The TALENTS project focuses on the inclusion of immigrants and refugees in language training and professional training in order to support their fast access to the world of work – as jobs are the most important basis for integration.

2. TALENTS Project
• TALENTS – New talents from companies – Developing the potentials of
inmigrants and refugees
• Erasmus+ KA2 & Strategic partnership
• 3-year project (start: Nov. 2016)
• Partners from Germany, Sweden, Austria, Italy, Norway and Belgium
• Rationale: partners are involved in integration activities in their regions
and, thus, have the urgent need to find new and sustainable approache
s of integration
• Objective: to develop concepts and tools which help to identify talents
and strengths that every person has and develop them through training
that is adapted to the needs of the labour market and companies

3. TALENTS Website
https://talentseuproject.com/

4. Objectives
• To analyse existing regional guidance settings and adapting them to
migrants and refugees, thus making them flexible
• To create adapted curricula (including intensive language training
combined with professional language, professional skills & company co
operation) The heart and driving force of the project is the “Hotel Talent
s” project of the City of Göteborg
• To test these curricula and training concepts in different regions &
countries in different economic sectors, mainly sectors with a lack of qu
alified workers (e.g hotel industry & gastronomy, health & care sector)
• To develop EU- guidelines & tools which allow to introduce flexible
guidance & training curricula in different EU-countries.
• To develop modules that can also be used independently (tools for
validation and guidance, curricula for language training, professional skil
ls training etc.)
• To develop teacher trainings to support the transfer of concepts

5. In other words
1. To promote the fast integration of immigrants into the labour
market with the help of
a) individualised guidance,
b) tailor-made training and
c) cooperations with companies.
Latest studies show that work is the best basis for integration of immigrant
s and their families and has long-term effects in many respects.
2. To develop concepts for continuous vocational training and
upskilling "on the job". This ensures long-term perspectives for immigra
nts, locals, the economy and society. and, as a consequence
3. To take the chance of immigration and make use of the win-win
situation for immigrants, companies, society and for Europe in time
s of demographic changes and a lack of qualified workers.

6. In short…
Towards an innovative and all-in-one approach
for refugees and migrants, from teaching a
language to obtaining a traineeship
…or even more…
teaching refugees / migrants a foreign language for
professional purposes with practical training at the same
time, all by a single school

7. Cuben
Hotel Talents

8. The new approach proposed by Cuben
This approach is comprehensive. It has several objectives:
• to allow the student to find a new life,
• to learn in a new, practical and dynamic way how to
integrate a new society through work
Cuben offers an all inclusive training in specialised
classes: alltogether 40 teachers, 4 coaches, 1600 students
4 major players: the city of Gotenborg, the Cuben
school, potential employers, the refugees/migrants

9. The new approach proposed by Cuben
Cuben organises the whole process of training and
professional integration for migrants / refugees by
offering:
• language courses,
• specialised language courses,
• work on appropriate documents obtained in partner
companies,
• negotiations by the coaches with the employers,
• proposals of traineeships obtained by the coaches,
• even proposals of employment,
• and throughout this process a follow-up provided by
the teachers and the coaches

10. Cuben now offers the opportunity to benefit from its
great experience thanks to:
Cuben's Toolkit
• A method based on practical work and theory work
together to achieve a process of correspondence and
cooperation between refugees / migrants and
employers.
• Courses fully adapted to professional purposes and
corresponding to the creation of competences
compatible with the requirements of employers.
• teaching based on a new role of the teacher: A new
procedure in the management, in the follow up and in
the teaching material

11. The Cuben’s toolkit offers three modules
Module n°1: Preparation of networks, contact and
cooperation
Stage 1
A meeting between the employer and the school to study a
cooperation scheme
Stage 2
The school seeks suitable candidates
Stage 3
Preparation of candidates for their traineeships (1 to 3 weeks)

12. The Cuben’s toolkit offers three modules
Module n°2
Approaches and methods (the role of the teacher needs to
be reviewed and adapted in order to create
correspondences and opportunities between students and
employers.) The methodology develops the new role of the
global teacher

13. The Cuben’s toolkit offers three modules
Approach 1: The Entrepreneurial Approach: The courses are tailored to the
needs of the trainees and are linked to the integration and future employment
of the refugees / migrants
Approach 2: the personalised approach : it is about learning by doing
Approach 3: the learner’s autonomy
This autonomy is based on 7 stages which must allow the student to become
more and more responsible for his life and his learning:
• making choices
• setting goals for his/her life and at the same time for his/her education
• learning outside the classroom
• identifying one’s own learning strategy
• elaborating exercises for one’s self
• becoming one’s own teacher to help oneself and others
• becoming "researchers" in language levels

14. The Cuben’s toolkit offers three modules
Module n°3
Evaluation and follow-up (to ensure that the method has the desired
effects. A continuous assessment at different levels is necessary.) The
refugee’s / migrant's path and development are monitored both in class and
at work. Close cooperation between the school and the employer. The toolkit
presents tools for the process management and quality assurance

15. Questions
• What are the professional sectors covered by Cuben?
• Who are the students
• Is there a mentoring of the students?
• What level of language should the student be
preparing for a traineeship?
• So what is the real role of language teachers?
• So what is the real role of coaches?

