COIMBRA GROUP Staff Training on recognition of refugees qualification. The case of UCL

COIMBRA GROUP Staff Training on recognition of refugees qualification The case of UCL University of Coimbra 21-22 January 2019

Françoise de Viron Professor in Education Sciences and Management Researcher in Adult Education, Adult Learning President of eucen http://www.eucen.eu

Content 1. Diversity and refugees at UCLouvain 2. Actions and projects in favour of refugees Access2University program for refugees Experience Valorisation Portfolio for refugees (APL/FIPA) HE4U2 - Higher Education for You Too 3. Opportunities and challenges

6 600 Years of Experience 1425 1968 2018 Fondation in the city of Leuven UCLouvain moves to Louvain-La-Neuve 7 campuses, 2 university hospitals, 2 Science Parks, 30 000 students, 6 000 staff 2018 1972

Source of Diversity Age, gender Socio-economic background International cultural background Professional experience Disability Refugees Professional experience

Origin of Enrolled International Students Professional experience Disability Refugees

Higher Education in Emergencies Most of the building blocks for an effective response are available; they only need to be assembled into a comprehensive framework and coherent policy. Boosting Higher Education Opportunities in Emergencies, initiative promoted by Jorge Sampaio former President of Portugal Integration of Bachelor and Master students (refugees) Distance learning in Refugee camps Hosting of scientists at risk Social responsability (inclusivity) Pedagogical opportunity (intercultural experience)

Access2University Access2University

Access2University : Program to prepare asylum seekers and refugees to university studies Led by Pro-Rector for International Affairs Professor Dana Samson, who is responsible for human rights issues Start : 2017-18 academic year Pr. Dana Samson A coordinator : a unique point of contact 2 dedicated people at administration desk Jean-Marie Mutore

Access2University : Program to prepare asylum seekers and refugees to university studies Based on previous initiatives Language Courses, MOOCs for refugees FWB directive for free tuition for refugees A person dedicated to the registration of refugees Students living in the theme-based flats ( KOT ) in connection with migration Conferences and sensitization on migration phenomenon Findings (2015-17) A lot of drop-outs of refugees A lot of energy No coordination

15 Access2University in schema Selection based on Language level and study motivation LANGUAGE - In class 1 - On-line 2 (OLS) - Conversation tables 2 («tandem citoyens») 1 Teacher-led 2 Student-led KOT REGULAR COURSES - Registration to at least one regular course - Optional registration to other courses & MOOCs 1 in line with study project 1 Student-help INDIVIDUAL COACHING - Help with future admission - Integration in student university life 1 - Health coaching if necessary - Study orientation 1 Student-help Access to a regular programme

Access2University : selection Selection process Level A2 FR (tests) Motivation for studies in higher education Availability to follow the program Number of people registered 2017-18: 15 (3 women), mainly from the Middle East 2018-19: 22 (12 women), mainly from the Middle East

Access2University: coaching & courses orientation, admission, enrolment psychomedical-social & juridical integration in (local) society One-off classes (acclimation) Refugees can enrol in 3 oneoff classes Faculty approval required Course programmes Specific procedure Information and Careers Centre for orientation guidance Student Support Service for general support Continuing education

Access2University: results Evaluation 2017-18: 12/15 finished A2U program 4 re-start a part of it (not A2FR level) 4 regular programs (3 UCLouvain+ 1 HE) 2 changed their study project, 1 job seeker; 1 disappeared 9 replied to satisfaction survey

Access2University: results Strong points Enthusiasm and extraordinary collaboration between the different intervening parties from UCLouvain (cohesion) Collaboration with associations outside UCLouvain Networking and availability of the coordinator Atmosphere of trust and kindness so that each student can progress at his own pace Flexibility of the intervening parties to make the program evolve

Access2University: results Challenges Lack of prerequisites for entering UCLouvain programs due to the inter-country difference of programs Reorientation of the professional project Perspective for socio-professional integration? Collaboration with other institutions of higher education

Access2University: perspectives Ensure the continuation of the project Access2University Consolidate resources Provide training to actors Benefit from (internal and external) support Distance learning in Refugee camps Current DHC

APL Portfolio for Refugees Portfolio User guide for candidates User guide for APL actors

APL Portfolio for Refugees Global context : APL process for admission & exemption Practices since 2004 (1985) UCLouvain context: FSE project (2015-2020) Support and develop coaching of students and juries Procedures, tests and portfolios A sub project dedicated to develop a specific portfolio for refugees Integrated within the current practices In collaboration with all faculties and all actors involved in APL 23

APL Portfolio- FIPA for Refugees Survey of faculty actors needs Awareness, information, more adapted tools Coaching (psycho/ juridical aspects) AND portfolio Survey of refugees expectations Many comments (next slide) Coaching AND universal portfolio 1st draft - portfolio Feedback from faculty actors Dissemination of tool (e- & paper) In use, A2U integration NOW 24

