KICK-OFF MEETING 13 – 14 JANUARY 2011 ROTTERDAM, NL SUMMARIES-NEEDS ANALYSIS Lifelong Learning Programme GRUNDTVIG Multilateral project INTEGRA- Migrants' Integrating Kit - Basic Language for Dealing with Financial Matters

Activities within the WP 2 - Needs analysis and Study of good practices Implementation of needs analysis Instruments: questionnaires developed within the partnership Objective: to determine 1. Migrants’ language level (partner countries languages) 2. Migrants understanding of the basic financial information and of the financial system (within the partner countries) 3. To identify means of supporting further development of the above and improve migrants’ daily life in the partner countries

Steps in needs analysis implementation 1. Gathering information on the migrant groups in Romania 2. Contacting potential future collaborators 3. Delivering project presentations 4. Distributing questionnaires 5. Collecting data 6. Establishing collaboration agreements

1. Gathering information on the migrant groups in Romania Source: Romanian Immigration Office Data : 3889 immigrants  17 migrants from EU member states  3872 migrants from outside the EU

2. Contacting potential future collaborators The Medical Students’ Society Iasi – 56 respondents (students) The Tunisian Association Iasi - 15 respondents (students) The Russian - Lipovans Community - 10 respondents (employed) Chinese community – 5 respondents (employed)

3. Delivering project presentations No. of presentations: 7 Beneficiaries: SSMI, TSA, CRL, Chinese migrants, The Management of the University of Medicine and Pharmacy, the Chair of Languages and the teachers of foreign languages and of Romanian as a foreign language. Dissemination materials: ppts and project summary in physical format

4,5. Distributing and collecting questionnaires No of questionnaires distributed: 100 No of questionnaires collected: 86 Countries of origin: Israel, Tunis, France, Nigeria, China, Morocco, Portugal, Norway, Greece, South Africa, India, Palestine, Ireland, Somalia, Sweden, UK, Kenya, Pakistan, Mauritius, Albania, Sri Lanka, Madagascar, Canada, Lebanon. Social groups: employed, self-employed, students and retired people

1. The Russian – Lipovans in Romania Community (C.R.L.) C.L.R.L is an association with an ethnic, social, cultural and humanitarian society including Russian, Lipovans and Russian- Lipovan people living in Romania. It was constituted on 14 January There are other 43 local communities in Romania. According to the research in 2002 most of the above mentioned communities live in the east of the country, Dobrogea and Moldova. The aim of C.R.L. is to represent and protect the rights of its members as well as to contribute to preservation of their ethnic, linguistic and cultural identity but also to support their integration as Romanian citizens. 6. Establishing collaboration agreements

2. The Medical Students’ Society Iasi (SSMI) SSMI is one of the oldest student associations in the country. It is a non-governmental organization. The goal of SSMI is to support and ensure the rights of all students in Medical school and at the same time contribute to the personal and professional development of its members as active members of their community. SSMI activity is organized into 11 departments: Public Health, Medical Education, Foreign Relations Initiative orphanages, AIDS and Reproductive Health, Human Rights, Refugees and Peace, Social, Culture, Sports, Training and IT. The department for foreign students has been established in November 2010 as there was a growing number of foreign students within UMF and their needs and rights had to be represented along the rights and needs of all the other students. Within UMF there are approximately 1300 foreign students. This department collaborates with all the other departments in SSMI to develop and implement projects for these students. These projects are developed in English and focus on a variety of themes.

Collaboration agreements – work in progress The Tunisian Association Iasi - discussions were held with the students in the management board of the association for collecting questionnaires and for their association playing the role of social partner. The letter of agreement is subject to analysis in the meeting of the association to be held in January

1. Gender of the respondents

2. Age groups

3. Country of Origin

4. Levels of Education

Only 55% people answered to this question and they said that they came in Romania in Previous country of residence

6. Knowledge on the country of migration

7. Reason for migration

8. Expectations vs. achievements

9. Adjustment to the new country

10. Professional status

11. Knowledge of the new language prior to migration

12. Language barriers

To the section other was mentioned : English, Jordan, Arabic, Norwegian, Urdu, French, Spanish 13. Language use within the family

To the section other was mentioned: French, German, Norwegian, Dutch 14. Language use outside the family

15. Language proficiency: comprehension

16. Language proficiency: speaking

17. Language proficiency: reading

18. Language proficiency: writing

19. Barriers in daily finances

20. Language proficiency: use of LSP

21. Practical use of LSP/ comprehension

At the section other the respondents answered : sometimes, not to all questions. 22. Practical use of LSP/ aural production

23. Practical use of LSP/ written comprehension/production

24. Practical use of LSP/ financial operations

25. Language barriers – daily financial operations

26. Language proficiency / comprehension of basic marketing info

The other languages mentioned by the respondents were : English and French. 27. Language difficulties management – self support

28. Language difficulties management – external support

Conclusions 1. Providing information on Romania (language and culture) prior migration 2. Offer general linguistic and cultural support 3. Offer support for specialized contexts (financial, administrative) 4. Activate migrants outside their families in contexts relevant for their daily life and professional field (using Romanian) 5. Language teaching needs to focus on context appropriateness 6. Address all four skills to ensure a smooth collaboration and understanding for all parts involved (migrants and institutions)