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Reinforce EU economies, reinforcing human capital

  E-Book   Best Practises from a European Context for immigrant entering labor market


This E-Book is a collection of best practises providing examples from 5 countries; Denmark, Sweden, Turkey, Italy and Romania. Through reviewing the best practise of each country it aims to inspire organisations and immigrants to start their own business or enter the labour market.

About the project: The migrants and refugees could become a very useful workforce for the European countries they could help the local economies becoming new entrepreneurs and producing prosperity. The project is directed to a group often at risk of exclusion. The project has a primary goal to encourage to develop qualifications in VET to support the personal development of the migrants and refugees. Since migrants and refugees represent a group that is often at risk of exclusion, the project’s primary objective is to make available, train and encourage the development of professional qualifications that help these people in their careers. In this sense, the project pursues the strategic objectives of international cooperation established in the Copenhagen process in the field of vocational education and training and follows the guidelines of the Europe 2020 strategy.

Disclaimer: "The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsib ​ le for any use which may be made of the information contained therein."

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Index

Sweden

3

Fast-track program/Snabbspår

3

Jobskills.se

6

Work Based Language Learning (WBLL)

8

Italy

11

SOLETERRE – Enterprise4Integration Program

11

Code Your Future

13

Riace Model

16

Romania

20

Assistance for Relocated Refugees

20

Jobs4Migrants

22

Move together

25

Turkey

28

Grant Awarded Entrepreneurship Course

28

Nest for all living Beings (YUVA)

30

Training Course For Refugees

34

Denmark

38

Refugee Food Festival

38

School service program – personal story from a refugee

41

Food For Thought - FFT

43

Project Partners

46

   

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Sweden Fast-track program/Snabbspår  Country

Sweden

Title of Best Practise

Fast-track program/Snabbspår

Organization name

ProIFALL

Author

Charlotte Meletli

Main Methodologies

Give a brief summary/description of the best practise. (maximum 100 words)

-

​Validation

-

Further education

-

In-service training

Fast-track has been introduced on behalf of the government and in cooperation with the National Employment Agency [in Swedish Arbetsförmedlingen] and labor market partners. The ambition is to get a comprehensive system that meets newly arrived teachers. Validation, further education, in-service training and establishment will be reconnected in an efficient way. Fast-track will shorten the newly arrived teachers’ path to becoming certified as a teacher and getting a job as a teacher.

Aim/s of the best practise in relation to VET:

Aim: -

helps to shorten the time on the pathway to becoming certified teachers from a refugee background.

-

Increased portion of those refugees who arrived and were granted asylum during the last few years into permanent employment

-

Faster entrance into the labour market

Impact on refugees

Impact on refugees:

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Â

Methods

When a company commits to employing at least 100 newly arrived refugees within three years, they can make use of special placement services and receive wage subsidies from the State. -

Guaranteed employment for vulnerable people.

-

Direct access to the labour market.

-

Support and education

Methods: -

-

Fast-track courses have a duration of 26 weeks, including in-service training in schools and preschools, and are organized at six universities. The language requirements that are required for admission to ULV have been dropped, and education is organized in parallel in both Arabic and Swedish. The idea behind this project is that after identifying a newly arrived migrant as someone with teacher education and experiences, he or she is directed as quickly as possible towards the path that eventually will lead back into the teaching profession. This is followed by the validation of a university diploma from the home country issued by the Swedish Council for Higher Education, and the answer from the Swedish National Agency for Education on the request for a teacher certificate.

Further reading/Direct http://nesetweb.eu/wp-content/uploads/2016/02/Migration-and-Ed Links to Best Practise. ucation-in-Sweden.pdf (website, books, journals, articles)

https://www.arbetsformedlingen.se/For-arbetsgivare/Rekryteringst janster/Regeringsuppdrag/Snabbspar.html


How can this example be used in VET education on refugees?

Helps to shorten the time on the pathway to becoming certified teachers and serve as a labor market measure for bringing at least a portion of those refugees who arrived and were granted asylum during the last few years into permanent employment.

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Jobskills.se Country

Sweden

Title of Best Practise

JOBSKILLS.SE

Organization name

ProIFALL

Author

Charlotte Meletli

Main Methodologies

-

web-based training

-

language courses

-

first skills assessment/early intervention.

Give a brief summary/description of the best practise. (maximum 100 words)

Digital tool “Jobskills.se” developed by Arbetsförmedlingen aims to identify asylum seekers’ skills (before a decision is taken) in first language (available in Arabic, English Persian, Somali, Tigrinya), which is then directly translated into Swedish.

Aim/s of the best practise in relation to VET:

Aim:

Impact on refugees

Methods

-

to identify asylum seekers’ skills to create an early intervention support for asylum seekers before they receive a decision from the migration board. Impact: -

To increase asylum seekers access to the job market.

-

Develops the digital competences of asylum seekers.

-

Enables them to apply a job easier

-

Increase their self-esteem and presentation skills.

Methods: -

The tool works as an open internet platform with registered users who create a profile based on information about education, work experience, competences, career interests and language skills.

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-

Related services are multilingual videos describing the Swedish labour market, how to write a CV, or how to prepare for a job interview.

Further reading/Direct Links to Best Practise.

https://jobskills.se/

(website, books, journals, articles)

http://www.europarl.europa.eu Integration of Refugees in Austria, Germany and Sweden Wiesbrock, Anja (2011), The Integration of Immigrants in Sweden: a Model for the European Union? International Migration Vol. 49 (4) 2011, 48-66; http://archives.cerium.ca/IMG/pdf/72-immigration-wiesbreck.pdf OECD (2016b), Working Together. Skills and Labour Market Integration of Immigrants and their Children in Sweden: OECD Publishing

How can this example be used in VET education on refugees?

This resource is created for and with refugees and asylum seekers in mind. It eliminates the previous barrier where language training and other integration measures start with delays only after a protections status is granted. Hence, online tools in Sweden are a possible way for VET early intervention.

