Get documents about "Mentoring_European
Document Sample
Transnational Report
on
Refugee Mentoring
A report researched and produced for the EQUAL Transnational Partnership:
The Integration of Refugees and Migrants into the European Labour Market
by:
Ergon K.E.K. (Athens, Greece)
QiA Berlin (Berlin, Germany)
Refugee Education and Training Advisory Service (RETAS) (London, UK)
Refugee Women's Association (RWA) (London, UK)
May 2003
1
Transnational Report on Refugee Mentoring
- CONTENT -
Page
INTRODUCTION / OVERVIEW / BACKGROUND
What is mentoring 3
Aim of the report – introduces a number of mentoring schemes
tailored for refugees in each country
Greece Overview 4
UK Overview 7
Germany Overview 9
Country specific context in:
Employment Barrier
Regulations
Research done by various organisations in each country
Current measures in combating refugee unemployment
MENTORING IN CONTEXT
Greek Programmes
UK Programmes
German Programmes
USEFUL CONTACT INFORMATION
Useful Contacts 32
References 33
2
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
INTRODUCTION
General
The Integration of Refugees and Migrants into the European Labour Market partnership
aims to collaborate to collect, analyse, and publish a wide range of information and data in
the following areas:
Mentoring
Recognition of qualification
Vocational training
Raising awareness among the general public and specific groups (Unions, Schools,
Media etc.)
This report focuses on the work being done in the area of Mentoring.
Mentoring
“The purpose of mentoring is to support and encourage people to manage their own
learning in order that they may maximise their potential, develop their skills,
improve their performance and become the person they want to be.”
- Eric Parsloe
The word mentor is of Greek origin and describes the relationship between a youth and an
adult. The adult supports, guides and accompanies the youth through life challenges. In our
days mentoring is no longer restricted to relationships between people of different age, just as
well mentor and mentee may be of the same age.
Refugee mentoring is a proactive structured or formalised one-to-one supportive and
empowering relationship which aims to help and encourage mentees from refugee and
asylum seeking background to develop to their fullest potential and also their own vision for
the future.
Aims of this report
This mentoring report aims to:
- Paint a picture of the current situation refugees and migrants face in Greece, Germany
and UK respectively
- Describe the existing refugee and migrants mentoring schemes tailored for refugees in
each country
- Explore the effect of new methods being experimented for the first time in the context
of the EQUAL program
3
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
GREECE OVERVIEW
Background – The present situation of immigration in Greece
Statistical data
Today, Greece has one of the biggest percentages of immigrants in Europe, represents 8
percent of Greece‟s population of 11 million and 15 percent of the country‟s workers.
According to the National Statistics Agency (ESYE) the number of immigrants in Greece, in
2001, was 797,093. During summer 2001, 367,000 migrants submitted applications for
temporary residence permission. With regard to the country of origin, 64.91% come from
Albania, 6.53% from Bulgaria, 4.52% from Romania, 3.17% from Pakistan, 2.64% from
Ukrainia, 2.01% from Georgia, 1.77% from India, 1.67% from Egypt, 1.5% from Philippines,
etc.
According to the same data, 38.39% of them are between the age of 30-34 and 43.47% are
women. The majority of migrants in Greece, about 51% have settled in the areas of Athens
and Thessaloniki.
Demographic studies predict that as many as 3.5 million immigrants will settle in the country
over the next 12 years, consisting a quarter of the country‟s population. The United Nations
estimates that the population of Greece will grow up to 14.2 million by 2015. About 3.5
million will be immigrants from outside the European Union.
A. Development of Immigration in Greece
YEAR NUMBER OF IMMIGRANTS IN GREECE TOTAL POPULATION
1951 30,571 7,632,801
1961 54,736 8,388,553
1971 92,568 8,768,641
1981 171,424 9,740,417
1991 167,276 10,259,900
2001 797,093 10,939,771
Greek National Statistics Agency (ESYE)
B. Development of Refugee and Asylum Seekers in Greece
REFUGEES 2002
LOCATION OF UPROOTED PEOPLE
EUROPEAN UNION COUNTRIES
COUNTRY NUMBER OF REFUGEES
Greece 13,172
Germany 988,533
France 166,152
UK 187,950
Spain 6,696
Portugal 410
Italy 22,870
Belgium 12,929
Holland 230,888
4
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
Finland 12,728
Sweden 164,091
Luxembourg 1,201
Denmark 72,649
Austria 17,092
Ireland 14,439
Legislation
Big changes in the legislation concerning migrants and refugees have taken place in Greece
in the last years. The first piece of legislation concerning immigration was entitled „Entry-
exit, Sojourn, Employment, Deportation of Aliens, Recognition, Procedure of Foreign
Refugees and Other Provisions‟ (law 1975/1991). The law concentrated on the development
of stricter police control throughout the country and the border regions in particular. Its main
objectives were to impede the entrance of illegal immigrants and facilitate the expulsion of
those already present in Greek territory. Thus, the law simplified the expulsion procedure,
giving a certain degree of autonomy to local police and judiciary authorities and also
penalising illegal alien stay in Greece. The aim of law was to bring Greece in line with
European partners, co-signatories of the 1990 Dublin convention (ratified by Greece law
1996/1991) and the members of the 1990 Schengen treaty, to which Greece had the observer
status at the time.
The presidential decrees of 1996 that amend the aforementioned Law 1975/1991 introduces
some social welfare measures in favour of immigrants in Greece, as social security, and
ensure the same employment and social rights as natives. It provides also the possibility for
the reunion and residence of the family members of immigrant in Greece.
However, two Presidential Decrees (no. 358/1997 and no. 359/1997), issued in November
1997, inaugurated the first regularisation programme for illegal immigrants in Greece and
provide them (if their application fulfilled the conditions defined by authorities) with white
and green card. Both cards provide migrants with the rights of natives in the labour market.
A committee consisting of a magistrate, representatives from OAED, the ministry of labour,
the Police Aliens Bureau, and the General Confederation of Greek Workers determined the
award of Green Card.
According to the data available, by the end of May 1998, 373,700 undocumented immigrants
applied for a White Card, valid until 31 December 1998 and intended to be replaced by the
Green Card, valid for a period of one to five years. On 31 January 1999, nearly 180,000
people had applied for the Green Card. The relevant deadline had been moved forward four
times and eventually expired on 30 April 1999.
Law 2910/2001: “Entrance and residence of aliens in the Greek territory. Acquisition of
Greek citizenship by the process of naturalisation”, drafted and presented to Parliament
by the Ministry of Interior Affairs, took effect on 03.06.2001. The ambitions of law were
to regulate comprehensively matters that are related tot he legal status of aliens in Greece,
including the entry, work, residence, expulsion, as well as the regularisation of illegal
immigrants and the acquisition of citizenship by aliens. In other words, the government
seems to put, for the first time, the fundamental basis for a spherical approach to the
immigrant phenomenon, leaving aside, at least formally, the Ministry of Public Order and
decentralising the whole procedures. This means that more responsibilities and
5
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
competencies were given to the local administration (municipality, prefecture and the
periphery). But, in practice, many difficulties have arisen in implementing the law.
