EUROPE (science4refugees)Read moreGuiding Refugees via European Exchange and Training (GREET) is a project coordinated by the Academic Cooperation Association and involving two ACA members as core partners - DAAD (Germany) and EDUFI (Finland) and more in support role. It was implemented from April 2018 until October 2019 and funded under the Horizon 2020 Science4Refugees call. The project’s aim was to contribute to the integration of highly skilled refugees in European higher education through mutual learning and exchange of good practices among national support structures and higher education institutions (HEIs) in 9 European countries (Austria, Belgium/Flanders, Germany, Greece, Finland, France, Norway, Sweden and the UK). By scaling up successful practices in Germany and Finland by means of a peer learning activity (PLA) and disseminating its results through EU-level webinars, a large stakeholder event and this compendium, the project enabled debates at European level on current practices and obstacles for their implementation, searched for joint solutions and improvements for a better and more effective integration of highly skilled refugees residing in the participating countries. The results of both PLA and webinars were disseminated at a stakeholder event in Brussels in June 2019, and are systemised and stored in the online compendium – a repository of existing policies and practices available to the wider higher education community.
EUROPE (science4refugees)Read moreThe CARe project (Career Advancement for Refugee Researchers in Europe) is a Horizon 2020 project aiming to support the integration of researchers with a refugee background into the European research labour market. The main activities in the project include 10 focus groups with the target group, the employer survey, 11 webinars and the development of country guides that would provide relevant information on labour market opportunities and specificities in the project countries: Austria, Belgium/Flanders, Finland, France, Germany, Ireland, Norway, Sweden, Switzerland and the Netherlands.The core consortium is composed of the Brussels-based ACA Secretariat (the coordinator), and ACA members DAAD (Germany) and EDUFI (Finland). The Advisory Board includes experts from ACA’s member SAIA (Slovakia) as well as from Norcore (Norway) and Alexander von Humboldt Foundation, the German Section of the Scholars at Risk Network (SAR).
More information is available on the ACA website.
AUSTRIARead moreIrrespective of basic needs such as shelter, food and medical care, refugees require spaces to develop opportunities for the future. This is especially true for the youth who have lost access to schooling and (higher) education by fleeing their country – without support they might grow up to be part of a lost generation. We believe in the refugee’s knowledge, skills, talents, and the contributions that they can make if successfully integrated in the receiving societies.Universities Austria has thus launched the MORE initiative in 2015 as a space for reflection for refugees whether university studies are an option for the future. MORE courses are available at all of the 22 public universities and in every university town in Austria. They cover various academic and artistic fields as well as training in the German language. In addition, we offer open formats that go beyond the academic sphere and help refugee students feel at home (MORE Activities). The format MORE Perspectives links scientists in asylum with their colleagues in Austria.After five semesters, we have evaluated the MORE initiative and found out that it has been successful in the context of integration. MORE students have made friends at university, acquired German language skills and some students have already managed to enrol in degree programmes.
More information: www.more-uni.at
In response to the migratory influx in Belgium which reached a peak in 2015, Vrije Universiteit Brussel (VUB), as a Higher Education Institution, set-up the Welcome Refugee Programme for students looking to continue or start their academic studies.
The InCampus Programme, is one of several additional initiatives set in place by the VUB, aimed at facilitating access to higher education for refugees by providing them with the necessary guidance and support to be able to meet all the administrative and academic requirements, and to get fully prepared to enroll in one of the programmes at the VUB.
The InCampus programme is a preparatory tractor designed to welcome 20-25 refugee students with very diverse backgrounds who were admitted by VUB’s faculties but who need additional requirements:
- A B2-level certificate in Dutch or English (depending on the whether they will study in Dutch or English)
- Students who need a preparatory year before embarking on the full study programme, either because they are newly arrived in Belgium, or because they aren’t aware of the educational system and ready to start their studies.
