Innovative Best Practices

Here we would like to provide you with an overview of the best practices in regard to refugee integration within the cities/ territories of our partnership.

We define good/best practices as experiences or initiatives that are working well and can be replicated elsewhere and have proved to be effective in their contribution to refugee integration. We assert that, the best practices listed here deserve to be proposed to other regional/local contexts. Further, we contend that best practices can be regarded both as processes or interventions that would be easily transferred (better from the bottom-up), and with positive 

effects in regard to refugee integration into society, the labour and housing markets.

The following best practices are by no means comprehensive. Our aim here is to offer an overview of those selected by the consortium. In particular, we were interested in examining the best practices based upon the following points:

· Network of actors involved,

· The partnership that implemented the initiative,

· Approach utilized and the needs to be addressed.

BOLOGNA

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Name of the Practice

School4Job

Category

Labour Market Integration Social Integration

Country - Area/Region

Italy, Bologna

Geographical Coverage

Metropolitan area

Timelife

1 November 2018 – 1 November 2019

Level of the practice

Local

Type of activity

Mixed


Partnership implementing the initiative

The initiative carried out by the cooperative Arca di Noè, in partnership with ASP Città di Bologna, two local high schools (M. Minghetti in Bologna and ISS Archimede in San Giovanni in Persiceto), the Department of Psychology of the University of Bologna, AICIS, and with the support of the Carisbo Foundation.


Contents of the practice

School4Job was selected as a particularly inspiring initiative in the realm of labour and social integration. Thanks to sustained interactions with professionals and assorted social actors, a group of asylum-seekers could enhance their professional and relational skills, as well as their chances of accessing the job market. The project also involved high-school students of a similar age, thus fostering relationship-building and knowledge exchange. Last, the initiative was based on the cooperation of public, private, and third-sector organizations, and thus stands out as a successful instance of co-creation in the field of social welfare.

The project builds on the assumption that asylum-seekers and students share a similar challenge, namely that of seeking a job and accessing the job market. Based on this commonality, several venues were set up (two intensive kick-off meetings and 20 additional seminars over a one-year period) during which newly-arrived migrants and students of a similar age could personally meet so as to exchange their knowledge, skills, and capabilities, with the prospect of labor integration. Insights were provided on how to build-up a résumé, prepare a job interview, develop a technical/professional jargon, and deepen the knowledge of the English and French languages.


Evaluation of the practice

Several factors contributed to the success of this best practice. First, School4jobs involved a variety of partners – including local authorities, schools and universities, private foundations, and specialized third-sector organizations – that mobilized different resources (economic, cognitive, emotional, etc). Second, the initiative responded to a variety of social demands in a holistic fashion. The provision of concrete instruments for job integration went hand in hand with the creation of a breeding ground for relationship-building – thus simultaneously improving the social and labor integration of asylum-seekers. Third, the project was enacted within a favorable political landscape and through the means of a prosperous welfare system. The practice is (socially) innovative because it is based on a co-creation approach and on the involvement of assorted state and non-state actors. The project responded to similar needs expressed by different target groups (asylum-seekers and high-school students of a similar age), which were thus enabled not only to having greater job opportunities, but also to build mutual relationships. Relatedly, the innovativeness of the project consisted in its ability of connecting different groups and enhancing the social cohesion of the whole local community, especially through dissemination activities.

Adaptability/Replicability to other contexts

The project has remarkable rooms for scalability. It was developed by involving asylum reception centers, high schools, and universities at the local level. As these institutions are often under the jurisdiction of central authorities, it is then reasonable to develop permanent policies with similar purposes at the national level.


Up-Scaling

School4jobs can be replicated in other contexts as far as similar success factors are at play. These include the involvement of different partners mobilizing different resources, the existence of a favorable political landscape, and the back-up of a solid, well-equipped welfare system.


Related Web site(s) of the practice

http://www.aspbologna.it/ccerca-nel-sito/news/school-for-job

Related reports and resources developed by the practice

Contact Details

https://www.arcacoop.com/school-for-job/