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Arzu De ğirmenci Deniz Akpınar

Arzu De ğirmenci Deniz Akpınar. Background. Children of migrants are primarily represented at lower qualifying schools, the Haupt- and Realschule

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Arzu De ğirmenci Deniz Akpınar

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  1. Arzu Değirmenci • Deniz Akpınar

  2. Background • Children of migrants are primarily represented at lower qualifying schools, the Haupt- and Realschule • A quarter of the children of migrants go to the Gymnasium (higher qualifying school). In contrast, this rate is one third (!) among children without a migrant background • High drop-out rates

  3. Reasons/Factors • Parents: lack of sufficient knowledge about the German education system • Teachers: Underestimation of the learning abilities and potential of children of migrants • Society: the term “high share of migrants” is used as a synonym for “problems”

  4. Situation of Mentees • Live in neighbourhoods with a high ratio of migrants • Go mostly to Haupt-, Real- or Gesamtschulen • Get less qualitative support from their parents • Must deal with teachers’ prejudices • Often no lack of knowledge/skills in Maths, English or German, but rather, a lack of self-confidence, motivation and future prospects

  5. Mentor-Mentee Relationship • A greater identification with the mentors through similar biographies • A greater acceptance of the mentors through similar linguistic and cultural backgrounds • Motivation to travel abroad, to study, to engage with society

  6. Mentoring Primary Objectives : • Social and emotional companionship • Subject-specific tutoring • Orientation for school career/course of study and job prospects

  7. Mentors • Have a migration background themselves • “Experience experts” • Successful graduates of the German higher secondary education system • Close in age to the mentees • “Big brother”/“Older friend” (no solid relationship, relationship constantly changing) • Contact with parents (same mother tongue!)

  8. Mentoring at verikom • Pilot project begun in December 2004 under the name “Kendi” • Initially 20 Turkish-speaking mentors • Further extended to include, among others, Russian, Arab, Polish and Afghan mentors • Since February 2007 known under the name “Junge Vorbilder” [young role models] • Now ca. 120 mentors

  9. “Junge Vorbilder” • Basic and advanced trainings • Regular mentors’ meeting to share experiences • One-on-one support at the mentees’ homes • Mentors earn money (not volunteers!!) • Currently 80 active mentor-mentee pairs • Project aim: local offices in different neighbourhoods

  10. Schools • Cooperation with schools in heterogeneous neighbourhoods • Cooperation with school coordinators (contact person) • Institutional mediation of the project • Cooperation with 10 schools

  11. Results • Mentees got better grades at school • A positive impact on the general learning climate increased awareness of the mentees’ potential • Parents became more involved in school affairs and prouder of their children • Increased project participation by word-of-mouth (recommendation within families, neighbourhoods etc.) • Increased interest in cooperation from schools and foundations

  12. Special Features • Culture of recognition • From mentor to project assistent to trainer • Project leader? • Flexible hierarchical structure • Contact with mentors on an interpersonal level • Young leaders from the communities – new for Germany??

  13. Thank you! www.verikom.de

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