APL Portfolio- FIPA for Refugees «Sans aucun doute que j ai beaucoup d expérience. Maintenant, c est difficile d identifier les expériences utiles à l université.» (R1) «Reconnaitre l équivalence ce fut un gros problème parce que le nom du diplôme n est pas le même alors que j ai étudié 5 ans dans mon pays, ( ) après 5 ans dans mon système j ai pu travailler comme pharmacien.» (R3) «Ce qui est difficile, c est que ( ) Je ne sais pas comment faire pour faire reconnaitre ce que j ai fait. ( ) c est difficile car le système est différent de chez moi et que je dois recommencer au début. Il faut aussi que ce soit pareil en Europe car selon les pays c est différent. (...) (R4) A propos du portfolio : «je pense que ce serait parfait, spécialement pour les réfugiés car ils ont des difficultés pour collecter les demandes et les montrer sur le marché du travail et montrer ce qu ils ont des connaissances (...) mais un portfolio est quelque chose qui pourrait être reconnu internationalement qui montre que je suis reconnu «une fois pour toute» ( ) (R3) 25

Integrating Cultural Diversity in Higher Education Funded by EU January 2016 December 2018 I In partnership with

What were we aiming to? From research & practice to new practice & policy perform a meta-analysis of existing literature and good practices on teaching and learning strategies for culturally inclusive education in higher education survey of M&M students and develop innovative pedagogic interventions in 21 different curricula and a set of guidelines for developing such curricula create a Continuing Professional Development course for HE staff produce a set of policy recommendations for HEIs and national and European policy makers Integrating cultural diversity in Higher Education - HE4u2 562237-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD he4u2@eucen.eu http://he4u2.eucen.eu

28 Survey of students on their experience in HEI from omission to a single [negative] story of the other I am not represented in any place In lecture scripts and curricula events are being looked at and analysed with a Eurocentric view, for example the conquest of America where the mass murder or native literature is not being dealt with. It is not about my cultural background, but it affects everyone else. They tend to consider all Asians as a group, even though they distinguish Europeans from different countries. from undercover identities to not feeling exotic I've learned to go through it as a NATIONAL of the country" even if I do not feel like one. So far I have had no inclusiveness difficulties. for me was the feeling of belonging to XXX University without constantly highlighting my ethnic background, diversity and being exotic from feeling welcome to expressing advices each person was able to tell about their own cultural background. The teacher as well as the students were very open towards the cultural diversity of all participants, each was understanding of and interested in the others. That made me feel welcome. This inclusiveness is not a matter of a university program, it is a matter of heart, of resident s hospitality. It is not a value that can theorize, ( ) [these] are behaviours, attitudes, and ways of treating the foreigner more than we treat ourselves, even if we retain in our culture that to treat well the other Integrating cultural diversity in Higher Education - HE4u2 562237-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD he4u2@eucen.eu http://he4u2.eucen.eu

Principles underpinning the CPD course: for academic, scientific and administrative staff awareness of one s own cultural background and interest for other cultures, as well as cultural diversity change in attitude and propositions towards e.g. minorities use of the cultural heritages, frames of reference, and performance styles of ethnically diverse students as resources to facilitate and enrich the learning process of all students Intercultural Competences in Learning and Teaching Omission, underrepresentation or distortion of discriminated groups, including from an historical perspective Stereotyping Language bias Cultural distances (misunderstandings) Teaching and Learning Strategies Active and collaborative learning Reflective practice Dialogic learning and teaching Inclusiveness Diverse implementations 3 to ½ day UCLouvain: Forum Theatre Integrating cultural diversity in Higher Education - HE4u2 562237-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD he4u2@eucen.eu http://he4u2.eucen.eu

30 Policy recommendations Bernal Gonzalez, A; de Viron, F; Souto Lopez, M; on behalf of the HE4u2 consortium (Ed.) (2018): Policy recommendations on better integrating cultural diversity in Higher Education-Full report ) Integrating cultural diversity in Higher Education - HE4u2 562237-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD he4u2@eucen.eu http://he4u2.eucen.eu

32 Opportunities Realization the university values / vision Collaboration with associations around the university Mobilization of the university community around humanistic values Trigger/lever for every student

33 Challenges Lack of toolkits for teachers Training the academic, scientific, administrative staff Priority for young teachers? Coordination of all initiatives and actions Institutional development: how to maintain the current momentum and synergy? Lack of funding for individualized support Size of the classroom

34 Inclusiveness is not a matter of a university program, it is a matter of heart Embed diversity in university strategy, vision and quality plans Thank you!