Preparatory Track for Higher Education

Main idea

Outline

The preparatory year for higher education helps refugees prepare for and adjust to higher education in Belgium. An important goal is helping them improve their Dutch language competences, because they need a specific language level (B2) in order to enrol in higher education. Secondly, there is a focus on the specific context of higher education in Belgium.

Target group

The target group are refugees who:

• possess a degree in secondary (or higher) education,
• (recently) migrated to Flanders,
• don’t reside in Belgium on a student visa,
• have a Dutch language level B1,
• pass the selection procedure (an interview).

Timing and detailed description

Around March/April Artevelde University of Applied Sciences (AUAS) starts advertising the preparatory year for refugees who want to enrol in higher education. Refugees can apply at info sessions in April/May/June. In August they have a selection interview in which the applicant talks about their motivation and their plans for higher education. Those that were selected, start their preparatory year in September. Their classes take place every weekday before noon. Many refugees combine this with a part-time job, and study and practice independently whenever they have some time to spare.

Throughout their first semester the focus is mainly on developing language competences in collaboration with the University Language Centre at Ghent University. Starting in October/November, the refugees also learn about study methods. Additionally, refugees receive guidance on choosing a study programme during this semester.

The refugees take the Interuniversity Language Test Dutch for Foreigners (ITNA-test) to determine their language level in January.

Those who have reached the language level B2, can already attend some classes of a study programme at a university (of applied sciences) free of charge during the second semester. If they pass these classes during the preparatory year, they don’t have to take them after enrolment. This gives them the opportunity to get accustomed to the way the Belgian educational system works. These refugees can also choose to take some elective courses on English, maths, physics or chemistry. Those who have not yet reached the language level B2 after the first semester, continue receiving Dutch language classes throughout their second semester.

Goals

• Refugees improve their Dutch in order to enrol in higher education.
• They are able to choose a study programme that makes sense for their skills and situation.
• They get to know the Belgian educational system.
• They learn effective study methods.
• They have better chances at succeeding in higher education.

Target group

Obstacles targetted:

• Migrant background obstacle

Students involvement

Students are not involved in the design of this initiative.

Students that have finished their preparatory year are involved in the delivery of this initiative as buddies for refugees. There are also some testimonials from students that have finished their preparatory year on the website.

Inspiration and evidence

Organizations working with refugees felt there was a need for an initiative like this.

Success criteria

• The groups taking the elective courses are rather small, making it so that these classes can easily be tailored to the needs of its students.
• The fee for this preparatory year is less than for other, similar, initiatives.
• The focus is broader than just language. Refugees receive guidance on study orientation, learn about study methods, etc.
• Those who have reached the language level B2, can already attend some classes (up to 6 credits) of a study programme at a university (of applied sciences) free of charge. If they pass these classes during the preparatory year, they don’t have to take them after enrolment.

Points of attention

• It would be beneficial to add an elective class linked to social sciences (e.g., psychology).
• It would be nice to have some of the classes be taught by people who have finished their preparatory year.
• The most difficult part of organizing this initiative, is finances.
• The fee can be a huge barrier for refugees to enrol.
• Working together with different partners is not always a piece of cake.
• There are not enough resources to help every suitable refugee that applies for the preparatory year.
• Some refugees don’t show up for class. It’s important to keep their specific context and difficulties in mind when faced with this issue.
• The study success of refugees that enrolled in higher education after finishing the preparatory year should be tracked more.

Do you feel you can effectively provide the support that students require?

Would you recommend this to other institutions?

strongly agree

Evaluation

This initiative is evaluated with the refugees (prospective students). This evaluation takes place by asking them questions verbally and in writing.

Adaptations

This initiative is improved upon each year based on the results of the evaluation. Some important adaptations were made:

• The time spent on study methods was increased. This made the adjustment to the Belgian educational system easier for refugees.
• Digital literacy was added to the curriculum. This seemed necessary for certain groups of refugees.
• Focus on choice of study programme and coaching around this was improved. Many refugees don’t know the Belgian education system or have insights that don’t match. Many of them are focused on academic levels only and don’t know the value of a professional bachelor’s degree on the Belgian labour market.
• The selection procedure first involved a written exam, but this part was dropped. The B1 level that is required to start should be enough.

Communication

• Most refugees find out about this initiative through Amal vzw, the Public Social Welfare Centre (OCMW), or other organizations for refugees.
• There are info moments in English and in Dutch.
• There are flyers which get sent to universities (of applied sciences) in the area so that they know what to do when someone wants to enrol without meeting the language requirement.
• Universities (of applied sciences) in the area are informed about this initiative via mail.

Timing

• March/April
  • The initiative is advertised.
• April/May/June
  • There are info sessions at which refugees can apply.
• June
  • Proclamation event
  • Refugees can take the Interuniversity Language Test Dutch for Foreigners (ITNA-test) for the second time.
• August
  • The selection interviews take place, and the final selection is made.
• September
  • The first semester starts.
  • Refugees can take the Interuniversity Language Test Dutch for Foreigners (ITNA-test) for the third time.
• January
  • Refugees take the Interuniversity Language Test Dutch for Foreigners (ITNA-test) for the first time.
  • The first semester comes to an end.
• February
  • The second semester starts.

Resources

• A (part-time) coordinator
• Lecturers
• This preparatory track is funded by AUAS, HoGent and Ghent University. Each partner gives €5000. This money is mostly spent on improving Dutch language competences.
• There is one person per partner working part-time on this initiative.

Extra information

• Amal vzw's website
• Flyer (Dutch) (pdf)

Transferability

We think it is somewhat transferable to other contexts or groups.

It’s not easily transferable because the content is tailored to the needs of refugees. This preparatory year could easily be made available for other groups of prospective students that need to learn Dutch, though. It would also be beneficial for pioneer students, albeit with different content.

Universal Design

This initiative was not based on the principles of universal design, because it was developed based on the needs of a specific group.

Context

• In Flanders, prospective students are required to have a Dutch language level B2 (CEFR) before enrolling.
• Some foreign degrees are not recognized by the National Academic Recognition Information Centre (NARIC-Vlaanderen).