Adult education & training
Exploring socio-ecological factors that support the navigation and negotiation of education by unaccompanied and separated children in Greece
Record numbers of unaccompanied refugee minors continue to arrive in high-income countries seeking asylum and protection. Despite receiving educational support, unaccompanied refugee minors continue to be vulnerable to negative educational experiences and outcomes. The review investigates what resilience factors enable unaccompanied refugee minors in high-income countries to have positive educational experiences and outcomes. It aims to inform the literature on…
2024
Thematic content analysis
Correlational analysis
Interview
Adult education & training
Teachers & educational staff
Informal education
English
Resilience & adaptation
Unaccompanied & separated children
Formal education
Tertiary education
Secondary education
Language education
Non-formal education
Social workers
Surveys & questionnaire
Digital education
Greece
Building bright futures: How to integrate Ukraine’s refugee children through early childhood education and care
Nine out of every 10 refugees arriving in host countries from Ukraine are women and children. Only 1 in 3 of Ukrainian refugee children are enrolled in early childhood education and care services. This emphasizes the need for expanding and strengthening early childhood education systems to ensure sufficient access for all children, and the integration of Ukranian refugee children in…
2023
Normative, rational, and relational motives in crosscoalition coordination for a VET refugee programme
Shared beliefs are seen as a basis for policy coordination in the literature. Actors sharing beliefs coordinate their activities in order to translate their beliefs into policies. However, the literature shows that actors also coordinate for policy change across such belief coalitions for diverse reasons. Drawing on the literature on incentives in collective action organisations, we systematise these motives. We…
2023
Prevalences of mental distress and its associated factors in unaccompanied refugee minors in Germany
Prevalences for mental disorders within minor refugees are comparatively high and heterogeneous. To reduce heterogeneity and identify high-risk subgroups, we compared unaccompanied refugee minors (URM) to accompanied refugee minors (ARM) regarding depressive symptoms and mental distress. Furthermore, we examined associative factors of mental distress in URM on a broad scale. We conducted a survey with a cross-sectional design in four…
2023
Regression analysis
Vocational & technical education
Integration & assimilation
Adult education & training
Caregivers
Gender
English
Resilience & adaptation
Unaccompanied & separated children
Mental health & psychosocial well-being
Formal education
Tertiary education
Detention & deportation
Language education
Germany
Surveys & questionnaire
Cross-sectional study
Place of Residence Does Matter for Educational Integration: The Relevance of Spatial Contexts for Refugees’ Transition to VET in Germany
For the mostly young refugees who arrived in Germany around 2015/2016, completing vocational education and training (VET) represents the most promising opportunity for professional and social integration. However, access opportunities to VET are characterized by spatial inequalities: German districts vary considerably according to labour market structure, economic productivity and demographic development, which constitute the supply and demand for training places…
2023
Restoring Children’s Right to Education during and after War The Case of Ukraine
The need to protect children in armed conflicts has become urgent, especially since the 1990s , is now outstanding in the war in Ukraine. Among the violations against children in Ukraine that were identified by the UN Secretary General in 2005, were attacks on schools , hospitals. This article discusses the question of how the violation of the right to…
2023
‘Not integrated at all. Whatsoever’: teachers’ narratives on the integration of newly arrived refugee students in Norway
This study investigates how teachers working with newly arrived adolescent refugee students reflect on these students, their situation within the educational system and in Norwegian society. We research the ways in which these reflections engage with the various understandings of the ubiquitous and 'fuzzy' notion of immigrant integration, a concept which we approach critically. The empirical data consists of interviews…
2023
Exploring the place of adult learning for refugees and asylum seekers in migration policy for integration in England and Scotland
Learning, particularly learning English is presented as a key part of integration for adult migrants in the UK. England and Scotland differ in how their policy approaches to integration include adult learning. This article aims to explore and uncover the ways in which adult education, particularly for refugees and asylum seekers is embedded and included in policy for integration of…
2023
Chances and discrimination in dual vocational training of refugees and immigrants in Germany
This article depicts the obstacles within the vocational education for trainees with escape and migration experience in Germany. The structure of the highly formalised vocational training system in Germany is based on the assumption of a ‘normal case’ of an educational biography. However, this neither applies to the often-broken educational pathways of refugees and immigrants, nor to an increasing number…
2023
“Coming to Norway as a refugee can be misinterpreted as a bad thing” Exploring the Individual Educational Experiences of African Youth in Norway
