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Guidelines for implementation sweden-it
- 1. LikeHome Assessing and Recognisingthe Prior Learning of Migrants. Bridging the Gap and Paving the Road to Educational and Social Integration Guidelines for the correct implementation of the LikeHome framework in Sweden
- 2. 1. Recognition ofprior knowledge for migrants Responsible institution: The Swedish National Agency for HVE Collaboration, among others, with: • The Swedish Public Employment Service • The Swedish Council for Higher Education • The Swedish National Agency for Education
- 3. A collection ofassessed materials that demonstrate an individual’s achievements Tools that are used in Sweden: The Portfolio 1. Recognition of prior knowledge for migrants The portfolio has to be: • Tracked against an individual • In a clearly structured format • Available at one place and one time
- 4. Through the process,individuals develop: • Self – assessment skills • Writing and communication skills • Responsibility • Self – awareness Tools that are used in Sweden: The Portfolio 1. Recognition of prior knowledge for migrants
- 5. The process Tools thatare used in Sweden: The Portfolio 1. Recognition of prior knowledge for migrants The individual identifies levels of acknowledgement in education and work The individual gathers evidence on this knowledge The individual relates knowledge to the formal demands The material is gathered in a portfolio One or more professionals assess the application/kn owledge
- 6. • Empowers peopleundergoing validation • Helps them obtain jobs or choose appropriate further education • Can help disadvantaged people out of social exclusion or into employment 1. Recognition of prior knowledge for migrants Tools that are used in Sweden: The Portfolio • Provides individuals with comprehensive insights into their achievements
- 7. • It’s timeconsuming • It may lack in focus and thus be inefficient • It’s dependent on good written documentation of the individual’s skills 1. Recognition of prior knowledge for migrants Tools that are used in Sweden: The Portfolio • Undocumented or tacit knowledge is harder to be identified through the process
- 8. It consists ofa series of questions that relate to the applied job Each question looks for specific examples of how an individual would behave in certain situations The information is gathered and weighed against criteria relevant to the applied position 1. Recognition of prior knowledge for migrants Tools that are used in Sweden: Criterion – based interview
- 9. • Search educationor school (Sök utbildning) Information about the different levels of the education system in Sweden • Choose and plan (Välj och planera) Web – based career programme that includes pedagogical texts, exercises, examples etc. to support career choices • The Swedish school system (Utbildningssystemet) A map of the Swedish schools system that provides an overview of the structure and the connection of different parts of the education system • My folder (Min mapp) In My folder, an individual can shape his/her own content (e.g. writing a CV, making a plan and gathering contacts) 2. Database development Sources of information
- 10. 2. Database development TheSwedish Council for Higher Education (UHR) Evaluation of foreign qualifications Evaluates foreign qualifications of Upper Secondary, Post Secondary, and Academic levels and compares them to Swedish qualifications International cooperation and mobility Via UHR’s programmes, schools, higher education institutions, VET and adult centre are able to apply for funding for projects conducted in partnership with other countries Information about higher education UHR helps applicants make well – considered education and career choices
- 11. The pre –migration screening and examination system refers only to high skilled migrants who leave their country for financial reasons 3. Pre – migration screening and examination Since refugees in Sweden are mainly asylum seekers, usually low- qualified, the adaptation of such a system would be very difficult to implement
- 12. If an individual •Is over 20 years old and under 65, and • Has a residence permit as a refugee, quota refugee, person in need of protection or are a close relative to one of these If an individual • Is over 18 years old and under 20, and • Does not have parents in Sweden 4. Information provision to migrants Establishment of newly arrived refugees He/she is entitled to an introduction plan and introduction benefit He/she is entitled to assistance
- 13. The Swedish PublicEmployment Service’s case workers meet with migrants entitled to an establishment plan and help them on the way to get a job 4. Information provision to migrants Introduction Plan
- 14. Activities must include: •Swedish for Immigrants (SFI) • Employment preparations • Civic orientation 4. Information provision to migrants Introduction Plan Time spend on these activities should be equivalent to a full – time job (40h/week) The establishment plan typically extends over 24 months
- 15. 4. Information provisionto migrants Networks and job search in Sweden Introduction guide: An individual contracted to guide newly arrived immigrants during their first years in Sweden His/her role: • Providing support and career guidance • Advising on social matters • Providing access to networks