Because of the large numbers of applications submitted and the restricted capacity of the
administration to examine all of them, within the set time limits, the government passed
the law 3013/2002 – amending the basic law 2910/2001 – providing the extensions of
temporary residence permits till 31 December 2002. For the same reason, in 30
December 2002, the Minister of Interior Affairs Costas Skandalidis announced a new
extension till 30 June 2003, legalised by the law 3103/2003.
Another bill, which is scheduled to be tabled in parliament the week 14-18 April 2003,
contains provisions: to cancel the health certificate requirement for migrants seeking to
renew their residence permits, to reduce the application fees for applying Greek
citizenship and for the renewal the one-year residence and work permits.
In the capacity of Greece holding the EU Presidency, on 27 February, Greek Public Order
Minister Michalis Chrysohoidis – chairing a meeting of EU interior minister in Brussels –
announced a decision to harmonise immigration policy on family reunification. Ministers
introduced a resolution to allow immigrants who hold a residence permit in any of the EU
nations for at least one year to send for their spouses and children (under 18 and unmarried).
[NEED TO EXTEND TO PUT INTO CONTEXT: THE NEED FOR MENTORING]
Mentoring in Greece
The context of mentoring in Greece is still mainly in Counselling and Advising Services
offered by different organisations, some of which are partners in this EQUAL programme.
Mentoring is considered as the process of forming a relationship between a more
experienced, seasoned and wiser person (mentor) who helps a less experienced person
(mentee or protégé who is not the mentor‟s direct report) develop in some specific capacity.
Mentoring is both value and career-oriented. Value-oriented in that a mentee‟s character and
values are developed, and career-oriented because the mentee is taught the skills and given
information that is relevant to his/her career.
6
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
UK OVERVIEW
Background
Refugees face very high level of unemployment in the UK in spite of the academic
qualifications, professional skills, and work experience that many refugees have acquired and
can offer to employers. A large number of refugees hold professional qualifications in
sectors in which there are marked shortages in the UK, particularly in the medical and
teaching professions, and thus represent a valuable potential resource for these sectors of the
labour market. Research indicates that a substantial proportion of refugees (66%) had been in
jobs in their own countries, many occupying senior professional positions, and that nearly
35% had university or professional qualifications. Thus, refugees are a comparatively highly
skilled, culturally diverse group with real potential to contribute to the UK economy.
Research commissioned by The British Refugee Council, “Creating the Conditions for
Refugees to Find Work” (1999), and the Audit Commission‟s report “A New City” (2000)
highlight the following barriers to employment for refugees: lack of recognition of overseas
qualifications; lack of UK work experience; lack of language and communication skills; lack
of knowledge about job search culture and the labour market; lack of information about
employment and training services (including job centres); lack of funds and childcare
provision; discrimination and racism..
To overcome barriers to employment, agencies that support refugees provide education and
training in a number of areas including English, numeracy and literacy, IT, job search and
business skills that are tailored to meet the specific needs of refugees. At the same time,
refugees are able to access ongoing one-to-one support to help them address their individual
needs as they progress toward further education or employment. Mentoring has developed as
an additional form of one-to-one support for refugee clients that will ideally complement the
training and support services that are already being provided.
Mentoring in UK
Mentoring is meant to be a two-way process, one in which both sides benefit in terms of their
personal development and are mutually satisfied with the outcomes. While mentoring
occurred naturally in traditional societies, e.g. through tribal elders who shared their wisdom
with youth, it is less often practised in the modern world. More and more, organisations in
the public and private sectors are adopting mentoring to the needs of their organisation and
employees and mentoring is being re-invented (Good Practice Guide for Mentoring Work
with Refugees, Refugees Education and Training Advisory Services, 2001)
It has been recognised that many refugees and asylum seekers utilise mentoring informally to
solve their everyday problems (Refugee Mentoring and Employer Network, Guideline on
Mentoring for Refugees, 2002). They turn to people in their communities for help and advice,
emotional support and comfort in critical situations. “They share a common heritage and
common experience of expatriation and dis-empowerment. Many refugees have made
significant differences in the lives of their compatriots.” Thus, these programmes build upon
a tradition of providing help and support within one‟s own community and provide further
support as they are linked with related services within refugee agencies that can additionally
benefit refugee mentees.
A range of mentoring schemes are described in this report that are generally oriented toward
providing information, guidance and support to refuges. They vary in terms of target
7
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
group/mentees, target mentors, the mentoring process, the training or preparation process,
and the goals of the scheme. It is useful to consider a variety of schemes and the special
issues that may arise when developing a scheme based on a particular target group/goal. It is
also important to assess whether mentoring may be an approach to addressing discrimination
against refugees as it rings individuals and organisations, e.g. employers and schools, into
contact with refugees and therefore raises their awareness of the skills and experience
refugees bring to the UK, as well as the difficulties they face. A major aim of the LEADER
project is to combat discrimination against refugees in the UK labour market by involving
employers and UK professionals (e.g. doctors) in mentoring programmes for refugees.
In addition to voluntary mentoring, it is important to note that there are UK programmes
where qualifications are offered to individuals interested in becoming professional mentors.
Thus, mentoring may not only be used to support refugees in seeking jobs, but also to prepare
refugees for careers as mentors. In the UK, mentoring is also being supported at a
government level through a National Mentoring Network (www.nmn.org.uk), as well as
regional networks. These networks provide national mentoring awards and assist
organisations in funding their mentoring schemes.
8
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
GERMANY OVERVIEW
Introduction
This report gives a summary of first experience in the application of mentoring schemes in
the federal states of Berlin and Brandenburg. Mentoring is a process in which individuals are
assisted and promoted by volunteers. The idea as such is known in Germany as well. The
present report was prepared in connection with a transnational project in which the Berlin
Commissioner for Integration and Migration co-operates as German partner. Especially in
Great Britain mentoring schemes have proved to be very successful in the work with migrants
and refugees. Here the concept is applied more extensively.
Members of development partnerships first of all have to establish whether, and how,
mentoring schemes could be integrated into their work. To start with, participating projects of
the QiA development partnership studied four mentoring programmes currently applied in the
federal states of Berlin and Brandenburg, which are described further down in this report. Not
all of them focus on migrants and refugees in particular. Certainly this report cannot give the
full picture. Teams whose projects are not included in this first version are invited to report
about their experience.
Following an invitation of the Berlin Commissioner for Integration and Migration a
transnational seminar on the application of mentoring schemes was held in Berlin on 24
January 2003. It was attended by British and Greek partners, with projects from the federal
states of Berlin and Brandenburg introducing themselves, too. The discussion of the various
schemes encouraged several QiA projects to try out mentoring programmes in their future
work with migrants and refugees as well.
The EQUAL Programme of the European Commission
The implementation of the EQUAL programme of the European Union aims at taking
concrete steps to combat discrimination against migrants in the labour market. The grounds
for discrimination covered by the project are those identified by Article 13 of the Treaty
Establishing the European Community, i.e. discrimination based on sex, racial or ethnic
origin, religion or belief, disability, age or sexual orientation. EQUAL forms part of the
European Employment Strategy and is financed by the European Social Fund (ESF).
Granting new opportunities and combating discrimination on the labour market requires the
close co-operation of the major actors and institutions in the labour market. Consequently,
EQUAL supports co-operation rather than individual projects. The EQUAL programme
refers to such partnerships as Development Partnerships.