There is a lot of research written about unaccompanied minors in Norway, but this thesis is concerned with the individual education experiences of African unaccompanied minors. The purpose of this thesis is to explore the experiences of African unaccompanied minors regarding access to education opportunities in Norway. Based on a review of literature on unaccompanied minors, by using four theories:…
2022
Music facilitator experiences of working in asylum seeker centres: Complexities, dilemmas and opportunities
Accommodation centres for those seeking asylum present particular contexts in which to facilitate music making. Contextual and systemic difficulties abound. An exploration of a music project within six asylum seeker centres in Ireland is presented with a focus on the experiences of the four facilitators involved. Data are presented from facilitator reflective logs, researcher observations and recorded professional development sessions…
2022
Thrown in at the deep end? Perceptions of burdens, gains, and contributions to the integration of refugee students among teachers with(out) target group-specific professional knowledge
In Germany, young migrants and refugees whose German language skills are not sufficient for attending regular classes at school are assigned to so-called “preparation classes”. As the name implies, the main objective of these classes is to teach German language skills and thereby prepare students for regular classes or vocational education and training. Teachers in these classes face special challenges:…
2022
Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers
The present study analyzed academic motivation and its relationship with dispositions towards critical thinking in a sample of 131 students of Spanish nationality and 131 students of foreign nationality (unaccompanied foreign minors and foreign adolescents who had previously experienced the Andalusian care system). For this, an ex-post-facto study was conducted which was descriptive, comparative, and cross-sectional in nature. The main…
2022
PARTICIPATION OF REFUGEE YOUTH IN GERMANY’S VET SYSTEM: REAL-WORLD LABS AS OPPORTUNITIES FOR CO-CONSTRUCTIVE KNOWLEDGE PRODUCTION AND INNOVATIVE PRACTICE TRANSFORMATION
Germany has become the most important destination country for young refugees in Europe (Destatis, 2021). Vocational education and training can make an important contribution to overcome educational barriers and gain participation in society (Will & Hohmut, 2020). Since 2015, rural regions have faced new challenges in establishing effective support systems for young apprentices with forced migration experience (Ohliger et al.,…
2022
Understanding the learning experiences of highly educated refugees from Iraq and Syria en route to economic integration in Luxembourg
This qualitative exploratory study sought to understand highly educated Iraqi and Syrian refugees’ perceptions of their learning experiences during economic integration in Luxembourg. This research sought to elucidate how these new migrants learned to integrate in a country with a long tradition of migration but little exposure to Arabic-speaking groups. Further, it sought to explore participants’ experiences of what knowledge,…
2022
How vocational education and training (VET) systems can support Ukraine: Lessons from past crises
Russia’s large-scale aggression against Ukraine has led to the most important humanitarian crisis in the OECD area since World War II, affecting millions of people and a severe economic, social and educational shock of uncertain duration and magnitude. This policy brief discusses how VET systems in host countries can become more inclusive and supportive of Ukrainians displaced by Russia’s large-scale…
2022
Refugee women’s establishment in the rural north of Sweden: cultural capital in meeting local labour market needs
This paper investigates opportunities and obstacles refugee women face in establishment in rural areas. Drawing on ethnographic research in three rural municipalities in northern Sweden, including interviews with refugee women, local employers and educational staff, I analyse the women’s space for agency and opportunities to use and capitalise on different resources in relation to the local labour market and belonging.…
2022
Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings
This chapter provides an overview of adult students with limited or interrupted formal education (SLIFE) who have immigrated to English-speaking countries and participate in literacy education and second language learning for adults (LESLLA) programs. In order to provide an accurate perspective of LESLLA students, this chapter will (1) examine characteristics of the adult learner population, (2) provide an overview of…
2022
Working toward aspirations: how higher education learning-working trajectories for refugees in the Netherlands support work-related capabilities
Purpose: Refugees face multiple barriers to employment, such as previous work experience and qualifications not recognized. The Rotterdam University of Applied Sciences offers a higher vocational education and training (VET) dual program for highly-skilled refugees, in which education and work is combined. After completion of the two-year program, participants have gained new skills, learned (vocational) language, have work experience in…
2022
Migrants, Refugees and Asylum Seekers’ Integration in European Labour Markets: A Comparative Approach on Legal Barriers and Enablers
The Sirius first open access book entitled 'Migrants, Refugees, and Asylum Seekers' Integration in European Labour Markets. A Comparative Approach on Legal Barriers and Enablers' discusses how, and to what extent, the legal and institutional regimes and the socio-cultural environments of a range of European countries (the Czech Republic, Denmark, Finland, Greece, Italy, Switzerland and the United Kingdom), in the…
