February, 2024
Report written by Stanton Geyer, Suha Abdulmalik, Lidia Klain Romão
Edited by Amanda Fraine and Victoria Jones
Table of Contents:
- Introduction
- Methodology & Demographic Data
- Findings
a. Subjects of Study
b. Professional Backgrounds
c. Education Backgrounds
d. Professional Skills
i. Professional Development
ii. Job Applications
iii. Target Skills - Conclusion
Introduction
This research and ELNOR’s daily operations would not be possible without the support and input of students, volunteers, staff, and interested interviewees across Lesvos, Samos, and Athens. The situation for life in refugee camps and along asylum routes is dire, and we are so grateful for those interested in taking time out of their day to discuss with ELNOR’s team throughout this research. We are also grateful for our NGO partners, new and old, who collaborated with our team to coordinate and respond to our surveys. These include Yoga and Sport with Refugees, Parea through Europe Cares, Just Action Samos, Welcome Office Lesvos, Samos Skills Factory, Drop in the Ocean at the Athens Victoria Center, and the United Ukrainian Diaspora in Greece. Our alliances with NGO partners help us reach new students and connect our beneficiaries with services. We look forward to strengthening these relationships to support our beneficiaries best.
ELNOR’s program, driven by a commitment to providing accessible and scalable English education to adults in refugee camps and contexts worldwide, has embarked on a transformative journey to bridge educational gaps and empower those seeking to rebuild their lives. This report pays tribute to the resilience and aspiration of our students. The insights from our survey and interview participants provide us with essential data and a deeper understanding of the educational backgrounds and interests of adult refugees, guiding our program’s continuous improvement and helping lay the groundwork for upcoming projects highlighting English language skills in career searching and professional relationships.
At ELNOR, we understand that education is not a one-size-fits-all solution. Our mission is to break down the barriers that separate refugees from educational opportunities, ensuring that English language skills are not only accessible but also cater to the specific needs and interests of our diverse student body. We believe that a strong foundation in the English language empowers refugees to access information, communicate with others, and seek employment opportunities, ultimately fostering self-sufficiency and a path to rebuilding their lives.
Methodology & Demographic Data
During the summer of 2023, ELNOR’s research team conducted baseline research in Greece, spending four weeks engaging with partners and beneficiaries in hopes of shaping future curriculum, activities, and overall program structure. Fieldwork spanned two weeks in Athens, one in Lesvos, and one in Samos. Researchers collected survey responses from 26 participants, alongside input from 16 NGO personnel, including staff and volunteers. Some of these NGO personnel were themselves current or former asylum seekers, providing their own unique perspectives.
Our partner organizations included well-established allies such as Yoga and Sport for Refugees, Drop in the Ocean at the Athens Victoria Center, and the United Ukrainian Diaspora in Greece. Additionally, we forged new partnerships with organizations like Just Action in Samos, Refocus Labs, Samos Skills Factory, and Welcome Office Lesvos. These new partners brought a sharper focus on professional development and individual document support topics, enriching our ongoing conversations to shape our curriculum and future programs.
ELNOR’s research methodology employed a mixed methods approach, combining surveys and interviews with both NGO workers and adult refugee respondents in the three communities. Our research centered around five primary areas:
- Examination of refugee adults’ past educational backgrounds and areas of study
- Exploration of their professional backgrounds, including prior work and onboarding experiences
- Investigation of their professional interests and future career plans
- Assessment of their exposure to professional development resources in the past
- Exploration of the target languages used in these contexts
Findings
a. Subjects of Study
The data from our survey reveals valuable insights into the professional interests of adult refugee beneficiaries, as well as the perspectives of NGO workers, in guiding their educational paths. When asked about the subjects they wish to study in preparation for work, it is evident that the majority of refugee respondents express a strong interest in photography, with 48% of them choosing this field. Business-related subjects follow closely behind, with 44% expressing an interest. Design and coding were also of interest to some, with 24% and 16% of respondents indicating these preferences, respectively. Only three responses utilized the “other” write-in option, with one expressing interest in learning architecture.