The Development Partnership combines different institutions, organisations and other groups
with experience in the sphere of work and in handling discrimination issues. In each case
"key participants" from the labour market are involved, including local and regional
administrations, labour offices, migrant and other non-governmental organisations, the
business sector and the trade unions.
QiA Berlin: Qualification programme for intercultural work
(Intercultural Vocational Training), an EQUAL Development Partnership
Under the European Commission‟s EQUAL programme, the Commissioner of the Berlin
Senate for Integration and Migration co-ordinates a Development Partnership which involves
welfare organisations, other non-profit organisations and public institutions. They implement
9
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
individual projects and share responsibility for the QiA Berlin Development Partnership. The
projects are scheduled to run until summer 2005.
The Development Partnership strives to improve the employability of migrants. QiA aims at
using and promoting the skills people bring with them such as language or cultural
understanding. Some objectives of the projects are accomplished by drawing the attention of
organisations and government bodies to the specific difficulties and needs of migrants.
The project aims at opening up vocational training programmes to intercultural aspects.
Therefore, it focuses on training programmes for migrants and refugees. Individual
programmes are carried out in three areas:
- training of community/municipal interpreters in the health sector;
- training for the hotel and catering trade;
- training in the field of health and social welfare.
A second focus addresses welfare organisations as employers. Three organisations co-operate
in a communal project exploring how such organisations can be reformed from within. As a
result they should be able to deliver better service to their multi-ethnic clients. This is to be
attained, among other things, by a higher number of migrants among their own staff.
Transnational partnership
Discrimination on the labour market may affect residents in all EU member states. As a
result, various national solutions have been developed by these countries. One goal of the
EQUAL programme is to promote the exchange of knowledge and best practices among EU
member states. Therefore, all Development Partnerships co-operate with counterparts in other
member states. Development Partnerships may also include countries from outside the EU.
QiA Berlin works across Europe with three other Development Partnerships in two member
countries which, like QiA, look into the integration of refugees and migrants into the labour
market and the reduction of discrimination at work in their countries.
The transnational partners of QiA Berlin are:
- ERGON KEK (Athens), focuses on vocational training programmes;
- RETAS (London), works with refugees;
- The Refugee Women‟s Association (London), provides training and advice to refugee
women.
The transnational partnership identified a number of topics to be dealt with in a comparative
way. The participating countries will draw up reports on their experience to enable the others
to learn from the practical work with migrants in the partner countries. The utilisation of
mentoring schemes in the work with migrants and refugees was the first topic studied by the
transnational partnership.
What mentoring can achieve in the work with migrants and refugees
The word mentor is of Greek origin and describes the relationship between a youth and an
adult. The adult supports, guides and accompanies the youth through life challenges. In our
days mentoring is no longer restricted to relationships between people of different age; just as
well mentor and mentee may be of the same age.
10
Transnational Report on Refugee Mentoring
Introduction / Overview / Background
We differentiate between natural and institutionalised mentoring. Natural mentoring include
relationships between friends, colleagues, among learners, in training or guidance.
Institutionalised mentoring take the form of structural programmes with mentors and mentees
being selected for the respective formal framework. Mentoring is a learning processes
between two people. Their relationship is voluntary and based on confidence. The mentor-
mentee relationship may well be compared to a tandem where the mentor supports and
empowers the mentee; the direction, however, is determined by the client.
Mentoring schemes are highly dependent on voluntary work and can be used at different
stages during one‟s life. They have three major objectives:
First, improve the results at vocational training or a course at university. Second, prepare
people to enter the labour market. Third, promote the development of the individual and
empower people with personal or social problems to make decisions.
Further aspects have to be taken into consideration when it comes to migrants. Often this
target group feels uncertain about contacting public offices and authorities. Language barriers
and a lack of knowledge on the legal situation often result in a unclear picture and a lack of
orientation. Such problems can turn out to be additional handicaps when searching for
perspectives on the labour market. Mentoring schemes can support migrants here and open
doors for them.
Especially in Great Britain mentoring schemes have proved to be very successful in the work
with migrants and refugees. Here the concept is applied more extensively with special
importance being attached to the preparation, qualification and supervision of the mentors.
11
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
MENTORING PROGRAMMES FOR REFUGEES IN GREECE
I. Process of Mentoring of Vocational Training Agencies
Good Practice Employment Models
1. Vocational training
2. Job searching techniques
3. Personalised help
4. Informing employers about training and subsidy employment programmes
5. Inviting employers to conferences related to employment matters
6. Access to a database in which employers can look through the student CVs
7. Job Club
Analytically:
1. Vocational training
Political refugees go through vocational training, within the framework of the Greek
Manpower Employment Organisation (OAED) for strengthening and integrating the groups
of population facing or endangered with Social Exclusion.
2. Job searching techniques
The purpose of this session is to put forward a practical approach to job searching which
political refugees go through in order to learn specific skills in order to approach the
employers.
The most commonly used techniques are: self-assessment, researching the market through the
sources of information about job vacancies, preparing a CV, applying for jobs, preparing for
job interviews.
3. Personalised help
Individuals are receiving psychological support and counselling by specialised counsellors.
This aims at:
Finding out the individual vocational abilities, skills and inclination
Preparation of the individuals for their integration in the labour market
Successful matching of labour supply and demand
4. Informing employers about employment subsidy programmes
VTCs inform the employers either on the phone or by visiting them in their premises about
the OAEΔ (Creek Manpower Employment Organisation)
Subsidy employment programmes for the political refugees:
Subsidy programme for enterprises, which hire employed political refugees after the
termination of a vocational training course. The subsidy programme lasts for 3 years and
the money received by the employer is between 20.54 – 23.48 euro for each individual
employed person.
Subsidy programme for new freelance professionals, for the unemployed refugees who
decide to solve their unemployment problem, by creating their own small enterprises.
5. Inviting employers to conferences related to employment matters
12
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
Employers are invited to conferences organised by the VTCs or other social partners related
to “Reception and integration of refugees”, in order to be officially informed about the new
manpower which must be integrated into the labour market.
6. Access to a database in which employers can look through the students CVs
Ergon KEK created an Internet web site through which employers can have access to students
CVs, therefore they canchoose the most suitable students for their employment vacancies.
7. Job Club
Vocational Training Centres are ready to start operating a Job Club programme for
unemployed people in general as well as political refugees.
The Job Club will offer a professional approach to job hunting. It will provide the
individuals with the psychological support and resources in order to look for work. This will
include:
An experienced job club leader to put people on the right track
Use of telephone, fax, word processors, photocopiers, stamps and stationary
Newspapers, professional magazines, employers advertisements
Other people in the same situation in order to encourage and support each other in the job
search.
The unemployed people attending the Job Club will be able to prepare their CV, fill the
application forms, and make speculative approaches to employers always with the support of
the job club leader as well as the encouragement of each other.
General Comments
From our experiences at Ergon KEK we believe that political refugees could easily find a job
through the OAEΔ subsidy employment programme.
We have experienced no racist attitudes whatsoever from the employers. On the contrary
they have been very co-operative and sensitive towards the political refugees.
The main reasons that political refugees have difficulties in getting a job is the lack of the
Greek language and their uncertainty about whether they will stay in Greece or will move on
to other parts of Europe.
We could say that in the year 2000-2001, 60% of all political refugees who attended a
vocational training course at the Ergon KEK could easily have a job, provided that they had a
better command of the Greek language and are willing to accept the jobs which they were
offered.
