ΕΚΠΑΙΔΕΥΤΙΚΕΣ ΑΝΑΓΚΕΣ ΜΕΤΑΝΑΣΤΩΝ ΚΑΙ ΠΡΟΣΦΥΓΩΝ ΠΟΥ ΔΙΑΒΙΟΥΝ ΣΕ ΔΟΜΕΣ ΦΙΛΟΞΕΝΙΑΣ ΣΤΗ ΒΟΡΕΙΟ ΕΛΛΑΔΑ (ΜΑΙΟΣ - ΙΟΥΝΙΟΣ 2020)

Educational needs of migrants and refugees living in hotspots and reception camps in Northern Greece (May - June 2020) (Αγγλική)

  1. MSc thesis
  2. ΛΑΜΠΙΔΗΣ, ΓΕΩΡΓΙΟΣ
  3. Εκπαίδευση Ενηλίκων (ΕΚΕ)
  4. 20 Σεπτεμβρίου 2020 [2020-09-20]
  5. Ελληνικά
  6. 256
  7. ΚΟΥΤΡΟΥΒΙΔΗΣ, ΠΑΝΑΓΙΩΤΗΣ
  8. ΚΟΥΤΡΟΥΒΙΔΗΣ, ΠΑΝΑΓΙΩΤΗΣ | ΠΑΠΑΓΕΩΡΓΙΟΥ, ΗΡΑ
  9. Εκπαίδευση Ενηλίκων | Μετανάστης - Πρόσφυγας | Διερεύνηση Εκπαιδευτικών Αναγκών, | Κέντρα Υποδοχής και Δομές Φιλοξενίας Μεταναστών και Προσφύγων | Εκμάθηση Ελληνικής γλώσσας για ενήλικους πρόσφυγες και μετανάστες | Συνθήκες διαβίωσης Μεταναστών και Προσφύγων | Χαρακτηριστικά Ενήλικων Μεταναστών και Προσφύγων, | Αντικείμενα Μάθησης | Στόχοι μάθησης | Κίνητρα Συμμετοχής | Εμπόδια συμμετοχής | Εκπαιδευτικές Τεχνικές | Οργάνωση και αξιολόγηση προγραμμάτων
  10. 7
  11. 122
  12. 15
  13. Πίνακες, Διαγράμματα, Εικόνες, Φωτογραφίες
  14. Εκπαίδευση Ενηλίκων/ Βεργίδης Δημήτριος
    • Διερεύνηση Εκπαιδευτικών αναγκών προσφύγων και μεταναστών που διαβιούν σε δομές φιλοξενίας και κέντρα υποδοχής στη Βόρεια Ελλάδα, κατά την περίοδο Μάιος - Ιούνιος 2020. Η έρευνα πραγματοποιήθηκε με βάση την πολυμεθοδική μέθοδο και αξιοποιήθηκαν τέσσερα ερευνητικά εργαλεία : ερωτηματολόγιο, συνέντευξη, παρατήρηση και ανάλυση περιεχομένου. Κύρια έμφαση δόθηκε στη συνέντευξη (10 συνεντεύξεις) και στο ερωτηματολόγιο (7 συμπληρωμένα ερωτηματολόγια από 700) ώς μέσο τριγωνοποίησης. Η έρευνα πραγματοποίηθηκε στην Ανοιχτή Δομή φιλοξενίας Διαβατών (25/06/2020), στην ανοιχτή δομή φιλοξενίας Καβάλας (26/06/2020) και στο Κέντρο Υποδοχής και Ταυτοποίησης Φυλάκιο Έβρου (29/06/2020). Κύρια ερευνητικά ερωτήματα αποτέλεσαν τα χαρακτηριστικά των ενήλικων μεταναστών και προσφύγων που διαβιούν σε δομές φιλοξενίας, το πλαίσιο αναφοράς σχετικό με την εκπαίδευση ενήλικων μεταναστών και προσφύγων εντός δομών (προγράμματα εκπαίδευσης, και συνθήκες διαβίωσης), τα κίνητρα και εμπόδια συμμετοχής των μεταναστών και προσφύγων σε προγράμματα εκπαίδευσης στην Ελληνική γλώσσα εντός δομών φιλοξενίας, οι βέλτιστες εκπαιδευτικές τεχνικές σύμφωνα με τους πρόσφυγες και μετανάστες και οι απαραίτητες υλικοτεχνικές υποδομές και οργανωτικές διαδικασίες, που οφείλουν να ληφθούν υπόψη από τους αρμόδιους φορείς κατά τη δημιουργία εκπαιδευτικών