to develop their capacities/competences in the language of instruction (English or in some cases Irish). 2. What options exist in terms of language policy in the education of migrant children? Should the school system adapt to the children or should the children adapt to the school system? Or is there a third way? Christian: It is not a question of either or. It should be looked at in a complementary manner: of course children must adapt to school system and be prepared to learn, understand, use and be part of the national language and culture, and of course the national school system must adapt to a multicultural reality and ethnic complexity. The big question is: how do we do that? First of all it must be understood that to realise and recognise the actual ethnic complexity across our nations and to draw the consequences of this in education, building on learning theory and human rights, is a socio-historical turn of colossal dimensions and cannot be accomplished overnight. There are many successful examples of having a combined teaching of 2nd language instruction with different types of multicultural education (inclusion and recognition of ethnic minority narratives), but it is not enough. If we look at statistics, there is an educational gap between ethnic minorities and the national population and we do have it over generations. The option is not to drop the good examples from this type of education, but to think and act more much more inclusively to well-researched education measures which address the same questions. What is needed is to learn from learning theory that has specialized in multicultural education (e.g. Banks; Gundara and Batelaan; Sleeter and Grant) and socio-linguistic research that has specialised in multilingual educational research (e.g. Cummins, Collier & Thomas; Baker; Hakuta; Skutnabb-Kangas). We have to look at mother tongue education as a very powerful to activate in education in order to give people the best chances and for which there is a lot of good experience, both in practice and in research. It s not a question of one or the other, the problem is far more that the debate is very ideological: most EU member states do not want mother tongue and don t even want to give it a chance or try to rely on good research and experience. 1 Central Statistics Office, Census 2006: Non-Irish Nationals living in Ireland, Data obtained from the post-primary pupil data base, Department of Education and Skills, Ireland. 10 Ethnic minorities: Facing the challenges of education and employability 32

11 ion of migrants tion and Science and n Breda: We concentrate on the language of instruction, but in the post-primary sector in particular, we provide a suite of languages (English, Irish, French, German, Italian, Spanish, Russian, Japanese, Arabic). In addition, for all EU citizens whose mother tongue is another EU language, we also provide the facility for the student to present in that language (as a non-curricular language) in their Leaving Certificate exam. We are trying to concentrate on ensuring that all our teachers - not just English as additional language (EAL) teachers - see themselves as language teachers. We believe what the Council of Europe says of the importance of language as subject and language in subject 3. We also try to address the education needs of all students through the resources that are provided in the school system. We currently spend over 100 million on English as an additional language and that is above all other education resources provided to schools for their students. In addition, the demands made on the system are considerable because most migrant students have come to Ireland in the last 8-10 years. For many teachers this diversity is a new experience. We promote respect for diversity and our teaching in Ireland is always child-centred. The teachers work through their teaching methodologies to cater for the needs of children - and that s where we would emphasise the role of all teachers as language teachers. Migrant children and their parents along with host children and their parents have to adapt, not only to the school environment, but to the culture of the whole community, as a dynamic two-way process as stated in the EU Common Basic Principles on Integration. 3. What do you see as the added value/disadvantages of mother tongue support/of bilingual education? In terms of educational performance, of personal development/cultural identities and of professional chances and mobility later in life? Christian: Research on the combination of mother tongue education and 2nd language education in the US and Canada shows that mother tongue education is capable of handling about 20-25% of the educational gap (Hakuta and Collier & Thomas). There is therefore strong evidence for improved educational performance. With second language education only, we often see that in 4th grade, there is a slump, and the bilingual children fall behind because learning becomes more abstract and children need to connect to all their competences. This is because children can learn the 2nd language in 2-4 years at playground level and for general communication, but it takes 4-7 years to acquire a 2nd language as an effective learning tool. If they don t master the teaching language fully, they cannot match the ever increasing educational demands. If both 1st and 2nd languages have been interacting throughout the school years the positive effect is maximised. Mo t h e r t o n g u e is i m p o r t a n t a n d childre n s h o u l d e n h a n c e t h e i r proficiency in it, b u t t h e resources a n d logistics o f m a k i n g it happen in Ireland are difficult The question of the relationship between language, education and identity is enlightened by both Canadian and American research. An important initiative is about Identity texts in the multilingual classroom (www. curriculum.org/secretariat/files/ellidentitytexts.pdf). Most countries are very much dependent on