Liechtenstein Languages is a non-profit language course project. It is designed to 1.) train language trainers and 2.) teach German or other languages to migrants and refugees who have arrived and settled in Europe, especially in German speaking countries (Austria, Germany, Liechtenstein, Switzerland).
Kiron Open Higher Education is a social start-up founded in 2014 with the aim of removing existing barriers and provide higher education to refugees. The university offers an innovative combination of online and offline learning to provide accessible, sustainable, and cost-effective education. Kiron is investing in Massive Open Online Courses (MOOCs) to facilitate integration of migrants through education.
The OASIS project, Overall Assistance for Startup Immigration System, which is enforced by the Department of Justice and the Small and Medium Business Administration, and operated by 5 institutions designated as "Global Start-up Immigration Centers" (KIPA, Korea Immigration Service Foundation, Seoul Global Center, Korea Techno Venture Foundation and Gwangju Institute of Science and Technology), is a system to help foreigners establish start-up companies in Korea based on their intellectual properties.
The regulation on conditions and procedures for validating professional knowledge, skills and competencies came into force in January 2015. The validation procedure verifies compliance of professional knowledge, skills and competences – acquired through non-formal and informal learning – with State educational requirements, and guarantees better access to vocational training and the labour market. However, only qualifications in professions and specialties included in the list of professions for vocational education and training (VET) can be validated.
The comprehensive National Skills Development Policy in Bangladesh aims to guide skill development strategies and facilitate improved coordination of all elements of skills training and the parties involved. The Skills Development Policy contributes to the implementation of other national economic, employment, and social policies so that Bangladesh can achieve its goal of attaining middle income status in 2021.
The project’s goal was to address the needs of refugees and vulnerable host populations in Gabon. Through inter-agency collaboration, combined with top-down and bottom-up strategies, the project aimed to: (i) improve livelihoods through agricultural development and income generating activities; (ii) ensure access to basic health care services for refugees and vulnerable host populations; (iii) provide support to victims of sexual and gender-based violence; and (iv) promote education and skills training for groups at risk.
The MIDA Ghana Health Project (2002-2012) enabled Ghanaian health professionals living in Europe to undertake temporary assignments to contribute to the development of human resources in the health sector in Ghana. The project was funded by the Netherlands and implemented by IOM in close cooperation with the Ministry of Health of Ghana and Ghanaian diaspora professionals.
“Distance Education Oriented for Salvadorans Abroad” is the name of the program currently being executed by the Viceministry for Salvadorans Abroad and Universidad Tecnológica de El Salvador (UTEC), which will allow the undertaking of joint actions to develop distance educational services for Salvadorans living overseas.
The Ecuadorian government recognizes the importance of quality education that is accessible for all, as well as the importance of human capital in the development of a country. As established in article 26 of the Ecuadorian Constitution, education is a fundamental right that must be given and guaranteed by the national government.
This program provides newcomers with training, mentoring and supports required to become self-employed by providing them with the necessary knowledge and skills needed to participate in the local labour market as entrepreneurs.