Vinsamlegast notið þetta auðkenni þegar þið vitnið til verksins eða tengið í það: http://hdl.handle.net/1946/17419
Framtíð í nýju landi : þróunarverkefni með innflytjendum í framhaldsskólum
Í greininni er fjallað um þróunarverkefnið Framtíð í nýju landi
(FÍNL). Verkefnið var þriggja ára tilraunaverkefni og því var
ætlað til að styðja víetnömsk ungmenni á Íslandi. 35 ungmenni voru skráð þátttakendur í verkefninu. Af þeim hópi voru tólf í
skóla eða í starfsþjálfun en önnur voru ekki í formlegu námi. Almennt má segja að víetnömsk ungmenni hafi komið sér áfram í íslensku samfélagi. Ungmennin sem þátt tóku í rannsókninni
höfðu flest gert tilraunir til að snúa aftur í skóla til að læra
íslensku eða einhverja iðngrein en hætt aftur, aðallega vegna slakrar íslenskukunnáttu, skorts á heppilegum íslenskunámskeiðum, skorts á innri hvatningu og sjálfsvirðingu og erfiðra fjölskylduaðstæðna. FÍNL var stofnað í desember 2004 til að bregðast við þessum erfiðleikum. Öll fengu ungmennin aðstoð við heimanám,stuðning frá mentorum og annan skipulagðan stuðning og ráðgjöf. Heildarniðurstöður mats á þróunarverkefninu
voru á þá leið að þrátt fyrir nokkra erfiðleika hefðu markmið þess náðst að tvennu leyti. Annars vegar hefði tekist að styðja og efla þátttakendur í að auka við menntun sína og aðlögun að Íslandi, hins vegar hefðu einstaklingar og stofnanir í sameiningu stuðlað að umbótum í menntakerfinu og samfélaginu til að liðsinna ungu fólki af erlendum uppruna. Þróað var líkan sem lýsir því hvernig þeir aðilar, sem mest áhrif hafa á framgang ungra innflytjenda og annarra ungmenna sem eiga undir högg að sækja, geta unnið saman til að auðvelda skólagöngu þeirra og aðlögun. Þótt FÍNL hafi verið hannað fyrir víetnömsk
ungmenni á Íslandi má nota líkanið sem þróað var við að leysa vanda ungmenna hvar sem er í heiminum.
The Vietnamese community in Iceland is isolated because most of its people came as refugees. Some of them had limited education, and learning Icelandic has proved to be very difficult for them. As a result, parents with school age children had limited understanding of the Icelandic school system and society, and didn’t know how to effectively seek assistance for their children. Also, there was a great number of Vietnamese youth who dropped out of secondary educa-tion. As a result, Project Springboard (PS) was established in December 2004. Thirty-five youth of Vietnamese background between the ages of 16 and 25 registered as participants. Participants who were in schools were provided with tutors, mentors and other support personnnel and counseling. Youth who were not in school were assigned to Fjölsmiðjan (Youth Work Centre) or companies to do training and building up their Icelandic to prepare for vocational schools or fur-ther training. Project Springboard was a three year pilot project involving systematic inter-action with all participants – the youth, the schools, the mentors and the com-panies – with constant cooperation, evaluation and intervention. It could be cate-gorized as a qualitative research inquiry. It actively worked to assist Vietnamese youth and at the same time collect data for annual progress reports. Data was collected during regular interviews and meetings that the project director and staff held with the participants to follow up on their cooperative progress and an evaluation. The first goal of the project was to support and strengthen its participants’ edu-cation and integration in Iceland. The second goal was to activate individuals and institutions to contribute towards creating changes in the education system and the society to bring about more educational success to first generation immi-grant youth. To realize these goals PS needed to activate both private and public sectors of the society and their families to take part in it. To assess the success of PS the research question that needed to be answered was: How can entities that have the most influence in the development of youth – parents, employers, institutions, mentors, and schools – by cooperating to facilitate the integration process of youth of foreign backgrounds? After the three years, PS reported the hindrances with which immigrant youth had struggled in their quest for education and integration and how it had manag-ed to counteract these hindrances. The first hindrance was the lack of courses available to learn and become proficient in Icelandic in order to attend upper secondary school. The second hindrance was the lack of Icelandic proficiency and low educational background. The third hindrance was the lack of motivation and self-esteem. The fourth hindrance was difficult family situations. For these youth, without the vigorous support of their families and the school system, the academic road was just too long and difficult to endure. The overall findings were that PS succeeded in completing the two goals it set to accomplish. The response to the research question was a working model of how entities that have the most influence in the development of immigrant and disad-vantaged youth could cooperate and facilitate their education and integration process (Framtíð í nýju landi 2004–2007, 2007). Furthermore, even though PS was designed for Vietnamese youth in Iceland, the model can be used for disadvan-tageed youth anywhere in the world.