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SAMINInnovative approaches to
migrants employabilityFRANCE
CASESTUDY
Published in October 2015 © SOLIDAR
The project SAMIN conceives a pedagogical approach targeting trainers working for the socio-professional inclusion of vulnerable migrants in Europe. It is a two years project started in January 2014 and finishing in December 2015. It involves six training organisations based in six European countries (Austria, France, Germany, Italy, The Netherlands, and The United Kingdom). European cooperation and exchanges of practices about migration and education and vocational training are at the core of the project. The Lifelong Learning Programme of the European Union allowed for its funding.
SAMIN’s goal is to empower organisations working on migrants’ voca-tional, education and training. The question the project aims to answer is “how to meet migrants’ needs in vocational, education and training”. The empowerment occurs through the employment of a pedagogical approach, which is outlined in several tools: a methodology handbook, a capacity-building booklet and an online platform. The project’s long-term goal is to improve the quality and innovation in vocational educa-tion and training systems and practices.
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WHAT ARE THE SPECIFIC INNOVATIVE ELEMENTS IN YOUR PROJECT/SERVICE?The project is funded under the former Lifelong Learning Programme and in particular under the Leonardo Transfer of Innovation programme. The specificity of this programme is to promote an inno-vative solution for a shared European problem. The project is intended to be about research and experimentation. The SAMIN project consortium firstly made a comparative state of the art analysis to understand the needs and issues of each partner organisation’s country. They secondly structured a pedagogical approach retrieving some of the peda-gogical approaches of the Förderung in Berufswahl Und Ausbildung (FIBA) Project, completed in Germany. The achievements of this national-based project were therefore shared to other countries af-ter an adaptation to the national and local realities. As an example, for the French case, close attention was given to those elements of the pedagogical approach that could shed a light on issues related to unaccompanied minors.
The idea of this pedagogical approach can be summed up as follows: in order to foster migrants’ socio-professional inclusion and in order to better take into consideration migrants’ needs in education and vocational training, a trainer should work with a whole system of actors and relations. The main idea of this approach is therefore to promote a compre-hensive approach to migrants’ caring in VET with the involvement of public policies, potential employers, families and migrants’ communities.
Three main tools are conceived to put this approach into practice:• A methodology handbook targeting trainers; it
explains the pedagogical stance of the project, as well with concrete examples and case studies
WHAT ARE THE LOCAL SOCIAL REALITIES?Migrants and young migrants in particular, are considered as having less opportunities in getting access to and in participating into education and vocational training. Furthermore, they are statisti-cally more affected by unemployment than the rest of the population. Education is therefore of utmost importance to tackle migrants’ unemployment as well as to favour their socio-professional inclusion in host societies. The project does not focus on issues related to the access of migrants in European countries but it goes a step further working on what is put in place by public policies and by the civil society once migrants are in European territories.
Therefore, the SAMIN project rather focuses on the tools and means given to training organisations in order to support them in their work with migrants. Bearing in mind these observations, it is clear that there is a need of European cooperation and ex-change of practices on these topics. While analysing and working on the trainers’ perspective, the project seeks to improve how migrants’ needs are taken in consideration in education and training. The project therefore works on access and participations of mi-grants’ in VET through the empowerment of training organisations.
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tion background in the access to the Vocational Education and Training sector. Working on the quality of education and vocational training was the main driver identified and shared by the six organisations partners of the project. Further-more, at the start of the project, a research took place in the six European countries involved in the project. This research allowed for data collec-tion through qualitative interviews with prac-titioners. The results of these interviews were analysed and compared in a report. The project therefore intended to work on specific aspects of education and training (civic courses, language courses, vocational training and work with a partnership) based on the needs identified from local training organisations.
Outcome Besides the outputs of the project (state of the art comparative analysis, methodology handbook, capacity building booklet, an online platform, a testimonial video and a manage-ment vade mecum), the project achieved several outcomes.
SAMIN reached a wide range of mid-users: policy makers, civil society, employers, migrants’ organi-sations and other stakeholders.
Besides mid-users, around a hundred of end-users (trainers, educators, social workers) got acquainted with the pedagogical methodology within six roundtables. The training made diffe-rent types of stakeholder meet and discuss their point of views about the topics of the project. The online platform, furthermore, allows diffe-rent actors to virtually meet and to exchange practices.
• A capacity building booklet empowering trai-ners
• An online platform to allow exchanges between practitioners
SAMIN has furthermore several indirect goals. It seeks to create a sustainable approach for coopera-tion between European organisations and therefore it aims at fostering European integration through higher cooperation against discriminatory practices occurring in the labour market. Coherently with EU goals, it lastly aims at recognising migrants’ skills and competences gained in formal and informal education.
WHAT ARE THE KEY CHARACTERISTICS OF THE PROJECT/SERVICE?
