Providing qualifications for refugees – Starting points for a vocational training master plan

Dear Readers,

Millions of people are fleeing war, violence and threat – and many are seeking protection in Europe. Granting humanitarian protection can only be a first step to taking in refugees with prospects of permanent residency and integrating them in our society. Moving on from this, education, training and qualifications are essential. This requires a master plan outlining an agreed approach and on the basis of which the tasks ahead and related responsibilities can be clearly identified.

Precise data for clarification of learning requirements

An efficient approach in the area of education, training and qualifications requires accurate and reliable information about the asylum seekers’ level of education and training, and the qualification structure. This requires, as far as possible, nationally compatible procedures and tools for determining competences in a valid manner. Only data obtained by reliable methods can provide the basis for identifying the right strategies for delivering successful professional integration. Despite the pressing need for action, it must be made clear that it takes time for these to be sustainable – in the same way that the actual education, training and qualification processes also take time.

German language is essential for professional learning

Education and training are the key to integration, and language and is an absolute requirement for participation in education and training. The focus must therefore be on learning the German language as well as on an elementary understanding of culture and of basic values. Furthermore, refugees must be supported in having the school-leaving or professional qualification which they obtained abroad recognised. This is so that – where required – appropriate education, training and qualification measures may be added, or direct entry on to the labour market is made possible. Much has already been done in this area in many federal states.

Using experience as well as tried and tested tools

The extent of the offensive required in terms of education, training and qualifications is a major challenge – there is no doubt, however, that this can be achieved by the vocational education and training system. From experience with vocational inclusion, for example, three factors can be identified which explain in particular how activities for the vocational education and training of people from a migration background might succeed. The following must be considered in the planning and implementation:

1. Reliable general education: Attaining a vocational qualification is likely if the training is able to build on a German general education qualification or a qualification of an equivalent value.
2. Individuality and interpersonal relations: The qualification process is quicker and more effective when focussed as far as possible on the individual, and when therefore stable relationships are able to develop between learners and specialists employed in the areas of education, training and guidance.
3. Practical orientation: In terms of learner motivation as well as didactic and methodological design of qualification processes, companies and company-related institutions are the optimal learning environments with increased teaching and learning Efficiency.

Good examples from the Federal Government’s education chain and vocational orientation programme should also be used for a master plan for the education and training of refugees, together with experiences from the use of proven instruments such as career entry support, introductory qualifications, assisted education and training and external training management. In addition to specialist know how, voluntary involvement is also required here, such as through the senior expert service.

FRIEDRICH HUBERT ESSER
Prof. Dr., President of the Federal Institute for Vocational Education and Training (BIBB)

Translation from the German original (published in BWP 1/2016): Martin Lee, Global SprachTeam, Berlin