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Work Based Language Learning (WBLL) Country

Sweden

Title of Best Practise

Work Based Language Learning (WBLL)

Organization name

ProIFALL

Author

Charlotte Meletli

Main Methodologies

Active learning Real-world application Long-term memorizing

Give a brief summary/description of the best practise. (maximum 100 words)

Work Based Language Learning is an approach adopted in Sweden as an effective, time-saving and useful best practices to integrate refugees and immigrants into the labour market. Previously language would have been a barrier to enter the labour market, but this practise allows those involved to learn “on the job”. It’s an active approach that puts the worker directly at the centre of both their own language and professional development.

Aim/s of the best practise in relation to VET:

Aim:

Impact on refugees

This VET best practise aims to; -

Increase number of refugees accessing VET and remaining with vocational education and training long-term.

-

To encourage active learning

-

To immerse learners into the real-life labour market.

Impact: Methods

-

Increases participation in the workforce and sustainability.

-

Allows easy access to the workforce for the first time.

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-

Increases the number of refugees rejoining the workforce after a break/period of absence.

-

Upgrades language and professional skills in their chosen field

-

Enables them to move into a different career from previous qualifications/experience.

Methods: -

Strategic grouping.​ Involves splitting the working group/individuals based on interests, occupation or desired occupation. Themes could be: business, IT, human resources and hospitality, depending on their background. This will help them learn new vocabulary from each other in a field relevant to them.

-

Review days/Reflections;​ Time save at the end of the day/end of the course to review areas in which learners/students/workers are not fully comfortable. This is often conducted in rapid-fire fashion, with lots of repetition and speaking. As many of the selected problem areas as possible are covered. This supports and creates an honest and open working and learning environment.

Further reading/Direct Links to Best Practise. (website, books, journals, articles)

An immersive, interactive learning experience, you’ll love using FluentU in your classroom. It’s designed to get students familiar with foreign vocabulary in a fun, friendly, totally approachable way.F​luentU makes it possible to learn languages from music videos, commercials, news, inspiring talks, cartoons and more​. ​https://www.fluentu.com/ Work-Based Learning: A New Higher Education? Boud, David, Solomon, Nicky

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How can this example be used in VET education on refugees?

Work based language learning is concerned with what refugees can do with a language, not what they know about it. It breaks down the barrier of language and accessing work. WBLL assessment generally requires refugee workers to demonstrate their ability to achieve performance-based objectives based on real-work examples i.e. to politely negotiate a raise or to explain to someone how to drive to their house. They will find this more useful instead of a pen-paper assessment.

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Italy   SOLETERRE – Enterprise4Integration Program  Country

ITALY

Title of Best Practise

SOLETERRE – Enterprise4Integration Program

Organization name

UNIVE

Author

UNIVE

Main Methodologies

Methodology The methodology for the identification of good practices in the VET Erasmus Plus program is based on the recognition of a powerful training context that is different from the track record. It should be considered within a broader and more articulated formative imagery, able to incorporate the plurality of many experiences. The good practices concern the educational experience, such as: didactic methods, teaching, learning methods, the use of new technologie, etc.

Give a brief summary/description of the best practise. (maximum 100 words)

Soleterre​ is a Foundation devoted to preventing, condemning and counteracting all forms of inequality and violence. It has been working for over 10 years in Milan and in Lombardy for​ ​the socio-economic integration of migrants and their families, through personalized support towards employment carried out by its multi-disciplinary staff. The ​Enterprise4Integration​ program – sponsored by the ​JPMorgan Chase Foundation​ and the ​Cariplo Foundation for its first 3 years (2015-2018) – has helped many migrants find a career or build a business. The project provides services to facilitate integration in the workplace such as multi-disciplinary support and information, internships and workshops and assistance for new businesses.

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Aim/s of the best practise in relation to VET:

The project is going to involve two other EU countries, Belgium and Sweden, offering different services and exchanging best practices. The project offers to migrant entrepreneurs and aspiring ones many services, such as: orientation and information training for business; development training and incubation for aspiring entrepreneurs; access to finance; mentoring and networking; soft skills development; services for migrant women entrepreneurs. Aims: - support the integration of migrants and refugees; - help them reach autonomy and become empowered to improve their own situation; - ​implement collaboration and build sustainable networks with public and private institutions.

Impact on refugees

Impact: ● ● ● ● ● ● ●

prevent, condemn and counteract all forms of inequality and violence; reinforce networks, cooperation, communication, motivation and experience contribute to social integration; develop formal, non-formal and informal education; build new job opportunities and new businesses; strengthen the European values for inclusiveness; exchange of best practices within EU countries.

Methods:

Methods

● Multidisciplinary approach through ​collaboration between different professionals on the team (job/business counselors, intercultural mediators, psychologists, lawyers). ● Personalized intervention​ ​for each individual. 12


● Learning by doing.

Further reading/Direct Links to Best Practise.

1.

https://program4integration.org/en/the-program/

2.

https://program4integration.org/en/video/

(website, books, journals, articles)

How can this example be used in VET education on refugees?

This example is important to prove the positive impact of supporting migrants’ careers and businesses in the Italian society. ​Helping ​migrants and refugees to reach autonomy and improve their own situation empowers the whole society. The ​Enterprise4Integration ​program is very useful in VET education programs on migrants and refugees, as it helps to develop capacities in skills’ transfers, empower individual’s autonomy and activates new job opportunities as well as new businesses.

Code Your Future Country

ITALY

Title of Best Practise

<Code> Your Future

Organization name

UNIVE

Author

UNIVE

Main Methodologies

Methodology The methodology for the identification of good practices in the VET Erasmus Plus program is based on the recognition of a powerful training context that is different from the track record. It should be considered within a broader and more articulated formative imagery, able to incorporate the plurality of many experiences. The good practices concern the educational experience, such as: didactic methods, teaching, learning methods, the use of new technologies, etc. 13


Give a brief summary/description of the best practise. (maximum 100 words)

<Code> Your Future​ is a non-profit organization based in Rome. It supports refugees and underprivileged individuals who want to become software developers or simply update their tech skills. In 2016 the non-profit organization launched the first cohort of 6-month web development programme, coached by a group of professional developers. Today it is running the fifth class in London, the third class in Glasgow and the second class in Manchester. It also has new classes setting up in Bogotá.

