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Valuing diversity: guidance for labour market integration of migrants

Interventions will generally be adapted to context and to target group, with
variable intensity and design for each activity. Below we provide a brief account
of usual guidance settings according to context and target group. These
categories are not mutually exclusive and are meant provide an initial mapping of
potential intervention contexts.

2.3.1. Reception: general procedure
In most conventional processes, clients begin in a face-to-face guidance process.
They are received at the front office where they are introduced to, and welcomed
by, a counsellor. In this first stage, typically their needs are assessed, through
several available methods, regarding their skills, opportunities, constraints and
subjective perceptions. Following this stage, the counsellor will inform the
immigrant about the labour market, legislation, housing, healthcare, education
and training and other practical, pragmatic aspects of integration. Ideally this
information should be targeted to the needs of the individuals, rather than
generalised. After the information stage, the individual and the counsellor may
work together on personal clarification, which will eventually lead to a personal
career plan. This is not a definitive process and may include many variations,
such as being only partially implemented or frequently scattered among different
public and private providers.

2.3.2. Language proficiency and cultural familiarity
Many arriving immigrants have very low levels of ability in the host country’s
language. This is a strong barrier to accessing any learning possibilities, work
placements or making use of any social support systems which may be available.
One of the main interventions developed with the newly-arrived is assessing their
language capabilities and assigning them to appropriate level language training.
This type of provision may also assess the level of other key competences, such
as mathematics and ICT usage, and provide corresponding initial courses. Low
knowledge of the culture, its values, laws and conventions, as well as its
systems, is also a limitation which many newly-arrived face. It is common for
basic literacy training to be associated with general culture courses. These
induction programmes may also have a component of information, signposting
and basic career advice.

2.3.3. Recognition and validation procedures
Individuals carry their qualification, learning and work experiences from their
place of origin. For these be valued and serve as signals in the labour market,
they have to be recognisable by local employers, education and training
providers. This requires that qualifications and skills are identified, documented,

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