Gap Analysis in book-format

Recommendations

Recommendations in terms of methodology and target groups:

  • It is necessary to establish a holistic approach to people and their strengths and weaknesses (AT3).
  • A person-centred approach is vital for the work with migrants – together with a clear elaboration of the needs of people in the local community. Establishing this needs research may be more important than meeting the expectations of funders (UK1).
  • To reach labour market effects, staff should have experience in labour market issues – additional tointercultural competences (NL1).
  • Delivering training to immigrants needs a clear and straightforward approach and attitude from teachersand trainers; informal training methods that are embedded into a welcoming atmosphere are more appropriate than formal procedures and curricula (IT1).
  • Ownership of young people and all actors involved towards the project is critical to the success. The target group is in the driving seat of their own future and it is important that they are aware of that (NL2).
  • The integration of refugees needs a clear pedagogical, human centred approach from staff in guiding and counselling people; individual perspectives must be strictly taken into account (FR1).
  • Project staff must reflect the target group´s diversity and should personally be able to function as rolemodels (NL2).
  • Guiding migrants and unaccompanied minors towards VET and jobs requires clear methodological approaches.

One successful approach is to assist people in developing their personal prospects and aspirations
(FR2).

  • The creation of a Statute on unaccompanied minors is needed to improve guidance and integration. In terms of integration in the host society unaccompanied minors should also get the opportunity to attend classes with French students along with specialised classes (FR3).
  • In order to be successful training courses need to be customized for the target groups and not vice versa(adaptation of people to given education and training schemes and curricula (IT1).
  • Education and training have to concentrate on existing competences of immigrants rather than on existing deficits. It should be an aim to foster competences in a perspective towards life-long learning – and not just in a perspective towards school exams (IT1).
  • Any pedagogical intervention requires attention towards different cultures (IT2).
  • A project that wants to foster diversity must embed diversity into the own project (NL3).
  • As it takes time to change things and to establish a trustful relationship with the target group staff musthave perserverance (NL1).
  • Even projects for migrants should focus on both young people with and without migration background without any differentiation except use of languages (NL2).
  • Trainers should be available outside of fixed training hours and curriculum settings (NL3).
  • Passion can be more important than grants. A lot can be done with small amounts of money if people are passionate and dedicated (UK1).
  • Investing in positive relationships with clients, families, communities and other organisations and employers is beneficial to the project´s objectives (UK3).