Learning By Doing survey

1
Learning By Doing survey
 

• Objective of the survey
• Identifying barriers for migrants to enter the
  labour market and learning a second language.
• Target Groups
• Students, Teachers and Employers.
• Common themes in the questionnaire
• Students, Teachers content in language
  education, class composition, teachers, and
  teaching methodology.
• Students, Teachers and employers employers
  expectations regarding linguistic and
  professional skills, work ethics and social and
  cultural skills.

2
The process from the last meeting in Norway till
now

• VIFIN translated the questionnaire into Danish.
  We were to conduct a pilot survey last fall.
• Why a pilot?
• Testing the survey and trying out the practical
  dimensions of collecting the data.
• Further moderation of questionnaire, linguistic
  and a critical view on the chosen themes.
• Pilot Pilot 5 students from different levels
  tried out the questionnaire.
• Further modification of questionnarie.
• Agreements with language centres in Silkeborg and
  Skanderborg.
• Both students and teachers participated.

3
Silkeborg and Skanderborg Where?
4
Danish Language Centre System
5
Selection of Companies

• Acquiring lists of branches in Silkeborg and
  Skanderborg.
• Narrowing down the list by selecting most
  relevant branches.
• Targeting 3000 companies were our financial
  limit.
• Ordering company data from the central register
  of businesses and randomly selecting 112
  companies to be contacted.
• Sent out an email containing link to the
  questionnaire.

6
Learning By Doing - Pilot
 

• PROFILE STUDENTS
• 39 students from two learning centres.
• 72 of the respondents were from Silkeborg
  Learning Centre, 28 from Skanderborg Learning
  Centre.
• Silkeborg is the largest.
• Distribution Sex
• A majority of women 72 .
• Men 28 .
• (Also the case in a larger data set from Vejle
  Learning Centre)
• Day/evening the distribution is however
  dependent on whether the students attend day or
  evening classes.

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PROFILE STUDENTSDistribution Age
8
PROFILE STUDENTS Regions of origin

• The two largest groups students from Eastern
  Europe and the former Soviet Union (33 ) and
  the Middle East and North Africa (38,5).
• Compared to the data on Vejle this aspect of the
  distribution is similar.
• However Students from the Far East are slightly
  underrepresented in the pilot.

9
PROFILE STUDENTSYears of residency in Denmark
10
PROFILE STUDENTSCross Tabulation Years of
Residency and Region of Origin
11
PROFILE STUDENTS Regions and Years of Education
12
PROFILE STUDENTSLevel of Education on Language
Centre
13
PROFILE STUDENTS Work Experience
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PROFILE STUDENTSSummary

• Majority is women.
• More than half (51,3 ) is between 25 and 39
  years old.
• Two thirds is 39 years old or younger, 95 55 or
  younger.
• The two largest groups are students from Eastern
  Europe and the former Soviet Union (33 ) and
  the Middle East and North Africa (38,5). The
  students in the former group typically have 10 or
  more years of education. Within the latter group
  a larger group (46,7) has between 1 5 years of
  education while roughly one forth has 13 or more
  years of education.
• Most students (72) have been active on the
  labour market in their country of origin. A
  larger percentage (82 ) of men than women (68 )
  had jobs.

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PROFILE TEACHERS

• 19 out of 32 potential respondents (60 ).
• Distribution Age and Sex A slight overweight of
  teachers above 50 years (52,6 ).
• Most teachers (73,7 ) are women.

16
PROFILE TEACHERSYears of Teaching, Motivation

• Almost half the teachers (47 ) have been
  teaching for more than 10 years. 84 have been
  teaching for more than 6 years and only 16 have
  been teaching for less than 6 years.
• When asked why they teach immigrants the most
  common answers are that the respondents enjoy
  teaching language and culture, enjoy teaching
  immigrants, and are interested in learning more
  about different cultures. Very few seem to have
  chosen the job because of the salary or because
  the could not find anything else.

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PROFILE EMPLOYERS

• Only 20 out of 112 answered. 18 where lost. This
  leaves 94 respondents and a respons rate of only
  21,3 .
• Most common trades among respondents are trade
  (25 ), service (25 ), Manufacturing (15 ) and
  construction (15).
• 75 of respondents have be1ow 20 employees. 25
  have between 20 100.

18
PROFILE EMPLOYERSArea of Operation,
Distribution on Sex, Age and Position

• The distribution of the companies area of
  operation is 1) the national level (36 ), 2) the
  international level (25), 3) the local (21 ), 4)
  the provincial level (18 ).
• Most employers are men - 75. Only 25 are
  women.
• 75 are 35 55 years old, 15 are between 25
  and 35 years old, while 10 are above 55 years
  old.
• 65 are Directors/CEOs while 35 are managers
  responsible for personnel.

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PROFILE EMPLOYERSExperience Employing Migrants

• 50 the companies have experience employing
  migrants.
• There seems to a correlation between
• 1) Number of employees and employing migrants.
• 2) Area of operation and employing migrants and
• Companies who operate on the
• Local level low degree of experience
• Regional and national levels experience to some
  extent
• International level To a larger extent
  experience employing migrants.

