Authors: Krisztina Nagy – Email: krisztinasari@gmail.com
Maria Kraiciné Dr. Szokoly - Email: szokoly.maria@ppk.elte.hu
Key words are: migrants, refugees, integration, trainings, language classes, good practices
Backround of the research: Modern migration has been a well-known phenomenon across Europe for years. According to Eurostat, 2.3 million immigrants arrived in the European Union from non-EU countries in 2021. This number was 1.5 million in 2013 and 2.5 million in 2018 (Eurostat, 2021).
The wave of migration with its social, economic, political and other consequences places a heavy burden on the affected countries, among other things, it strongly affects the institutions of public education in the case of children, vocational training in the case of adults, and adult education and training. For the time being, humanitarian issues are in the spotlight and little attention is paid to the adult education aspects of migration, to the situations that need to be solved from an andragogical point of view, and andragogical professional problems that arise, and what answers state, civil and church vocational and adult education institutions can give in each country. . How do they cope with the problems arising from language, cultural and religious differences and how, through what kind of training (catch-up, language, professional, etc.) can they integrate migrant workers with different qualifications into the labor market in a short time.
Goals of the research: the aim of the research is to describe, explain and compare the good practices and experiences of different countries heavily affected by migration. These countries are: Germany, Austria and Hungary. We review the migration background of these countries, as well as how various EU and individual country decisions affect the integration of migrants and refugees living in that country.
Target groups: the target groups of my research are refugee/migrant adults between the ages of 18 and 63 who have arrived from any country and have at least a basic education, including groups that are open to retraining and integration from a physical and mental point of view. I paid particular attention to women in this age group, who are usually at a disadvantage compared to men in terms of their integration and adult learning.
Key questions/objectives:
How does migration affect European adult education organizations?
Is there a uniform organizational/content/methodological EU recommendation for catch-up, language, professional and labor market training for immigrants?
Are there professionals prepared to train immigrants in each country?
In researching the topic, I share the results and experiences of german and austrian researchers, and I also talk about the results of the pilot research conducted with professionals dealing with migrant training in practice in Hungary
Hypotheses
1. Hypothesis: Several international organizations were established for the training of immigrants decades ago, and during the activities of these organizations, as well as the national organizations dealing with migration training in individual countries, many good training practices were realized.
2. Hypothesis: In the examined countries, specially trained specialists deal with the training of immigrants.
3. Hypothesis: In Hungary, the majority of specialists dealing with the integration of third-country nationals are unfamiliar with the concept of integration modules, and no domestic professional dialogue has yet started on its contents. Thus, questions related to the European integration modules, the good practices mentioned in them, and their applicability in Hungary have practically not been put on the agenda yet.
Examined organizations and programs:
- Bertelsmann Foundation's leadership training program
- Federal Office for Migration and Refugees
- Artemisszió Foundation
- Menedék Foundation
- Education and Training 2020
- Arrivo Berlin
- IOM- International Organization of Migration