2021
Making a familial care worker: the gendered exclusion of asylum-seeking women in Denmark
The Nordic universalist welfare states place great value on promoting gender equality among immigrant minorities. Yet, as this article demonstrates, there is a tension in the Danish asylum regime between the gender mainstreaming objective that is prominent in the integration discourse and policy and the actual practices of migrant camp employees tasked with activation and preparing asylum seekers for integration…
2021
Ensuring Quality Early Childhood Education for Refugee Children: A New Approach to Teacher Professional Development
The provision of early childhood education (ECE) for refugees is extremely limited in many settings. Where it does exist, programmes are often poorly resourced. While all refugee education is underfunded, ECE is particularly underfunded and under-supported. High-quality ECE can be a powerful avenue for helping young refugee children manage their trauma and for supporting their well-being in the short and…
2021
Educational structure of refugees
Since 2015, the Federal Republic of Germany has accepted more than one million refugees. In many cases, the refugee crisis in Germany is seen as an opportunity to compensate for the need for skilled labour. By 2030 there will be a shortage of around 3 million skilled workers. Therefore, this article focuses on the educational structure of refugees in the…
2021
Previous experience, trickle-down training and systemic ad hoc-ery: educators’ knowledge acquisition when teaching refugee pupils in one local authority in England
Schools play a key role in the lives of young refugees and asylum seekers, yet it is unclear to what extent educators are prepared to effectively teach this population. In this study, we examined how educators acquire knowledge relevant to teaching refugee pupils through a survey (n = 295) and nestled case studies of 17 teachers at two schools in England. Educators…
2021
Temporality and space in highly skilled migrants’ experiences of education and work in the rural north of Sweden
The aim of this article is to critically explore and analyse opportunities and obstacles faced by highly skilled migrants in rural areas seeking to re-enter their profession, focusing on the lived experiences of migrants residing in northern Sweden. Analysis of their stories focusing on intersections of temporal and spatial positionings reveal different lived experiences and opportunities depending on migration regime…
2021
The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany
Context: Vocational education and training (VET) plays a crucial role in the social inclusion of refugees. The aim of this paper is to examine how the VET systems of Austria, Denmark and Germany responded to the arrival of young refugees since 2015. VET in these countries is categorised as system of collective skill formation, which offers apprenticeships in addition to…
2021
Scaling up and Crowding out: How German Adult Education Centers Adapted Course Offers to Refugee Integration
Language skills are central to refugee integration and the availability of language courses could thus be a limiting factor. We explore how the most important provider of language courses in Germany, adult education centers (VHS), adapted their course supply to the refugee wave of 2015/2016. Our results highlight two channels through which the local environment can affect opportunities for participation…
2023
Pre-school Teachers’ Stereotypes and Self-Efficacy are Linked to Perceptions of Behavior Problems in Newly Arrived Refugee Children
Introduction: Since 2015, increased numbers of refugee families with pre-school-aged children have arrived in Germany. In pre-schools, teachers' professional competence for teaching those children and adapting to their socio-emotional needs has become increasingly important. Previous research linked teachers' stereotypes and cultural beliefs to their self-efficacy and enthusiasm when teaching immigrant children. This study investigated the links between domains of pre-school…
2021
Caregivers
Teachers & educational staff
Gender
English
Germany
Experimental & quasi-experimental study
Surveys & questionnaire
Early childhood education
Cross-sectional study
Randomised control trial
Socio-emotional learning & development
Regression analysis
Vocational & technical education
Adult education & training
To work or to study? Postmigration educational investments of adult refugees in Germany – Evidence from a choice experiment
In this article, we analyze individual factors and situational conditions under which immigrants are more or less likely to invest in host country-specific human capital. Theoretically, we root our expectations in a strand of the immigrant human capital investment model combined with a basic model of educational decisions. Using a choice experiment, we simulate a decision process among refugees in…
2021
Integration of Recently Arrived Underage Refugees: Research Potential of the Study ReGES – Refugees in the German Educational System
With the strong immigration of refugees at the end of the last decade, many minors came to Germany. Their integration into the German educational system will be one of the central tasks of German society and is important for the medium- and long-term integration of incoming young refugees in various areas of society. Data from the ReGES panel study enable…
2021
Displaced Migration and Labour Market Governance in Scotland: Challenges and Opportunities
