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Against the background of the huge rise in the number of asylum seekers and refugees absorbed into German society over the last couple of years this article examines the innovative Bavarian programme of preparatory classes for asylum seekers between 16 and 21 years of age. The challenges faced by educational and social work professionals working with this target group are documented alongside the particular resources which these highly-motivated young people as a rule bring with them. Specific requirements for psychotherapy professionals are addressed as well as a range of recommendations formulated by the author to enable the longer-term success of this vocational training programme in integrating these young people into the German educational and employment system. It has become apparent that a holistic approach to the lives of the target group by professionals in education, social work and therapy is necessary to enable young asylums seekers to complete vocational training successfully. Transitional management is a key part of the process of setting asylum seekers on the path to an apprenticeship. Coordination with the Labour Office, local authority administration and local decision-makers are further parts of the equation. This must intermesh with civil society engagement to provide the maximum use of resources giving young refugees access to training, the labour market and long term integration into German life.
Germany received around 300,000 refugee newcomers ages 16–25 in 2015. Educational participation is a key process for the integration of these young people. This is especially true for the German vocational education and training (VET) system that provides opportunities for a fast and successful transition into the labor market. The few extant studies on migrant students in Germany have shown considerable problems in achieving educational equity. Based on the theoretical assumption that systemic discrimination creates important barriers to educational equity, we investigate how institutional and systemic factors infl uence the educational participation of refugee-background youth and how these youth cope with such barriers. Using a two-case study in the cities of Hamburg and Munich, we performed a meta-analysis of research reports, complemented by secondary analysis of primary data. Results show institutional barriers in both the education and asylum systems, and that youth cope with these barriers through high educational aspirations.
Gib mir doch eine Chance!
(2017)
Dieser Beitrag befasst sich mit dem Freizeitverständnis und -verhalten von Menschen mit Migrationshintergrund. Für ein umfassendes Verständnis des Freizeitverhaltens in der Migration ist es sinnvoll, sich mit kulturbedingten Vorstellungen von der Freizeit zu befassen. In diesem Aufsatz bilden deswegen solche Überlegungen den Einstieg in die Thematik. Eine kurze historische Betrachtung der Rolle der Freizeit für die erste "Gastarbeitergeneration" folgt diesen einleitenden Anmerkungen. Dann werden der Zusammenhang zwischen Schule und Bildung für junge MigrantInnen und der daraus hergeleitete Einfluss auf das Freizeitverhalten sowie auf die Rolle von MigrantInnensportvereinen betrachtet.