Slide1 : Transnational Education for Adult Migrants
TEAM Project
“Transnational Education for Adult Migrants- TEAM” Project has been supported by the European Commission through the Grundtvig 2 Action of the Socrates Programme.”
Slide2 : TEAM Project’s overall objective;
To eliminate the communication problems between adult migrants and trainers working in integration programmes and create an innoative methodology as containing active and good citizenship notions that will satisfy the needs and expectations of the migrants for a more successful integration.
To supply new tools for “social integration” in Europe. In this regard, also display models to Turkey, which is a transit, destination and source country, but does no have adult education migrant education programmes.
Slide3 : Target Group of TEAM Project:
Immigrants, who migrate to the EU members and candidate countries for any reason and still living in one of those countries. However, the sample is determined as the immigrants, who have completed at least 50% of any training programme at partner organizations in Germany and Denmark.
Slide4 : The Partners of TEAM Project are;
HYDRA International Project and Consulting Co., Turkey (Coordinator)
The Volkshochschule Cham (VHS-Cham), Germany (Partner)
the Zweckverband Volkshochschule Unteres Pegnitztal (VHS- Lauf) (Partner)
AOF - The Workers´ Educational Association, Denmark (AOF-Vejle) (Partner)
Slide5 : As the coordinating agency, why HYDRA International Project and Consulting Co., Turkey focused on this issue?
Starting from the early 1960s and well into the 1970s, large numbers of Turkish nationals migrated to the Western European countries, particularly West Germany. This emigration has continued into recent times through family reunification schemes and the asylum track.
Slide6 : Turkey has known as a transit country to the EU for irregular migrants from Asian Countries such as Afghanistan, Bangladesh, Iraq, Iran and Pakistan.
Turkey is a wealth and promise country for irregular and illegal immigrants from Former Soviet Bloc countries.
Slide7 : Turkey also experienced a mass influx of almost half a million mostly Kurdish refugees from Iraq (1988-1991), Albania, Bosnia(Muslims), Bulgaria(Pomaks-Turkish speaking Muslims in 1989-1999) and more than 1.6 million people from Balkan countries (1923-1997)
Today, Turkey is a country of destination, transit and source country regarding migration, but without a national migration policy or the necessary institutions for adult migrants’ education.
Slide8 : Why Germany determined as the target country?
Germany is a country that has invited up to 500-1000 migrant workers after the economic recession it has gone through in 1966-67. Even though this number has decreased with the petroleum crisis of 1973, we see that with the migrants coming to unite with their families this process has continued. Today 7.3 million of its 82.6 million population, 8.9%, is migrant.
Slide9 : Why Denmark determined as the target country?
Even though Denmark has a population of 5.4 million, 45.095 of this are migrants. We see that by the 1970s, Danish firms have started to hire migrant workers from the 3rd countries such as Turkey, Yugoslavia, Pakistan and Morocco. At the same time Denmark has signed the convention of refugee status of the United Nations, accepts 500 refugees per year.
Slide10 : Phases of TEAM Project;
Current situation analyses in the target countries, preliminary researh for the project questionnaire, and definition of expectations, problems and background of the immigrants.
This stage lasted two months, and supplied invaluable information for the questionnaire...
Slide11 : Preparation of the Questionnaire
Question form has three parts and 80 questions, with 3 categories, which are: demographic and socio-economic situation, reflections for participated education programmes, and the expectaions. The questionnaire has been translated into Turkish, Danish, German and English...
Slide12 : Implementation of the Questionnaire in the partner adult education centres in Germany and Denmark (VHS-Cham, VHS- Lauf, AOF-Vejle)
The questionnaire applied to 107 migrants, but not only in 4 languages., but with the help of the migrants in more than 12 languages. Sometimes, one application lasted more than two hours... In addition to the questionnaire application, with the trainers and directors of the adult migrant education programmes, several deep-interviews were realized...