Labour market conditions in the UK create significant barriers for refugees seeking employment. These include: ethnic and racialised penalties, barriers related to immigration controls, barriers related to employers’ perceptions of these controls and the effects of the ‘hostile environment’. As a result, refugees are more likely to be unemployed or under-employed than a British citizen. GLIMER Stakeholders reported the same…
2020
Profiling of IDP situation in Luhansk Region, Ukraine
The report “Profiling of IDP situation in Luhansk Region, Ukraine - data-driven approach to durable solutions” was launched by the Norwegian Refugee Council (NRC) in December 2020. It was developed as a result of the Profiling exercises piloted in Luhansk region by NRC in collaboration with Luhansk Regional State Administration. The Joint IDP Profiling Service (JIPS) provided technical support in…
2020
Recognising refugees’ non-formally and informally acquired vocational skills for use in Germany’s labour market
The influx of asylum seekers into the European Union (EU) in 2015-2016 has turned the recognition of non-formal and informal learning (NFIL) into an integration priority and challenge. In EU terminology this process is called ‘validation’. Already in 2012, the Council of the EU had urged member states to create mechanisms for the validation of NFIL by no later than…
2020
Critical perspectives on social inclusion in integration education programs for adult migrants
This thesis explores the process of social inclusion of adult migrant learners enrolled in integration education programs. It reveals the Inclusectionalities denoting the intersections of inclusion and exclusion through which liminal spaces are revealed that position migrant students as between and betwixt belonging and othering. The study is based on research findings obtained during multiple case study fieldwork in Finland…
2020
Cognitive learning & development
Finland
Interview
Adult education & training
Integration & assimilation
Teachers & educational staff
Inclusion
English
Racism & discrimination
Equity & equality
Formal education
Tertiary education
Narrative analysis
Language education
Case study
Observation
Curriculum
Identifying the best practices for the integration of refugee students into the German national school system
Integration is a complex and widely discussed concept, central to the refugee crisis that Europe is currently experiencing. With the large number of minors and young adults entering European countries, the inclusion of refugees (and of other migrants) into national education systems is an important topic to be understood and discussed. Germany is the European country which has taken in…
2020
Social Innovation in Fashion Design: Can Design Provide Opportunities of Inclusion to Refugees in Greece?
Nearly 60.000 war refugees remain stranded in Greece [1], without any plan of amelioration for their living conditions. Design thinking strategy combined with social innovation could generate new scenarios of inclusion in the Greek society through the exchange of culture, knowledge and practical skills. In order to examine this hypothesis, members of Politecnico di Milano collaborated with Ankaa, a social…
2020
Professional development of Syrian refugee women: proceeding with a career within education
This research investigates professional development with Syrian refugee women teachers settled in Lebanon and Sweden. Both countries offer professional training programmes for migrant teachers, enabling them to proceed with their careers. The purpose is to investigate how moving to a new country calls for an opportunity to engage in practice development and the role digital literacy plays in the refugees’…
2020
How can migrant entrepreneurship education contribute to the achievement of the sustainable development goals? The experience of the fresh start programme
This article considers the implications of migrant entrepreneurship education (MEEd) for sustainability and for the work of global adult educators. It will present some insights into the opportunities and challenges created by the Sustainable Development Goals (SDGs) through the experience of running the Fresh Start (FS) MEEd programme. This programme, funded by the European Union (EU) in 2017-2019, brought together…
2020
Immigrants and Asylum Seekers’ Digital Entrepreneurship Competence: Evaluation of the Theoretical Framework
The article reveals the concept of digital entrepreneurship and its framework for education of immigrants and asylum seekers in Baltic Sea countries. The research has been carried out in the boundaries of the Nordplus Adult project with participation of partner organisations from Estonia, Latvia, Lithuania and Sweden. As stated in the article, digital entrepreneurship is supposed to be one of…
2019
Integration of learning for refugee and migrant students: VET teachers’ practices through practice theory lens
The study reported here used a practice theory lens to understand vocational education and training (VET) teachers’ current practices in supporting integration of learning in educational institutions and workplaces–specifically for refugee and migrant students. A case study was conducted with 10 teachers delivering aged care programmes in South East Queensland, Australia and in a municipality in West Sweden. During in-depth…
2019
Adult education and the fostering of asylum seekers as “full” citizens
The role of adult education in the shaping and fostering of democratic citizens is prevalent in current transnational and national policy discussions; a significance which has been further infused by the past few years’ historically high migration flows. This article focuses specifically on the role of adult education in shaping asylum seekers into “full” citizens in Sweden. Drawing on a…
2019
New immigrants. An incentive for intercultural education?
