Page 20 - valuing-diversity-guidance-for-labour-market-integration-of-migrants

Valuing diversity: guidance for labour market integration of migrants

Induction programmes which introduce immigrants to the culture, language,
systems and institutions of the receiving countries are a first important step for
successful integration. They help start autonomous career development, by
addressing the development of key skills. These initiatives have greater impact
when complemented by further CMS development and initial career planning.
Recognition of foreign qualifications and validation of prior learning
experiences are important for immigrant integration but are nevertheless opaque,
bureaucratic and difficult to access by lower-qualified immigrants, with more
limited linguistic and information and communications technology (ICT) skills.
SMEs sense the same fundamental difficulties, plus the fact that they incur time
and financial costs when they hire immigrants which may require recognition or
APL processes.
Labour market information for both immigrants and hiring enterprises can be
improved. Some countries have established dedicated portals in several
languages to help both immigrants and employers in their procedures. Others
have opted for centralising procedures in one agency, to create clearer, more
efficient and more accessible procedures.
All professionals involved in provision of the services have some degree of
training in guidance methods; there are indications that some also have
multicultural training. Training content, however, is frequently unclear and not
homogeneous across practices.
Most of the practices analysed do not adapt tools and methods to the target
group/the specific migration background, preferring to apply the same
methodologies as those used for the general population. We have, nevertheless,
identified three types of adaptation: adjusting information and advice to immigrant
needs; adapting assessment and counselling techniques; and selecting and
adjusting tools and methods to suit individual needs rather than cultural traits.
The most common activities are information, advising and signposting.
Almost all projects report carrying out interviews and individual skills assessment
or counselling dynamics, in which some type of needs and aspirations
assessment is implied. Counselling activities are quite common, both in collective
and individual sessions, since they are generally perceived as an effective way to
stimulate self-awareness and clarify career options.
Guidance for immigrant integration and teaching activities are normally
associated in two situations:
(a) attaining a basic level in the host country native language and the acquisition
of basic knowledge about its history values and systems;
(b) development of CMS in general.

14