Slide13 : Evaluation and Reporting of the results in Turkey
Organisation of International workshop and conference in Turkey
“New Approaches in Education for Adult Migrants” International Conference was held on 29th April 2006 in Istanbul with more than 100 participants. Before the conference, 3 day- workshops were realized with the partner organizations...
Slide14 : Developing the methodology and curriculum
As taking the reference of the field research, a new methodology was proposed and a new cirriculum was created...
Slide15 : Publication of the booklet, which encompasses the final evaluation report of the questionnaires and the finalised methodology of the project.
194-page project booklet was prepared and published. The booklet was distributed to the partner organizations, and the Brussels Office of the European Association of Education for Adults (EAEA) for sharing the project results with more institution/organization in the EU Member States...
Slide17 : The expected impact of TEAM Project is;
To create a general tolerance, and understanding between migrants and citizens, because migrants will understand the rules and expectations of society much efficiently, understand the importance of good citizenship and will have better attitudes. Furthermore, the inconvenience of the citizens resulting from incompatible migrants will disappear and combat racism.
Slide18 : Results of the survey conducted within the TEAM Project (about demogragphic information):
The fact that the migrants attending to integration courses are the ones, who are newly migrated or the ones that have migrated long ago, but are obligated to participate to these courses to renew their residence permit has been seen. Additionally, it has been determined that the number of women attending to these courses is higher than the number of men attending.
Slide19 : It has been observed that the migrants, who were in the sample population, are usually unemployed in the most productive era of their lives. It is a fact that the migrants need time to be able to attend integration courses that are being organized 5 times a week in Germany and 3 times a week in Denmark. When we look at the numeric data, 57.8% of the migrants define themselves unemployed, while 13.3% define themselves as housewives.
Slide20 : In our sample, we see the Turkish immigrants taking the first place. Then come migrants coming from former Soviet Bloc Countries and the citizen of countries that have been determined as refugee sending countries by the UN Convention.
%39.8 of the interviewed migrants have migrated because of ‘marriage’ oriented reasons. Socio-economic reasons take the second place as the migration rationale and economic reasons take the third place.
Slide21 : Migrants expressed that they have an average level in reading and writing in their mother tongue, but they feel that they are much better in talking and understanding. On the other hand in understanding, talking, reading and writing in the language of the country in which they live, they see themselves on a level varying from intermediate to very bad. At this point, other than the specialists citing the importance the education in mother tongue, these ratios give us important information.
Slide22 : Migrants that have completed 88.8% of their education in their own country cannot or do not continue to study. Also, it has been determined that migrants participating to the survey are either secondary school or high school graduates.
It has been seen that 50.6% of the migrants are Muslims while 14.5% is Christians and (13,3) is Evangelists. On the other hand migrants, who define religion as the most important assess of their lives, appear as 14.5% and 48.1% of them stated that they do not regularly worship. From this point, the approach that gives the utmost importance to religion can be criticized.
Slide23 : Migrants define the social security systems and freedom of the countries, where they migrated to as the best qualifications of those countries and being excluded and unemployed are defined as one of the biggest problems of them.
The ratio of the migrants who say that they can accept the culture of the country they migrated to by preserving their own belief and identity is 55.5% and the ratio of the ones, who claim to do their best for integration is 33.7%. On the other hand, 54.2% of them explained that their children could integrate to the country they live in as long as they keep their own identity.
Slide24 : 50.6% of the migrants do not think of returning to their own countries and 15.7% is not sure about going back. It has been seen that the migrants that want to return to their country (24.1%) see this as a wish.
Slide25 : About integration programmes:
Migrants claim that they see the German and Danish lessons given within the courses they participated as adequate. However, they state that they cannot obtain enough information about these countries’ histories, cultures, information about business world and about legal systems.
Migrants state that they participate to these courses 62.4% voluntarily, 41.0% to learn the language and 13.3% to find a job. On the other hand 6.0% percent of the migrants attend to these courses, because the relevant laws and regulations obligate them. This shows that the effect of current law on migrants.