13
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
II. Process of Mentoring / Counselling at the Medecins Sans Frontiers Greece
(MSF-GR)
The Social Service of the Polyclinics of Athens and Thessaloniki of the MSF of Greece
provides to immigrants and to refugees a complex of reinforcing and bi-directional services.
Well-grounded scientific volunteers are spared to provide to any of serve d individuals
counselling and supporting services on the basis of knowledge, experience and compulsory
professional practices. Till now, according to the function of the Social Service of the
Polyclinic is ascertained that in a lot of requests the foreigners are raising, the suitable
solutions are finding.
The field of the scientific responsibility of the professional personnel, social workers, who
staff the Polyclinics, is detailed as follows:
Takes the social record and is in constant contact with each person according to the case
Identifies the weak features of each person and helps him/her to get his strong features
out through a method that stimulates the person and urges him/her to self-activity
Stress on and evaluates the needs of his target group (immigrants – refugees) and handles
its issues with caution and professionalism
Keeps the rules of etiquette that are directed by the Science of Social Work, with loyalty
to the principles of the staff‟s profession.
Provides to be constantly aware regarding the sources of the Community as well as of the
Institutions where the patients can be referred. Supports its job upon the linking and
develops collaborations with colleagues as well as with the broader professional network.
Is instructed and improves his knowledge on issues concerning the immigrants and
refugees problems, such as legal, insurance and working issues, either by direct contact
with the institutions or by following training meetings.
Keeps a record of the Social Service cases
Collaborates with the Inter-scientific Group of the Polyclinic for promoting issues
regarding sick immigrants and refugees
Participates to the efforts for getting material resources for covering the needs of any
served person
Our approach is based on the principles of Social with individuals Method (Case Work) and
Social Work with Family (Family Therapy) that are provided by the science of Social Work.
The goal of our intervention is based on the self-activity of the client.
More specifically, the offered services regarding reception, information, counselling,
problems solving as well as the inter-linking of the target group are analysed as follows:
Ensuring good co-operation and continuous monitoring of the course of cases, as well as
evaluating the effectiveness of our actions for such beneficiary as well as for all, can be
achieved if constant schedules of ordinary sessions with the beneficiaries have to be
followed. These ordinary sessions have the following aims:
1. Knowing the served persons: takes part during the preliminary interview and is
completed in the first ordinary session by the dossier editing (see b), the period of the first
week of the participation of the person into the programme. Creating a friendly
environment and mutual trust is fundamental for any co-operation that follows. The
beneficiary, his standard of living and the reason of his participation into the programme
whilst he/she presents himself/herself and his/her role.
14
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
2. Individual features, dossier editing: the individual features of the beneficiary are
composed throughout an interview and some of them are recorded in a standard way in
his/her personal file, which has been designed in order to include the followings:
Register Number of the served person (is taken during the first session)
Identification and contact data (address, telephone no., etc.)
Family status (in details), supportive environment
Legal and insurance status (record)
Level of education (studies, technical knowledge, abilities)
Working data (experience, updated conditions)
Social-economic data (revenue, supporting resources)
Existing links at the country of access (collaboration of the beneficiary with other
institutions of services provision)
Health status (notes)
Specific features
Brief record, designation of the beneficiary‟s profile
3. Strengthening of self-confidence: is achieved with the following ways:
Supporting the individual by stressing out his/her strong features. Becoming
conscious of his/her abilities
Insuring support and guidance throughout the period of the programme by the
professional himself
Organising the ways of collaboration, setting down practical fundamentals
Clarifying personal motives and aims
4. Scrutinising of needs: is achieved through a structured questionnaire where the
professional is editing the profile of the beneficiary and takes under consideration:
Social and economic status
Family status
Personal aims (direct and indirect)
Abilities
Personal history of achieving the aims (actions, structural thinking, objective methods
ratio, of their management and result)
5. Guidelines: supporting of the individual throughout counselling, which stresses out the
followings:
Providing information (practical information for structures, procedures, seeking
methods of solution and access)
Questions recording, answers finding
Guidance according to the level of integration of the beneficiary into the actual life of
the country of access (through shortage detecting)
Family Support
This specific action regards the served persons who are at the country of access with their
family or they have under their protection other relatives. Within the frame of facing and
supporting the individual in general, as single part of his social reality, the action of the
programme is also extended to his family environment for this is an important factor of
stabilisation of the person as well as of his encouragement.
a) Scrutinising of needs: is achieved with the following ways
15
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
Testimony of the served person, report editing
At home visits, record editing
b) Supporting: The professional has to activate practical ways for supporting the family of
the beneficiary. These ways are the following:
Interviews with the family members
Work with the family as a group (group approaching, potential supporting-
monitoring)
Interconnection with institutions of support (e.g.: institutions/organisations providing
either financial support or first aid material, kindergarten, schools for foreigners,
centres for foreigners, centres for creative employment, associations for employment,
medical services, public institutions and services, etc.)
Interconnection of the individual, supporting of access:
The interconnection of the served person with the institutions, which in specialised way will
promote his/her social support and his/her integration into the labour market, is a particularly
important factor for achieving aims and it is based on the structure of a detailed net of
services provision. Interconnection is effective when the beneficiary him will be aware of
his/her rights, his/her abilities and will be trained in relation to the access procedures, under
the provision that his/her emancipation is supported.
a) Bi-directional interconnection with the institutions of the community that is achieved
as follows:
Providing the served person with information regarding his/her rights as well as the
institutions that undertake their promotion
Informing the respective institutions for the actions of the programme and the profile
of the served person. Development of co-operation.
Mediation of the professional for effective interconnection of the served person with
the responsible institution/organisation/service (appointment fixing, phoning
communication, attending measures)
Training/guidance of the served person for the ways of access regarding his/her
request (procedures, application forms, inquiry)
b) Interviews, recording and testimony of problems regarding access
Supporting the access of the beneficiary into the community institutions is successful if
the following method of solving problems will be implied:
Feed Back of interconnection / result evaluation
Recording of specific problems that the beneficiary has faced during his / her
communication with the institution of reference (emanating by himself/herself e.g.
language deficiency, failing at orientation aspects, failing in understanding of the
given guidance, denial of interference, no participation at the procedure of problems
solving or emanating by the institution, e.g. inadequate attitude of collaboration,
ignorance, denial, misleading orientation aspects)
Testimony of problems regarding the access of the beneficiaries, their identification
and their solving working with both the beneficiaries and the institution, considering
the responsibilities.
The target is to minimise the cases of wrong services for the beneficiaries either due to
ignorance or to poor attitude of the responsible and in addition to support the human
rights.
16
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
c) Guidelines, guidance, activation
Regards information and training of the beneficiary in relation to the:
Ways for the problem solving in the field of his/her interpersonal dealings
Access to information sources
Outlying of personal priorities
17
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
III. Mentoring Process for Refugees at Social Work Foundation
The Social Service for Refugees of Social Work Foundation operates according to the model
below (Holistic model): Every beneficiary describes the issue that concerns them and their
request is made to the organisation.
1. Reception / on duty
Everyday a different social worker is on duty who is involved with the first stage of all
cases, that make the initial contact with the service without an arranged appointment.
