Unlocking the Potential of Migrants: Cross-Country Analysis

Foreword
Acknowledgements
Executive summary
	Vocational education training is an essential integration tool
	The need to integrate young humanitarian migrants has prompted new approaches to VET
		Young migrants and refugees should be informed about VET opportunities
		Appropriate preparation is required to ensure effective pathways for migrants and refugees into and through upper-secondary VET
		Countries can facilitate easier access to upper-secondary VET
		Support should continue during upper-secondary VET both in school and the workplace
		Long-term national strategies will enhance VET management for migrants and refugees
1 Overview: Unlocking the potential of migrants through vocational education and training
	Objective, focus and context of this study
		Providing advice for VET systems seeking to integrate young migrants and refugees into the host-country labour market
		Areas of focus
		Context of this study
			VET systems across the OECD
			Recently, many young asylum seekers arrived in OECD countries
			Poor labour market outcomes for humanitarian migrants are commonplace
			Poor labour market outcomes for humanitarian migrants are commonplace
			Vocational education and training is a recognised solution in many OECD countries
			Work-based learning, such as apprenticeships, is a particularly effective solution
			Sharing effective good practices across countries may help to strengthening the effort
	Opportunities and challenges facing VET systems as a result of high inflows of humanitarian migrants
		Investing in VET for migrants and refugees in general is a strategic response…
			…to an ageing population
			…to skills shortages
			Providing VET for migrants and refugees is worthwhile
		Significant new investment is available for improving VET systems
			Considerable funding has been allocated to humanitarian migrant integration through VET in some countries
		The diversity among VET students has increased
	Main messages and structure of this study
		Lessons can be learned from the range of approaches that have emerged for improving VET systems
		What a successful integration through VET might look like
		Structure of this study: Following the journey of migrants and VET systems
		Methodology
	References
	Notes
2 Getting informed: Understanding the potential of migrants and refugees and vocational education and training
	Getting informed about the potential of young migrants and refugees and VET
		The migrant population is heterogeneous
			Assessing different demographic profiles and needs of young migrants and refugees
			Monitoring progress and feedback is crucial, but currently lacking.
		Effective approaches
			Building profiles of humanitarian migrants
			Better matching young refugee profiles with VET or preparatory programmes
				Initial skills assessment
				Recognising refugee credentials
	Informing young migrants and refugees about VET opportunities
		Challenges in informing young humanitarian migrants about VET
			Humanitarian migrants are often unfamiliar with VET
			How VET is provided and promoted, and its general reputation, can significantly influence young people’s perception of VET and its prospects
			Despite good employment prospects, migrant students are less likely to choose upper-secondary VET
			Without some intervention, migrant learners are unlikely to enter upper-secondary VET at comparable levels to native populations
		Effective approaches: Helping newly arrived students understand VET opportunities
			Proactive provision of career guidance
			Equity and access to career guidance
			Proactive provision of mentoring services
			Personalised provision to diverse young migrants leads to a higher demand for professional training
			Making the best use of existing information mechanisms and channels
			Ensuring access to information to migrants without host-country language skills
	References
	Notes
3 Getting ready: Ensuring effective pathways into upper-secondary vocational education and training
	Why do migrants often need support to prepare for upper-secondary VET?
		In general, migrant students have weaker basic and language skills than their native peers
		Weaker basic skills and country-specific knowledge of migrants are barriers to enter into, and progress through, upper-secondary VET…
		…and are less attractive to training employers
		Providing quality preparatory programmes for young migrants and refugees is a way to give them more learning time, ultimately reducing the net cost of apprenticeships
			An increase of newly arrived in transitional programmes
	Effective approaches to enhance migrant basic skills on the way to upper-secondary VET
		Combining language and vocational training is proven effective
			Personalised approaches such as differentiating the learning and teaching needs is important
		Pre-vocational or pre-apprenticeship programmes prepare specifically well to upper-secondary VET
		Getting the teaching workforce ready
			Coping with student diversity in the context of teacher shortages
			Professional development for more systemic and institutional support for teachers
			Counsellors, skills assessors
			Volunteers
	References
	Notes
4 Getting in: Enabling easier access to upper-secondary vocational education and training
	Challenges facing migrants getting into upper-secondary vocational education and training
		Migrants are increasingly applying for, and entering, VET but are less successful in getting into VET, in particular apprenticeships
		Migrants tend to be more represented in school-based VET than in apprenticeships
			Work-based learning is still limited in many OECD countries
			School-based VET may be relatively easier to expand and access
			School-based VET may accommodate migrant students more easily, but are less effective in facilitating school-to-work transitions
		Both demand- and supply-side factors make apprenticeships more difficult to access
	Why are migrant students less successful in getting into upper-secondary VET?
