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AltTextIntellectual Outputs

The LEI Project workplan has six intellectual outputs

IO 1

Baseline Audit and Needs Analysis Report

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Start

October 2017

End

February/March 2018

Lead partner

CRIA

Description

A Research Methods Framework for undertaking the LEI Project Baseline Audit and Needs Analysis (BANA) with a focus on best practices to foster the inclusion of refugees/asylum-seekers and supporting young people at risk of early school leaving.

There will be produced 5 National reports (1 for each Country involved) and at the end the IO Leader will produce a final comparative report limited to the 5 Countries and focused on the topics of the inclusion of the young migrants/refugees in the school system of the hosting country and of the countermeasures to support the educational/social weaker students to avoid that they become early school leavers.

Possible index of the questions to answer include:

  1. Problem Statement
    • Identify the issues and challenges and negative impact of poorly-developed or absent services and programmes for the vocationally-orientated language learning, employability and inclusion of refugees, migrants and ESLs
    • Articulate the issues and challenges
    • Identify knowledge gaps
    • Provide robust peer-reviewed references
  2. Research Questions
    • Identify types of questions that need to be answered
    • Develop main research questions and sub-questions
  3. Literature Review
    • Outline of key theories and concepts
    • Describe level of empirical knowledge
  4. Identifying the models and methods used by Vocationally-Orientated Language Learning (VOLL) Teachers/Trainers to in partner countries to assist refugees to improve their language skills
    • Exploring the common and specific challenges that VOLL Teachers/Trainers experience when delivering language training
    • Examining different solutions to those common and specific challenges
    • Producing a case study from each partner country on an existing VOLL practice
    • Assessing learner needs
    • Analyse the best practice models and guidelines on the provision of VOLL for refugees
  5. The Early School Leaver (ESL) problem and the existing countermeasures
    • The phenomena of ESL in the Country
    • The indicators useful to detect young students as risk of becoming ESL
    • The good practices already experimented

October 2017

August 2019

IO 1
IO 2
IO 3
IO 4
IO 5
IO 6

IO 2

LEI Environment Guide Lines and Good Practice

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Start

January 2018

End

May 2018

Lead partner

Desincoop

Description

A best practice framework, coming from O1 results, for enhancing the knowledge and skills of Teachers/trainers, practitioners and advisers through multi-agency collaborative networking to improve the social and cultural integration of migrant/refugees and Teachers/trainers to better motivate and integrate the young students risking to become ESL.

The guide lines will offer a strategic and methodological framework for the LEI tools to be targeted to the trainers/teachers; they will be discussed with the National Reference Groups. The aim is to build up an innovative practice which detect and fight the prejudices and promote the co-operation and communication among the organizations involved with Migrant/refugees, school word and parents to offer a joint support for migrants/refugees and weaker educated national students to promote a better linguistic, social and cultural integration.

Possible activities to work with include:

  1. Developing a good practice framework purpose, scope and learning objectives for
  2. Delivering positive changes in the knowledge and attitudes of advisers which engender culturally appropriate workplace environments and service provision for refugees
  3. Increased knowledge of refugees and about their issues
  4. Self-reflection on own cultural values and how they impact on interaction with refugees
  5. Skills and strategies that enable improved service provision for refugee
  6. Positive changes in attitudes towards refugees
  7. Increased confidence in working effectively with refugees
  8. Indicators to detect in advance the possible ESLs
  9. Methodologies to integrate the risking ESLs in the classroom
  10. Dispelling myths, prejudices and misconceptions
  11. Anti-Racism and Anti-discrimination strategies
  12. Cross-cultural communication

October 2017

August 2019

IO 1
IO 2
IO 3
IO 4
IO 5
IO 6

IO 3

LEI Path – LEI  Environment Training Framework/Programme for Teachers/other professionals to support new arrivals

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Start

May 2018

End

September 2018

Lead partner

GEMS NI

Description

A Pilot-Tested training framework and training programme for government/support agencies and teachers/trainers that supports the Language learning, employability and inclusion of Refugees will be developed by LEI Partners

Possible starting point:

  1. Planning
    • areas identified by the research as important.
    • Training needs
    • Goal setting
    • Identify learning styles of participants
  2. Content
    • Provide awareness-raising training on refugee issues
    • Improving cultural competence as an adviser
    • Identify practical resources that practitioners and advisers can access
    • Explore the broader issues and agendas
    • Human rights and citizenship
    • Racism and bullying
    • Promoting the positive contributions refugees make in the economic, social and cultural life of Europe
    • Multi-Agency networking to maximise service impact and output
    • Involving the wider society in the process of refugee integration,
    • Language Employability and Inclusion
    • The importance of language for communication, working and inclusion
    • Recognition of the importance of employment as a driver for social and economic integration
    • Seeing employers as partners for best practice
  3. Methods
    • Discussion/study circles
    • Sharing good practice
    • Group activities: small-group problem-solving, collaborative projects, etc.
    • Multimedia: audio-visual presentations (videos, audio tape, overheads), use of computers and the internet, etc.
    • Physical activities: movement, manipulation of materials
    • Individual problem-solving
    • Role plays and simulation, including interactive theatre
    • Journals or other writing activities
    • Arts activities: creating pictures, structures, poems, etc., either as individuals or in groups
    • Individual or group research
  4. Logistics
    • Location
    • Set up
    • Materials
  5. Evaluation
    • Participant feedback
    • Trainer/facilitator feedback

October 2017

August 2019

IO 1
IO 2
IO 3
IO 4
IO 5
IO 6

IO 4

LEI Training modules (competence recognition, language, social inclusion)

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Start

October 2018

End

March 2019

Lead partner

Leonardo da Vinci

Description

Starting from the LEI Path framework, three didactic modules will be planned by LEI partnership on: a) Language recognition (P0 & P1); b) Social Inclusion (P3 & P4); c) Competence recognition (P2 & P5).

The modules will be targeted to teachers/trainers with a specific attention to the final beneficiaries.

October 2017

August 2019

IO 1
IO 2
IO 3
IO 4
IO 5
IO 6

IO 5

Training modules testing

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Start

March 2019

End

June 2019

Lead partner

Caritas

Description

All the training modules (coming out from O3 framework and O4) will be tested in the 5 countries of the partnership by two panels (5 or more teachers/trainers and 10 or more R/AS and). The aim is to understand if the testers asses the product as user friendly and interesting. At the end of each test session a questionnaire will report the different suggestions and evaluations.

Then a final testing report, taking also into account the linkage with the productive system, will be produced and published on the web site.

October 2017

August 2019

IO 1
IO 2
IO 3
IO 4
IO 5
IO 6

IO 6

LEI Charter – A shared agreement for the use of the LEI resources and commitment to the  communication and collaboration requirements for their use

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Start

April 2019

End

August 2019

Lead partner

Antares

Description

At the end of the project a final document will be written up by the partnership; the LEI book will be articulated into two sections: the first will be the guide lines for a suitable use of the LEI products where we will stress the experience coming from the tests and the stakeholders suggestion and support the target group in familiarizing with the different tools. The second section will be focus on the appreciation of LEI results stressing how LEI methodology is able to guarantee an added value for the primary beneficiaries (teachers/trainers of the schools, practitioners of government/support agencies) and for the final beneficiaries (refugees and asylum seekers); the aim is to give value to our products and to attract the attention of all potential users to guarantee a sustainability of the project outcomes. It will be published on the web site and a book will be edited in the 5 different languages; then the book will be posted to a specific list of possible users for dissemination purpose.

October 2017

August 2019

IO 1
IO 2
IO 3
IO 4
IO 5
IO 6