PPT for stakeholder

Workshop posílení integrace žen
migrantek
– prezentace nástrojů dobré praxe a
zkušeností ze Švédska
Workshop je organizován v rámci projektu Empowerment kit for immigrant women with
low educational / working experience (509974-LLP-1-2010-1-SE-GRUNDTVIG-GMP)
With the support of Lifelong Learning programme of the European Union
Představení workshopu
Cíl: přenos know-how a zkušeností ze zemí EU v
oblasti integrace cizinců (žen migrantek)
Obsah:
1. Představení EM kit – nástroj pro práci s migranty
(Vladimír Sodomka, ČR)
2. Zkušenosti v oblasti integrace cizinců ze Švédska
(Tord Hansson, Švédsko)
3. Diskuse a sdílení zkušeností
EM-kit
Empowerment of immigrant women
EM kit – Nástroj pro práci s migranty
Představení projektu EM-kit
• Předmět: vytvoření praktického nástroje Empowerment kit (EM-kit),
který pomůže ženám imigrantky s nízkým vzděláním při odborné
přípravě / odbornému vzdělávání a na trhu práce
• Cíl: zlepšit přístup k odborné přípravě a odbornému vzdělávání žen
migrantek, zvláště těch s nízkým vzděláním nebo pracovní zkušeností,
s cílem pomoci jim vstoupit na trh práce a stát se aktivními členy
společnosti.
• Pro koho: poradci / školitelé / kouči pracující s ženy imigrantkami v
různých typech organizací (Úřady práce, NNO, vzdělávací organizace a
organizace odborné přípravy)
jejich prostřednictvím pak ženy migrantky (jako koneční příjemci)
• Obsah:
– Informační moduly v oblasti odborného vzdělání
– Sebehodnotící / motivační moduly
– Podpůrné dokumenty pro mentory v poradenství a rozvoji individuálních
akčních plánů
• Zapojené země: Švédsko, Česká republika, Kypr, Řecko, Španělsko,
Švýcarsko
www.socialempowerment.eu
Stupnice (škála) aktivního občanství
Izolovanost
Chození
ven /do
společnosti
Zapojení se
Dobrovolná
práce/
praxe
Práce na
odborné
kvalifikaci
Aktivní
občanství
• filozofie EM-kitu založena na škále aktivního občanství
• nástrojem měření, které nabízí podporu koučům, kteří jsou
zodpovědní za integraci a sociální zapojení žen migrantek
• 6 úrovní – od „izolace“ po „aktivní občanství“ (Evropa –
integrace skrze práci - nezávislost, dává smysl životu)
• nástroj pro kouče pro
– plánování nových akcí pro zvýšení úrovně
– sledování (měření) pokroku v čase
Stupnice – ukázka (1. úroveň )
Žít izolovaně
Tato fáze na škále aktivního občanství se týká lidí, kteří nemají
téměř žádné kontakty mimo jejich čtvrť, ve které žijí. Lidí,
jejichž kontakty jsou omezeny na čistě funkční kontakty, např.
kontakty týkající se zdraví a sociální péče. V mnoha případech
je pro tyto typy kontaktů potřebná asistence oficiálního nebo
neoficiálního tlumočníka.
Tito lidé se neúčastní jakékoli formy vzdělávání nebo rozvoje.
Rady koučům
Nástroje a metody
Relevantní informace
Stupnice (škála) aktivního občanství
• Rady koučům – na co se zaměřit / jaké jsou hlavní výzvy (cíle)
– srozumitelně vysvětlit a podporovat důvody, proč stát se více
aktivními občany z pohledu žen migrantek
– spolupracovat s lidmi, kteří jsou respektování a mají prestiž, a mají
stejné kulturní zázemí jako migrantky
– budovat důvěru
• Akce – co mají dělat + odkazy na příslušné nástroje
– Formulovat přínosy aktivnějšího občanství pro ženy migrantky
v přímém vztahu k jejich každodenním aktivitám („Klikněte“ pro
příklad nástrojů/metod)
– Zajistit zapojení „zmocněnců“ (důvěrníků) z cílové skupiny, kteří
mají prestiž, do propagace výhod „prolomení“ izolace („Klikněte“
pro příklad nástrojů/metod)
• Hlavní výsledky – co by tyto akce měly přinést/změnit
– Pozitivní změna v životních vzorech žen
– Přijetí pozvání na organizované aktivity
– Možnost začít pracovat společně a budovat vztahy.