Every beneficiary has various needs and requests and therefore all of them demand
different ways of intervention. A collection of data, a primary search of the beneficiary
demands and the realisation of his needs are taking place for the fulfilment of a short
social report. According to the spotted needs, referrals to the authorised organisations or
services are made (liaison with means of the community) Many of the beneficiaries‟
needs stem from practical issues which include a verification letter for the purpose of
enrolment in Greek language courses at the University of Athens, referrals to non-
government organisations, guidance and directions to specific services depending on their
daily demands. The response to the immediate needs is effective because it allows on the
one hand, processing the requests quickly, and on the other hand, it allows the
disengagement of the social workers‟ and refugees‟ from the bureaucratic work. If the
social worker, who is on duty, judges that the case needs immediate intervention and
psychosocial support then the beneficiary is referred to individual sessions.
2. Group meetings
Here the aim is to facilitate the procedure of integration in Greek society (at general and
local level too). This procedure includes the discussion of issues which have risen as a
result of the general requests made by the beneficiaries in the organisation. Particularly,
the issues discussed in these meeting stem from their daily life in Greece and their need
for more information, clarifications or referrals to different organisations, which could
help them deal with these issues. The group meetings are not based only on issues which
the beneficiaries want to discuss in the meetings. Also, a general discussion about their
rights and obligations, work and health issues etc. takes place.
3. Case work
At this stage the need for individualised intervention and psychosocial support have been
realised by the professional (either on duty level or on group meeting level. Specifically
the professional has concluded that the beneficiary is currently dealing with a serious
problem or him/her family is in a crisis situation or that he belongs to a vulnerable group
(single-parents families, unaccompanied minors, chronically ill patients, women in
danger, etc) and therefore the case needs immediate intervention. As a result, an
individualised action plan is designed in order to avoid further complications and negative
side-effects of the living experiences of that moment.
The case work and the group meetings with the beneficiaries (individual, group, family
or/and community) have as their main characteristic the empowerment, so as to become
able to deal with, their living needs in the community of the reception country (on a short-
term as well as on a long-term basis), where there are called to be integrated in.
According to Payne, the goal of empowerment is to help the beneficiaries develop their
capability for taking decisions and actions for their lives, by restricting the affect of the
social and individual factors that create obstacles for the use of the existing power and by
18
Transnational Report on Refugee Mentoring
Mentoring Schemes in Greece
developing the capability and the sense of self-confidence as for its use and by
transferring the power from the environment to the beneficiaries.
IV. Processing of Mentoring of Municipalities
At the Municipality of Athens there is a Foreigner‟s Service Department, which belongs to
Social Care Management of the Municipality. This Department was established after
L.2910/01 which foresees the receipt of justifications for the extradition of the Foreigner‟s,
stay permission, who live in the boundaries of the Municipality of Athens. According to
elements of the Department, during the previous year 55,000 applications were deposited, but
much more persons were served.
The most interesting national groups that visited the department were:
Albanian 54.64%
South American 17.21%
Syrian 5.74%
Bulgarian 5.74%
Egyptian 5.73%
Bangladeshi 4.92%
Romanian 4.92%
Nigerian 4.10%
Their main demand was the extradition of stay permission because of renewal or loss.
The daily duties of the employees of the Foreigner‟s Service Department are the supplying of
information about the required justifications and their receipt for the extradition of the stay
permission.
CONCLUSION
From the above-presented practices of mentoring in Greece we can conclude that mentoring
is practised mainly as career-oriented and social support mechanism by the counsellors or
career advisors of the above-mentioned organisations. It is being perceived as a quick way to
transfer skills and accelerate empowerment of the mentee.
Mentoring is perceived as coaching and support and not as an individualised process that
provides firstly career development opportunities, challenging assignments, sponsoring
advancement, alleged with psychosocial support, counselling and finally role-modelling.
19
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
MENTORING PROGRAMMES FOR REFUGEES IN THE UK
Below are a number of mentoring schemes tailored to needs of refugees that have been
offered by agencies with expertise in employment, education, and integration issues of
refugees in the UK. It includes existing schemes offered at agencies taking part in the
EQUAL funding programme within the linking Equal Access for Disadvantaged and
Excluded Refugees (LEADER) DP and the Refugee Women Empowerment Project DP. Our
activities may be particularly relevant for our transnational partners as the objectives and
activity undertaken by our transnational workplan are based on our domestic activities under
EQUAL. This report follows on from a Mentoring Seminar that was held in Berlin among
the transnational partners.
I. Mentoring for Refugees Seeking Professional Re-qualification
In order to provide support that is tailored to the needs of refugees who are seeking
recognition of their prior skills and experiences within a professional field where recognition
is a necessary for gaining employment. (e.g. medicine, teaching, engineering) mentoring
schemes have been developed. These schemes may provide mentors who are professionals or
retired professionals in a particular field and therefore can offer first-hand knowledge, advice
and support through the process of gaining professional recognition in the UK.
Mentoring programme for Refugee Doctors
Refugee Education and Training Advisory Service (RETAS), London UK
Project Overview
This project is a professional careers counselling and mentoring service specifically for
refugee doctors preparing to register with the General Medical Council, or professional
regulating body for doctors in the UK. Medical doctors, nurses and other professions allied
to medicine account for a significant number of refugee professionals in the UK and represent
valuable potential resources at a time when the National Health Service (NHS) needs more
health professionals. Current estimates (NHS Plan for England, 2000) highlighted a shortfall
of 7,500 consultants, 2,000 General Practitioners and 20,000 nurses. This project aims to
meet a need recognised not only by the government Department of Health and RETAS, but
also by other leading agencies working with refugees such as the British Refugee Council.
Mentoring will be offered as a programme that adds value to those available to doctors at
RETAS in order to provide the fullest range of support possible: initial, general guidance
through its career advisors, followed and complemented by, more precise and comprehensive
information on the structures of the NHS, specialist training and employment opportunities.
Target Group: Refugee doctors not yet achieved professional registration with the GMC,
who needs to take re-qualifying exams (International English Language Testing System
(IELTS) and the Professional and Linguistic Assessment Board (PLAB)
Target Mentors: UK registered doctors.
Recruitment and Preparation of Mentors:
Mentors are recruited through the British Medical Association (BMA)
Mentors complete a 1-day induction programme & training so that they will be able to
deal with any problems faced by their mentees in a sensitive and effective manner.
20
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
Doctor Mentor Handbook: Mentors gain information needed on re-qualification
procedures, funding for re-qualification exams, and training that is available for re-
qualification exams, and additional support that is provided to refugee doctors preparing
for re-qualification in London such as study groups.
Ongoing Support: Mentoring Officers at RETAS will provide on-going support to both
mentors and mentees to evaluate progress.
Goals of Mentoring Sessions:
To provide refugee doctors with advice on the UK Health System, medical career paths,
professional registration, recruitment processes, specialist training, employment
opportunities, professional standards and medical ethics, routes to re-qualification, and
the role of regulation and professional bodies such as the GMC and BMA.
To facilitate access of refugee doctors to clinical attachments, employment opportunities
and further training.
To support refugee doctors through their search for appropriate employment, including
assistance with the recruitment process, application forms and the writing of CVs.