Target groups/users The end users of the project’s products are trainers, educators, teachers and social workers. The goal of the project is to empower these practitioners.SAMIN aims also at having an impact on indirect tar-get groups, such as migrants, young migrants. As an example, an educator, while working with different actors to foster vocational training and, in the long
PrinciplesThe principles that drive the projects are:• Supporting the right to migrate• Promoting non-discriminatory participation in
Vocational, Education and Training• Adapting trainings to migrants’ needs• Avoid stereotyping and one-size-fits-all ideas in
VET• Adapt the training according to the migrant
needs • Strengthening European cooperation in VET• Foster the recognition of skills and qualifications
DriversSAMIN is a project supporting people with a migra-
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SHORT DESCRIPTION/PROFILE OF YOUR ORGANI-SATION CEMEA (Centres for Active Education Training Methods) is an association involved in Popular Education since its creation in 1937, in all fields of education and social work: educational leisure, education for young children, schooling, integration of disabled people, culture, social and professional insertion, environmental education, international relationships in education. It is a teaching move-ment involved in innovative projects and activities both in and out of school. CEMEA is also a vocatio-nal training organisation aimed at educational and social workers, associations, or local authorities, pre-paring future professionals in those fields of action by providing them trainings and teaching courses with state-recognised diplomas.
It is a progressive education movement promoting an active pedagogy and carrying humanist values. It is organised in a national network (28 regional main offices and centres), but also in European and international network, through its international federation (FICEMEA). CEMEA stands up for people’s
Can this project be transferred to a larger context (a bigger region, the whole country, EU-wide)? If so, what is necessary to transfer it (special structures, finances, common definition of standards...)? If not, why not? Being a Leonardo Transfer of Innovation, its core content consists in transferring the achievements of national-based projects to other countries. Notably, the transfer occurs from the Förderung in Berufswahl Und Ausbildung (FIBA) Project, comple-ted in Germany, to Austria, France, Italy, The Nether-lands and The United Kingdom. The transfer there-fore occurred already EU-wide during the project.
The conditions that would allow a further transfer from the original training organisations and coun-tries involved in the project are the following: • The whole consortium of organisations involved
in the project needed to adapt the initial idea in order to transfer it. The initial project was meant for trainers working with young migrants having Turkish origins and living in six German towns.
• The project is now intended for trainers working with migrants in general. With the term migrant, we refer to those who have foreign origins or have experienced migration. The broad defini-tion allows for a better transfer.
• The pedagogical material is intentionally cross-sectorial and it does not apply to just one sector but to vocational training practices in ge-neral. This condition allows to empower trainers involved in a wide-spectrum of activities.
• The project is available in English, French, Ger-man, Italian and Dutch. In order to be used in other countries, the material should be trans-lated.
• The size of the training organisation does not matter for the application of the stance of the project.
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mobility enabling youngsters to experience alterity and share their conception of Europe in another country. Three levels of action are developed: edu-cation about Europe (to know the different institu-tions, to reflect on European citizenship), education through Europe (to meet other persons living in Europe and be aware of one’s own identity, to face stereotypes and prejudices), education in Europe (to work in a network of non-formal education, to share educational issues and to make proposals to European institutions).
CEMEA, is state-approved and recognised since 1966 as promoting the public interest. It is sup-ported by several ministries and public administra-tions (Ministry of National Education, Ministry of Foreign Affairs, Ministry of Social Affairs, Ministry of Youth, Sports, and popular education, etc.), partne-red with local and regional authorities (regions and cities), NGO’s, federations and various organisations. CEMEA is partner and member of many platforms, networks or umbrella organisations: former national agencies Erasmus+ agency, French-German Youth Office, CNAJEP, Solidarité Laïque, EAICY, EUCIS-LLL, European Civic Forum, FONJEP, Solidar, France Vo-lontaires, Plateform Palestine, Coordination Sud.
Contactwww.saminvet.eu
Alessandra SantoianniProject Coordinator CEMEA Rhône-Alpes – Centre d’Entrainement aux Méthodes d’Education Active3, Cours Saint André 38800, Grenoble, France Phone : 00330476268542E-mail: [email protected]
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SOLIDAR, together with our national members and partners, has developed 17 case studies in 2015, presenting innovative, effective, sustainable and tailor made models to promote social inclusion, the social economy and quality job creation by adapting a social investment approach. In their daily work, SOLIDAR members and partners anticipate new or unmet needs of socio-eco-nomically vulnerable people and empower them to actively participate in society and to access the labour market. These case studies gather strong evidence of the social impact of the activi-ties undertaken by our members and partners to help Member States making progress towards the achievement of the social and employment objectives of the Europe 2020 Strategy and the implementation of the Social Investment Package.
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