Seminar 1 Advice, education and training 22-24 May 2007 – Malmö (Sweden) EUROPEAN THEMATIC GROUP

1. Seminar 1 Advice, education and training 22-24 May 2007 – Malmö (Sweden) EUROPEAN THEMATIC GROUP ON ASYLUM SEEKERS

2. Why advice, education and training? Access to advice, education and training is an essential part of the socio-vocational integration process of asylum seekers: • Basic information on the host society (how things work, ‘do’s and don’ts’, services available etc.) • Language training: essential to be able to go about everyday life and function independently. • Vocational training: can enhance existing skills and qualifications and bridge any gaps in the training or experience needed to find eventual employment.

3. What is the problem? (1) • Legal restrictions • In many EU Member States, asylum seekers have no or only restricted access to education and training. Result: this can be detrimental not only to asylum seekers’ integration into the new society but also to their health and well-being.

4. What is the problem? (2) 2. Other restrictions • Often asylum seekers do not have easy access to information. Result: they do not know where to find language courses and other educational and training opportunities. • In many Member States, there are no education and training programmes aiming to assist asylum seekers’ integration into the labour market. Result: Missed opportunities lead to dependence on welfare and higher costs to host and support asylum seekers

5. What does the Reception Directive say? (1)

6. What does the Reception Directive say? (2)

7. What has been done within EQUAL? (1) Almost 85% of the 61 EQUAL asylum seekers partnerships operating in Round 2 (2005-2007) are implementing AET activities, including: • general orientation; • face-to-face counselling; • activities to encourage empowerment and self-confidence of asylum seekers • education, training programmes and courses • on-the-job training • Skills assessments

8. What has been done within EQUAL? (2) What are the specifics of programmes developed by EQUAL partnerships compared to mainstream advice, education and training? • Many DP activities have combined language training with the acquisition of other skills, e.g. computing or in the context of vocational training programmes; and, • Several DPs have developed programmes, courses, methods and modules targeted at the individual needs of asylum seekers (e.g. using flexible training methods and subjects).

9. What has been done within EQUAL? (3) The following success factors have been identified: • Integrating language teaching into a vocational programme and/or on-the-job training is not only cost-effective – it is also empowering for asylum seekers and speeds up their eventual integration; • The development of specific vocational training programmes for asylum seekers facilitates the learning process and enables them to better ‘profile’ themselves on the labour market;

10. What has been done within EQUAL? (4) The following success factors have been identified: • Civic education, including intercultural learning helps asylum seekers to better understand and integrate in the host society; • Traineeships and other forms of work placements are a first and important step to integration into the labour market, and can also lead to ‘real’ employment;

11. What has been done within EQUAL? (5) The following success factors have been identified: • Direct involvement of asylum seekers in developing and running the activities were positive for the creation of new models of empowerment; and, • It ensures that the period during which asylum seekers await the decision regarding their asylum application can be purposefully used to kick-start their integration process.

12. What has been done within EQUAL? (6) What are the results of EQUAL activities? Positive outcomes for asylum seekers observed by the DPs include improved: • Language skills; • Health; • Self-esteem; • Knowledge about the host society; and • Increased integration.

13. Recommendations (1) For amendment of the Directive: 1. There is scope for “exceeding” the minimum standards of Article 12 of the Directive on minimum standards for the reception of asylum seekers (Vocational training) Whilst the phrasing leaves a decision on access to vocational training to the Member States, the experience of the Development Partnerships illustrates the benefits this can bring not only to individuals but also to the host society.

14. Recommendations (2) For the implementation of the Directive: 1. The development of specific vocational programmes for asylum seekers facilitates the learning process and enables them to better “profile” themselves on the labour market • 2. Civic orientation and intercultural learning help both asylum seekers and the host society • 3. Traineeships and other forms of on-the-job training are a first and important step which help the integration of asylum seekers and can lead to “real ” employment

15. Recommendations (2) For the implementation of the Directive: • 4. Transnational work encourages learning and the identification of approaches and methods, which are applicable in different contexts