This contribution focuses on the analysis and assessment of three different training programs, carried out in Italy, and addressed to operators of both public and private sector working with migrant population: which conditions and tools would allow to pursue the goal of improving intercultural approach in the socio-educational-health services.

These programs are part of three broader projects dealing with various areas of intervention, all related to the main topic of social inclusion. Embedded in a local context representing a virtuous example for the high level of the training offer addressed to social operators, the three projects are the outcome of a lasting institutional synergy carried out on the territory. In this respect, they testify of the partnership between public and private sector in the fields of reception system and integration, a collaboration that has been increasingly strengthened over the years.

The “Sa.M.Mi. - Salute Mentale Migranti” (Mental Health Migrants) project, AMIF funded, brings together institutional actors, local public actors (local health authority, e.g. mental health and infantile neuropsychiatric departments), and research centres. Its overall goal is to safeguard the right to health, as well as to qualify the healthcare system, in order to facilitate and promote migrant social inclusion. The project’s activities are aimed at asylum seekers, beneficiaries of international protection, and unaccompanied foreign children suffering from psychiatric illness and/or addiction. The project envisages training activities targeting social and health workers of the local welcoming system, as well as professionals employed in the local health departments involved.

The second project is called “SOFIA: Servizi e Operatori Formati per l’Integrazione e l’Accoglienza” (Services and Operators Trained for Integration and Welcoming), also AMIF funded, gathering different actors from several sectors. The general purpose is to enhance planning, management and provision of public services addressed to third country nationals. More specifically, it aims to promote the skills of civil service staff, to improve services efficiency and innovation, and to develop institutional networks, in order to reduce conflict and discriminations. These goals are translated into analysis activities, aimed at investigate both the operators training needs and the difficulties in accessing the services experienced by migrant citizens. Finally, the project develops tools for training modules, relying on juridical and socio-anthropological contributions too.

“Fatti Ri/Conoscere! Accesso allo studio e al lavoro in Italia” (Access to study and work in Italy) is the last project, funded by a private foundation and, again, bringing together third sectors association, institutional partners and research centres. Its goal is to improve the knowledge of civil service staff on legislation and regulation about foreign qualification and degrees, as well as on pathways of school and professional integration of migrant citizens. The capacity building activities envisage training workshop aimed at operators of both public and private sector, and they focus on facilitate the access to study and (skilled) work, and on enhancement practices of foreign qualifications and diplomas.

Health, public services for foreign citizens, work and skills recognition, represent areas of intervention aimed to address the multiple needs of the migrant population. Considering the emergence of the Covid-19 crisis, the necessity of sustain and enhance the social and public workers’ preparation has become more and more urgent. In this regard, to analyse such activities is relevant insofar as they can allow an important part of the population to have access to stable, safe and dignified living conditions.

Our contribution intends to systematize the good practices emerging from these projects, highlighting the importance of synergy activities. Furthermore, we will pinpoint operational guidelines for developing effective capacity-building interventions, capable of responding to the multifaceted needs of the foreign population in both policy- and training-transferability approaches.

All the projects have envisaged different phases: an initial one dedicated to identify the training needs of the involved operators; the second one devoted to develop the training activities; the final phase has produced guidelines and toolkit in a perspective of exchanging and implementing best practices. Our analysis of training programs has been developed within these different phases, taking part in all of them. The research on participants training needs has been carried out through surveys, individual interviews, and focus group. Furthermore, the projects have benefitted from the participatory design method, that has enhanced the development of interventions based on the specific reality of each services involved. In fact, qualified trainers, experts, intercultural mediators, representatives of migrants’ associations, and people of migratory background (the so-called second generations) have taken part to this phase. In this way, on the one hand it has been possible to tailor the training activities based on the specific necessities of the participants’ different categories, following the main goal of upgrading the operators’ skills. On the other, the collected data have led to in-depth analysis of participatory design process, allowing to highlight the ways in which it can be best managed and organised. The development and implementation stage has been observed and analysed as well, enabling us to gather information on successful practices and methodologies. A multidisciplinary approach has characterised the training activities, favouring a holistic approach in the study of the migratory phenomena, and related issues. Particularly, the disciplines most used have been anthropology, psychology, sociology, ethno-psychiatry, and legal sciences. From the point of view of our research, this has led us to analyse and verify the major strengths, and potential difficulties, of such an approach. All the projects have envisaged frontal training lessons on the different subjects for the participants’ skills upgrading – migrants’ mental health, skills and qualifications of foreign citizens, and, more generally, the socio-cultural issues of human mobility as defined by the recent migration flows, along with the main social and demographic characteristics of the population of foreign origin present on the territory. Through interviews with the participants, we have collected their assessment on the training programs, identifying strengths and critical points. Finally, the creation of guidelines and toolkit for training modules has led to start a “learning by sharing” process, enhancing the acquisition of knowledge and skills through the sharing of best practices and individual experiences.

Analysing these different training experiences has led to draw some important indications for the development of effective interventions. Firstly, the need to ensure a broader involvement of all participants in training activities has strongly emerged. Although face-to-face training is essential for updating knowledge, sharing professional experiences should be encouraged to bring to light difficulties faced in daily work; this can also foster the exchange of best practices, as well as of the common critical issues encountered, key action to improve the operators’ skills. A promising way to achieve this is making use of case studies analysis in small groups: in so doing, operators are given more opportunities to experiment, also through simulations, with good practices applicable in their everyday work. The case studies technique enables participants to actively intervene, comparing and sharing their professional knowledge. In addition, creating mutual understanding and greater trust among participants seems to be a necessary condition for a genuine confrontation on the problems experienced within the services. Indeed, participants’ engagement is capable of create a real discussion of the strengths and problems of the services. Second, the involvement of different actors in the design of interventions allows to develop materials, themes and methodologies synergistic and consistent. In this sense, in order to set up actions really embedded in the local dimension, thus congruent with the reality of the territory, it is also important to further enhance the use of skills, knowledge and points of view of intercultural mediators, community leaders, representatives of foreign associations, and second generations. Finally, considering the changes in the work organization due to the pandemic situation, it is essential that training programs can make use of online tools tailored to the needs of civil service staff and private sector operators, in order to ensure greater participation and a constant updating.

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