When NGO personnel were asked about the subjects their beneficiaries study or wish to study for work, 42.9% of them highlighted “business.” Photography and coding received equal attention, each accounting for 14.3% of responses, while design lagged behind at just 7.10%. A significant portion of NGO workers opted for “other,” providing a diverse range of write-in responses, including fields such as pharmacy, hospitality, tourism, law, and marketing, indicating either a broader spectrum of interests among their beneficiaries or a spectrum of understanding from their beneficiaries’ trajectories.
In terms of professional development programs, adult refugees’ data shows that there is a strong interest in developing photography skills with an interest rate of 54.2%. Digital design, coding, and journalism were equally the second-most chosen options, each receiving 29.2% of responses. The influence of local groups and resources, such as classes on photography, video, and film by RefocusLabs is evident in the photography preference, but further independent responses support this trend. Other notable preferences include real estate, music, and various aspects of construction and restaurant work. In the “other” category, four unique responses emerged, indicating interests in sports, nutrition, art, history, politics, and more. One strong commonality is that 24 out of 25 respondents expressed a desire to learn these subjects in English.
In parallel, our conversations with NGO personnel revealed their perspectives on the skills and interests of beneficiaries. The majority, 64.3%, believed that restaurant work, which could encompass entrepreneurial endeavors, was a strong area of interest. Digital design and photography were also highly regarded, each accounting for 50% of responses, indicating an alignment between the beneficiaries’ preferences and the perceptions of NGO personnel. Additionally, hair design and construction garnered 42.9% support, with agriculture, cooking, and engineering rounding out the list at 35.7% each. A substantial 66.7% of NGO workers felt that beneficiaries would want to study these topics in the English language, emphasizing the importance of language in their pursuit of professional development.
In terms of potential online professional development opportunities, our respondents displayed enthusiasm for learning, with coding/programming, English language, trade or business, exports, pharmacy, and medicine being the most favored topics. The results suggest a focus on practical, employment-oriented, and popular hard skills. Parallel to this, NGO workers’ perspectives highlighted the priority of language skills and finding work to cover basic needs, reflecting a practical and immediate concern. Other responses included hotel work, office skills, and a strong emphasis on general job readiness.
This data underscores the diverse and evolving educational and professional aspirations of adult refugee beneficiaries, highlighting the need for a flexible curriculum that can accommodate a wide range of interests and skills while prioritizing language proficiency and employment opportunities.
b. Professional Backgrounds
The data concerning the professional backgrounds of adult refugee beneficiaries and the perspectives of NGO workers offers valuable insights into their prior work experiences and aspirations for the future.
When inquiring about the past work experiences of adult refugees, we discovered a diverse range of occupations that include car washing, dishwashing, heavy lifting, leadership roles, photography, HR assistance, translation, graphic design, film animation, video editing, auto repair and trade, furniture design, painting, marketing, independent sales, computer science, computer engineering, construction teams and management, screenwriting, children’s choreography, social media management, gas station tenancy, and more. The diversity in these backgrounds highlights the varied skill sets and experiences these individuals bring with them. When asked whether they wanted to continue their previous work or pursue something different, a significant 70% expressed a desire to continue in their current career paths. Two respondents, however, expressed interests in “podcasting” and “truck mechanics” as areas they’d like to explore further.
In parallel, we engaged NGO workers to share their perspectives on beneficiaries’ past work experiences. The responses showed a wide spectrum of previous professions, including careers in skilled trades and craftsmanship, transportation and logistics, education and training, technology and information, creative and service industries, agriculture and farming, and security, legal, and public sector roles, including interpreters, journalists, judicial roles, and various positions in international organizations and civil society. It became apparent that many beneficiaries had experience in blue-collar work, and that their access to job opportunities and skills development had been influenced by generational factors and local laws in their previous countries of residence or refuge. As one respondent aptly put it, “It’s a bit of a mess, and people are trying to find how to survive.” In light of this complex landscape, a significant 86.7% of NGO workers indicated that beneficiaries were interested in continuing their previous types of work.