Aim/s of the best practise in relation to VET:

Aims: - support the integration of refugees and underprivileged individuals; - help them reach autonomy and improve their own social and economic condition; - ​implement collaboration and build sustainable networks with public and private institutions in many different countries.

Impact on refugees

Impact: contribute to social integration; develop formal, non-formal and informal education; build new job opportunities and new businesses; reinforce networks, cooperation, communication, motivation and experience ● strengthen values for inclusiveness; ● exchange of best practices. ● ● ● ●

Methods: ● Use of technology and innovative teaching. ● Personalized intervention​ ​for each individual. ● Learning by doing. Methods 14


Further reading/Direct Links to Best Practise. (website, books, journals, articles)

How can this example be used in VET education on refugees?

1.

https://codeyourfuture.io

2. https://www.youtube.com/watch?time_continue=11&v=Lp QUHt2N6rY This example is important to show how supporting refugees’ careers and businesses in the Italian society has a positive impact for everyone. ​Helping ​refugees to reach autonomy and improve their tech skills could create conditions for a sustainable inclusiveness. ​<Code> Your Guture’s example is very useful in VET education programs on refugees and underprivileged individuals, as it helps to develop capacities in skills’ transfers, empower individuals’ autonomy and activates new job opportunities as well as new businesses in the tech market.

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Riace Model Country

Italy

Title of Best Practise

Riace Model

Organization name

EURO-NET

Author

Luigi Vitelli

Main Methodologies

Methodology of good practise The methodology for the identification of good practices in the VET Erasmus Plus program, in based on the recognition of a training context that is not leveled with the recurring experience, within a broader and more articulated formative imagery, able to incorporate the plurality of experiences: from those with connotations of a simple course to the most complex and integrative. The good practices, in fact, concern the educational experience (for example, didactic methods, teaching, learning methods, etc.), All actions with courage of added value to the training investment (orientation, research, etc.) and the manner in which employment problems have been solved, increasing the contractual capacity of users (in this case immigrants) on the labor market and in productive enterprises, with the help of other subjects, or by promoting the creation of new ones Companies.

Give a brief summary/description of the best practise. (maximum 100 words)

The Riace model reverses the perspective and creates an innovative  model.  Far  from  being  aimed  at  cramming  migrants  in  hotels  or  crumbling  barracks  to keep them as long as possible and pocket the  contributions  without  worrying  about  integrating  foreigners  into  the  local  context,  it  aims  to  make  them  real,  committed  and  productive  citizens.  First  of  all,  it  grants  the  uninhabited  houses  of  the  country  on  loan  for  use  to  migrants.  Thus,  when  the  housing  issue  is  resolved,  the  35  euros  allocated  to  the  sustenance  of  every  refugee  16 


or asylum  seeker  are  transformed  into  job  grants  that  are  turned  over  to  cooperatives,  who  in  turn  use  them  to  pay  the  migrants  employed  in  the  shops  they  manage.  So  foreigners  learn  a  trade,  have  an  income  and  are  not  exploited  as  the  victims  of  the  caporalato  in  the fields, while the local economy (in '98 practically to  the  last)  is  revitalized.  Then  there  are  the  so-called  bonuses,  a  kind  of  coupon  spendable  in  the  municipal  territory,  to  stimulate  consumption  and  the  local  economy  and  give  purchasing  power  to  migrants.  Finally,  Riace  is  among  the  first  countries  to  enroll  in  the  SPRAR  widespread  reception  system  (Refugee  Protection  System  and Asylum Seekers).  The  result  of  his  policies  is  in the numbers: Riace in '98 had just 900  inhabitants,  today  it  has  over  2  thousand.  Just  over  400  are  foreigners,  of  20  different  nationalities,  a  sign  that  many  regiacians  have  returned  to  their  country,  contributing  with  the  immigrants  to  rebuild  their  economic  and  social  fabric.  The  small  village  is  all  a  succession  of  shops  and  businesses  where  locals  and  foreigners  work  hand  in  hand.  Road  and  green  maintenance  and  waste  management  are  also  in  "multi-ethnic"  hands.  So  Mimmo  Lucano  has  reborn  a  country.  In  the  last  20  years  Riace  has  hosted  16  thousand asylum seekers.

Aim/s of the best practise in relation to VET:

Aim: - support the integration of migrants and refugees - give them training opportunities - help them develop autonomous companies

Impact on refugees

- guide their cultural growth with various products

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Impact: Methods

reinforce motivation among partner organizations

strengthen cooperation, communication and experience for partner

increase the motivation for the online training

contribute to intercultural cooperation

develop formal, non-formal and informal education

improve the management of organizations

create new job opportunities and new businesses

promote social integration and tolerance

strengthen the European values of reception for migrants and refugees

increase the interventions for the most vulnerable people in the communities

improve community awareness on the needs of migrants and refugees

Methods: Migrants engagement in local economic activities Further reading/Direct Links to Best Practise. (website, books, journals, articles)

1.

https://www.bbc.com/news/world-europe-45852952

2. s

VIDEO:​https://www.youtube.com/watch?v=KIZUOPtInk

3. https://www.infomigrants.net/en/post/12707/integrationunder-threat-calling-time-on-the-riace-model

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How can this example be The working model operating in Riace demonstrate how fading, used in VET education sparsely populated townships can spring back into life. This model on refugees? need outside investment but they also need people who move into the abandoned villas, rented flats and empty hostels. When there are people, the welfare system can set to work and the schools can be kept open. There are many similarities between Riace,and other examples such as Undrom in county Ångermanland in Sweden and in other parts of Europe. Receiving refugees opens up a route to a better future for crisis-struck European regions.The Riace​ model is a good practise to be used in VET education on refugees because it enhances the skills acquired by migrants and activates new concrete job opportunities for them.