EM kit – elektronická verze
Nástroje a metody
• hledání dobré praxe – diamantu –
přenositelnost, jednotný formát,
systematičnost, praktičnost, návodnost
• struktura:
– shrnutí
– představení a kontext
– návod – jednotlivé kroky + odkazy na nástroje
– co je potřeba?
EM kit – pomůcka pro testování
• Úvodní měření – finální měření
– Míra nezávislosti
– Míra sebevědomí (důvěra při rozhodován¨í)
– Míra znalosti (hostitelské) společnosti
– Míra jazykových dovedností (jazyka hostitelské
země)
– Míra emancipace
Charakteristika účastníků
(cílová skupina)
Charakteristika skupiny
• 10 žen migrantek z Mongolska
• věk 23 – 30 let (prům. 26)
• matky s velmi malými dětmi ve věku 0 – 3 let (na rodičovské
dovolené)
• doba pobytu v ČR 4 – 8 let (prům. 5,3)
• předchozí pracovní zkušenost v ČR, nízké nebo střední vzdělání
• základní znalost českého jazyka (max. level A1)
Výsledky měření:
• výchozí úroveň 2 - 3 na škále
aktivního občanství (dle kouče)
• na konci posun u všech účastnic (v
průměru o téměř 0,9 bodu z 10)
Co dál?
• Digitální verze – pracovní
verze
• EM kit elektronická verze
(na CD) na konci projektu
• Web
• FB
• Kontakt:
[email protected]
Experience with integration of
immigrants in Sweden
15
FOLKUNIVERSITETET
KRISTIANSTAD
INTERNATIONAL
PROJECTS
• Folkuniversitetet is an adult educational
association that offers a wide range of
education all over Sweden.
• It is an association of five foundations:
belongs to Universities of Stockholm, Uppsala,
Göteborg, Lund and Umeå.
• Local offices
Folkuniversitetet has a
presence at some 40
locations in Sweden.
• The direction of the Swedish migration policy is that
migrants shall have the same rights and obligations as any
other citizen.
• More resources are used on active efforts, especially on
newly arrived migrants, to achieve a faster integration in
society and the labour market. At the same time the
demand on the individual migrant is increasing, they have
to participate in the introductory programs, learn the
language etc.
• It is the Public Employment Service who is responsible for
the integration of newly arrived migrants, to make an
establishment plan together with the migrant concerning
the route to the labour market. For this reason the
migrants are entitled to individual support by “Introduction
Guides” (Etableringslotsar).
• By tradition, integration into Swedish society is mainly
focused on labour market issues and educational
system connected.
• We still see this today even when the labour market is
harder to reach due to recession in the economy,
technical development and higher demands on the
labour force regarding skills and educational
background.
• Focus is, however, shifting towards a more holistic view
on integration, not just focusing on vocational skills,
but also on civic, social and cultural knowledge and
skills, still with the aim of the self-supporting citizen!
• There are several ways for migrants to get support in
their ambition to increase their civic and social
competences.
• The very first thing most migrants enter is SFI, Swedish
for immigrants, where they not only is to learn Swedish
language, but also get information about Swedish
labour market, Swedish society, school- and education
system, healthcare, trade unions, political system etc.
• Other institutions working in this field is the social
services office, that not only deal with social welfare
but also in supporting individuals in building networks,
discussions about education and suitable work etc.
• The Public Employment Office also deal with these issues in
supporting migrants getting closer to the labour market, using
among other things vocational training, practical training on site,
training in how to apply for jobs, validating knowledge and
educations from their origin country.
• The Swedish Integration Board is another institution dealing
with issues in helping migrants into Swedish society, mostly
funding different projects aiming at helping migrants to enter
the labour market system, and when doing so, being as prepared
as could be.
• Factors for migrants finding jobs “easy” are depending on,
besides of language, from which country they come, what social
conclusion they lived in, the more similar to Swedish conditions
the easier, education level and the possibilities of validation as
close as possible to Swedish conditions.
• Another thing to take into account is whether
the migrant has an existing network in
Sweden, relatives who have jobs etc.
• Then there is within all of the organisations
special educated coaches, counsellors,
personal advisers and other personnel that
work with migrants with the aim of making
the migrant self-supportive.
• Some examples to avoid social exclusions for
migrants are the cooperation with the migrant
associations through outreach activities,
arranging different events like culture days etc…
• Another way is Study circles that are arranged by
study associations and folk high schools in
Sweden. But of course still there are a lot of
things to do to avoid exclusion, the activities we
have today are functioning appropriately.