The training sessions included in the preparatory programme are:
- A year of intensive language classes to prepare students to take the ITNA/ITACE language tests (in collaboration with ACTO)
- Two courses, chosen by the faculty, from the students’ future study programme
- Monitoring sessions to follow up on their progress
- Psychological support sessions (group and individual) led by an expert psychologist team
- Cultural orientation sessions in collaboration with Agentschap voor Integratie en Inburgering-Bon Brussel
- Info sessions about VUB services: Study Guidance, Infopunt, Library etc..
The uniqueness of our programme lies in the principles behind it: the individual follow-up of each student, taking into account the complexity of their situation, with diversity and openness at its core.
The first year of the InCampus programme was a building stone towards a sustainable project that is perfectly adapted to the refugee student’s needs VUB strongly believes in offering students from war-torn countries equal chances that will permit them to write down their stories of success.
Further information please visit the following Web-page
InCampus animation video is available on this link.
Since 2016 Ghent University appointed a contact person for refugees and specific information for refugees is provided on a webpage: www.ugent.be/refugee
Ghent University is running a Preparatory Programme for Higher Education for newly arrived immigrants and refugees. The programme aims at Dutch language acquisition on an academic level and helps to refresh refugees’ study skills. The programme is operated in close cooperation with the local integration service, the university language center and two university colleges.
Ghent University also organizes information sessions for refugees who want to apply for studying at our institution. Furthermore, during their first year at university refugees can have a mentor, an elderly student who helps them around. In the university dormitory halls, some of the rooms are reserved for refugee students. Ghent University is also member of the Scholars at Risk network and has been offering a temporary research position to refugee academics.
FINLANDRead moreThere are a variety of support measures for immigrants provided by Finnish higher education institutions. Questions related to the higher education of immigrants and asylum seekers are especially dealt with in higher education institutions responsible for Supporting Immigrants in Higher Education in Finland SIMHE services, supported by the Ministry of Education and Culture.
More information: https://www.oph.fi/en/higher-education-institutions-supporting-immigrants.
FINLANDRead moreINTEGRA in Finland is coordinated by the Centre for Multilingual Academic Communication (Movi) of the University of Jyväskylä. Integra project is funded by the Finnish Ministry of Education and Culture during 2017-2021. The project develops an educational model that integrates university language and content studies for migrants and refugees who have completed or are qualified for higher education and aim to finish their interrupted degree studies or complement a prior degree in compliance with Finnish qualification requirements. In addition to the educational objectives, the model seeks to promote immigrants’ integration into society as well as the development of multilingual competence and university pedagogy.
FINLANDRead moreSupporting Immigrants in Higher Education in Finland - SIMHE services are targeted to migrants, asylum seekers and refugees residing in Finland and looking for guidance to higher education. SIMHE guidance and counselling is offered through personal and small group discussions by appointment at six higher education institutions. All Simhe services have inclusive networks within Finnish HE and related stakeholders.Read more: https://www.jyu.fi/en/apply/get-to-know-us/guidance-for-migrants
Finland is partnering with the Institute of International Education for different activities in the field of Higher Education in Emergencies. The collaboration includes Scholar Rescue Fund (IIE-SRF) programme, which offers scholars threatened or persecuted in their home country the chance to continue their work in a safe environment, the Artist Protection Fund (IIE-APF) as well as the IIE Syria Scholarships for Master level students. The Finnish National Agency for Education co-funds and supports the programme implementation in Finland in close collaboration with the Finnish host higher education institutions.
FRANCESince 2016, the AUF has been launching every year, with various partners, a call for projects from universities in France and abroad to facilitate the reception and integration of students in exile, with refugee, asylum seeker or subsidiary protection status.Read more
The initiative, called AIMES (Accueil et intégration de migrants dans l'Enseignement supérieur), aims to support institutions that offer relevant French language learning facilities, in order to integrate students in exile into their university education and thus facilitate their social and professional integration.
The first call, launched in 2016, had enabled 25 projects to be launched, rising to 37 by 2017 (35 French institutions and 2 Lebanese universities) and welcoming 1600 students in exile. Most of them come from Syria, Iraq, Afghanistan and Sudan.