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Romania   Assistance for Relocated Refugees  Country

Romania

Title of Best Practise

Assistance for Relocated Refugees

Organization name

Ecumenical Association of Churches from Romania (AIDRom) in partnership with Association Call Service

Author

Iulia Anescu, Predict CSD Consulting

Main Methodologies

Give a brief summary/description of the best practise. (maximum 100 words)

Aim/s of the best practise in relation to VET:

-

Initial skills assessment

-

Professional development plan

-

Romanian language courses

-

Mentoring activities

-

Cultural immersion

-

Psychological support

-

Financial education

The project was designed to increase the level of integration of refugees, by creating an operational leverage in the communities where they relocated. During 2014 and 2015, 40 refugees of Iraqi origin were resettled to Romania, 20 in Bucharest and 20 in Timisoara. The refugees received ample counselling and assistance services to facilitate their integration in the Romanian society. The project was financed through the European Refugee Fund, with the support of the Romanian General Inspectorate for Immigration. Aim:​ The project’s aim was to provide comprehensive counselling (medical, financial), language and cultural support as well as socio-economic assistance services, to facilitate the integration and creation of a sustainable support network for Iraqi refugees. Impact:

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Impact on refugees

Methods

-

40 Iraqi refugees, including women children and senior citizens, were successfully integrated in the local community

-

All refugees gained a working knowledge of the Romanian language

-

All refugees received free housing for the duration of the project

-

All children and a selected group of adults received free psychotherapy counselling

-

3 refugees received support to enter the local labour market, 7 refugees attended Vocational Education and Training (VET) courses and 1 refugee started his own business

Methods:​ Complex working methods were applied, targeting six different dimensions: 1. Working knowledge of Romanian - All refugees received Romanian language courses. Several groups were formed, according to participants’ ages, gender and learning speed. 2. Cultural immersion activities - The refugees participated in various cultural activities, including museum visits, concerts, thematic movie nights, trips and excursions. 3. Medical and psychological assistance - Free medical insurance was provided to refugees for the entire duration of the project, support was provided when signing up with a General Practitioner, psychotherapy counselling was provided to all children plus a selected group of adults, access to free arts and crafts classes was facilitated for interested refugees. 4. Financial assistance - All refugees received financial assistance in the form of food stamps which were handed out weekly or twice per month. The granting of food stamps was conditioned by the refugees’ attendance to Romanian language courses. 5. Access to affordable housing - Free housing was provided to all refugees and support was given to them in their interaction with utility providers and local authorities.

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 6. Access to the labour market and the development of entrepreneurial skills - Eligible refugees underwent an initial skills assessment, they received free information sessions regarding the steps required for entering the local labour market and for opening a business in Romania, CV writing services and professional development classes were provided to them, and contact with potential employers was facilitated. Further reading/Direct Links to Best Practise. (website, books, journals, articles)

How can this example be used in VET education on refugees?

http://aidrom.ro/english/index.php/portfolio/integrare-refugiati-relocati-2 https://www.resettlement.eu/news/40-iraqi-refugees-resettled-romania

This programme was specifically created for Iraqi refugees who expressed their interest to relocate to Romania. The programme helps to eliminate language barriers and reduce the cultural shock associated with the relocation to a different society. It also provides refugees with ample support (medical, financial, cultural) and with a comprehensive toolbox (e.g. language classes, VET trainings, CV writing sessions, professional development plan) to facilitate their successful integration in the Romanian society.

Jobs4Migrants Country

Romania

Title of Best Practise

"Jobs4Migrants" - Migrant Jobs Centre

Organization name

Romanian Forum for Refugees and Migrants (ARCA)

Author

Iulia Anescu, Predict CSD Consulting

Main Methodologies

-

Language and computer skills classes

-

Professional counselling and development

-

Job mediation and placement 22Â


Give a brief summary/description of the best practise. (maximum 100 words)

Aim/s of the best practise in relation to VET:

Impact on refugees

The Migrant Jobs Centre is a three yearlong pilot project, running from June 2016 until June 2019. The project financed by the Velux Foundations, Denmark, aims to provide a comprehensive set of services that facilitate employment and offer counselling and assistance to migrants from Bucharest before and after employment. The wide range of free services include: legal advice, VET counselling, interview preparation, Romanian and English courses, Microsoft Office, AutoCAD, and Photoshop classes, advocacy and lobby on the job market, online job search platform. Aim:​ The main goal of the Migrant Jobs Centre is to facilitate access to the labour market, in order to ensure that migrants find a legal job in Romania that can help them sustain themselves and their families, while contributing to the Romanian society. Impact: ​At the end of 2018, the Migrant Jobs Centre reported the following results: -

360 beneficiaries out of a target of 500 received support via the Migrant Jobs Centre. The top five beneficiary countries were Syria, Iraq, Iran, Afghanistan, and Egypt.

-

216 companies were contacted and 45 collaborations collaborative meetings took place. Most companies are active in customer support, retail, IT, HoReCa and production.

-

64 migrants were employed in: retail, call centres, production, typography, technical positions. Of the 64 hired migrants, 5% left the job within the first 2 months of signing the contract.

Methods: -

Methods

The Career Counselling Programme - takes place at the organization’s headquarters and has two components: group sessions and individual meetings. Group sessions take place weekly and last for about an hour. Individual meetings are scheduled on a case-by-case basis and focus on assessing migrants’ needs, interests, and professional skills. Professional goals are established together and a roadmap is agreed upon.

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Support is provided throughout the entire job application process.

Further reading/Direct Links to Best Practise. (website, books, journals, articles)

How can this example be used in VET education on refugees?

-

Job mediation - The organization is actively working to develop a network of employers open to recruit migrants. Mediation is done by preselecting and recommending candidates to employers, according to the job requirements and the training, skills, experience and interests of candidates. Information on vacancies and the conditions of employment is provided through various means of communication (e.g. Jobs4Migrants portal, email, telephone, in person at the organization headquarters).