- 16. 5. Improved recognition procedures Validation “Aprocess of a structured assessment, valuing, documentation and recognition of knowledge and competences that an individual has gained, irrespective of how they have been acquired”
- 17. 5. Improved recognition procedures Validation Thismeans an assessment of an individual’s knowledge and competences regardless if these were acquired: • Through the formal or non formal educational system • In Sweden or abroad • Recently or a long time ago
- 18. 5. Improved recognition procedures Isprimarily used in three contexts: As a part of an ongoing education aiming to identify an individual's level of knowledge As a way to define the starting point for further education for an individual In order to document real knowledge and competences prior to a work application or in connection with employee competence development at a working place Validation
- 19. 6. Bridging programmes Aninitiative of the Swedish Public Employment Service and Swedish universities Korta vägen Aims to help foreign academics establish themselves professionally as soon as possible after arriving in Sweden To join the initiative you need to have an academic degree or at least three years of academic studies
- 20. 6. Bridging programmes Theprogramme is held in 20 cities in Sweden, it lasts 26 weeks and it includes modules such as: Korta vägen Mapping and assessment Professional coaching with a focus on vocational education Civic orientation and Swedish working life On – the – job training Language training for specific professions
- 21. 6. Bridging programmes Foreignteachers and preschool teachers who want to work in Sweden should have a relevant degree and know Swedish Teachers and preschool teachers The National Agency for Education evaluates the degrees and other qualifications of applicants, and issues a relevant certificate that allows them to teach in Sweden
- 22. 7. Host countrylanguage training Municipalities are obliged to offer SFI for municipal residents who lack basic knowledge of Swedish Swedish for Immigrants (SFI) SFI, also, aims to give illiterate immigrants the opportunity to learn to read and write, communicate in Swedish, and maybe prepare them for further studies
- 23. 7. Host countrylanguage training 1. At basic level (Komvux) 2. For those with learning disabilities (Särvux) These programmes aim to give adults the knowledge they need to take part in society and the labour market as well as to prepare them for further study Municipal adult education The municipal adult education corresponds to upper – secondary education level
- 24. 7. Host countrylanguage training Newly arrived students older than 15 years end up in LIP, at upper secondary school level Language Introduction Programme (LIP) LIP is specially designed for individuals with no previous knowledge of Swedish, aiming to prepare them for transition to other individual, vocational or university preparation programmes
Editor's Notes
- #2 Sweden has the most severe refugee crisis since World War II and has taken greater responsibility than any other country in the Western world. More people than ever before are seeking asylum in Sweden. Government Offices and other agencies are working intensively to increase the capacity of the reception and the establishment of new arrivals and solve the great challenges that exist. Concerning the refugee crisis, there is a growing expectation from politics and the public that companies should also take social responsibility. The government aims are that more new arrivals should enter the labour market or education within two years. To reach this goal, the newcomers' knowledge and skills need to be utilized in a better way. The opportunity to have their prior learning assessed, their skills validated and if necessary be able to take part in further training is essential to quickly get a job. Establishment efforts also need to be more effective by increasing the quality and personalization in order to contribute to a shorter establishment time. So the Likehome project is one way for integration and inclusion in the society. The integration of migrants – both new arrivals and those who are established in Sweden – involves a wide number of stakeholders both at the national and the municipal level. The public employment service is responsible for coordinating the introduction programme; drawing-up a customised plans; assessing and granting introduction allowance; procuring introduction guides; and organising settlement and accommodation for those migrants who are eligible for the introduction plan but who have not been able to find accommodation by themselves. There are, however, many other actors involved: Municipalities are responsible for arranging SFI, offering civic orientation, and providing access to schools and making accommodation available to PES. Municipalities are also responsible for providing childcare for newly arrived immigrants with children (a critical pre-requisite to enable job search and work), and for providing social assistance for migrants who require it following the end of the two-year introduction period. The Swedish Migration Board is responsible for the settlement of quota refugees and new arrivals who are not entitled to an introduction programme (those asylum seekers who are resident in Migration Board facilities and have not yet been granted permits). In addition, it is responsible for the compensation to municipalities and county councils for the reception of new arrivals. The county administrative boards are in charge regarding readiness and capacity of municipalities to receive new arrivals. They sign reception agreements with municipalities, as well as bringing about a regional collaboration between municipalities. The Swedish Social Insurance Agency is responsible for the housing allowance and payment of the introduction benefit on the basis of information provided by the PES. Additional agencies are involved in the process of the recognition and validation of foreign qualifications and skills