international mobility. The more languages individuals command, the better for both the individuals and the country. In a globalised and multicultural/multilingual world increased linguistic competences lead to increased life-chances, which is beneficial to individuals as well as to states. Breda: Ireland has been developing an intercultural education strategy for the whole spectrum of education (due to be published in 2010). Although there are questions raised about the absolute necessity for bilingual education in some research (e.g. Nusche, 2009), competencies in both languages do assist not just in children s communicative language acquisition but also in their academic language acquisition. Valuing migrant students mother language can be an essential component of intercultural education, ensuring that migrant children feel that their cultural and language background is appreciated as much as that of the majority 4. This is why, when teachers undergo continuing professional development, they are made aware of the importance of migrant students - especially if they re discussing concepts - being able to have that discussion in their mother tongue. Teachers should feel comfortable about that. In terms of a sense of identity, Ireland has guidelines on intercultural education in which it is emphasised that the cultures and identities of migrant children should be a normal part of the classroom. A new report looking at migrant students in Germany and England 5 shows the importance of identity through language and culture and of it being positively recognised. In terms of mobility, we allow for non-curricular languages to be used in the Leaving Certificate exam because we want to give due cognisance and encourage migrant children to maintain a connection with and keep up proficiency in their mother tongue and also assist in the development of their sense of identity. Speaking many languages gives them greater skills and opportunities in employment in future. It also gives Ireland opportunities in the global economic environment to have people from the diaspora providing links and bridges to other countries like Poland, Argentina, China etc. (Continues on page 12) 3 See Council of Europe, Languages in Education, Languages for Education: Language in Other Subjects and Languages in Education, Languages for Education: Language as Subject, Nusche D., What Works in Migrant Education? A Review of Evidence and Policy Options, OECD Education Working Papers, No. 22, Faas D., Negotiating Political Identities: Multiethnic Schools and Youth in Europe, Ethnic minorities: Facing the challenges of education and employability 11

12 We agree that mother tongue is important and children should enhance their proficiency in it, but the resources and logistics of making it happen in Ireland are difficult. Resources are prioritised so as to enable students gain proficiency in the language of instruction. 4. What concrete implications would multilingualism in schools have? What are the obstacles? Christian: The question is, how much individual countries and localities are prepared to invest in this, whilst recognising it won t be done overnight. There is of course an of resources - mother tongue education implies costs - but on the other hand, with the continued marginalisation of children, costly support systems will need to be further developed which will exceed investment in different forms of bilingual instruction. The money needs to be invested better. You have to realise the costs of having an increasing part early school-leavers at upper secondary level, not entering vocational training. You cannot face today s and tomorrow s challenges by insisting on yesterday s solutions. You cannot embrace a multicultural reality with a monocultural learning theory/system. The biggest challenge is that European educational systems are based on policies to develop a national collective identity which is generally very hostile to the recognition of cultural and linguistic pluralism and therefore very counterproductive to the actual multicultural and multilingual reality. Breda: In Ireland, all children learn Irish and English from an early age (4-5 year olds). Some primary schools in their upper classes teach a 3rd language, and from secondary school, all learn a 3rd if not a 4th language. Ireland is multilingual in that sense and is striving to continue to create an intercultural learning environment. However there is a resource problem, which is also related to the dispersion of students with so many different languages. The EU consultation on their 2008 Green Paper Migration and Mobility noted that most countries in the EU find it difficult to provide an array of languages across the education system because of the logistics implied. In order to stop the lag that often happens around 8-9 years old, we emphasise firstly that all teachers should play a role in language teaching and secondly the need for collaboration between the different teachers (classroom/subject specialists and EAL teachers). Teachers must see their role as supporting the language of instruction and improving students competences. At the same time teachers shouldn t be inhibited by children speaking in their mother tongue to think out concepts etc. 5. Do you have any examples of best practice/research projects which would enable an assessment of the success of monolingual or multilingual policy in the education of migrant children? Christian: There is a long tradition of research on bilingual education of migrant children. For instance, Collier & Thomas did a well-known and in-depth long term research study comparing students in mainstream and formal bilingual training which showed that the educational gap diminished in bilingual programmes. They followed cohorts of children through different educational approaches for 1st to 12th grade. But the question is not to embrace one or two models as a solution for all. The question is to recognise the fundamental