Long Term Impact of Project:
In addition to providing refugee doctors with knowledge, guidance and support to obtain
professional re-qualification, the project also expects to achieve several additional long-term
goals. In order to ensure that this project has a long-term and sustainable impact on refugee
doctors‟ chances of finding employment, it will set up a network and register of experienced
doctors as mentors for refugee doctors seeking re-qualification and employment in the UK.
A database of UK trained doctors will be created to list those who are interested and willing
to act as Mentors. A broad aim of the project is to improve London's healthcare through
facilitating a much-needed increase in the number of doctors. Furthermore, it aims to
improve refugees, asylum seekers and other ethnic minorities' access to healthcare in the UK,
by creating a stream of doctors who are sympathetic to any cultural and languages needs that
they may have.
21
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
II. Mentoring for Employment
Mentoring for Employment
Refugee Council Training and Employment Section (TES), London UK
Target Group: Unemployed refugees and asylum seekers with permission to work who are
currently on benefits and seeking for employment. They generally are involved in other
training being provided at Refugee Council.
Target Mentors: Any experienced person who is currently working and has been in work for
a minimum of 2 years. They can be refugees as long as they have been working in the UK.
Recruitment and Preparation for Mentors:
Recruitment: The scheme is advertised on the Refugee Council website and they receive
many inquiries. All potential mentors have to fill in an application form and provide
references. Those who are selected are interviewed.
Mentors complete a mentoring training programme (1 day).
Refugee Council provides them with a set of employment-oriented information on
legislation and issues related to refugees to assist them during the mentoring process.
Ongoing Support: They are supervised on an ongoing basis by a staff member at the
Refugee Council.
Goals of Mentoring Sessions
Assist with job search strategies, CV writing, and filling in application forms
Placing mentees in touch with their own networks and contacts that may be useful for in
terms of finding specific jobs
Providing information on the requirements within particular sectors, e.g. accountancy,
business, and how to get additional information. If possible, mentors and mentees are
matched on the basis of their professional sector.
Help the mentee develop confidence and a realistic understanding of their employment
options
Long Term Impact:
Mentors feel that they are learning valuable new skills and meet people from different
cultural backgrounds and learn about the refugee experience in the UK. They also feel the
satisfaction of helping people who are in need. For mentees, they get additional support to
what they generally receive at refugee agencies and gain an additional perspective from
someone who is working in the UK.
22
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
III. Mentoring for Refugee Women
Mentoring for Refugee Women
Refugee Women‟s Association (RWA), London, UK
Target Group: Unemployed refugee women who are seeking employment. Most have a
high level of English.
Target Mentors: Refugee women professionals who are highly qualified and have UK work
experience, who can be positive role models for mentees.
Recruitment and Preparation for Mentors:
Mentors complete a total of 15 hours of group training in mentoring and complete 15
hours of one-to-one mentoring, although can offer more mentoring than this if they
choose. The programme is conducted over 6 months. Mentors who complete their
mentoring training and one to one mentoring are awarded an accredited qualification in
mentoring.
Mentors receive a general handbook on mentoring issues.
Ongoing Support: Mentors and mentees are supervised on an ongoing basis by a staff
member at RWA.
Goals of Mentoring Sessions:
To offer refugee women information and advice that will be useful for their specific job
search goals. The mentees complete job search training prior to the mentoring
programme that helps in their orientation toward seeking specific jobs. Mentees are able
to choose their mentors based on their goals, e.g. they can choose someone in the same
profession they are interested in.
To provide a safe environment for refugee women to discuss their job goals and get first-
hand information on how to overcome certain barriers facing refugee women who are
seeking jobs in the UK.
Long Term Impact:
The mentors are able to gain a qualification in mentoring and intensive training that they find
useful in their current employment. Many of them work in the public or voluntary sector and
want to develop mentoring programmes in their own organisations. They also gain the
satisfaction of helping women who are in the same situation that they were once in. For
mentees, they will ideally gain important information on how to find jobs in the UK as well
as feel empowered by working with a refugee woman who has been successful in doing this.
23
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
IV. Mentoring for Refugee Children
Mentoring for Refugee Children
Learning Mentors in Schools, Excellence in Cities Programme
Project Overview
This mentoring scheme is designed to provide support to refugee children and their families
through the training of specific staff in schools to act as Learning Mentors. This is a
professional mentoring programme that is designed to meet the needs of children with
additional needs such as those who are admitted to the school mid-year, as well as refugee
children. This type of programme has enormous potential as it has become part of the
educational support that is provided to refugee children across London.
Target Group:
Children in schools who need additional support to overcome barriers to learning such as
refugee children who often face social, cultural and linguistic difficulties in school. The
mentors also work with parents and offer support and guidance to them to ensure they do not
feel isolated from what their children are learning and doing in school.
Target Mentors:
Learning Mentors are school-based employees who, together with teaching and pastoral staff,
assess, identify and work with pupils who need extra help to overcome barriers to learning
inside and outside school. They are not dedicated posts to support refugees, although many
have developed their roles with training to working with new arrivals, asylum seekers and
refugees. Learning Mentors also work closely with parents to help them provide an
environment at home which is conducive to learning. Learning Mentors generally come from
the local communities so are representative of the student population.
Preparation of Mentors:
Mentors gain accredited qualifications in mentoring through colleges and local training
providers, as well as 5 days of mandatory government training (they are not required to
have a teaching qualification).
1 – 2 day training on working with refugees and asylum seekers is offered as part of the
central training programme. The aims of the training are to raise awareness of the
experiences of refugee children and families, develop an understanding of what makes
refugee children resilient, and to provide practical examples of work with refugee
children and new arrivals.
The Mentoring Process/Relationship:
Learning Mentors draw up and implement an action plan for each child who needs
particular support, and regularly review and work towards objectives in the plan.
Learning Mentors also maintain regular contact with families/carers of children receiving
support, and to encourage positive family involvement in the child‟s learning.
Learning Mentors also liase with local agencies in order to provide additional support to
refugee children and their parents as and when it is needed.
Long Term Impact:
From the school‟s perspective, the programme provides support to children who are
underachieving without placing extra demands on the teachers. It is also a way of bringing
24
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
the school into closer contact with the community, the families of students and local agencies
who can offer additional support. For refugee children, the mentors provide an important
source of academic and pastoral support that will help them adjust to being in school, as well
as living in the UK.
25
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
V. Mentoring Refugee Community Organisations (RCOs)
Mentoring Support for RCOs
Refugee Education and Training Advisory Service (RETAS), London UK
Project Overview
RETAS has been providing mentoring support to small, community-based and refugee-led
organisations which are called RCOs in the greater London area to develop their capacity to
provide advice and guidance services to refugees and asylum seekers. This project works
with 6 RCOs per year and provides mentoring over an extended period of time, generally for
more than one year, depending on the needs of the RCO. The aim of the mentoring activity is
to enhance the capacity of these organisations to provide advice and guidance services by
establishing creating the systems that are needed to offer an efficient and high quality service,
as well as working directly with advice workers to help them improve their skills. RETAS
also assists the organisations in meeting Quality Standards that have been established in the
advice and guidance field.
Target Group:
The project is designed to provide assistance and share good practice with RCOs in the
provision of advice and guidance to refugees specifically on education and employment
issues.
The Mentoring Process/Relationship:
Action Plan and Review: The Project Officer at RETAS initiates the process by
conducting a needs assessment and writing an action plan with the RCO. This is used to
plan the mentoring that will be offered and to evaluate the progress during their
relationship. At the end of the mentoring, an exit interview is conducted.