- #3 In general, an APL procedure focuses on a certain qualification. The acquired competences, gained through informal and non-formal learning, are compared with the learning outcomes of a formal qualification. The aim of an APL is to accelerate formal learning programmes or to enhance the employability and mobility of the applicant/employee. The following documents and items may be accepted as proof of acquired competences: Reports, diplomas, certificates and reports of assessment interviews. Methods of assessing the competences may include: the portfolio, assessment, criterion-oriented interviews, workspace observation or other forms of testing. Usually a mix of methods is applied, depending on the aim, the target group and the competences to be assessed In principle, the final product of an APL procedure is the APL certificate. The proven competences are weighed against the learning outcomes of a qualification for vocational education or another standard which employers and employees regard as relevant Once recognised, prior learning can be used by students to gain credit or exemption from parts of a study programme they already have learned. It can also be used for personal and career development. Higher Vocational Education (HVE) The Swedish Public Employment Service is divided into 68 labour market regions. This division is based on the commuting patterns of employed persons, and on the regional preferences of the companies in connection with staff recruitment. The labour market regions are in turn brought together in four market areas. The Swedish Council for Higher Education (UHR) is a Swedish government agency with many different tasks in the education sector. It has 300 employees who are located in Stockholm and Visby. The Swedish National Agency for Higher Vocational Education is responsible for Higher Vocational Education in Sweden (HVE) and the key function is to ensure that HVE programmes meet the labour market's needs for qualified workforce.
- #4 A mechanism must be in place to ensure the individual has done the work in the portfolio. Work could be signed off by the assessor.
- #5 The most common way of documenting experience based knowledge/learning is by using the portfolio model. To create a portfolio for assessment is described as a strict and demanding process. During this process the learners develop not just their self-assessment skills, but also skills in writing and communication. Those who complete the portfolio usually have a clearer idea about what they really know, what they do not know and what they want to know. The portfolio process is also a way to develop responsibility, hence this process should in itself be regarded as a learning process.
- #7 Portfolios are one of the most complex and frequently used methods to document evidence for assessment purposes. Portfolios aim to overcome the risk of subjectivity by introducing a mix of instruments to extract evidence of individuals’ competences and can incorporate assessments by third parties. They provide the audience with comprehensive insights into the achievements and successes of the learner. Portfolios can include evidence extracted through a combination of methods. It is argued that the kind of reflection and investigation associated with portfolio methods empowers people undergoing validation, which helps them obtain jobs or choose appropriate further education. Portfolios can be developed to help disadvantaged people out of social exclusion or into employment by considering their specific characteristics.
- #8 Building a portfolio is a time-consuming exercise from the point of view of the applicant, but is nevertheless a popular method as candidates have the possibility to show their competences in a flexible and authentic way. Portfolio assessment is often dependent on good written documentation of the individual’s skills. Undocumented or tacit knowledge is harder to identify through this method, a fact to be considered when deciding on the mix of tools to be applied in a validation process. The portfolio method can prove difficult for some and should be supported by relevant information and guidance. The most serious risk in preparing portfolios is lack of focus that can occur when applicants prepare them alone or with little mediation from a counsellor. Counsellor aid and sufficient time for self-reflection are, therefore, crucial to this method’s effectiveness and fairness. In the process of self-assessment against curriculum standards, guidance should be at hand to explain the theoretical concepts and help the transfer from theory to practice.