This study was inspired by an inclusive intercultural perspective on education, and developed empirical knowledge concerning the intercultural professional development of in-service teachers. The study was conducted during the first year of a newly-designed master’s programme that focused on “education for refugees”. In the Netherlands master’s programmes in education qualify in-service teachers to contribute to school development, together with giving…
2019
Education: Hope for newcomers in Europe
The aim of this volume is to bring together experiences from four European countries, Germany, Italy, Spain and Sweden, on how they have organised the reception of newly-arrived children in their schools, which challenges they face, what are the opportunities, where the support comes from and it has failed to emerge. The four contributions also illuminate the role of education…
2018
Adult education in Europe 2017: a civil society view
The following report is based on a survey sent to EAEA’s members, asking them about the state of adult education in their country. The views expressed come from a variety of contexts. EAEA members are often umbrella organisations representing their country’s adult education providers, and can have the status of a non-governmental organisation representing providers to the national or regional…
2017
Surveys & questionnaire
Portugal
Netherlands
Russia
United Kingdom
Ireland
Slovakia
Teachers & educational staff
Greece
Vocational & technical education
English
Spain
Adult education & training
Policy & law
Denmark
Access & participation
Iceland
Türkiye
Romania
Equity & equality
Belarus
Non-formal education
Bosnia
Lifelong learning
Croatia
Germany
Estonia
Case study
Finland
Sweden
Liechtenstein
Austria
Macedonia
Serbia
Poland
Vocational education and training: bridging refugee and employer needs
Vocational education and training (VET) programmes can help connect migrants with the labour market and find jobs matching their skills and qualifications. However, considering the growing numbers of both asylum seekers and refugees, there is a need to upscale, adapt and reinvent VET programmes. Efforts to step up education and training provision and broaden access can be observed across the…
2017
Guiding, shaping and resisting: Refugee mothers’ educational strategies as they navigate ‘unsettlement’
Contrary to popular media tropes of the ‘young, lone, male refugee’ arriving at Europe’s borders, Greece has in fact seen a steady flow of female refugees arriving since 2015. Most newcomers come in family groups, and many, including teenage girls, are mothers – many of whom aspire to continue (or begin) their schooling. While access to formal education has increased…
2022
Labor Market Integration of Young Adult Refugees in Germany: Triangulating Perspectives Toward Program Development
This article reports on the 18-month formative evaluation of a model project aimed at preparing young adult refugees (YARs) for entry into vocational education training (VET) as an essential step toward the labor market. Qualitative methods were used to gain insight into the perspectives of YARs, program staff, and vocational instructors as well as explore program dynamics. Within a longitudinal…
2020
Identity processes and sense: Constructing a training project during asylum procedure [Dynamiques identitaires et sens d’un projet de formation au cours de la procédure d’asile]
The beginning of life in exile is a period of transition with a profound change of life trajectory. It requires adaptation to a new context and initiates profound identity processes. In this situation, investing in a vocational training project means a particular commitment to construct a new life course. This paper looks into asylum seekers' various motivations to get engaged…
2020
Integration of provisionally admitted asylum seekers in Switzerland: The role of vocational training [Intégration des demandeur·euse·s d’asile admis·es provisoirement en Suisse: Rôle de la formation professionnelle]
Migration is now an integral part of global issues and the integration of migrants is of increasing concern to public authorities and these populations. In Switzerland, provisionally admitted asylum seekers are one category that encounters more integration difficulties related mainly to their status. Among difficulties, those relating to access to the labor market and vocational training are still crucial despite…
2020