One-to-one Support for Advice Workers: Staff at the RCO are put into contact with
RETAS advice staff who will provide mentoring to improve the skills of RCO staff in
advice and guidance to refugees. The RCO staff member will have access to mentoring
as and when it is needed over an extended period of time. A very useful type of support
has been “shadowing” where the RCO advisor comes to RETAS and shadows (watches)
the RETAS advisor during an advice session and then discusses the case in depth
afterwards.
Organisational Training for RCOs: RETAS provides training within the organisation in
specific areas which will help them to develop their capacity to provide quality advice, as
well as other services including fundraising, finance, and management of voluntary
organisations. The trainings are regarded as being very useful because they are tailor-
made for refugee organisations for whom management and funding issues are very
different from other organisations.
Barriers to Mentoring RCOs:
RCOs often have one paid staff member who is responsible for all the services within the
organisation as well as the overall management of the RCO. Thus, they have difficulty
participating fully in the programme which is why the mentoring generally occurs over
several years rather than a short time period.
Long Term Impact:
Although mentoring RCOs requires a flexible and versatile approach and a solid relationship
takes a long time to develop, it can have an important, long-term impact both within the
26
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
RCOs and RETAS. The relationship may carry over into the development of joint
programmes that are mutually beneficial for both organisations such as a volunteering
programme that sends RETAS volunteers to RCOs for training and work experience in a
voluntary organisation. The mentoring also helps to expand the network of organisations that
are working to assist refugees and thereby increases access for both RETAS and RCOS to
individuals and organisations and an understanding of the needs of refugees in London. The
RCOs have a unique perspective on the needs of their communities that are extremely
valuable for organisations such as RETAS that work across refugee communities.
27
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
VI. Refugees Mentoring Refugees
Refugee Mentoring and Employer Network
Access to Employment and Training, Empowerment Training Centre, London UK
Project Overview:
The initial aim of the project was to develop and provide accredited qualifications in
Mentoring that could be offered through training to provide them with accredited skills and
enhance their employment prospects. This training was to be provided to refugees who often
carry out mentoring type activities within their communities that are seldom recognised. The
empowerment of refugees to act as Mentors who could provide empowerment to refugees as
mentees was a key element of the project.
The project also involved working with employers to raise their awareness of the issues faced
by refugees in the UK, obtain work placements for beneficiaries, and invite employers to
provide workshops on the skills demands of employers to beneficiary mentors and mentees in
job search skills. The mentoring activity was run concurrently with the employer activity.
Target Group:
The project is designed to focus on newly arrived and unemployed and under-employed
refugees in London.
Target Mentors:
Mentors are refugees who have lived in London for an extended period of time and knew the
area they lived in, how to access training opportunities, and how to deal with bureaucracy.
Many of the trainee mentors had been providing mentoring through work in RCOs or
voluntary groups although their skills were not being fully recognised prior to entering the
programme.
Preparation of Mentors:
The training is divided into two parts:
Group Training Sessions: The initial part involves group sessions with a trainer where
mentors gain basic knowledge and skills in the concept and practice of mentoring. The
training runs for 5 weeks for a total of 30 hours of learning. Areas covered areas such as
analysing the stages of the mentoring relationship, understanding barriers to effective
listening and questioning skills, and developing evaluation and assessment skills.
One-to-one Mentoring: After completing the group training, mentors were matched to
mentees for one to one mentoring sessions through a series of meetings over 5 weeks to
total approximately 35 hours of mentoring.
Mentoring co-ordinators provided a range of support services (e.g. employment advice
and guidance) and supervision on an ongoing basis to mentors becoming the “mentor‟s
mentor” when help was needed.
Goals of Mentoring Sessions:
To open up progression routes for refugees into employment according to their needs,
abilities and aspirations, further and higher education, and customised/specialised
training.
To enable refugees to build a positive self-image and raise their self-confidence through
emotional support (one to one support and counselling, befriending, socialisation through
social and cultural events
28
Transnational Report on Refugee Mentoring
Mentoring Schemes in UK
Accreditation of Mentors:
Mentors who completed their mentoring training and one to one mentoring were awarded
certificates of qualification. Accreditation was based on participants meeting the required
hours and demonstrating a commitment to every aspect of the Award in terms of attendance,
input, and reflection on their learning. Different providers offered a BTEC in Mentoring or
an Open College Network (OCN) qualification.
Long Term Impact:
The programme was successful in several ways. First, three accredited qualifications in
mentoring were developed that offer refugees a route into employment. These qualifications
can now be offered under other programmes and mentees are being encouraged to now
become accredited mentors. The accreditation and mentoring programme benefited mentors
in terms of their self-confidence and improved communication skills, English language skills,
and awareness of the UK job market. The programme was very successful in placing
refugees into jobs. Of the 75 beneficiaries who completed mentoring training and 75
mentees, 40 beneficiaries found jobs either as mentors or in another form of employment.
Many beneficiaries were able to access further education.
29
Transnational Report on Refugee Mentoring
Mentoring Schemes in Germany
MENTORING PROGRAMMES FOR REFUGEES IN GERMANY
I. Caritasverband Berlin registered association: Mentoring for Migrants
(Caritasverband für Berlin e.V./ Patenschaften für Migranten)
The project was started by Caritasverband Berlin registered association in September 2001. It
arranges contacts between honorary mentors and migrants. The language plays a central role
in the allocation or choice of the partners. The aim of the project is to give migrants an
orientation in the various spheres of life in Federal Germany. Mentors give assistance in
finding jobs and offer advice on how to contact public authorities. The project supports the
honorary mentors to learn more about different questions of migration. In addition, they can
undergo further education in topics of their choice. So far these included: German law
concerning aliens, debts, finding a job and job application training. For the term of the project
the mentors are granted an allowance of Euro 25 per month. Currently 25 mentors provide 27
mentorships. So far, ten mentorships had to be dissolved for various reasons, mainly
differences on a personal level. The mentors are of different age and occupation. Some 21 %
of them are employees or officials, 13 % are entrepreneurs, 17 % university or school
students, 32 % are unemployed or receive state welfare; 13 % are pensioners. The project is
managed and coordinated by a full-time social worker of the Caritasverband. He invests 50 %
of his working hours into the mentoring project. He is supported by another social worker
who contributes 25 % of her working time. At the beginning of the project the mentors
drafted contractual agreements for the mentorships. But it soon turned out that these formal
agreements had a deterrent effect on most of the migrants. After a short time these written
agreements were dispensed with. For two years now mentors have worked on the basis of
personal commitments. The project won the contest “Active for democracy and tolerance
2002” and will be financed by the Robert Bosch Foundation until the end of 2003. Efforts are
being made to find sponsors to continue the project beyond this date.
II. Diakonisches Werk Oder-Spree: Mentoring model – Employment by
Management
(Diakonisches Werk Oder-Spree gGmbH: Patenmodell - Arbeit durch Management A:M)
The project was founded in 1998 by Diakonisches Werk Oder-Spree gGmbH and has been
implemented in the federal states of Berlin and Brandenburg. The target of the project is to
give expert guidance to job-seekers. To this end, selected and motivated executives take over
mentorships for one or more mentees. The target group includes all those who could not be
found a job through conventional placement methods, among them long-term unemployed,
migrants, resettlers of German origin and asylum seekers with labour permits. Some 15 % of
the participants in this projects are immigrants of non-German origin. The group of mentors
includes active as well as retired executives from the civil service or the private sector with a
background in human resources management. The project is in the hands of two full-time
employees who are responsible for public relations work and the pairing of mentors and
mentees. The volunteers work on the basis of a code of honour and a mentoring declaration.