- #9 Every potential employee should take part in a criterion-based interview. It assesses a combination of your skills, knowledge, behaviour and personal qualities. Criterion-based interview are a series of structured questions that relate to the job you’re applying for. Each question looks for specific examples of how you’ve behaved in different situations. This information is gathered and weighed against each 'criterion' relevant to the role. The questions are directly related to the skills you’ll need to meet the role’s criteria. This type of interview also ensures objectivity, structure and consistency.
- #10 Sweden have not one place for a “Country Education Profiles” database but different websites with information about higher education, technical and vocational and post-secondary qualifications. Migration-relevant country education systems (structure, framework, governance, quality assurance procedures, public-private sector trends, and institutional status) are described in this webpages. Utbildningsinfo.se is a web site for students, parents and professionals in the field of education. The site is a source for collected, current and neutral information about education in Sweden, which is financed or supervised/monitored by the state. The web site contains different parts: a search tool for educations in Sweden, a web-based career guidance tool, a description of the Swedish school system, a personal folder and a special section for guidance practitioners. Search education or school (Sök utbildning) Under Sök utbildning (Search education) there is information about education in Sweden. There are several ways to make a search: for comprehensive school, for upper secondary school, education for adults (including universities and university colleges, Advanced Vocational Education and Training, municipal schools for adults, The Swedish Folk High Schools) or Swedish for immigrants. Choose and plan (Välj och planera) web-based career guidance support Välj och Planera (Choose and plan) is a web-based career guidance program. It contains different tools, such as pedagogical texts, exercises, examples in a well-structured matrix and it supports raising awareness about different issues that are important in a career choice. The program can be used independently or with the assistance of a career counsellor. Additional information is provided in the accompanying guide. The Swedish school system (Utbildningssystemet) This map of the Swedish school system is providing an overview of the structure and the connection between the different parts of the Swedish education system, from preschool to university studies. With a single click one can quickly go to the form of education one would like to know more about and find information regarding the type of activities, the assessment procedure etc. My folder (Min mapp) In Min mapp (My folder) one can shape his/her own content by, for example, writing a CV, making a plan and gathering contacts. Search results and results from the "Choose and plan" section can also be saved here. Furthermore, the personal folder can be of help when one is searching for education.
- #11 Evaluation of foreign qualifications To make it easier for someone with a non-Swedish qualification to study or look for work in Sweden, UHR evaluates foreign upper-secondary, post-secondary and academic qualifications and compares them to Swedish qualifications. This work is important in helping jobseekers with foreign education onto the Swedish labour market, as well as making it possible to apply for Swedish higher education. The evaluations are based on international agreements on qualifications’ recognition. UHR also provides information nationally about foreign qualifications and internationally about Swedish qualifications. UHR is also the advisory centre for the Professional Qualifications Directive and provides information about work in regulated professions within the EU. International cooperation and mobility UHR works to improve standards in Swedish education by providing people with opportunities for participation in international exchanges and cooperation. Via UHR’s programmes, schools, higher education institutions, vocational and adult education programmes and others are able to apply for funding for projects conducted in partnership with other countries. Teachers, students and pupils are examples of groups which may participate in exchanges. UHR also offers opportunities for work exchanges for state employees and preparation for work and traineeships at EU institutions. Information about higher education UHR provides information about higher education so that applicants can make well-considered choices. We also work with career and study guidance counsellors in our information activities and provide inspiration about higher education, such as following websites.