importance of mother tongue instruction in education and, on the basis of research, explore how to apply that knowledge to different social settings. Breda: In recent years there has been a significant amount of research on migrant education, particularly at primary and post-primary levels. This includes the OECD report on Migrant Education in Ireland 1 and the Economic and Social Research Institute report 2 In addition, the Department of Education and Skills Inspectorate evaluation reports of how schools are coping with the quality of teaching and learning of EAL are very informative. A report on these evaluations is due for publication in the second half of 2010 as are the findings of a value for money review of expenditure on newcomer students who do not speak English (or Irish) as a first language. In addition, a Toolkit for Diversity in the Primary School 3 on welcoming migrant children in schools has been developed and a web portal AIM 4 - accessing intercultural materials - provides links to available resources. There are also assessment kits for languages, which teachers can use to assess children s performance in reading, writing, listening and comprehension and accordingly focus resources for schools. 6. What can be done at EU level in terms of framing language policies in the education of migrant children? Christian: The EU should support the existing EU policy on languages and develop existing legislation on human rights, linguistic rights and minority rights. It must be clear that rights cannot be put aside by referring to social complexity and then subordinated to administrative arguments or s of logistics. The EU should be much more progressive on combining the good experience from effective 2nd language acquisition with the provision of well-organised mother tongue education, i.e. to draw on the positive findings of research on bilingual education. The challenge is to combine good research with solid development projects. The EU should also address teacher education and in-service training for teachers on these s in Comenius programmes etc. Breda: The results of the consultations on the EU Green Paper on Migration and Mobility didn t provide definitive answers on mother tongue education. However, it did identify Language learning as the number 1 key policy response of member states. We do look for guidance and information on best practices from the EU and many other sources. 1 Organisation for Economic Cooperation and Development, OECD Thematic Review on Migrant Education - Country Report for Ireland, Economic and Social Research Institute, Adapting to Diversity: Irish Schools and Newcomer Students, See 4 See 12 Ethnic minorities: Facing the challenges of education and employability 32

13 NGO best practice: PATH Yorkshire s positive action training for ethnic minorities Jarnail Mudhar, Deputy Director of PATH Yorkshire PATH Yorkshire is the Region s leading Positive Action Training organisation working in partnership with employers and minority ethnic communities to address the under-representation of Black, Asian and Minority Ethnic (BAME) people in the workforce. PATH Yorkshire is a registered charity which was set up under Section 37 of the United Kingdom Race Relations Act 1976 to develop the potential of BAME groups through Positive Action Training in areas of employment where there is a BME under representation. Since joining the PATH traineeship scheme I have met lots of people and established contacts. Working at Hillcrest is enjoyable and each day I have something different to do. This has been a stepping stone for what I want to do further in my life as I have been offered a job as a Teaching Assistant. PATH have done their job and I have got a job out of it! Philip Howarth Community Projects Worker Hillcrest PATH was originally set up to address the under representation of BAME people in the Housing Sector, however its activities have changed and now include: To address the under representation of BAME people in all sectors of employment; To promote equality of opportunity as a way of eliminating discrimination in the labour market, and working towards a more diverse and representative work force; To develop the potential of BAME people through the provision of vocational training, education and career opportunities. Our mission is to enhance the life chances of BAME people by developing their potential through challenging discriminatory practice, and through the provision of quality vocational training, education and career opportunities, in all under represented areas of employment. PATH has a track record of providing customised consultancy, guidance and support to voluntary, private and public sector organisations and assists employers across the region to turn diversity policy into practice through tried and tested, quality Positive Action Training programmes. PATH has been operating in Yorkshire for 25 years and has a range of experience in relation to diversity training. These programmes work through partnerships with employers. The employer commits to providing a structured training placement of up to 12 months to a BME person. PATH is responsible for co-ordinating the whole recruitment process in consultation with the employer. PATH also arranges appropriate off-the-job training towards accredited and non-accredited qualifications where this has been identified as a key element to the success and development of the trainee in competing for employment. These traineeships enable the trainee to gain the skills and experience to apply for and compete for suitable vacancies within a similar business in the sector. One example of a PATH project is its programme to build equality and increase the number of BME people employed in the Criminal Justice System. The project worked in partnership with six agencies in the Criminal Justice System to raise awareness and promote opportunities available to BME people through employment market place events. PATH organised