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Background and Concept of MIFA - A Program to Increase the Participation of Minorities at University of Oslo (UiO)

Background and Concept of MIFA - A Program to Increase the Participation of Minorities at University of Oslo (UiO). The MiFA- M angfold = diversity in F ocus I n the A cademia: Working for the diversity at the University Nirmala Eidsgård – MiFA - UiO

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Background and Concept of MIFA - A Program to Increase the Participation of Minorities at University of Oslo (UiO)

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  1. Background and Concept of MIFA - A Program to Increase the Participation of Minorities at University of Oslo (UiO) The MiFA-Mangfold = diversity in Focus In the Academia: Working for the diversity at the University Nirmala Eidsgård – MiFA - UiO Presentation 09.02.10 at Technische Universität Braunschweig

  2. MiFA • 2003 – 2007 A project funded by the Ministry of Education and Research • 2008 – onwards: Implemented as the unit for diversity work at the Department student & academic affairs. • Anchored in the University Strategy plan • Two full time workers & up to 15 hourly paid students & about 70 volunteer workers.

  3. Why such a initiative? • To strengthen the terms between ethnicity, higher education and participation in society. • Surveys had indicated that students with minority backgrounds are under-represented in higher education • The Parliamentary intentional policy document no. 17: ”actions should be taken toincrease the number of students with minority-background in higher education”

  4. OurFocus • Recruiting - Increase the amount of minority students at UiO: Actions at the upper secondary schools, secondary schools & cooperation with the adult education • To encourage and ensure a multicultural student environment at the University of Oslo: MiFA student support, Dialogue seminars & debates • Networking towards the labor market, to ease the access to relevant jobs after graduation: Language course for improve the language skills for the labor market.

  5. Does MiFA make a difference? • We believe that higher education leads to higher • influence and involvement of minorities in the society • It is crucial that people with influence in our society • represent an ethnic diversity • We try to motivate young people to • make their own decisions about education

  6. Students at the upper secondary schools • Who needs MiFA? • Who finds their way to higher education on their own? • How can we avoid stigmatization?

  7. Different categories of students

  8. Recruitment 2003 - 2008 • Implemented MiFA as an elective subject in 5 upper secondary schools with high percentage of minority students. • A team work of school advisors, MiFA staff, UiO students & pupils from schools

  9. MiFA team - 2009 • MiFA-pilot: A course in value based leadership (in cooperation with Desmond Tutus peace center, SA). Offers to the upper secondary schools in Oslo • 3 training periods where the participants have to undertake the information, motivation works at their own schools, by using their leadership characteristics in schools • Role models: students who reflect an ethnical and academic diversity

  10. Results • Number of students who applied to the University from MiFA project schools had been increased during the project period. (2003 – 2007; 37%) • The simile statistics for all upper secondary schools in Oslo for the same period is 7%

  11. Our efforts towards the schools • MiFA-pilot: A course in value based leadership (in cooperation with Desmond Tutus peace center, SA). Offers to the upper secondary schools in Oslo • The course content 3 training periods where the participants have to undertake the information, motivation works at their own schools, by using their leadership characteristics in schools • Role models: students who reflect an ethnical and academic diversity

  12. Effort towards the school … • A Pilot Project in mentor arrangement at a secondary school with more than 95% pupils with minority background. (Project is funded by the Oslo municipal council) • Selected pupils from the school get a student from the university as a mentor • Main target is to improve the pupils` school performances. • The pupil and the student meet once a week under given conditions. • The school take necessary action to measure the result, by using the marks pupils obtain.

  13. 12% students with minority background in 2009

  14. Utvikling siden 2006

  15. Fordeling av min. studenter

  16. Efforts at the University • The learning environment • MiFA student Support • Seminars and debates • Social adjustments activities • Cooperation with the student parliament, • Norwegian student union & the ethnic • student-unions

  17. Facts: Norwegian labour market • higher rate of unemployment among minorities • 70 % of Norwegian employers says that the linguistic problems may hinder employment of people with multi-cultural background • 25 % fears that ethnic diversity may create religious and work-related conflicts • 70% all vacancies in Norway use to be filled through the personal contacts

  18. Course in business language for minority students followed by a mentor from a company • First course completed in march 2009. • Right now we are negotiating a collaboration with the Norwegian, employment & welfare agency in order to providing mentors for course participants

  19. Anyquestions? • Thank You for your attention

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