- #12 The Australian system of screening skilled migrants are only for high skilled immigrant, not the low skilled immigrants. The procedure needs two 2 different systems, adapt the system for high skilled immigrants or develop a new system for low skilled immigrants. This applies to Migrants that leave their country for financial reasons (often due to the economic crisis). To implement this approach, as a prerequisite stands the use of e-sources, supported by global regulatory body partnerships should be employed to facilitate pre-migration qualifications screening of skilled migrants in regulated fields, in addition to offshore administration of mandatory language and professional exams. Since a great number of Refuges in Sweden are asylum seekers and many with low education, this system is not suitable for Sweden. The implementation of a pre-migration screening and examination will be very difficult to implement in Sweden. At the moment Sweden don’t have the system and resources for this screening system.
- #14 Arbetsförmedlingen (the Swedish Public Employment Service) is one of several agencies that help recently arrived refugees and immigrants get started in their new community. If the migrant are among those entitled to an establishment plan, they will have a meeting with an establishment case worker from Arbetsförmedlingen to talk about what they need to do in order to start looking for work. The establishment plan will consist of various activities to help the migrant on the way to getting a job.
- #15 What these activities are will depend on the needs, but they must include Swedish for Immigrants (SFI), employment preparations (e.g. traineeships or validation of education and work experience) and a civic orientation course intended to give a fundamental understanding of Swedish society. The time the migrant spend on these activities should be equivalent to a full-time job, which means 40 hours a week. The establishment plan should typically extend over 24 months. The aim of the establishment plan is to learn Swedish and find a job as quickly as possible so that migrants are able to support their self.
- #16 Since the 2010 reform, each participant of the introduction programme has the right to an “introduction plan”. This introduction guide is an individual contracted to guide newly arrived immigrants during their first years in Sweden. The roles of the guide include: the provision of support in looking for work and career guidance; advice on social matters; and the provision of access to networks. Introduction guide services are contracted out to private organisations or companies to whom the PES pays a monthly fee, which is supplemented on the basis of the employment results of the programme participant. The PES provides information on the guides from which participants can choose. The PES does not, however, make recommendations regarding the choice of guides. If the participant does not choose a guide, one is assigned on the basis of residential proximity. Job-seekers who are not covered by the introduction act are referred by the PES to “complementary actors” who provide job-search support based on each participant's specific needs.
- #17 Validation is one way of improved recognition procedure in Sweden.
- #18 This means an assessment of an individual's knowledge and competence, regardless how, where or when they were acquired - in the formal education system or in some other way in Sweden or abroad, just recently or a long time ago. Through validation the real knowledge and competences that an individual has gained, are being identified and documented. The knowledge and competences could have been acquired through formal learning (organized education within the official education system), through non-formal learning (education organized beside the official education system) or through informal learning (from working or of everyday life).
- #19 Another example is the Retail model Retail model used for assessment/validation in the Swedish Trade Federation and is produced by trade expertise Agency in consultation with industry associations in trade. Retail competence agency task is to work with competence, of trade. The key words are the industry benefits, business benefits and ease of use. Retail skills agency responsible for validating the trading sector. The validation is carried out throughout the country in groups of 12 participants. Information about the operator: Working on behalf of the Swedish Trade to strengthen businesses by providing effective models and tools for the industries development and assessment of competence. When to use it: Retail model can be used in a variety of contexts depending on the steps in the model that are used.
- #20 Bridging courses (complementary education). The Swedish government has allocated additional resources to maintain the number of places on bridging courses for a selected number of regulated professions such as teachers, lawyers, doctors, nurses and dentists. This offer could be expanded beyond these regulated professions.