The projects supported for the years 2018 and 2019 welcome each year 1,800 students, including 1,500 in France. They come from 53 different countries, mostly Syria, Iraq, Afghanistan and Sudan. Many also come from Eastern Europe (Armenia, Ukraine, Russia, Kosovo, Albania, Georgia, Turkey), Iran, Libya and Palestine. Beyond France, 2 Belgian universities and 3 Lebanese universities are supported in their reception, as well as a university in Burundi close to a camp of 8,000 refugees from the DRC.
The calls for projects launched by the AUF have received the support of many partners. In addition to the strong financial involvement of the institutions themselves, the calls are supported by:
- the International Organisation of La Francophonie (OIF);
- the French Ministries of Higher Education, the Interior, Foreign Affairs and Culture;
- the French Institute ;
- the Conference of University Presidents;
- the association of directors of university centres for French studies for foreigners (ADCUEFE-Campus FLE);
- Paris City Hall
- the Total, Orange, Michelin, L'Oréal and Orange Corporate Foundations
- Bouygues Construction.
Since 2017, AUF has been participating in the MEnS (Migrants in Higher Education) network, which facilitates, at its meetings or through its list of e-mail addresses, information on calls for projects and dialogue with beneficiary institutions.
More information: https://www.campusfrance.org/fr/aimes-appels-projets-AUF-accueil-insertion-etudiants-migrants
FRANCEAssociation Bernard Gregory (ABG) is a French non-profit organisation that was created in 1980. It aims at connecting doctorate holders with employers from both academic and economic sectors.Read more
Because public research in France (as in many countries in Europe) has been facing some challenges such as fewer permanent positions, an increase in temporary contracts and a limitation of their duration, ABG is especially focused on helping PhD holders to achieve a smooth transition into the business sector. That is why it has developed many tools and workshops to implement an efficient job search strategy. It also offers a job board where thesis proposals and jobs for PhDs are advertised. More info on www.abg.asso.fr
Together with academic and industrial partners, ABG has developed an online skills portfolio DocPro (www.mydocpro.org ), which is available in French and in English on a free access. This tool aims at helping researchers identifying and expressing their transferable skills while giving them the opportunity to illustrate each skill with a specific example from their experience, as any recruiter would expect.
Useful links from the project's website:
Job ads: https://www.abg.asso.fr/en/candidatOffres
Skills portfolio: www.mydocpro.org
Career advice and testimonies of recruiters: https://www.abg.asso.fr/en/vue/regard-abg
Webinars or live events on recruiters’ expectations:
GERMANYRead moreThe DAAD wishes to strengthen the potential of academically qualified refugees and provide them access to higher education in Germany. In collaboration with universities and partner organisations, the DAAD developed various programmes to promote the integration of refugees at German universities. Following the link you will find an overview on the individual initiatives of the German universities under the header ‘Overview of the funded projects’. The information is only available in German, but it offers direct links to the websites of the individual universities with more detailed information and contact persons.
More information: https://www.daad.de/der-daad/fluechtlinge/en/
GERMANYRead moreIn the event series World Science Café, exiled scientists currently working at German institutions offer insights into their research to the academic and non-academic community. The series highlights the person as a scientist rather than the circumstance of being a refugee.Since the winter term of 2016/17, the International Scholars & Welcome Office (IScO) in cooperation with Centre for Cultural and General Studies (ZAK) is hosting a series of events at the Karlsruhe Institute of Technology (KIT) during which refugeed or threatened researchers report about their scientific work. In line with the title-giving café concept, a brief outline is followed by a discussion about the state of academia in the speakers’ country of origin, in dialogue with a partner who is familiar with the situation in the respective country. Some of the core questions exiled scientists, their peer and the audience engage in are: What are the consequences a society faces when scientists are unable to continue research in their own country? How can threatened scientists be enabled to continue their work in Germany? How do they enrich and amplify the academic world and German society? This events series is supported within the Philipp Schwartz-Initiative.Read more: https://www.zak.kit.edu/english/worldsciencecafe.php
The training course “Living in a Different Culture (LDC)” is a 4-week introduction to Portuguese society, culture and language offered by ISCTE-IUL. It aims to facilitate refugee access to higher education.
