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The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany

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Title: The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany
Language: English
Authors: Jørgensen, Christian Helms (ORCID 0000-0003-2521-7823), Hautz, Hannes (ORCID 0000-0001-7912-7060), Li, Junmin
Source: International Journal for Research in Vocational Education and Training. 2021 8(3):276-299.
Availability: European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
Peer Reviewed: Y
Page Count: 24
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Foreign Countries, Vocational Education, Refugees, Cultural Differences, Job Skills, Apprenticeships, Civil Rights, Educational Opportunities, Barriers, Access to Education, Secondary Education, Admission Criteria, Prior Learning, Readiness, Second Language Learning, Social Support Groups, Public Policy
Geographic Terms: Austria, Denmark, Germany
ISSN: 2197-8646
Abstract: Context: Vocational education and training (VET) plays a crucial role in the social inclusion of refugees. The aim of this paper is to examine how the VET systems of Austria, Denmark and Germany responded to the arrival of young refugees since 2015. VET in these countries is categorised as system of collective skill formation, which offers apprenticeships in addition to school-based training. The article examines and juxtaposes the legal rights, the actual opportunities and the barriers to refugees' participation in and completion of VET at upper secondary level in the three selected countries. Methods: The study is based on reviews of literature and an analysis of refugee policies in the three countries. The literature search used a snowballing strategy and included policy documents, research publications and grey literature from organisations of civil society. The literature review employed a narrative, issue-focused approach to explore and compare key categories relating to the research question. To elaborate, refine and structure the categories for each of the three countries we used an input-process-output model and a combination of deductive and inductive analysis procedure. Findings: The findings of the study are divided into six categories that structure the analysis: Admission requirements, validation of prior learning, vocational guidance and preparation, language training, social support measures and access to apprenticeships. The analysis reveals that both asylum seekers and recognised refugees have more opportunities in Germany than in the other two countries regarding the key categories. The findings show no major differences in the position of the social partners in the three countries in relation to refugees' participation in VET, however the national governments reacted differently to the influx of refugees. In Austria and Denmark, governments with strong anti-immigration agendas took office and reduced the access to and participation in VET for asylum seekers and refugees. At the same time, the German government introduced various integration measures for refugees in cooperation with employers with the aim of making VET more accessible to refugees. Conclusion: To access and complete VET, refugees depend on supporting measures to overcome a variety of barriers, e.g. regarding language training and access to apprenticeships. Overall, reforms in Germany demonstrate promising initiatives to overcome the barriers to the integration of refugees in VET, while reforms in Austria and Denmark have limited refugees' opportunities to access and complete VET.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1329217
Database: ERIC
FullText Text:
  Availability: 0
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Items – Name: Title
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  Data: The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Jørgensen%2C+Christian+Helms%22">Jørgensen, Christian Helms</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2521-7823">0000-0003-2521-7823</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hautz%2C+Hannes%22">Hautz, Hannes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7912-7060">0000-0001-7912-7060</externalLink>)<br /><searchLink fieldCode="AR" term="%22Li%2C+Junmin%22">Li, Junmin</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+for+Research+in+Vocational+Education+and+Training%22"><i>International Journal for Research in Vocational Education and Training</i></searchLink>. 2021 8(3):276-299.
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  Data: European Educational Research Association / European Research Network Vocational Education and Training.Am Fallturm 1, Bremen, 28359, Germany. Tel: +49-421-218-66336; Fax: +49-421-218-98-66336; e-mail: ijrvet@uni-bremen.de; Web site: http://www.ijrvet.net
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 24
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  Label: Publication Date
  Group: Date
  Data: 2021
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Vocational+Education%22">Vocational Education</searchLink><br /><searchLink fieldCode="DE" term="%22Refugees%22">Refugees</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Skills%22">Job Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Apprenticeships%22">Apprenticeships</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Rights%22">Civil Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Opportunities%22">Educational Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Education%22">Access to Education</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Admission+Criteria%22">Admission Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Readiness%22">Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Support+Groups%22">Social Support Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Policy%22">Public Policy</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink><br /><searchLink fieldCode="DE" term="%22Denmark%22">Denmark</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2197-8646
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Context: Vocational education and training (VET) plays a crucial role in the social inclusion of refugees. The aim of this paper is to examine how the VET systems of Austria, Denmark and Germany responded to the arrival of young refugees since 2015. VET in these countries is categorised as system of collective skill formation, which offers apprenticeships in addition to school-based training. The article examines and juxtaposes the legal rights, the actual opportunities and the barriers to refugees' participation in and completion of VET at upper secondary level in the three selected countries. Methods: The study is based on reviews of literature and an analysis of refugee policies in the three countries. The literature search used a snowballing strategy and included policy documents, research publications and grey literature from organisations of civil society. The literature review employed a narrative, issue-focused approach to explore and compare key categories relating to the research question. To elaborate, refine and structure the categories for each of the three countries we used an input-process-output model and a combination of deductive and inductive analysis procedure. Findings: The findings of the study are divided into six categories that structure the analysis: Admission requirements, validation of prior learning, vocational guidance and preparation, language training, social support measures and access to apprenticeships. The analysis reveals that both asylum seekers and recognised refugees have more opportunities in Germany than in the other two countries regarding the key categories. The findings show no major differences in the position of the social partners in the three countries in relation to refugees' participation in VET, however the national governments reacted differently to the influx of refugees. In Austria and Denmark, governments with strong anti-immigration agendas took office and reduced the access to and participation in VET for asylum seekers and refugees. At the same time, the German government introduced various integration measures for refugees in cooperation with employers with the aim of making VET more accessible to refugees. Conclusion: To access and complete VET, refugees depend on supporting measures to overcome a variety of barriers, e.g. regarding language training and access to apprenticeships. Overall, reforms in Germany demonstrate promising initiatives to overcome the barriers to the integration of refugees in VET, while reforms in Austria and Denmark have limited refugees' opportunities to access and complete VET.
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 276
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Vocational Education
        Type: general
      – SubjectFull: Refugees
        Type: general
      – SubjectFull: Cultural Differences
        Type: general
      – SubjectFull: Job Skills
        Type: general
      – SubjectFull: Apprenticeships
        Type: general
      – SubjectFull: Civil Rights
        Type: general
      – SubjectFull: Educational Opportunities
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Access to Education
        Type: general
      – SubjectFull: Secondary Education
        Type: general
      – SubjectFull: Admission Criteria
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      – SubjectFull: Prior Learning
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      – SubjectFull: Readiness
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Social Support Groups
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      – SubjectFull: Public Policy
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      – SubjectFull: Austria
        Type: general
      – SubjectFull: Denmark
        Type: general
      – SubjectFull: Germany
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    Titles:
      – TitleFull: The Role of Vocational Education and Training in the Integration of Refugees in Austria, Denmark and Germany
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