προγραμμάτων. Κάποια από τα βασικά συμπεράσματα που αντλήθηκαν από τη συγκεκριμένη έρευνα σχετικά με τα χαρακτηριστικά του πληθυσμού στόχου είναι το μακρό διάστημα παραμονής εντός δομών φιλοξενίας και ΚΥΤ (1,5 - 4 χρόνια), το νεαρό της ηλικίας (17 - 25), το πολύ χαμηλό εκπαιδευτικό επίπεδο, οι δύσκολες συνθήκες διαβίωσης, τα πενιχρά εισοδήματα και η μηδαμινή γνώση της Ελληνικής γλώσσας. Επίσης, διαπιστώθηκε ότι έχουν πραγματοποιηθεί στο παρελθόν προγράμματα εκπαίδευσης ενηλίκων εντός των δομών φιλοξενίας Διαβατών και Καβάλας, ενώ αντίθετα στο Κέντρο Υποδοχής και Ταυτοποίησης Φυλακίου δεν πραγματοποιούνται μαθήματα Ελληνικών για ενήλικες (μικρή διάρκεια παραμονής 25 ημερών, μαθήματα Ελληνικών από ΜΚΟ για παιδιά και ανήλικους). Πολύ σημαντικό συμπέρασμα αποτελεί ότι η πλειονότητα των μεταναστών και προσφύγων επιθυμούν να παρακολουθήσουν πρόγραμμα εκπαίδευσης στην Ελληνική γλώσσα. Ωστόσο, διαπιστώνεται επίσης μία επιφυλακτικότητα γύρω από τη χρησιμότητα της και τη σημασία της στην καθημερινότητα τους (σχεδόν όλοι οι ερωτώμενοι ομιλούν αγγλικά). Βασικά κίνητρα για την εκμάθηση της Ελληνικής γλώσσας είναι η επικοινωνία, η εργασία και οι σπουδές και στη συνέχεια ακολουθούν παράγοντες όπως ένταξη και οικογένεια. Πολύ σημαντικά εκπαιδευτικά αντικείμενα αναδείχθηκαν η εκμάθηση ξένων γλωσσών, η εργασιακή εμπειρία, η χρήση Ηλεκτρονικών Υπολογιστών και οι Τεχνικές Σπουδές. Ακόμη, οι μετανάστες και πρόσφυγες επιθυμούν ενεργητικές εκπαιδευτικές τεχνικές όπως ο διάλογος και οι ομάδες εργασίας. Επίσης, εκφράστηκαν σημαντικά προβλήματα για τα προγράμματα εκμάθησης Ελληνικών στα οποία συμμετείχαν όπως πολύ μικρή χρονική διάρκεια μαθημάτων, λίγες ώρες, ασυνέχεια, κλείσιμο για μεγάλο διάστημα λόγω πανδημίας κορωνοιού, εμπόδια εισόδου στο Ελληνικό Εκπαιδευτικό σύστημα λόγω κάρτας εμβολιασμού (για αρκετούς "ανήλικους" - 17 ετών), συνεχής είσοδος νέων εκπαιδευομένων, συνεχής επανάληψη ίδιων ενοτήτων (πχ ξανά από την αρχή ΑΒΓ... για τους νεοεισερχόμενους), προτίμηση άλλων προγραμμάτων εκτός δομών, έξοδα μετακίνησης σε φορείς εκπαίδευσης εκτός δομής. Τέλος, η παρούσα έρευνα καταλήγει στο συμπέρασμα ότι η οργανωμένη πολιτεία είναι απαραίτητο να μεριμνήσει στη δημιουργία προγραμμάτων εκπαίδευσης ενηλίκων μεταναστών και προσφύγων στην Ελληνική γλώσσα, εντός δομών φιλοξενίας (πχ επέκταση του πρώην προγράμματος Οδυσσέας (Ελληνομάθεια) εντός δομών φιλοξενίας.