The second edition of LDC offers 7 different learning modules, taught by experienced university professors from ISCTE-IUL and several external guests. Its implementation will be supported by Anthropology students associated to the “Rede dxs Doutorandxs em Antropologia” and “Nucleo de Estudantes de Antropologia”, and by previous LDC participants. LDC provides participants a certification on Portuguese Language (level A1). LDC trainees are refugees who either finished high-school and would like to apply for university; or former college students who interrupted their studies but would like to resume the academic pathway or simply benefit from a new academic experience.
For more information:
THE NETHERLANDSRead more
Incluusion is a program of Utrecht University, which started as a volunteer initiative in the spring of 2016. It was based on the simple idea of offering one extra seat in the classroom for free to refugee students. At the end of the course and upon completion of all the assignments and of the exam, students receive a certificate.
Back in 2016, the solution was pioneering, ground-breaking and unique in its kind. The reasons were multifold. Firstly the project welcomes not only permit-holders, but also asylum seekers, whose legal status has not yet been determined by the authorities, and whose possibilities to study or to work are therefore strongly inhibited.
Secondly, there are no fixed limits to the number of participants allowed to the program. Incluusion processes as many application as ‘it can take’. Thirdly, because candidates are screened on the basis of a simple intake and do not go through the official admission procedure. Finally, Incluusion makes use of the already existing infrastructure and program, proving to be very costs effective and sustainable.
Since the summer of 2016, more than 400 refugee students have attended hundreds of courses through Incluusion offered by five faculties at Utrecht University and by the Utrecht Summer School. Meanwhile, the project has expanded to other universities and its organizational model has been adopted by the University of Humanistic studies, Wageningen University, the Technical University of Eindhoven, Leiden University and the University of Macedonia in Thessaloniki.
For more information:
Incluusion website: https://www.uu.nl/en/education/incluusion
Project manager: Elena Valbusa
VENEZUELARead moreThe exodus of more than 5 million 500 thousand Venezuelans in 300 cities and 90 countries represents a migratory phenomenon with multiple facets, each worthy of careful analysis and deepening. Given the size of the movement of millions of human beings, there is a risk of silencing and diminishing the tragedies that occur within the migration. Under this perspective, this study addresses three thematic axes in a multidisciplinary way: 1) Exposition of the causes included in several studies and consequences of different approaches, 2) Feminicide and migration and diasporic industries, and 3) The exile of Venezuelan science. The first thematic axis exposes the summary of different studies developed on migration of Venezuelans. The second axis establishes how the denunciation of impact of gender in the diaspora through research such as the "Map of Venezuelan migrant women and refugees killed abroad" breaks the silence of academy and international press on the situation of Venezuelan migrants abroad, both in Latin America and North America, and in Europe. The third approach is based on the qualified diaspora. The problem of geolocation of talent and its reintegration into scientific, academic and professional activity in exile are addressed and contextualized programs are proposed for the particular Venezuelan academic-professional exodus. The group of researchers executes the project under a multidisciplinary approach emphasizing the importance and impact of the study in current international society. The methodology used is analysis of documents and statistical-experimental study. Based on the results obtained in different thematic areas, the creation of a platform for analysis of the migratory phenomenon and management of multinational networks, with a central nucleus of decentralized coordination, articulated nuclei in different countries, correspondent nuclei in Venezuela and nuclei International nodes in the recipient countries. Each nucleus carries out detection, linking and dissemination actions, according to each field of study (general diaspora, gender migration, diasporic industry and scientific-professional diaspora). The contribution of this study, and the importance of its dissemination, lies in the imperative need to expose its characteristics, causes and consequences to Venezuelan migration as an unprecedented phenomenon within the current postmodern crisis of the 21st century that is distinguished, in its causes of other types of migration.