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PROFILE EMPLOYERSCross Tabulation Experience
in Hiring Migrants and Motivation for Hiring
Migrants

• Hiring of migrants seems to be related to their
  skills on the labour market.
• 60 of the companies that have no experience in
  hiring migrants would hire migrants to help
  further integration while only 10 of companies
  with experience agree on this.

Numbers refer to percentage of employers who
agree.
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Comparing groups Students and Teachers on
Language Education

• Motivation for attending language education
• High priority
• To get a job (87,2 )
• To be able to converse with Danes (79,5 )
• To get an education (66,7 )
• Medium priority
• Learn about Danish culture (53,8 )
• Meet other people (51,3 )
• Help children (46,15 )
• Low priority
• Citizenship (28,2 )
• Money (15,4 )
• Use education from home country (10,15)

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Comparing groups Students and Teachers on
Language Education

• Teaching Students
• High priority
• Lessons in Conversation (61,5 )
• Lessons every day (53,9 )
• Lessons in Pronunciation (43,6 )
• Medium priority
• Lessons in Writing (38,5 )
• Lessons alongside work (38,5)
• Lessons in understanding (25,6 )
• Lessons in reading (20,5 )
• Low priority
• Influence on language education
• (12,8 )
• Lessons in labour market culture
• (10,3 )
• Lessons in Danish culture (5,1 )
• More lessons everyday (5,1 )

• Teaching Teachers
• High priority
• Lessons every day (38,5 )
• Lessons alongside work (35,9 )
• Lessons in Conversation (25,6 )
• Medium priority
• Influence on language education
• (15,4 )
• Low priority
• Lessons in Danish culture (7,7 )
• More lessons everyday (7,7 )
• Lessons in Pronunciation (7,7 )
• Lessons in understanding (5,1 )
• Lessons in labour market culture
• (2,6 )
• Lessons in Writing -
• Lessons in reading -

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Comparing Groups Students and Teachers on
Language EducationExpectation to Teachers
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Comparing Groups Students and Teachers on
Language Education. Preferences Regarding
Teaching Methodology
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Comparing GroupsStudents, Teachers, and
EmployersLabour Market Linguistic Competencies

• Generally, the groups tend to agree on the
  importance of all three dimensions.
• However, understanding oral and written
  instructions seems to be more important than
  being able to write instructions.
• Although reading and writing are relatively high
  prioritized competencies on the labour market,
  they are not highly prioritized by the teachers
  when asked how the students will learn Danish
  best.

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Comparing groupsStudents, teachers, and
employersLinguistic and Socio-Linguistic
Competencies

• Vocabulary is regarded as important by all
  students. However only 70 of the employers has
  expectations regarding this dimension.
• A large proportion (almost one fourth) of the
  students does not regard conversational skills as
  important while only 5 of the employers does
  not expect this. 90 expect conversational
  skills (5 dont know)

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Comparing GroupsStudents, Teachers, and
Employers.Democratic Competencies on the Job

• Generally, there are relatively large
  discrepancies between all three groups concerning
  the expectation towards migrants participation
  in staff meetings and understanding of the labour
  union.
• Most students find that active participation in
  staff meetings are important, while only half of
  the teachers agree.
• Employers are divided regarding expectations
  towards understanding the labour union.
• NB large proportions of respondents answered
  dont know

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Comparing GroupsStudents, Teachers, and
EmployersFlexibility

• Generally small disagreements between the groups.
  
• All employers (and teachers) expect migrants to
  be willing to learn on the job.This is considered
  to be more important than willingness to do
  overtime work.
• This is also the case for ability to perform
  different job functions.

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Comparing GroupsStudents, Teachers, and
EmployersWork Ethic

• Agreement on being on time, calling in sick and
  willingness to work with the opposite sex as
  important. This is also the case for willingness
  to work in teams, be guided by co-workers, show
  respect for co-workers and accept feedback from
  co-workers.

• Fewer students agree on the importance of
  ability to ask questions and say no compared
  with teachers and employers. This discrepancy
  might indicate an obstacle to migrants being able
  to stay on the labour market.

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Comparing GroupsStudents, Teachers, and
EmployersSocial/Cultural Competencies

• A relatively large group of employers does not
  seem to emphasise social aspects such as speaking
  Danish during break-time and participating in
  staff-related activities in leisure time.

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Comparing GroupsStudents, Teachers, and
EmployersCultural Competencies

• General large disagreement between all three
  groups.
• There seem to be a disagreement concerning
  gift-giving at the workplace.
• Employers and teachers seem to accept headscarves
  at the work place to a higher extent than the
  accepting praying at the workplace.
• Religion in Denmark is seen as a private issue.
• Headscarves may be seen as a cultural expression
  rather than a religious. (normalization)
• There seem to be a more tolerate attitude towards
  praying among employers who have had experiences
  with hiring migrants.