and coordinated career fairs at local community venues in West Yorkshire. In addition to its successful mainstream Positive Action Training programmes, PATH has recently been awarded funding from Communities and Local Government through the Tackling Race Inequalities Fund. This fund is being used to help young people aged years to gain valuable on the job work based experience as pre apprentices in various sectors of employment in the Yorkshire region. This programme will also try to address vocational training and personal development s such as employability skills and confidence building, hopefully allowing young BAME people to compete and sustain employment in the labour market. Additionally the programme will help raise awareness and benefits of taking up national apprenticeships. PATH wants to engage more with all business sectors in the Yorkshire & Humber region who are looking to recruiting BAME people on a traineeship. If you are interested, please contact PATH on or pathyorkshire@btconnect.com. For further information on PATH, please visit our website 32 Ethnic minorities: Facing the challenges of education and employability 13

14 Best education and training practices by Sodexo, IBM and L Oréal aiming to boost labour market inclusion of ethnic minorities SODEXO Spain s involvement in the ACCEDER programme Sodexo Spain takes action in addressing s facing the Roma population via the ACCEDER programme developed by the Fundación Secretariado Gitano (Roma Foundation) in Spain. Indeed, keenly aware that Sodexo s greatest asset, as the world leader in Quality of Daily Life Solutions, is the 380,000 men and women who work across its 33,900 sites, our CEO Michel Landel has made Diversity & Inclusion a strategic priority, and believes that education and tailored action plans are the key to change. ACCEDER, which means access in Spanish, was launched in 2000 and seeks to facilitate the integration process of the Roma population through the creation of training programmes and access to employment resources. Since its creation in 2000, ACCEDER has achieved great success with more than 47,000 people attending training workshops, resulting in the employment of nearly 34,000 people of Roma heritage. Beyond numbers, the programme has had significant social impact on Roma families, government administration, social organisations, and most importantly the non-roma majority populations in Spain. Indeed, the programme contributes not only to Roma participants education, but also to that of the majority culture, raising awareness and debunking stereotypes. In this framework, Sodexo Spain has designed a training programme which aims at providing hands-on knowledge and skills in catering and cooking to members of the Foundation in order to enhance their employment opportunities. Involving 80 hours of training, the programme covers many topics including sauce preparation, food presentation, safety and hygiene in cooking, as well as the methods and functions of cooking appliances and devices. It was facilitated for the first time in June 2009 by Sodexo team members who shared their vast experience in the field of food preparation and catering, and was a great success for all parties involved. As a result, a second session will be organised in May. Building on the first experience, it will be followed over the summer by 150 hours of practical experience in various Sodexo sites, where 14 participants will have the opportunity to try out their new skills, and hopefully secure job opportunities. In addition to this training programme, Sodexo contributes to other projects of the Foundation, such as a lunch monitor training: on 2 May our teams in Madrid welcomed members of the foundation in a number of schools where they operate, for a day of practical experience. ACCEDER is just one more way in which Sodexo seeks to create an inclusive environment in all places where we do business, and proves that educational and training programmes can lead to job opportunities and help break down societal barriers for ethnic minorities that have long been excluded. Participants in Sodexo s first training programme IBM s ROMASTER Programme for Future Roma Leaders The "ROMASTER Programme for Future Roma Leaders" is an education and talent support programme for socially disadvantaged Roma students that IBM Hungary founded together with the Hungarian Business Leaders Forum (HBLF) in The programme aims to help Roma integration through the support of their long term education. The objective of the ROMASTER Programme is to further develop a community with tertiary education and language skills within the Roma society, ensuring that its members can gain competitive knowledge and take jobs offered by employers, or participate in the competitive economy by starting their own business. Corporate mentoring is a basic element in the Programme, together with the concept that support is rendered only to those secondary school students who wish to take part in higher education and study for a degree in the fields of economy, engineering, law and health care. The ROMASTER Programme is based on three pillars. One is long-term financial support provided by companies, which the students may use for the whole duration of their studies. The second is even more important: the mentor, who is delegated by the sponsor companies to help those successfully applying for the Programme both personally and professionally. The third is the opportunity provided by the companies to gain practical experience. IBM and other companies who have joined the initiative play an active role in the implementation of ROMASTER. IBM participates in the selection of the most suitable students for the company. IBM also appoints one person from the company who regularly talks or meets with the students. Finally, it provides the financial support for the students studies. (Continues on page 16) 14 Ethnic minorities: Facing the challenges of education and employability 32