Slide26 : The existing mixed nationality structure of the classes, where the trainings are given to adult migrants is found as positive by 83.2% of the people. This thought has also been expressed by the trainers in these courses.
In both countries participant migrants stated that they could express their problems in case they have some and both trainers and management of the institutions handle the situation as fast as they can.
During the courses, it has been claimed that the most unpleasant thing is to be in the same class with the migrants having different levels of the language.
Slide27 : About the success of the integration courses, migrants stated that courses are inadequate on finding jobs, providing information about the legislation concerning the migrants and learning the history of that country. The information that shall be provided in these courses are listed as information that will facilitate finding a job (30%), information on different occupational groups (36.1%) and information about the law concerning the migrants and information that will provide communication (18.1%)
Slide28 : Additionally, internship opportunities for integration, language and vocational courses, seminar and panels depending on the content of the course and discussion platforms and socializing activities are defined as important aspects.
On the other hand even though they have information on these courses it has been seen that this information is inadequate and the migrants do not have necessary information on participation to the courses, the conditions and their results.
Slide29 : The most important results obtained by the deep
interviews:
The most significant obstacle in the integration of the migrants is defined as ‘language’. However it has been stated that this is not the only problem and to use ‘language’ as a regulator is defined as a mistake or a wrong policy. On the other hand, some trainers claimed that it would be much better bringing language teachers from the source countries, rather than bringing religion teachers.
Slide30 : Interviewed persons stated that the first generation usually work to hard on a shift basis and therefore cannot pay attention to their children’ education. On the other hand even if they don’t work and live as home oriented, they cannot offer any help to their children, because of their language level of the living country as well as educational background. Additionally, since in different countries women’s social status and rights are on different levels, ‘social gender equality’ topics shall also be included in the education programmes.
Slide31 : In-migrant receiving countries unemployment level increases and economic changes occur. Therefore, this situation increases the tension between the citizen of these countries and migrants. It has been stated that high unemployment level is one of the most important obstacles to integration of migrants to the society that they live in.
Programme managers and trainers claimed that there’s a lack in evaluating and addressing the performances of trainers and the success and participation of the migrants in these programmes.
Slide32 : On the other hand the fact that seminars, trainings and inservice trainings necessary for the educators to help them improve their abilities are too costly and educators that receive low salaries cannot afford these has been stated.
All educators see differences between the course’s content and the exam to be passed at the end of the course. It has been expressed that in both Denmark and Germany with most of Europe it has been observed that language exams to be passedto be able to obtain citizenship shows a political standing in some ways.
Slide33 : Most of the trainers think that the EU Citizenship is more like a utopia at this point. In the case that it is realized, the EU Citizenship will be able to eliminate resistance in assimilation and integration. The fact that the EU citizenship that isintroduced in 1992 by the Maastricht Treaty (1992) is far from becoming true and still seems as only a wish.
Slide34 : Proposed Methodology for the Training/Integration Programmes for Adult Migrants
In an increasingly diverse Europe, intercultural education will expectantly result in a reduction of fear and ignorance, and in the possible elimination of stereotyping, prejudice, racism and bigotry.
Slide35 : Today, adult education is more than a right, it is a key to the 21st Century. It is both a consequence of active citizenship and a condition for full participation in society. It is a powerful concept for fostering ecologically sustainable development, for promoting democracy and justice, gender equality and scientific, social and economic development and for building a world in which violent conflict is replaced by dialogue and a culture of peace based on justice.
Slide36 : Adult learning should reflect the richness of cultural diversity and respect traditional and indigenous people’s knowledge and systems of learning. In turn, intercultural education should encourage learning between and about different cultures, in support of peace, human rights and fundamental freedoms, democracy, justice, liberty, co-existence and diversity.