-

Jobs4Migrants - is an online recruiting platform that employers can use for free. The platform provides access to a database of candidates with diverse educational and professional backgrounds. The platform is a resource that can also be used in situations where rare, linguistic or cultural competencies are sought, as well as a way to address company policies on multiculturalism and diversity.

http://www.arca.org.ro/wp-content/uploads/2019/01/Annual-Report-ARC A-RO-ianuarie-2019-2.pdf https://www.jobs4migrants.ro/info.html https://www.facebook.com/ARCAClub The online job search platform was created specifically for migrants looking for employment in Romania and can be accessed freely both by companies as well as by the applicants. The whole programme was designed with the intention to facilitate migrants’ access to the Romanian job market by providing them with the necessary tools and know-how (i.e. language and IT classes, career counselling, etc) that enable them to secure a stable job.

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Move together Country

Romania

Title of Best Practise

"Move together" - Sport as a tool for the integration and social inclusion of refugees

Organization name

Terre des Hommes Romania

Author

Iulia Anescu, Predict CSD Consulting -

Socio-educational animation

-

Training the trainers

Main Methodologies

Give a brief summary/description of the best practise. (maximum 100 words)

"Move together" was a project aimed at integrating migrants in local communities via the Movement, Games and Sports (MGS) methodology developed by Terre des Hommes. The project took place in 2018 and targeted women, children and young refugees as well as members of the local communities from Bucharest and Constanţa. Female refugees received training for the position of socio-economic animator, a role that enables them to spend quality time with their children, while participating in socially inclusive activities and gaining financial independence.

Aim/s of the best practise in relation to VET:

Aim:​ The project’s aim was to: 1. deepen the mutual understanding, respect and tolerance between refugees and their host communities 2. increase openness to the traditions, customs and cultures of different ethnic communities 3. reduce stigma and discrimination against refugees Impact:

Impact on refugees 25


 -

338 participants (67% children, 51% refugees) including locals, with ages ranging from 3 months to 62 years, were involved in the programme

-

172 refugees (51%) participated in the programme

-

32 female refugees from Sudan, Iran, Iraq, Yemen, Syria, and Palestine were trained in the MGS methodology

Methods

Methods: -

The Movement, Games and Sports (MGS) methodology is a form of psychosocial animation developed globally since 2005, under the aegis of UEFA. Terre des Hommes Romania customized the methodology and established an accreditation scheme together with the National Authority for Qualifications. The publication of case studies and a guide for the organization of psychosocial activities for refugees are initial contributions to the limited bibliography on this topic.

-

The Adaptation and Development after Persecution and Trauma (ADAPT) model is a conceptual framework for mental health and psychosocial programming in post conflict settings aimed at refugees from conflict zones.

-

The Five Essential Elements of immediate and midterm mass trauma intervention is a set of principles that can be applied after large-scale disasters or mass violence. These principles form the core of any intervention programme and help in the process of setting policies and designing the intervention strategies.

-

The training the trainers programme involved a three-step approach for the transfer of skills: 1. Practical experimentation of concepts - communication, resilience, emotional management, childrenâ&#x20AC;&#x2122;s needs, conflict resolution, socio-educational game planning and methodology, group dynamics and confidence building.

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 2. Hands-on coaching experience - conducting technically assisted and supervised activities, including organizing socio-educational activities with refugees. 3. Organizing socio-educational programmes - newly trained animators organize socio-educational activities aimed at developing the psychosocial and emotional abilities of migrant children and young people. http://www.tdh.ro/migratie https://childhub.org/ro/system/tdf/library/attachments/ghid_jocuri_move_to gether_final.pdf?file=1&type=node&id=35620 Further reading/Direct Links to Best Practise. (website, books, journals, articles)

http://www.economistul.ro/stiri-si-analize-business/integrarea-sociala-a-mi grantilor-prin-sport-9086 http://re-start.ro/proiectul-move-together-sportul-ca-instrument-de-integrar e-si-incluziune-sociala-pentru-refugiati-la-final http://www.ourmediaourselves.com/archives/113pdf/Silove_The_ADAPT_ model___a_conceptual_framework_for.2.pdf https://pdfs.semanticscholar.org/679d/eb3ea4aa502aa3980e5ef5e5a9472 5d2e337.pdf

How can this example be used in VET education on refugees?

The programme was created to help refugees integrate better in their country of adoption, by organizing and participating in sport activities together with members from the local community. Female refugees received training as well as official accreditation for the role of socio-economic animators. These women generally donâ&#x20AC;&#x2122;t have the financial means or any other type of support to afford leaving their children unattended. This initiative allows them to spend time with their children, while being actively involved in the local community and gaining financial independence.

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Turkey Grant Awarded Entrepreneurship Course  Country

TURKEY

Title of Best Practise

Grant Awarded Entrepreneurship Course

Organization name

TURKISH EMPLOYMENT AGENCY

Author

D. Yunus ŞENBAY

Main Methodologies

The good practices, in fact, concern the educational experience (for example, didactic methods, teaching, learning methods, etc.), All actions with courage of added value to the training investment (orientation, research, etc.) and the manner in which employment problems have been solved, increasing the contractual capacity of users (in this case immigrants) on the labor market and in productive enterprises, with the help of other subjects, or by promoting the creation of new ones Companies. These programs are implemented to help unemployed people registered to İŞKUR to establish their own businesses. Entrepreneurship programs are conducted within the framework of the principles specified in the “Applied Entrepreneurship Training (UGE) Cooperation Protocol” between “Small and Medium Enterprises Development Organization” (KOSGEB) and Turkish Employment Agency (İŞKUR). At the end of the training program, attendants are awarded Applied Entrepreneurship Training Attendance Certificate. This certificate is a document to be used for application to KOSGEB New Entrepreneur Support. Expenses that could be Met in Entrepreneurship Programs Compulsory expenses of trainees Work accident and occupational illness insurance premium General Health Insurance premium