This data underscores the importance of recognizing the wealth of diverse professional backgrounds and experiences among adult refugee beneficiaries. It also highlights their resilience and determination to continue in their chosen fields while adapting to new environments. Understanding these past experiences and future aspirations is crucial for tailoring educational programs and support that can facilitate their integration and success in their host countries. The data also underscores the multifaceted challenges and opportunities that arise when individuals seek to adapt their professional identities in new cultural and legal contexts.
c. Educational Backgrounds
In our study, we examined the educational backgrounds of adult refugee beneficiaries and the insights provided by NGO workers. The data revealed a diverse range of educational experiences. Among the adult refugee beneficiaries, 43% had attended high school fully, 37.5% had not attended high school, and 31.3% had started but not finished high school. These educational settings included government schools, private schools, tutoring, special state programs, and local informal education. Notably, 83% of adult refugee respondents had previously studied in high school, with a mean of 11.3 years and a median of 11 years of pre-university education. The types of schooling attended were varied, with 66% attending government schools, 28.5% attending private schools, 14.3% mentioning informal schooling, and 9.5% selecting “other” types of schooling.
Interestingly, 66.7% of refugee respondents believed that a university education was necessary to pursue their desired careers, despite the fact that 52% had not previously studied in a university or a similar institution. Various unconventional responses were provided regarding their educational level, including mentions of “finished university,” “first year in university,” “3” (mentioned twice), and “middle” (mentioned twice). These findings ighlight the complex educational backgrounds of adult refugee beneficiaries, emphasizing the importance of adaptable educational programs and support structures that can cater to their diverse experiences and aspirations.
The data on the educational backgrounds of adult refugee beneficiaries and the perspectives of NGO workers reveals a diverse landscape of previous educational experiences and the desire for further education. The findings highlight the broad range of educational settings these individuals come from. Many faced challenges in completing high school, often due to financial constraints and geopolitical circumstances, making it important to consider tailored approaches to education.
The data also underlines the significance of language difficulties, especially in learning Greek and English, as a current educational challenge for many refugees. While a substantial percentage believe that a university education is necessary for their chosen careers, it’s noteworthy that a significant portion had not previously studied in a university. This may reflect their varied paths to education and professional aspirations. These findings emphasize the need for flexible educational programs and support structures that can address diverse educational backgrounds and aspirations among adult refugee beneficiaries.
d. Professional Skills
We surveyed adult refugee beneficiaries about their prior participation in professional development opportunities. The responses were as follows: 56.5% had not participated, 26.1% had participated, and 17.4% had participated and wanted to do so again. When we asked NGO workers the same question about their beneficiaries, 28.6% responded “no,” 28.6% said “yes and they want to again,” and 28.6% responded “no, but they would like to.” Notably, some beneficiaries received training from NGOs focusing on fields such as photography and cooking.
A significant 52% of refugee respondents had not applied for a job before, with 56.5% stating they had not written a job application. Five respondents answered “yes” to applying for a job but expressed a desire for future help in preparing job application documents. When we asked NGO workers, 75% believed their beneficiaries had applied for work, while 50% of NGO workers believed their beneficiaries had not written job applications before.
In terms of job interviews, 60% of refugee beneficiaries had not experienced one. For NGO workers, 50% believed their beneficiaries had not had job interviews, 31% believed they had, and 18.8% believed they had but needed more preparation.
40% of the respondents expressed that they haven’t prepared CVs or resumes before. Meanwhile, 50% of NGO workers believed their beneficiaries had not prepared CVs or resumes, and 37.5% believed they had but wanted further support.
In assessing their comfort with writing professional emails, 40% of refugee respondents expressed discomfort. Of the remaining 60%, some desired more help with professional email writing.
When it came to computer skills, a significant 72% of refugees felt comfortable typing on a computer or laptop, while 24% had taken classes but didn’t yet feel confident. Among NGO workers, 43.8% believed their beneficiaries were not comfortable typing on computers, and 25% believed they had taken classes but were not yet comfortable.
Using job search websites like LinkedIn and Indeed was uncommon among refugee respondents, with 73.9% indicating they had not used such platforms. In line with this, 75% of NGO workers believed their beneficiaries had not used these websites for professional development.