Slide37 : Education for Adult Migrants Aims should be
To teach the language of the country to the participants in upper-intermediate level.
To provide the development of positive behaviors of participants by increasing their awareness on identity, equal opportunity, social justice, social inclusion and antidiscrimination concepts.
To impose self-confidence and increase their participation by training them on history, culture, legal system, economy and daily life principles of the country where they live.
Slide38 : To display the positive effects of right and balanced usage of natural resources on social improvement.
To increase the employment chances of participants by improve their personal capacities.
To restructure society in the sense of democratization. Where; Citizens are committed to participating in free and equal discourse where all voices are heard and power is relatively equally divided.
Citizens are knowledgeable about the ways institutions and structures privilege some people and groups while discriminating against others and are skilled in challenging them.
Slide39 : Citizens are open to multiple understanding of national citizenship (e.g. it is possible to consider oneself a Turkish Citizen as well as a European).
Citizens challenge the law.
Citizens are committed to wide citizen participation in the “public” sphere of politics and the “private” sphere of community, home and family.
Citizens participate individually and collectively.
Citizens shape society according to their own needs, values and ideas.
Slide40 : Proposed Integration Programme
The final goal of the Integration Programme should be to strengthen democratic societies by fostering and perpetuating a vibrant democratic culture. It seeks to instill a sense of belonging, a commitment to democratic society and an awareness of shared fundamental values in order to build a free and just society at national and European levels.
Proposed Programme duration: 9 months/ 900 hours in total
Slide41 : PART 1(THEORETICAL): Language Education
The 1st part of proposed Integration Programme is the “Language Training” that attaches vital importance to optimize individual access to education and working disposition. However, it will be evaluated in the means of Technological Competence. During the 1st Part of the Integration Programme, besides the formal Language Training, the individuals’ capacities to gin information, to research different subjects, to work upon and to seize the specificity of information should also be emphasized.
5hrs/day x 5days/week x 4weeks/month=100 hours/month 100hrs/month x 5months= 500 hours
Slide42 : PART 2 (THEORETICAL AND PRACTICAL):
Active Citizenship Education
The 2nd Part of proposed Integration Programme is the “Active Citizenship Education”. It should have realized in 3 dimensions because key competences are transferable, and so they can be used to achieve several objectives, to solve different kinds of problems, and to accomplish different kinds of tasks.
In total 400 hours
Slide43 : Dimension-1: Competence for Utopia (125 hrs.): It will be given for raising the awareness of social justice. In society, individuals are often faced with the loss of individual and societal rights.
Dimension -2: Identity Competence (Intercultural Competence- 250 hrs.): It empowers the individual to understand fundamental changes of living society with their native country by giving daily living principles.
Dimension -3: Ecological Competence (25 hrs.)
Slide44 : “Active Citizenship Education” module will also include various activities in which participation in society can be learned, exercised and encouraged such as training, seminar/panel, discussion platforms, visits to relevant public institutions, socialization activities (trip, cinema, picnic), etc.
Slide45 : MEASUREMENT and EVALUATION
Adaptation of techniques in Measurement and Evaluation to the curriculum, which will be developed in respect of lifelong learning philosophy, is vitally important for increasing the efficiency of implementation.
Slide46 : CONCLUSION
In the framework of the TEAM Project, the existing necessities and realities of the migrants were displayed by the pilot field study in order to develop an innovative methodology and cirricula or adding the missing modules to the current ones concerning citizenship education in non-formal education, which should use with small modifications throughout all the EU countries.
Slide47 : Last Words...
Departing from this achieved point, as the coordinating and implementing organizations of this project, our aim is defined as within a new project that funded by the relevant European Union Programmes, to conduct more comprehensive field study, which covers the Eastern and Southeastern European countries, and to develop the proposed methodology of which pre-study has been already completed within the TEAM Project and submit this methodology under the usage of the European Adult Education System.
Slide52 : TEAM Project at Media