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In the past decade, the global refugee population has more than doubled. According to UNHCR (UNHCR - Refugee Statistics, 2021
), more than 27 million people have been forced to flee their home countries due to conflict, violence, human rights violations and persecution to seek safety in foreign countries.
The rise in forced migration in combination with other global crisis such as the Covid-19 pandemic puts an increasing pressure on host communities. Against this background, there is a growing recognition of the potential of TVET to facilitate the inclusion of migrants and allow them to become productive members of the host societies. TVET stakeholders are expected to play a major role in equipping migrants, including refugees, with the skills needed for their smooth integration. At the same time, refugees, while being one of the most heterogenous and vulnerable groups in society, are disproportionately affected by administrative and linguistic barriers to access training and apprenticeship.
In response to the challenges faced by both host communities and refugees, this webinar will explore effective ways of fostering refugees’ labour market inclusion by providing them with access to tailored professional training. It will feature experts from United Nations agencies, non-governmental and intergovernmental organizations to share their experience and best practice in the field.
Times are indicated in CEST. French interpretation and live captioning in English will be available.
6 September 2022
Moderator: Cara Schmitt, Federal Institute for Vocational Education and Training (BIBB), Germany
09:30 - 09:35: Opening and Welcome: The need to respond to increased international migration
(PPT) which is a practical and easy-to-navigate instrument for carrying out a systematic analysis of a country’s approach to refugees’ inclusion in TVET. It enables the tracing of progress in this area over time in a specific country or across different countries., an international NGO founded in 2007. Muy Cheng speaks on BSF's Ideas Cube offline server and digital learning kit, which was implemented in Burundi and the Democratic Republic of the Congo (DRC)., an Australian social justice organization founded in the 1930s. Kira and Courtney speak about BSL Youth Transitions Support Programme which facilitates the inclusion of young refugees through work opportunities and training.
Mr Jobst Koehler, Head of the Integration and Migrant Training Unit, International Organization for Migration (IOM)
Jobst Koehler is Head of the Integration and Migrant Training Unit at the Headquarters of the International Organization for Migration (IOM) and technically supports IOM’s global programming on integration of migrants, including issues related to social cohesion and diversity and pre- and post-arrival training of migrants. He also oversees initiatives such as IOM Global Initiative on Diversity, Inclusion and Social Cohesion – an internal capacity-building initiative on social inclusion and integration - and a digital inclusion project for migrants with low literacy.
Ms Manal Stulgaitis, Education Officer, Division of Resilience and Solutions, United Nations High Commissioner for Refugees (UNHCR)
Manal Stulgaitis is Education Officer leading on higher education for the United Nations High Commissioner for Refugees (UNHCR) from headquarters in Copenhagen, Denmark. Holding a professional degree in Law and a master’s degree in International Law and Economic Development, she is currently focused on the 15by30 roadmap for inclusive higher education for refugees, specifically including transition from secondary education, the role of higher education in the context of fragility and development, and student mobilisation.
Mr Chris Cooper, TVET Global Lead, British Council
The British Council supports peace and prosperity by building connections, understanding and trust between people in the UK and countries worldwide. Chris leads its TVET work which aims to improve the relevance and inclusiveness of TVET systems.
Chris is an economist with 30 years’ experience of working in skills development and labour market analysis. He has led research investigating key skills development issues and guided British Council programmes and projects in over 30 countries. Chris previously worked in private consultancy for 15 years and managed over 150 projects providing research, evaluation and policy advice for national governments, their agencies and social partners.
Ms Muy Cheng Peich, Education Director, Bibliothèques Sans Frontières (Libraries Without Borders)
Muy Cheng Peich graduated from the Ecole normale supérieure (Paris, France). She worked as a researcher in cognitive psychology, studying memory, attention and social cognition at the ENS, at UCL and at the EPFL. She joined Libraries Without Borders in 2014, after working with the organization on the adaptation of Khan Academy for French-speaking countries. She then created the Department of Education, Content and Training at Libraries Without Borders. With her team, she promotes empowerment and agency through innovative methodologies and tools, carefully curated contents and experimentation activities that encourage creativity, analytical and critical thinking, and learning by doing.
Ms Kira Clarke, Senior Research Fellow, Youth Opportunity in the Social Policy and Research Centre (SPaRC), Brotherhood of St Laurence (BSL)
Kira Clarke is a Senior Research Fellow in Youth Opportunity in the Social Policy and Research Centre (SPaRC) at the Brotherhood of St Laurence (BSL). She currently leads SPaRC’s skills and training policy and research stream and co-leads evaluations of the national systemic change youth employment initiative – the National Youth Employment Body (NYEB). Prior to joining BSL in February 2020, Kira was a Lecturer in Education Policy within the Melbourne Graduate School of Education at the University of Melbourne.
Ms Courtney Green, Acting Senior Manager - Youth, Brotherhood of St Laurence (BSL)
Courtney Green is a Senior Manager in the Youth Department at the Brotherhood of St Laurence (BSL). The department has a focus on developing a youth offer that ensures that young people have the opportunity to engage in education, training and employment using Advantaged Thinking practice approach grounded in capability theory. The department plays a key role locally and nationally in the development and delivery of training and resources to enable partner organisations to ensure young people's aspirations, skills, attributes and talents are recognised and harnessed.
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