From our experience migrants are missing following skills to fully
participate in civic life.
• Common factors, that is to say barriers perceived by the migrants
are: language, lack of recognition of non-national qualifications,
access to information, integration, limited study options and the
lack of ability to make sufficient choices. One common feature of
integration processes, however, is that they involve learning and
thereby change, including cultural adjustment involving conflict and
possible psychological disturbance. Integration is not, then, an easy
path.
•
•
•
•
•
Lack of knowledge about their rights
Insufficient knowledge of the system and the culture
Poor access to informal networks
Native language difficulties
Dispositional (low confidence and self-esteem, acceptance of
negative stereotypes about themselves, anger and hopelessness,
fear of change)
• There are factors that aid integration. For example, the greater the
knowledge of the new language, the easier it is to learn how to
operate in the new country. The granting of permanent or longterm rights to remain often confers rights to education and work
that form a basis for integration. Further security of mind is that
gained by being granted citizenship.
• But this can be a difficult process and access to citizenship varies
across Europe. Good health, both mental and physical is an asset.
Certain qualifications acquired abroad are readily accepted by
employers, especially those who have skills shortage vacancies.
• Some of the organisations organize information meetings such as
seminaries, they provide information material and arrange study
visits to different stakeholders such as the Social welfare offices,
the Public Employment Service and other local authorities and
services.
Concerning the barriers in migrant civic
participation, our opinion is that following is a
challenge.
• Language skills (It is difficult to learn a new
language given the existing teaching methods
used since there are generally speaking few
options, long wait times for classes and not
always flexible hours).
• Situational (little work experience, poor mental and/or
physical health, physical disability, learning disability,
attitudes of families to women’s role, low or non-existent
qualifications, qualifications that are not recognised, low
literacy and/or innumeracy, financial difficulties, availability
of illegal or non-formal work, few positive role models, little
family support, unrealistic family expectations, difficult
family situations, lack of information about education,
guidance or the labour market, poor knowledge of the
language, uncertain legal status, legal status that prevents
access to training);
• Structural (prior work and learning experience; the
operation of guidance and training services; state policy,
including the provision and funding of guidance services
and public transport; the attitudes and practices of
employers; discrimination; racism; ageism against both
young and old; sexism).
• Dispositional (low confidence and self-esteem,
acceptance of negative stereotypes about
themselves, anger and hopelessness, fear of
change)
• Regarding stakeholders, authorities dealing with
this group, their main barriers stated are the
limited or ineffective interaction between the
different stakeholders, limited knowledge of
multicultural guidance and education, lack of
resources, political uniformity and restricted
funding.
• Furthermore it is, unfortunately, frequently
difficult for any adults to obtain suitable
vocational guidance.
Immigrants often states that the gaps in service provision are
the following:
•
•
•
•
•
Cooperation’s, information
Lack of culture awareness
A poor language education system
Non-sufficient society information.
Missing social activities.
Some recommendations how barriers could be overcome:
• Outreach activities
• Cooperation
• More information
• Language skills must increase
• The “right” information is delivered to the individual at
the “right” time. The individual goes through the
process of integration into the labour market step-bystep.
• Instead of overwhelming the individual with lots of
information at once, the counsellor/mentor provides
information in small portions with relevant goals for
each step on his/her way to the labour market. This
approach allows avoiding “big” goals which can demotivate the individual as they feel that whole process
is too complicated and even impossible to go through.
• From the point of view of the progressive
approach advice has to be directed at enabling
individuals to be or become self-managing. This
implies that career guidance and other services
have to be viewed as a process in which people
learn how to manage their own careers based on
their needs and capabilities. Thus the role of the
mentor/counsellor is to prepare, guide and
support in such a way that the individual can find
his/her own way independently.
• As a result of this, the individual learns to plan on
running into obstructions and finding solutions
for them on their own. The mentor teaches the
individual to manage his/her talents and to get a
grip on his/her future. During the process the
picture gradually becomes clearer with regards to
the individual’s position, goals in the labour
market as well as the requirements. In other
words the process approach takes care of this
fine-tuning by putting the individual in the centre.
• At the beginning of the guidance process it is
important to create trust among migrants so as to
ensure commitment. By commitment we mean
that one agrees with the choices that are made
and the changes that are introduced. Good
practices in some countries have shown success
in involving bilingual mentors/advisors for the
first stages of integration process. Migrants who
have successfully integrated themselves can
coach others as they know how to motivate and
support migrants from the same culture.