		Weaker knowledge and skills against entry requirements to upper-secondary VET may be a hurdle
			Wide variation of entry requirements to upper-secondary VET
			Are entry language requirements realistic?
		Preparatory measures may not be sufficiently effective
		Poor social networks between students with a migrant background and employers
		Discrimination in the apprenticeship market
	Effective approaches to enhance migrant entry into upper-secondary VET
		Flexible modes of VET provision with varying entry requirements can address barriers to VET entry
		Allowing legal flexibility for young migrants and refugees to enter into and complete upper-secondary VET
		Innovations in matching of migrant skills to VET and labour market needs
		Intermediary bodies can help to build networks
		Enhancing direct contact between migrants and employers
	References
	Notes
5 Getting on: Supporting young migrants and refugees to complete upper-secondary vocational education and training
	Challenges of young migrants progressing through upper-secondary VET
		Migrant students are less successful in completing upper-secondary VET
			In general, upper-secondary VET completion rates are lower than general education
			VET completion rates are even lower among migrant students
		Higher dropout among migrants is more problematic for work-based provision
	Why are dropout rates higher for migrants?
		Low completion rates among migrants are largely due to lack of academic proficiency or relevant skills
		Difficulty in securing training placements during VET in some countries
		Discrepancy between workplace and school is exacerbated among newly arrived migrants
		Longer length of residence may not necessarily reduce the chance of dropping out, without appropriate interventions
		There are also other challenges to overcome: health, housing, security, mobility and family care
		Immediate needs may compel migrant learners to enter work rather than VET
	Support at schools and workplaces lead to better VET outcomes among migrant students
		Tailored programmes enable migrant students to succeed
		Ensuring a good learning experience in VET schools
			Support from schools
			Inclusive classroom environment
			The role of diversity-aware teachers for supporting all learners
		Support at the workplace during apprenticeships
			Support for learners and employers
			Offering personalised services can also increase the effectiveness of apprenticeships
			Support from trade unions
			Increase interaction between the workplace and schools
	References
	Notes
6 Towards strong, flexible and inclusive VET systems that work for all
	Why is updating the upper-secondary VET system and its governance important in unlocking the potential of young migrants and refugees?
		General issues of upper-secondary VET systems: Evolving needs for VET
		Additional issues facing upper-secondary VET systems due to the increase of humanitarian migrants and the increasing diversity of students
		Responding effectively to the challenge presented by migrants in general, and humanitarian migrants in particular, may require new approaches and more investment
	Better system design to build strong, flexible and inclusive upper-secondary VET systems
		Flexible and permeable VET systems accommodate different starting points and learning speeds of migrants and refugees and enable alternative VET pathways
		Linking preparatory programmes, upper-secondary VET and adult education allows higher flexibility
			Closer links between preparatory programmes and mainstream upper-secondary VET
			Closer links between upper-secondary VET and adult education
			Preparatory programmes provide a good basis to improve the flexibility of VET systems
	Enhancing governance to build strong, flexible and inclusive VET systems
		Building national strategies may enhance a whole-of-government approach to VET management for migrants
			Recent VET reforms or initiatives include elements that can help integration of migrants and refugees through VET
			Strategy and objectives should be long-term because integration takes time
		Co-ordination and co-operation across relevant stakeholders and coherence across policies
			Design and delivery of VET provision for migrants and refugees requires co-ordination among stakeholders
			Co-ordination among stakeholders often defines the success of a policy measure
			Co-ordination between central and local government lowers regional disparities
		Good practice needs to be promoted through peer learning and upscaling
		Measurable goals, monitoring and evaluation
		Engage social partner throughout the integration process through VET
			Provide employers with easily accessible and practical information related to training refugees and asylum seekers
			Ensure that employers understand the skills levels involved with programmes, tests and qualifications
	References
	Notes
	References
Annex A. Additional figures on foreign-born vocational education and training graduates