From Exclusion to Inclusion – A model towards upskilling and integration Erasmus Project

Project Title

From Exclusion to Inclusion – A model towards upskilling and integration

Project Key Action

This project related with these key action: Cooperation for innovation and the exchange of good practices

Project Action Type

This project related with this action type : Strategic Partnerships for adult education

Project Call Year

This project’s Call Year is 2019

Project Topics

This project is related with these Project Topics: Integration of refugees; Intercultural/intergenerational education and (lifelong)learning; Key Competences (incl. mathematics and literacy) – basic skills

Project Summary

Internationally, lifelong learning has come higher on the political agenda since the mid-1990s. There is now a broad consensus on the importance of adult learning taking place in many arenas, not least of these being in the workplace. At the same time, immigration and social exclusion is a challenge, which many EU countries must address. European research on labour migration over the same timeframe has shown us that immigrants have so far been over-represented in the lower-level labour market, in uncertain and low-paid positions, and with limited income mobility. Many therefore can feel excluded from their new societies, when the need for them to be included in society and the workplace has never been higher. There have been many ways in which immigrants have attempted to be integrated. The latest numbers in Norway show that 67 percent of those in Norway (two thirds!) return to NAV within seven years of their Introduction Programme finishing and in need of financial support.

The consortiums own experiences suggest that in the majority of cases, the participants skill set does not match the current needs of the labour market. There are many factors, which contribute to their “social exclusion”. Some suffer from lack of primary and/or secondary education, whilst others have little and/or no work experience. Many have poor language skills, and many show a lack of understanding of how their new countries function both socially and economically.

Naturally, challenges such as social integration, adult learning, and immigration in their entirety are far too big for any singular institution to solve by itself, but many countries share the same problem. After primary discussions with our partners in Turkey, Scotland and Italy, we found they too are experiencing the same issues that we are. We, the consortium feel that it maybe possible to develop and implement a model which increases the chances of the participants of securing work by upskilling in certain trades with have future needs for labour. Others may have a goal of reaching a linguistic qualification of B1 in their new country. B1 is the minimum for many which means that they can apply for further schooling/education, and is the minimum standard which many professions crave (from childcare to the medical profession). Being active in either education or securing skills within vocational trades are one of the main methods of going from being socially excluded to inclusion in their new society.

The consortiums idea is based on a three-stage plan.
We will begin with a local needs study and immediately assess our findings. We will look at existing learning offers available to immigrants and migrants in specific areas and see if they can be incorporated into our model. Four groups will be created(one in each country) of ca.20 people and we will put them on a course to give them an opportunity to either take up a vocational trade or an academic pathway which can lead to qualification B1. We aim to give them the necessary tools to choose the right pathway by helping them recognise their own strengths, abilities, attributes and weaknesses, as well as understanding what it can take to reach their goal. We will produce our own model and incoporate existing curriculum based on the participants needs. From a test group Oslo Service Senter worked with in 2014, we found that early mapping and career advice (both in individual and group form) led to fewer wrong choices and a higher percentage people qualified from our project than with the Norwegian national “Introduction Programme.”

The second part of the plan will then lead to each participant taking a conscious and informed decision as to whether they choose to take a vocational trade (with the possibility for further linguistic tuition which will be customised to their chosen trade in the workplace and work placement) or the opportunity to stay in the classroom and attempt to reach the B1 level aided by the introduction of digital software and digital learning. Those choosing vocation will also receive some form of linguistic education whilst they are onsite/ in the workplace, whilst crucially upskilling.

The third part of the plan will involve following up of each participant and publishing a Best Practices Guide. Research has shown us that some immigrants can be exposed to the risks of dropping out in periods of uncertainty and/or transition. We have therefore planned to optimise the following up of the participants in this period, as well as prioritising assisting those who wish to apply for further education wherever needed. Five Intellectual Outputs will be made within the project lifetime, with each member of the consortium having senior responsibility for producing at least one of these.

Objectives for the project: (keywords)
Better integration for immigrants/migrants, social inclusion, better skills mapping; career advice, upskilling, employability

EU Grant (Eur)

Funding of the project from EU: 220958 Eur

Project Coordinator

Oslo Voksenopplæring Service Senter & Country: NO

Project Partners

• Scottish Wider Access Programme West SCIO
• ISTANBUL UNIVERSITESI
• ENGIM PIEMONTE