16. Coaches
Their task:
• They create the links with the labour market, with employers.
• They make the necessary contacts, they interview the students, they
interact regularly with the employers, they ensure that everything goes
well during the traineeships in close collaboration with the teachers,
• They organise the traineeships,
• They constantly nourrish their address book to respond to all requests
and quickly change someone's traineeship if the latter is not suitable.
• In this sense they act as guidance counselors.
Their recruitment: it is very varied. They come from very different
backgrounds. At Cuben they come either from the hotel or the football
world where the coach has worked with many young people or from the
refugees with a perfect understanding of their difficulties and potential.
These coaches work together.

17. The different steps of the specialised courses
1°The creation of the specialised courses: request from
companies or from other decision makers/agreement from the
City of Gotenburg
2 ° Teachers visit all Cuben classes to announce the upcoming
new sessions
3° Beginning of the session
• One to three weeks at Cuben for preparation
• Then some three months in a dual system 3 days in company
and 2 days at Cuben or elsewhere
4° Courses are conducted in harmony with the content of their
traineeships

18. The content of the specialised courses
• Essentially based on informal learning.
• The essential thing is not so much to learn a language rigorously
than to learn to integrate one’s existence into the new society and
workplace that one has chosen.
• Traditional teaching does not exist even if teachers prepare their
courses while knowing that each time, for each course, there will be
major changes according to the needs of the students.
• For each course teachers prepare a common series of questions
adapted to three language levels and at the end of each course, the
fundamental question is: what did I learn today? (Ex new words,
how to browse a web page, how to get new information about my
workplace, how to present information to others, take
responsibility, make choices, etc.).

19. The content of the specialised courses
It is this daily life that teachers use to make their courses.
To do this, they not only take documents found in the training venues but
they also take photos, videos of those who have done or are doing their
traineeships to show the conditions, of work, their know-how and know-
how to be. It happens that the class spends an hour on a simple photo or
poster. Students can come in class with documents, photos, a video to
discuss them collectively.
Each course usually lasts three hours and has a structure of reference
but the teachers never know how the course will run because each student
arrives with her/his questions. With them teachers are interested in their
working conditions like safety, schedules, ergonomics because for some
students the work can very physical.
Teachers are not limited to courses based on files, documents, photos
or videos, they also take their students to the theater, museums, bowling,
etc.

20. The expected results are the acquisition of the
following competences in addition to a greater
employability and a better knowledge of Swedish
The expected results
ü Ability to plan, organise and fulfill tasks accurately;
ü Ability to work while taking into account health, environmental, financial
and safety factors;
ü Ability to cooperate and communicate with others and to adapt their
behaviour and language according to the situation;
ü Ability to evaluate their work and results
ü A clear understanding of the importance of serving and care to
demonstrate their adaptability when working with different target groups,
with cultural differences and clients with specific needs
The evaluation of the students
Students are evaluated consistently and transparently. On a site everyone
can see the evolution of their own evaluation and can discuss it with the
teachers or coach

21. How to move forward with the Talents project?
The overall objectives are to:
• To spread the concept which is undeniably a success, which other
structures in Europe can draw from it (while taking into account the fact
that Sweden has a very low rate of youth unemployment).
• To find, adapt or create similar structures ready to invest in this new
training concept
• To work on the adaptation of the Cuben Toolkit
• To work on the adaptation and evaluation of informal courses
• To invite Cuben to give an intensive introductory course
• To find in Europe companies / structures such as hotels ready to invest.
For unions, there can be no competition because they are first of all
internships
• To obtain recognition and partnership with the local employment offices
in order to give a maximum of chance
• (To see how voluntary associations could find their place in the process
for countries with fewer financial possibilities)

22. Contact
TALENTS:
bernert-buerkle@vhs-bw.de
earlall@earlall.eu
CUBEN:
marie.medstrom@cubenutbildning.se

23. Project partners

24. More info
https://talentseuproject.com/