- #21 Korta vägen is an initiative of the Swedish Public Employment Service (Arbetsförmedlingen, AF) and Swedish universities. The aim is to help foreign academics establish themselves professionally as soon as possible after their arrival in Sweden. To join the initiative, you need to have an academic degree, or at least three years of academic studies. There can be exceptions if the migrant have 2 years or more of studies, and applying for jobs in sectors where there is a shortage of applicants and competence. The program is held in around 20 cities in Sweden. The program is 26 weeks, and includes studies in Swedish language, Swedish work life and job search in Sweden. An internship is normally included. Since the start in 2010, 60% of the migrants taking part in the program has got an employment matching their education, or very close. 35% have decided to pursue academic studies to better their chances on the labour market. The course includes modules such as: Mapping and assessment Professional coaching with a focus on study and vocational guidance Civic orientation and Swedish working life On-the-job training Language training for your specific profession
- #22 Supplementary education and training If the migrant have a foreign teaching degree they can also attend a bridging programme that makes you qualified to teach in Sweden. The supplementary education varies in length depending on the previous education and professional experience. The education takes place at six centres: University of Gothenburg, Linköpings University, Malmö University, Stockholm University, Umeå University and Örebro University where Stockholm University has the co-ordination responsibility.
- #23 Knowledge of the host-country language is a key factor in determining the speed and success of integration – both economic and social. Language skills are an essential prerequisite in the ability of the foreign-born to form networks with the native-born population and search for a job. And, since both networks and employment are important routes through which to build further language skills, poor knowledge of the host country language can prompt a vicious cycle. In terms of the use of migrant skills, language abilities have not only a substantial impact on the transferability of skills, but are also a key component of further skill acquisition. In 2010, only 13% of migrants to Sweden came from a country in which one of the main official languages was Swedish. This compares with over 45% of immigrants to Canada, France and the United Kingdom, and up to 76% of immigrants to New Zealand. Policy governing basic skills and language in Sweden o Language training in Sweden is a mandatory component of the introduction plan, co-ordinated by the public employment service. The provision of Swedish for Immigrants (SFI), however, is the responsibility of the municipality and as such can vary from one municipality to the next. Municipalities are obliged to offer SFI for municipal residents who lack basic knowledge of Swedish the quality, however, is variable, and while in some municipalities the offer is highly developed – even including language training tailored to particular professions – elsewhere the offer is more limited. In addition to providing adult immigrants with a basic knowledge of the Swedish language, SFI aims to give illiterate immigrants the opportunity to learn to read and write, developing their ability to communicate in Swedish, both orally and in writing. SFI is also intended as preparation for further study. Depending on their educational background and prior knowledge, students are placed within one of three programmes with varying degrees of intensity and ambition. SFI courses can be based within municipality-run schools or can be contracted out to external providers. In 2010, about 35% of the students were enrolled in courses offered by private institutions, adult educational associations (Studieförbund) and folk high schools (Folkhögskolor).
- #24 Beyond SFI, municipal adult education at basic level (Komvux) and for those with learning disabilities (Särvux) aims to give adults the knowledge they need to take part in society and the labour market as well as to prepare them for further study. Municipal adult education at upper-secondary level corresponds to the levels set for pupils at upper-secondary school
- #25 Newly arrived student older than 15 years will end up in Language Introduction Program (LIP) at upper secondary school level. 36,000 students (79 % male and 21 % female) attended the LIP in the autumn of 2016. The LIP is specially designed for newly arrived without previous knowledge in Swedish language, with the purpose of preparing them for a transition to other individual, vocational or university preparation programs (granting degree and for some eligibility to higher education). That, however, takes time: according to the SNAE (Skolverket, 2016b), only about 9 % of the students enrolled in the program in 2011 had successfully graduated from a national program five years on. Asylum-seeking and undocumented children are eligible to enter the LIP until they turn 18, but when asylum is granted the age limit goes up to 20 (as for Swedish citizens). Thus, after they have turned 18, asylum-seeking children face legal obstacles in enrolling in upper-secondary education or getting transferred from the LIP to regular programs (Skolinspektionen, 2017a). Even worse, asylum-seeking and undocumented children must leave the program once they turn 18, although the legislation is not clear on this particular issue (Skolverket, 2017b). Beyond age 18, there are actually no legal educational options for asylum-seekers since adult education is closed for them. But, even if they do not have a right to further education through another program, there is no legislation that explicitly forbids municipalities and schools to allow them entrance. We simply do not know how many principals, school administrators, and study counsellors are aware of that possibility and make use of it.