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Give a brief summary/description of the best practise. (maximum 100 words)

Main module for 60 hours, supporting modules for up to 12 hours, and workshop for the relevant module. The Conditions for benefiting the Entrepreneurship Program Being unemployed and registered to the Agency (except retirees) Being 18 or older Not having attended the entrepreneurship training organized by the Agency before Expenses that could be Met in Entrepreneurship Programs Compulsory expenses of trainees Work accident and occupational illness insurance premium General Health Insurance premium

Aim/s of the best practise in relation to VET:

Impact on refugees

Aim: - support the integration of migrants and refugees - give them training opportunities - help them develop autonomous companies - guide their vocational growth with various subsidies

Impact: reinforce motivation among partner organizations ● strengthen cooperation, communication and experience for partner ● increase the motivation for the online training ● contribute to intercultural cooperation ● develop formal, non-formal and informal education ● improve the management of organizations ● create new job opportunities and new businesses ● promote social integration and tolerance ● strengthen the European values of reception for migrants and refugees ● increase the interventions for the most vulnerable people in the communities ● Improve community awareness on the needs of migrants and refugees. ●

Methods

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Further reading/Direct Links to Best Practise.

https://www.iskur.gov.tr/en/job-seeker/entrepreneurship/

(website, books, journals, articles)

How can this example be used in VET education on refugees?

The program covers refugees over 18 years old who can participate in the trainings. The course participants have a module of 60 hours during their training. The successful ones are awarded with the certificate with which they can get grants to start their own business. The idea is very fruitful as the participants get the training and start their business in the competences / skills field they have. The grant supports the trainee to start the business of his/her own profession based on previous vocational education gained.

Nest for all living Beings (YUVA)  Country

TURKEY

Title of Best Practise

Nest for all living Beings (YUVA)

Organization name

YUVA

Author

D. Yunus ŞENBAY

Main Methodologies

YUVA believes that children, youth and adults have a right to education and lifelong learning. Within the “Needs Oriented Education Support Program” by designing alternative and diverse education venues we create a safe, peace-enhancing and pluralistic space for participants to use their creativity and feel as a part of the learning process. YUVA’s goal is to transfer its holistic and inclusive approach aiming to provide the equal opportunities in access to education into child, youth and adult friendly education programs. The training approach is based on learning models that take into account the different motivations and learning processes of each age group. As we support the opinion that learning process 30


Â

differs according to the region and the dynamics of the participant group. As the basic element of the learning process we consider the dialogue between participants and trainers through which they together gain the knowledge. The education program is built around the following concepts: Creating the environment that enhances and supports the participation, Considering the trainer as the leader of learning process Developing the programs on the basis of prior knowledge, interests and needs of participants and revising them periodically Benefiting from non-formal education methods, Development of life skills, Creation of active learning process, Continuous evaluation and feedback in the learning environment, Knowledge structuring Facilitating the access to the education of individuals under the risk Tackling with situations when access to education is hampered by the lack of knowledge and information Strengthening the life skills of children and young people through Turkish language learning, Strengthening the peaceful coexistence of Turkish and Syrian people through Arabic language education; Prepare children and young people to live and communicate in the intercultural world through English language training Increasing the relationships among children at school and in everyday life, Providing an access to safe, participatory and inclusive spaces in order to remove the educational deficiencies, Supporting social participation and harmony by creating pluralistic environments for Syrian and Turkish children and young people, Supporting social developments through providing of out-of-school and lifelong learning opportunities YUVA carries out its work in Community Centers, Children and Youth Centers, Vocational Skills Development Centers, mobil education facilities and vehicles.

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The Education Support Modules Being Currently Implemented in the Education Centers:

Give a brief summary/description of the best practise. (maximum 100 words)

School Support Education Program Skills Development Workshops Non-formal Education Program YUVA aims to support adults to become self-supporting individuals through vocational training and skills development programs. Vocational training areas that focus on skilled, semi-skilled and unskilled work force are defined by the ‘Market Research’ process, which includes research on labor market in the region, demands of the target group, decision-makers and employers’ views. The trainings oriented increase labor potential, self-employment with the guarantee of employment are supported with Intensive Turkish Language Training Program, Entrepreneurship Training and registration process to Turkish Employment Agency (İşkur). The following training programs are being implemented within the Vocational Training: patient admission registration officer, beauty and hair care services (hairdressing), pastry trainings (culinary arts education), clothing and textile industry, entrepreneurship and business administration, studio photography, food service (waiter), maintenance and repair (electricity, air-conditioning, computer), natural gas indoor installation, heating, gardening, shoe production, wool and knitting, installation and air conditioning, building and construction.

Aim/s of the best practise in relation to VET:

Adults receiving trainings within the vocational trainings participate also in the other programs and activities organized within the principles and values of YUVA. Aim: - support the integration of migrants and refugees - give them training opportunities - help them develop autonomous companies - guide their vocational growth with various subsidies Impact: 32 


Impact on refugees

Methods

Further reading/Direct Links to Best Practise.

● Our Innovation YUVA tackles the issues of ecology, human rights and eradication of poverty simultaneously in order to make a sustainable living possible. In this way it suggests a holistic change to world problems from both nature and human perspectives. And it realizes the change it suggests today, with young people and adults. ● Community Based Non-formal Learning YUVA believes that the knowledge and wisdom of sustainable living should disseminate in the community in a horizontal way. It ensures that people learn from each other through training of trainers who are members of the community. Afterwards the communities do not need a teacher or an expert. In this way the learning process becomes localized and genuine, an easier internalization of the knowledge and behaviour by the community and a faster dissemination becomes possible. ● Grassroots Movement YUVA defines earth citizenship as being aware of the interdependency of all human and living beings, valuing diversity, being peaceful and inclusive, and promoting equality, justice and solidarity amongst all people and living beings. ● YUVA believes that a holistic change is possible with local grassroots movements and therefore organizes Earth Citizenship trainings throughout the country, supports the establishment and the empowerment of local movements. ● Holistic Approach Only nature protection or only conducting vocational trainings will not establish a sustainable living. It can be realized only when the rights of nature and humans are tackled together at the same level. YUVA’s model is holistic, young people and adults get ecological literacy trainings while they learn a foreign language on one hand and participate in human rights, gender and intercultural learning activities on the other hand.

https://en.yuva.org.tr/education/vocational-trainings/

(website, books, journals, articles)

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How can this example be used in VET education on refugees?