    • The main purpose of this research paper is to investigate the educational needs of adult migrants and refugees living in reception camps and facilities in Northern Greece, during the month of June 2020. More specifically, the research is concerning two Open reception camps (Open camp of Diavata Thessalonikis, Open camp of Kavala) and one First Reception and Identification Camp (KYT of Fylakio Orestiadas, Evros Border). The research was conducted in these three camps, on 25th, 26th and 29th of June 2020. The following paper is a multimethod research, combining four quantitative and qualitative research tools : 1) content analysis, 2) questionnaire, 3) interview and 4) observation. The sample of the research is consisted of 17 adult migrants and refugees, i.e. 10 interviews and 7 questionnaires. The interview was made in English language and in a very few cases in Greek language, through informal translation by participant's relatives. Over than 600 questionnaires have been distributed to the target population in english and french, however all the questionaires that were filled in (7), was in english language. The total population of adult migrants and refugees that live in reception camps in Greece, can be estimated in about 50.000 – 60.000 persons. The majority of the target population is consisted of very young adults (17 - 25 years old) and five persons are very close to adulthood (17 years old). One very important finding of the research, is that the majority of the migrants and refugees have a very low educational background and limited working skills. Almost all participants have made an asylum request and are living in greek camps for a duration that varies from several moths to 4,5 years. The economic condition of adult migrants and refugees is relatively bad (400€/month for a family of four members) and all of the participants are unemployed. Life conditions in the specific reception camps are close to the main standards in Greece. There is a big difference in life conditions between the open camps, where one can leave whenever he/she wants and the First reception camp where it is obligatory a stay of 25 days maximum, for identification and asylum claim purposes, in prison-type facilities. Often the duration can reach 6 – 7 months, in the case of unaccompanied minors, that don't have the necessary identification documents. Obviously, reception camps in Greece lack a lot in comparison to other EU countries, model-examples, such as Germany, Sweden and Netherlands. In most cases, camps are constituted by former military bases, full of barbed wire, old buildings and containers, with limited space and inadequate services (food, accomodation, security, staff). For example, in the case of Diavata, there are 300 – 500 people living “illegaly” inside the camp, in tents without any food provision. Most of the camps are overcrowded, such as the case of Moria camp in Lesvos, with more than 18.000 persons living in early 2020, while the maximum capacity of the camp is about 3.000 persons! Moreover, the research, illustrates the main educational programmes for adult migrants and refugees, that have been developed in Greece since 2005. “Odysseas”, was a major educational program, for the learning of the Greek language and civilization, destinated to adult migrants. Today, Greek language learning for migrants, constitutes part of the broader program of Life-Long Education Centres (KDBM). However, it is important to note that, in most of these programs are participating migrants that live in Greece for a long duration (3 – 10 years) and there are no decent educational programs destinated to migrants and refugees living in camps. There are some educational programmes, for adult refugees and migrants, living in camps, organised by voluntary organisations and NGO's, with limited results and a lot of organisational problems. This is the main goal of the research, to demonstrate the need of organising a solid educational program of Greek language learning, for migrants and refugees living in camps, in Greece. In the following lines, are presented some of the main findings of the research. Firstly, it's important to adress the principal motives for migration, according to the participants, such as : war (7/17), work (6), studies (5), bad life 8 conditions (5), religious and political reasons (4), life danger (3) and family (3). In most cases, migrants and refugees came across a lot of difficulties during the migration travel (danger in sea, exploitation and violence). The majority of migrants and refugees that participated in interviews said that they are satisfied with life conditions in the camps (9/10). On the other hand, most of the people that filled in the questionnaires said that they are not satisfied (5/7). Most of the questionnaires were completed by newcomers (3 months to 1,5 year), largely economic migrants, that live “illegaly” inside the camps in tents and very bad conditions. According to the research, the majority of migrants and refugees living in the three camps, don't speak/understand the Greek language (14/17). Their level in Greek language is relatively poor, with some basic phrases and oral understanding. The interviewees had self-evaluated their language level at 1,42 “Very little knowledge”, while according to the people