LLinE Lifelong Learning in Europe

Orientation 3/2007

Paul Ilsley
UNDERSTANDING THE MIGRATION DATA: NUMBERS ADULT EDUCATORS CAN USE

Anti-immigration populism is on the rise in Europe, contradicting the need of replacement of the ebbing demographic figures. Much of the fear is fuelled by short-term statistics, and even impressions – the facts, even the concept of migrant are elusive and vary according to local laws, never applying to a homogenous group. A great number of migrants are never included in any statistics. Adult educators should find the meta issues surrounding migration issues. As educators of adults, we might decide to educate policy makers, as well as migrants themselves, regarding tolerance, welcoming structures, and diversity.

Susanne Weber
INTERCULTURAL LEARNING IN THE CONTEXT OF MIGRATION
MINDFUL IDENTITY NEGOTIATION AT WORK

The high amount of labour migration on the one hand and socio-economic changes at work on the other hand challenge all actors involved to tackle diversity in a win-win-oriented way – “diversity as a chance”! This implies intercultural learning and development across all system levels (from the micro- up to macro-system level), across hierarchies (from low-skilled workers up to management) as well as across cultures, branches and gender. For initiating, fostering, visualizing, analyzing and evaluating such learning and development an intercultural framework based on approaches of activity theory and mindful identity negotiation is suggested and demonstrated by an example.

Özcan Mutlu
THE IMMIGRANT’S EDUCATIONAL SITUATION IN GERMANY

The chance for students of German background to participate at higher education is four times higher than students with migration background. The dropout rate without attainment of any certificate is three times higher for non-German students than their German classmates. There are many measures which would improve the situation and render the people and society better access and use of the potential of the migrant population.

Perly Folstad Norberg and Sigvart Třsse
LANGUAGE TRAINING AND INTEGRATION POLICY IN NORWAY

The article examines the Norwegian integration policy between 1970 and 2007, concerning language training for adult immigrants. The study is based on Norwegian policy documents and research on immigration. Over the years the supply of language training has gradually been expanded, and the courses have gradually moved from voluntary to compulsory. However, the results are poor. This field of training needs a new platform of knowledge and communication between the immigrant, the authorities and the field of language pedagogy.

LLinE Interview
MODERNIZED FRENCH JOURNEYMAN TRAVELS IN EUROPE

The medieval tradition of apprentices, journeymen and masters has in France found a wider scope for the journeyman’s path. The masters are also in different European countries, and even worldwide. The French organization Compagnons du Devoir applies the old code of building a path of life and modern acquisition of quality skills in the trade.

Grigory Kliucharev and Vladimir Mukomel
LIFELONG LEARNING AS A TOOL OF IMMIGRATION POLICY IN RUSSIA

Immigration policy in Russia faces special issues on top of the ones other countries are used to. Immigrants often come from former Soviet states with or without experience of that time and language, with or without expectations of special recognition. They may be Russians or represent other nationalities and cultures. And as is common in the Western countries, the demography shows the need to have new workforce. The question is – what kind of workforce.

Ainhoa Flecha and Ińaki Santa Cruz
MIGRANT VOICES IN TRANSNATIONAL LITERACY

Spain changed quickly from a sending to a receiving country in migration. Society needs to realise the importance of transnationalism in socializing in the present multi-cultural, multi-national context. Research projects on the effects of the activities of certain immigrant groups proved that they bring in many more competencies than the obvious. The immigrants proved better educated than the native population, yet education in the new country is crucial. Transnational literacy requires a democratic organization of adult education centres in which the decision making spaces are shared by migrants and non-migrants.

Leena Lestinen and Anna-Leena Riitaoja
LEARNING FROM ACADEMIC TEACHER MOBILITY

Quantitative data and qualitative material from two research projects on university teacher visits show that departments have much potential vested in the internationally experienced faculty members who are also familiar with the departmental activities. But teacher exchange activity seems to remain separated from the formal operations of the department. Also the possibility to transform individual visit experiences into a communal experience through sharing and reflection is lacking. More research of teaching in international contexts among the Finnish academia is needed.

Éva Farkas
CHANGE OF FOCUS. MODERNISING THE VOCATIONAL TRAINING SYSTEM IN HUNGARY

Changes in society, economy, demography and even joining the European Union with the single labour market, which is just taking shape, demand extensive and fundamental transformation in Hungarian vocational training. In the field of vocational training, educators are concerned. They recognise the necessity of reforms, and agree with the efforts expressed in educational policies. They miss reliability, and also the stability of the educational system. The change of focus is difficult and a lot more information would be needed in the field.