We give importance to local employment in order to ensure self-sustainability of communities and a sustainable change. Our target groups will range from local employees, to social workers who works to identify the needs of vocational trainers. We carry out our work with an objective of supporting the personal development of adults and youth through non-formal education and lifelong learning, increasing the ecological awareness and contributing to eliminating the poverty. In the frame of our project idea; to support the refugees for the development and empowerment of their own community we can use the training programs as a model provided by YUVA with local communities and stakeholders.

Training Course For Refugees Country

TURKEY

Title of Best Practise

TRAINING COURSE FOR REFUGEES

Organization name

The Art and Vocational Training courses by the Metropolitan Municipality of Istanbul

Author

D. Yunus ŞENBAY

Main Methodologies

ISMEK started its activities as a social structuring project in 1996. The educational activities which began with 141 trainees on 3 branches in 3 teaching centers in the first year, reached 2.619.530 trainees on 752 programs, 307 branches, in 242 teaching centers in Istanbul's 39 counties as of the 2018-2019 education and teaching period. ISMEK which now has more trainees than most universities, serves almost as the biggest public university both due to the number of trainees, and the diversity of its branches, as well as the products created. Today, ISMEK has become a model organization both nationwide, and worldwide. ISMEK, the Art and Vocational Training courses by the Metropolitan Municipality of Istanbul, is a mass education organization, which has been founded in order to: Increase the personal knowledge of Istanbulians 34


Â

Give a brief summary/description of the best practise. (maximum 100 words)

Aim/s of the best practise in relation to VET:

Improve their vocational and artistic perceptions Equip them with the urban culture and increase their awareness about living in a metropolitan Help them be actively included in production processes as opposed to simply being consumers Contribute to their efforts to have an income Increase their chances of employability ISMEK offers Accessibility To have a wide teaching center web which is accessible to all residents of Istanbul, and a rich, diverse course program to address different individual profiles. Lifelong learning To provide education for all Istanbulians regardless of age, especially for those who haven't been able to receive formal education. To increase individual's active participation in education, strengthening the perception that learning is a lifelong process. Quality in Mass Education To present the teachings of the master and apprentice method in accordance with the principles of the modern education systems, not compromising the quality. To increase the quality of education in the perspective of rationalism, knowledge, innovation, participation and consciousness. Contribution to the social perception development To contribute to the efforts for having educated and socially conscious individuals in the society. Adding positive value To add positive value to the metropolitan municipality of Istanbul with a social responsibility perception, to all the trainees by providing a pleasant teaching environment, and to all the employees by creating a pleasant employment environment. To contribute to the individual and societal development by turning labor into production. Aim: - support the integration of migrants and refugees - give them training opportunities - help them develop autonomous companies - guide their vocational growth with various subsidies  Impact: 35 


Impact on refugees

Methods ● ● ●

Further reading/Direct Links to Best Practise.

ISMEK performs its educational activities in accordance with the principles in the 5th article of the concerned regulation by the Ministry of Education. These principles are as follows:Being open to everyone: Activities are performed in ways that everyone can benefit easily. Special actions are taken for those who need special education. Suitability to all kinds of needs: Activities and services are performed in accordance with individual and societal needs. Continuousness: Activities and services are designed in the way that individuals can benefit lifelong. Being planned: In accordance with development plan objectives, education, training, production, man power, and employment are taken into consideration. Innovation and openness to improvement: programs are continually improved in accordance with the improvement of the education and teaching methods as well as the tools and gadgets used in lessons, technological developments, and with the needs of the environment and the country. Willingness: Individuals and the society should be taking part in the activities willingly.

https://ismek.ist/eng/branslar3.aspx

(website, books, journals, articles)

How can this example be used in VET education on refugees?

Municipalities in TR has relative budget programs for trainings to integrate the refugees. Istanbul is the biggest municipality and has the facilities and background to provide VET training for the volunteers. The training model and diversity of the vocational branches may be a model to be used in other respective local authorities to make the trainings and certification in the best way. The trainings provided are a complimentary of formal education. The core issue is the participants are certified and have higher chance of getting a job in respective sectors.

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Denmark Refugee Food Festival  Country

Denmark

Title of Best Practise

Refugee Food Festival

Organization name

Refugee Food Festival

Author

Julliette E. Lloren

Main Methodologies

Give a brief summary/description of the best practice. (maximum 100 words)

The Refugee Food Festival is a culinary event, which gives refugee chefs access to restaurants’ kitchens in order to showcase their skills. In the midst of the ‘migrant crisis’, civil society and restaurants mobilize the values of food and of the culinary scene in order to take a stand against the prejudicial and dangerous rhetoric used 37


against refugees, all the while raising awareness amongst citizens by appealing to their taste buds!

The Refugee Food Festival create concrete employment opportunities for the participating chefs. Along with digital toolkit accessible for anyone interested combined with a web platform (Refugee Food Stories) aiming at facilitating access to employment for all refugee chefs that have participated in a Refugee Food Festival by putting forward their backgrounds and their talents.

Aim/s of the best practice in relation to VET:

Aim: T​he Refugee Food Festival contributes to changing the way we look at refugees by helping to understand this status, and putting forward the participating chefs’ profiles. It aims to show that behind this ‘refugee crisis’, there are talented men and women with skills and know-how that are just waiting to be uncovered and put to good use in their host country.

Impact on refugees

Impact:

Methods

The Festival seeks to ease the access to employment for refugees through food as a means of social and professional integration by putting forward the cuisine, skills, and talents of refugees and enable them to get a job thanks to a community of committed restaurateurs and volunteers.