At present 59 mentors support some 400 jobseekers. In 2002, 59 unemployed got placed on
the labour market. A personal profile is drawn up for each applicant to identify the jobs best
suited for his or her skills and needs. By the help of this profile the mentee is assigned to a
suitable mentor. Together mentee and mentor then work out a plan on how to proceed. The
project A:M is financed by the federal states of Berlin and Brandenburg as well as the
German federal labour office, and to a small extent by Diakonisches Werk. The project
30
Transnational Report on Refugee Mentoring
Mentoring Schemes in Germany
intends to expand its activities to the federal states of Saxony-Anhalt and North Rhine-
Westphalia in the years to come.
III. Turkish Research and Information Centre registered association (BTBM),
Project “Second Generation”
(Türkisches Wissenschafts- und Informationszentrum e.V., BTBM: Projekt “Zweite
Generation“)
The project was founded in 1992 to provide courses and counselling for pupils of non-
German origin. Venue for the sessions are rooms at Berlin‟s Technical University. The target
group are secondary school students from a Turkish background about to decide on their
future occupation. Courses take the form of remedial classes, i.e. pupils repeat the regular
curriculum to improve their results at school. Classes are offered in mathematics, physics,
chemistry, biology, German, English, French and political studies. By repeating the subject-
matter of school lessons students get the chance to catch up and deal with matters yet unclear
to them.
The counselling revealed that pupils of non-German origin and from Turkish background in
particular either decide for a certain occupation at a very young age without sufficient
information on it, or have no clear-cut idea about their future profession even at the time of
graduation. In both cases pupils tend to make decisions that are not in their best interest or in
line with prospects on the labour market. This situation can be prevented by counselling. The
project is managed by 24 teacher-students specialising in the respective subjects. Most of
them are motivated to help because they felt disadvantaged themselves or wish to open up
better chances for young immigrants. The idea is to simplify access to a vocational career and
establish a career network with Turkish organisations in particular. Members of the target
group are approached informally, often through contacts to other young migrants. Besides,
the staff communicates the project at neighbourhood centres, schools and all sorts of events.
Prominent members and former participants are important multipliers. Remedial classes have
a formal structure. Registration for the classes as well as the regular participation of teachers
and pupils are indispensable for the success. The project is financed by the Berlin
Commissioner for Integration and Migration. Where special skills are required and a large
demand is to be satisfied the number of volunteers is insufficient. It would therefore be
desirable to take on a salaried project manager, but for lack of resources this is not possible.
IV. Mentoring project at Robert Blum secondary school
Robert Blum secondary school in Berlin-Schöneberg is a school preparing for university
entrance qualification. It offers senior secondary classes for pupils with special qualification
marks changing over from intermediate secondary school. The structure of the population in
this borough shows in the high number of students with migration backgrounds. Nevertheless
the profiling classes of the school attract students of German origin as well. The mentoring
project was initiated by a teacher and organised in the form of a study group. Participation is
voluntary and outside normal classes.
The project gives orientation for pupils entering secondary education to enable them to come
up to the requirements of this type of school more effectively. Its target group are 7th grade
students, especially from migrant families. Their mentors are 9th grade students whose main
task is to listen and help to solve problems with teachers and give hints on what is expected at
this level. The mentors want to give new students a good start at their school. During the
31
Transnational Report on Refugee Mentoring
Mentoring Schemes in Germany
decision-making stage and registration period potential students are informed about the
project and invited to participate when the school year starts. Both parents and students
appreciate the work of the young mentors very much. The objective to identify with the
school quickly is attained, students report. However, it has turned out that the organisational
conditions are inadequate. The project relies on voluntary work only. Neither benefits nor
supporting material are available. Even though the project was planned as a long-term
commitment it cannot be continued for the time being. Due to cuts in educational spending
the teacher doing the co-ordinating work has to spend more time teaching now, and in view
of this situation receives little support from her colleagues only.
32
Transnational Report on Refugee Mentoring
Contacts & Reference
CONTACTS:
UK Programmes
Mentoring for Employment
Refugee Council Training and Employment Section (TES), 164 Clapham Park Road, London
SW4 7DE, (tel) 44-207-501-0990
Mentoring Programme for Refugee Doctors
Refugee Education and Training Advisory Service (RETAS), 14 Dufferin Street, London
EC1Y 8PD (tel) 44-207-426-5800
Mentoring for Refugee Women
Refugee Women‟s Association (RWA), Print House, 18 Ashwin Street, London E8 3DL, (tel)
44-207-923-2412
Mentoring for Refugee Children
Learning Mentors in Schools, contact RETAS for more information
Mentoring Programme for Refugee Community Organisations (RCOs)
Refuge Education and Training Advisory Service (RETAS), London UK
(details above)
Refugee Mentoring and Employer Network
St John the Baptist Church, 85 Pitfield Street, London N1 6NP, (tel)
44-207-729-3233, e-mail accesset@btconnect.com
Germany Programmes
I. Caritasverband Berlin registered association: Mentoring for Migrants
(Caritasverband für Berlin e.V./ Patenschaften für Migranten)
Office: Caritasverband für Berlin e.V., migration service
Stresemannstraße 66, 10963 Berlin (Kreuzberg)
Phone: 030/254503-22, Fax: 030/254503-99
Meeting place: Caritasverband für Berlin e.V., Bellermann café
Bellermannstraße 92, 13357 Berlin (Mitte/Wedding)
Phone/fax: 030/49912597
E-mail: patenschaften@caritas-berlin.de
II. Diakonisches Werk Oder-Spree: Mentoring model – Employment by
Management
(Diakonisches Werk Oder-Spree gGmbH: Patenmodell - Arbeit durch Management A:M)
Diakonisches Werk
Karl-Liebknecht-Str. 34
10178 Berlin
Phone: 030/68 08 85 11
Email: Arbeit-durch-Management@t-online.de
Internet: www.patenmodell.de
33
Transnational Report on Refugee Mentoring
Contacts & Reference
III. Turkish Research and Information Centre registered association (BTBM),
Project “Second Generation”
(Türkisches Wissenschafts- und Informationszentrum e.V., BTBM: Projekt “Zweite
Generation“)
Turkish Research and Information Centre
Straße des 17. Juni 135
10623 Berlin
Phone: 030/31 42 48 00
Open: Mondays 10-12 a.m., Thursdays 4-6 p.m.
IV. Mentoring project at Robert Blum secondary school
Ms Friedrich
Robert-Blum-Oberschule
Kolonnenstraße 21-23
Phone: 030/78 70 99 10
REFERENCES:
Mentoring – Draft Occupational Standards, Women‟s Development Programmes,
University of North London, 2000
Good Practice Guide for Mentoring Work with Refugees. RETAS, 2001.
Mentors Handbook. Hertfordshire Training Enterprise Council, 1999.
Guidelines on Mentoring for Refugees. Refugee Mentoring and Employer Network, 2002.
34
