The immigrant integration online training program in Finland

Hartikainen, Anita; Ahola, Marja; Apiola, Mikko; Sutinen, Erkki

doi:10.23919/mipro48935.2020.9245168

Cited by 3 publications

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“…Beispielsweise muss direkt überprüfbar sein, ob die Informationen dem neuesten Stand entsprechen. Die Integrationsbehörden sollten die mit digitalen Tools erzielten Ergebnisse in ihren Folgenabschätzungen mit dem Erfolg des Präsenzunterrichts vergleichen(Hartikainen et al, 2020).In der Zeit des Corona-Lockdowns ist deutlich zutage getreten, dass es für die schwächsten Gruppen -und insbesondere Migrant*innen mit geringen Lesekompetenzen -derzeit kaum Alternativen zum Präsenzunterricht gibt. Daher muss untersucht werden, wie Migrant*innen, die hier wahrscheinlich auf Schwierigkeiten stoßen, am besten erreicht werden können und wie ihnen geholfen werden kann, diese Hindernisse zu überwinden.…”

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Sprachförderung für erwachsene Zugewanderte

2021

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Sprachförderung für erwachsene Zugewanderte

2021

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“…For example, there must be a straightforward way to identify whether the information is up to date. Integration agencies should also include a comparison of outcomes using digital versus in-person tools in their impact evaluations (Hartikainen, et al, 2020).…”

Section: Box 103 Lessons In Distance Learning During Lockdownmentioning

confidence: 99%

Making Integration Work

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This is the fifth publication in "Making Integration Work", a series that summarises the main lessons from the OECD's work on integration policies. The objective is to summarise in a non-technical way the main challenges and good policy practices to support the lasting integration of immigrants and their children in the host countries. This fifth edition takes stock of the experiences of OECD countries with respect to language training for adult migrants, exploring a number of policy lessons with supporting examples of good practice. It also provides a comprehensive comparison of the policy frameworks that govern integration policy for adult migrants in OECD countries. Information about the different policy frameworks was gathered through a questionnaire sent to member countries.Previous editions of this series addressed the integration of refugees and others in need of protection, the assessment and recognition of foreign qualifications, integration of family migrants, and integration of young people with migrant parents. This booklet was written by Lauren Matherne and Anne-Sophie Senner, under the co-ordination of Thomas Liebig from the OECD's International Migration Division. It includes contributions from Cécile Thoreau, Emily Farchy, and Thomas Huddleston (consultant to the OECD). It benefitted from comments from Jean-Christophe Dumont (OECD). The OECD developed this publication with financial support from the German Federal Ministry of the Interior, Building and Community. It also benefitted from seed money for the series "Making Integration Work" through grants from the German Federal Ministry for Family Affairs, Senior Citizens, Women and Youth, the Norwegian Ministry of Education and Research, the Swedish Ministry of Employment and the King Baudouin Foundation (Belgium). This work would not have been possible without the support of the members of the OECD's Working Party on Migration and the national authorities in charge of asylum and integration policy, who willingly shared their knowledge of national policy frameworks and programmes. LANGUAGE TRAINING FOR ADULT MIGRANTS © OECD 2021 Why is language training for adult migrants an important issue?Working knowledge of a host country's language is the tool that allows migrants to participate fully in hostcountry society. Without competent levels of language learning, other important masteries will elude migrants; thus, language is arguably the most important host-country related skill for migrants to develop. Speaking the host-country language allows migrants to access services and communicate their needs effectively. To succeed on local labour markets, migrants must be able to communicate with employers, hiring managers, and colleagues. Language also plays an important role in the creation of community and a sense of belonging. Immigrants who speak the host-country language have greater social contacts with native speakers and are more likely to pursue higher education opportunities than immigrants with little or no command of the host-country language. 1...

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