Obstacles for guidance counsellors advising migrants
• The greatest obstacle reported was language.
• In many cases difficulties also arose from the legal status and
entitlements of migrants from outside the European Union.
• Furthermore it was difficult to assist them into employment
because of racist and prejudiced attitudes in the wider
community, especially towards migrants (though this was
also a problem for ethnic minorities).
• Problems also arose when migrants lacked relevant work
experience or had poor educational qualifications, or
qualifications that did not match their aspirations.
• Lack of knowledge of the labour market can also be a barrier.
• In some cases there were cultural restrictions on the types of
jobs they could do.
• Shortage of guidance professionals, meant that it was hard to
give guidance seekers sufficient time.
• Lack of knowledge concerning different cultures.
Actions to overcome barriers for migrants
• Greater provision of training and more diverse training
opportunities;
• Greater connection between employers and training
providers, so that training would lead to jobs;
• Greater access to guidance for people of all ages, not just
young people;
• Simplification of the process of guidance and advice;
• More dedicated person-centred and empathic counselling
by counsellors committed to support and assistance;
• Improvement in systems and practices in Job Centres.
What professionals are looking for:
• Access to additional opportunities;
• Increased language training;
• Greater access to guidance;
• Work experience and job shadowing;
• Positive action programmes.
• Sharing good practice with other guidance
professionals;
• Use of mentors and other forms of more intensive support;
• Use of role models;
• Encouraging individuals to consider wider areas of
employment;
• Signposting to more specialised services;
• Raising awareness of the existence and use of guidance
services;
• Community access to guidance services;
• Greater reflection on existing guidance systems and how
they could be improved;
• On-going training on new legislation, including antidiscrimination laws;
• Networking with other support services.
Better training and in-service training for guidance
counsellors, including:
• Recognition of the need in some cases for specialist
psychological counselling;
• Assessment of prior experiential learning, in education,
work and everyday life;
• Legal issues for non-nationals;
• Anti-discrimination legislation;
• Helping guidance seekers develop confidence and take over
responsibility for their decisions;
• Clear explanations to guidance seekers of the possibilities
and limits of guidance;
• Handling situations where the guidance seeker becomes
aggressive;
• Developing good referral systems;
• Gender and diversity management and anti-racist training;
• Peer supervision and the chance for counsellors to discuss
knowledge and methods;
• Examination of prejudices and values so as to set them
aside;
• Empathy and counselling skills, including multicultural
counselling;
• Communication techniques;
• Mentoring skills;
• Engendering confidence and enhancing social
competences;
• Injecting realism without dashing hope;
• Cognitive Behavioural Training approaches;
Immigrants can help themselves by:
• Taking a more proactive approach;
• Continuing to improve their skills;
• Asking for and acting upon feedback after
interviews.
By identifying the contributing factor and the effect of the problem
subjective social exclusion several items became apparent, see list
below.
Contributing factors
•
•
•
•
•
•
•
•
•
•
•
Migration
Ethnicity (religion, tradition, culture)
Poverty/class
Work/economy
Education
Family
Health
Social network
Process of integration
Welfare policy
Political policy
Effect
Poverty
• Negative impact on health issues
• Insecurity
• Discontent of politicians
• Isolation/excluded
• Segregation
• Racism
• Penalized
• Power (authorial-individual or society)
• Violence (psychological, physical)
• Creation of ethical, social, economical, political and class hierarchies
• No knowledge of the “silent knowledge” i.e. basic information of
how things function in the society
• Differences in social spatial environments i.e. location of housing
for example, access to pubic spaces.
• Neglect of resources
A final word of wisdom
• Thus, integration seems to point to a society, where
individuals are not segregated from each other but in
contact with each other, where individuals are not forced to
give up their first language and culture but are allowed and
also in practice able to keep these, while at the same time
being in active contact with the majority population. An
integrated society might thus be defined as a society where
it is possible for individuals in all groups of society to both
have access to and be actively engaged all public and
private activities and services. It is probably also a society
that is characterized by openness, tolerance and
participation of all groups in as many activities as possible
and where phenomena like discrimination, racism and
xenophobia are unusual and not accepted.
THANK YOU FOR YOUR
ATTENTION!
European Projects
EM-kit
Empowerment of immigrant
women
För mer Information:
www.folkuniversitetet.se/Om-Folkuniversitetet/Internationellt