Approximately 59.1% of refugee respondents felt they knew their professional skills and competencies, while 40.9% did not. Among NGO workers, 75% believed their beneficiaries were aware of their professional skills, with comments suggesting the beneficiaries’ underestimation of their abilities.
A significant 82.6% of refugee respondents had not taken career assessments or job placement tests to identify suitable career paths. In contrast, 53.3% of NGO workers believed their beneficiaries had not taken such assessments, with 40% stating that beneficiaries were generally unaware of their existence.
Regarding previous certifications for skills or degrees, half of refugee respondents selected “no”, they did not have proof of these documents anymore. In the case of NGO workers, 50% believed that beneficiaries had previous certifications, while 43.8% believed they had physically lost some or all of them. Retrieval is not the only barrier here, as many governments offer no structure to recognize professional and academic merits from other countries.
The data on professional skills among adult refugee beneficiaries and the perspectives of NGO workers reveal the diverse backgrounds and needs of this population. Notably, a significant percentage of refugees had not participated in professional development opportunities, had not applied for jobs or written job applications, and had not experienced job interviews. This data highlights a gap in their preparedness for much of the job market.
Regarding computer skills, the majority of refugee respondents felt comfortable typing on a computer or laptop, which is a positive sign. However, the low usage of job search websites like LinkedIn and Indeed indicates a potential area for growth in online job search skills and profile building for journalists and similarly active roles.
Despite their limited participation in professional development opportunities, there is a willingness among refugee beneficiaries to engage in such activities, as evidenced by those who expressed a desire for future help with job applications documents, email writing, and computer skills. This underscores the importance of offering tailored training and support programs to bridge these gaps.
NGO workers’ perspectives emphasize the significance of English language training, computer skills, and evening classes, reflecting the priorities for supporting refugee beneficiaries in their journey to employment. Additionally, the beneficiaries’ underestimation of their own skills and competencies underscores the need for confidence-building programs and self-assessment opportunities.
In the context of curriculum development, these findings underline the importance of creating comprehensive programs that address not only language skills but also professional development skills, job application preparation, and computer literacy. By recognizing the needs and aspirations of adult refugee beneficiaries, educational organizations and NGOs can better tailor their curriculum and support to empower these individuals in their pursuit of meaningful employment and integration into their host communities.
Conclusion
In conclusion, the insights gleaned from our study encompassing subjects to study, professional backgrounds and aspirations, educational backgrounds, and professional skills readiness provide valuable guidance for the development of future professional development curriculum or programming from NGOs and other civil society actors. The data from NGO workers reasserts that provided from beneficiaries, reflecting the diverse needs and aspirations of adult refugees and underscoring the significance of educational programs tailored to meet their unique challenges and opportunities.
The data related to subjects to study reveals the varied interests of our beneficiaries, paving the way for curriculum development that aligns with their preferences. The Professional Backgrounds section highlights the rich and diverse experiences of our beneficiaries, many of whom aspire to continue or pursue new careers. Educational Backgrounds sheds light on the complexity of their educational histories, emphasizing the need for adaptable learning approaches. The Professional Skills data underscores the readiness of our beneficiaries for certain aspects of the job market, such as computer skills, while revealing areas that require focused support, like job application preparation and job search skills, and advocacy for formal recognition of earned degrees and higher educational access across governments.
We appreciate that our findings are just a starting point, and we recognize the importance of gathering input from our team, partners, and students to fine-tune our curriculum. Relevant future NGO programs can focus on job quizzes, tailored ESOL curricula, professional mentoring, online career/networking profile building, CV development (including Europass CVs), job interview preparation, specialized application support, and more. Collaborations with third-party programs, like CodeAcademy and Brilliant.org, may enhance such offerings, and exploring degree/certificate retrieval from countries of origin could further empower our beneficiaries.
In the end, our goal remains to empower adult refugee beneficiaries in their pursuit of meaningful employment and integration into their host communities, and these findings will serve as a foundational resource for shaping our future initiatives.
We look forward to sharing our next steps with the ELNOR community in the coming months.