Methods: The Refugee Food Festival Copenhagen have contacted 5 cooks and more than 5 restaurants. Anyone can become a project holder and coordinate a organizing team. People can join of the international community that organizes the food festival every year.

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Organizers can coordinate from one to tens of restaurants. The coordination team of the Refugee Food Festival from Paris will lead and support individual coordinating team through the process. People can get in touch with the HQ in Paris by writing to hello@refugeefoodfestival.com Further reading/Direct Links to Best Practise. (website, books, journals, articles)

How can this example be used in VET education on refugees?

http://www.refugeefoodfestival.com/ https://www.youtube.com/results?search_query=refugee+food+f estival

https://www.unhcr.org/be/wp-content/uploads/sites/46/2017/09/k it-refugee-food-festival-en.pdf​ (toolkit mentioned before)

https://www.youtube.com/watch?v=Rm49aiAPGzY​ (Event of the Year)

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School service program – personal story from a refugee  Country

Denmark

Title of Best Practise

School service program – personal story from a refugee

Organization name

Crossing Borders

Author

Tatjana Stefanovic

Main Methodologies

Storytelling, non-formal education

Give a brief summary/description of the best practise. (maximum 100 words)

Crossing Borders School service program is a set of workshops with aim to educate about human rights and to raise awareness about important global issues. As a part of school service program, we have guest speakers – refugee that share personal story and students get the opportunity to hear story from first hand experience. The students also get the opportunity to enter into a roll play / refugee game, where they on their own bodies experience some of the things that you live through as a refugee.

Aim/s of the best practise in relation to VET:

Impact on refugees

Aim: Crossing Borders recognised an urgent need for wider youth engagement on the current refugee/immigrant crisis that EU and particularly Denmark faces. This crisis has brought out some of the most controversies and disagreement in Denmark as well as in many EU countries. It is causing many local EU society segments to fear immigrants, leading to intolerance, increased stereotyping and homophobic behaviour. The position of Denmark as a member of the EU is coming in question, not only by other EU members but also by segments of the country's local population.

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Methods

Creating space for refugees to tell and share their respective life stories and their experiences

Boosting self-confidence and self-worth among refugees and immigrants as a way toward of making in-road into the labor market via social entrepreneurship and self-employment

Enable immigrants and refugee to meet other Danes and build networks and mutual knowledge as a form of VET

Fostering communication skills, public speaking and mutual appreciation

Enabling intercultural meeting and mutual integration

Impact: ●

Appreciation of different cultures toward active inclusion of refugees and immigrants in the labor market

Encouraging refugees and immigrants to share their stories and use them as powerful tool for education about human rights

Enhanced self-confidence, linguistic, public speaking, presentation and communication skills.

Understanding of international and Danish societal issues in relation to migration and refugees.

Understanding of historical events in relation to refugees and migration.

Methods: ● Locating immigrant and refugee speakers to share their stories to Danish students ●

Storytelling as common ground

Inter-cultural dialogue on mutual issues of concern

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Further reading/Direct Links to Best Practise.

http://crossingborders.dk/flygtninge-migration-folkeskoler http://crossingborders.dk/skole

(website, books, journals, articles)

Food For Thought - FFT Country

Denmark

Title of Best Practise

Food For Thought - FFT

Organization name

Crossing Borders

Author

Garba Diallo

Main Methodologies

Storytelling over international dinner

Give a brief summary/description of the best practise. (maximum 100 words)

FFT is a space for immigrants, refugees and Danes to share life stories over international in the heart of Copenhagen. It is a bi-weekly event around common values of good food and life stories as a way of connecting and integrating people around common ground. In all cultures, people love good food and get captivated by stories. As the saying goes, the shortest way to the heart is via the belly. We learn 42


from and get inspired by one another’s life experiences through storytelling in a safe, stimulating and inclusive social setting. The idea stems from the belief that each one of us has unique life stories that are worth sharing. This does resonate with the saying: I tell my story, therefore, am.

Aim/s of the best practise in relation to VET:

Aim: FFT is an innovative best practice aimed at

Impact on refugees

Creating space for people to tell and share their respective life stories and to talk with one another instead of about one another

Boosting self-confidence and self-worth among refugees and immigrants as a way toward of making in-road into the labor market via social entrepreneurship and self-employment

Enable immigrants and refugee to meet other Danes and build networks and mutual knowledge as a form of VET

fostering communication skills, public speaking and mutual appreciation

Enabling intercultural meeting and mutual integration

Methods

Impact: ●

Appreciation of different cultures toward active inclusion of refugees and immigrants in the labor market

Encouraging small scale social enterprises by refugees and immigrants

Turning food and story sharing possibilities for immigrants and refugees

Enhanced self-confidence, linguistic, public speaking, presentation and communication skills.

Restoring hopes among immigrants and refugees that they can ☺

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Methods: ● Concept development to empower immigrants and refugees​ ​to tell their stories and share their food culture

● Locating immigrant and refugee speakers to share their stories with fellow Danish ●

Storytelling as common ground

Inter-cultural dialogue on mutual issues of concern

● Food for thought through life paths toward integration into the job market​. Further reading/Direct Links to Best Practise. (website, books, journals, articles)

How can this example be used in VET education on refugees?

http://crossingborders.dk/spisdating-2 http://crossingborders.dk/mainblog/what-is-a-start-up-migrant http://fete.crossingborders.dk https://www.trampolinehouse.dk/community/2017/11/1/sisters-cui sine-reportage

This method is created to give refugees possibility to share their personal stories, their needs and challenges and safe space where they can be heard.

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Project Partners    

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E- Book: Best Practises from a European Context for immigrant entering labor market  

Reinforce EU economies, reinforcing human capital This E-Book is a collection of best practices providing examples from 5 countries; Denmar...

E- Book: Best Practises from a European Context for immigrant entering labor market  

Reinforce EU economies, reinforcing human capital This E-Book is a collection of best practices providing examples from 5 countries; Denmar...

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