that filled in the questionnaires their Greek language level is 0,56, between “Not at all” and “Very little knowledge” (0 Not at All, 1 Very little, 2 Basic knowledge, 3 Medium, 4 Good, 5 Very Good). A large number of migrants and refugees said that they would like to participate in a Greek language program inside the camp (13/17), however most of them say they would prefer an educational program outside the camp (7/10). In the two open camps (Diavata and Kavala), there have been organised educational programs in Greek language and other subjects for adults and minors (Solidarity Now, Blue Refugees). However, there have been adressed a lot of organisational problems such as small duration, newcomers, repetition and inefficiency. Also it was reported that the lessons have stopped for a long period (Mars – June 2020) due to the CoronaVirus pandemic. In the first reception camp (KYT Fylakio Orestiadas) there are no programs for adult education, and only minors are receiving some educational programs offered by NGO's (Metadrasi, Solidarity Now). It appears that the main subjects that interest migrants and refugees in learning, are languages (12/17), work experience and practise (7), computers (5), technical studies (2) and politics/history (2). According to the participants, the main focus of the educational process should concentrate on knowledge (14/17), and in a lesser extent skills, personal development/change (Mezirow) and social relations/contact. No-one has mentioned politics and social change, as a motivation in learning (Freire). Migrants and refugees stated that their main incentives in learning the Greek language are : communication (13/17), work (11), studies (5), inclusion (3), family (2), social contacts (2), finding friends (2) and general interest to learn (2) (Boshier’s typology). It seems that migrants and refugees would prefer a program that focus mainly on speaking skills (9/10), followed by writing (8), reading (7) and listening (6). Also, the research reveals that the principal subjects in an educational program in Greek language should be communication skills (13/17), vocabulary (9), writing and reading (8), grammar (5), and work experience (4). From a similar perspective, the contents of the main educational material (book, exercise books) should contain sections devoted to vocabulary (7/17), speaking/listening exercises (6), grammar (5) and subjects such as “walking in the city”, “finding work”, “visit to a doctor” etc. In the case of participants, that completed the questionnaires, it has been observed a slight differentiation, i.e. a principal focus in alphabet (5/7), speaking/listening exercises (4), communication skills (4), finding work (3) and numbers (2). As far as the educational techniques are concerned, migrants and refugees chose dialog (10/17), as the principal method/technique followed by teamwork (8), educational visits and use of computers. Also, in regards to the necessary equipment and educational tools, the participants have chosen computers (10/17), large classrooms (9), Internet (8), books/notebooks (7), Library/ Multimedia space (2) and working/practice facilities (2). The basic characteristics of a good teacher, are “a good and friendly person” (8/17), “to help and explain” (5), “knowledge” (4), “experience” (3), “language learning” (2), “interesting things to learn” (2), “slow pace of learning” (2), and “willingness to help/offer” (2). Also, it appears that the main obstacles for migrants and refugees in the educational process to learn the Greek language are work (9/17), bad quality (6), limited duration of programs (5), long wait for vaccination card – institutional obstacle to enter the Greek Educational System (4), fights/tension (4), lack of time (3), organizational problems (2), lack of continuity and sporadic character (2), new students (2) and family (2). 9 Regarding the organization of a Greek language program for migrants an refugees, living inside camps, the participants have expressed their desire that the program has a long-term character (from 4,7 months to 9,6 months), with a logic duration and frequency (2,3 hours to 2,75 hours per day) and total number of 15 persons per class. Also, in the research, we find that migrants and refugees seem to prefer mixed classes, with both male and female students (14/17), and without any concerns about the ethnic origin (13/17). For the participants of the research it is important to organize different classes for adults and minors (14/17) in a Greek language program, although they could accept, in the classroom, minors close to adulthood (15 – 17). Following the analysis of the educational needs of adult migrants and refugees living in camps in Northern Greece, this research is concluding by presenting the principal objectives of a Greek language program i.e. “to help migrants and refugees make their first steps in learning the Greek language and support them to their effort to become part of the Greek society”. The writer believes that it is important that the Greek state, finally decides to organize a decent educational program for adult migrants and refugees living in camps, in cooperation with other basic programs for migrants that are active today (Ellinomatheia, former Odysseas).
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