Srs 2016 english by Björn Schalles

ANNUAL AND IMPACT REPORT TRÄGERKREIS JUNGE FLÜCHTLINGE E. V.

ANNUAL AND IMPACT REPORT

AREA OF APPLICATION OF THE REPORT Using Social Reporting Standard 2014 (SRS), this report describes the provision made by the Trägerkreis Junge Flüchtlinge e. V. and its subsidiary companies SchlaU-Werkstatt für Migrationspädagogik gGmbH and SchlaU gemeinnützige UG (limited liability). It covers the period January to December 2016 and updates the Annual and Impact Report 2015.

COLLAGES OF DAILY LIFE The pictures in the various chapters of this report come from an exhibition by the photographer Patrick Frost which he compiled together with SchlaU students: Daily lives are different. They are individual. When we talk about migration phenomena, however, stereotypical pictures usually come to the fore that mask this actually obvious fact. The daily lives of migrant groups are naturally just as diverse as those of other people. Together with current and former students at the SchlaU school, Patrick Frost developed a pictorial language for his exhibition that tells the story of this diversity of everyday lives. It can thus succeed in com-

plementing the mostly victim-centred reporting about forced migration found in the media with a strong, action-focused perspective. Because being a refugee as a social and legal status and as an individual experience requires the greatest inner strength. In this context, the educationist Louis Henri Seukwa talks about an "ingrained art of survival", which is the result of such circumstances, contrary to all social adversities. In workshops the students revealed their view of everyday things and prepared them for the media. Whether it is the pen that goes everywhere with them every day, the approaching snow or the importance of Friday as a day of the week.

CONTENTS

Foreword 4 Vision 6 Educational Guiding Principle 7 Special Events 8 1. Background 1.1. Context 13 1.2. The Target Group 15 2. SchlaU School and SchlaU School-Work Transition 2.1. Setting a Precedent according to the SchlaU Principle 17 2.2. Teaching and Learning Culture 18 2.3. Support 20 2.4. Dealing with Diversity 21 2.5. Additional Provision & Projects 24 2.6. Careers Guidance 30 2.7. SchlaU School-Work Transition 30 3. SchlaU Workshop for Migration Education 3.1. Scaling the Approach and Research 33 3.2. The Target Group 33 3.3. The Concept 34 3.4. Teaching Materials 35 3.5. Basic and Further Training 36 4. Resources, Services and Effects 4.1. Input-Output-Outcome/Impact 39 4.2. Statistics 40 4.3. Effect Logic 43 4.4. Evaluation and Quality Assurance 44 5. Organisational Structure and Team 5.1. Owner and Organisational Structure 47 5.2. General Information 49 5.3. Team 50 5.4. Specialist Networks and School Partnerships 54 5.5. Volunteering at SchlaU 56 6. Finances 6.1. Accounting 59 6.2. Financial Report 59 6.3. Finances 2015 and 2016 60 6.4. Sponsors and Cooperation Partners 62 7. Outlook 7.1. Planning and Goals 65 7.2. Influencing Factors, Opportunities and Risks 65 7.3. Obersendling Youth Quarter 68 3

ANNUAL AND IMPACT REPORT

DEAR FRIENDS Even though the living conditions for refugees here in Munich/Bavaria and worldwide have deteriorated greatly, I would like to state here how happy and proud the untiring commitment of all involved in the Trägerkreis Junge Flüchtlinge and our network makes me. Thus the hope never fades that we will continue to fight actively and successfully to improve the situation. My particular thanks go to our students who, in spite of tremendous state limitations, do not allow themselves to be diverted from their goal of participating independently in the life of our society. The same respect is due to all of our employees and volunteers, because I know only too well how difficult it is in such times to pass on the necessary knowledge and confidence simultaneously - you are doing it brilliantly! To actually do everything that we organise we need the necessary funds. That is why I would like to thank all of our supporters from the bottom of my heart: keep on making it possible for us to make things possible, and thank you! Next year we will face particular challenges. At the end of the Report you can see how you can help us. While justly glad of all that we have achieved together, I would like also to assume a reflective note and address questions that concern work with refugees all over the country: why is such tremendous pressure exerted on refugees; why are the (predominantly Afghan) students so frightened by the state, denied education permits, so that they can only with great difficulty concentrate on studying? The Heidelberg Institute for Conflict Research clearly states: there is war in Afghanistan. However, German interior ministers, in particular Mr de Maiziere, do not let themselves be influenced by such things, and seek out towns and regions in Afghanistan to which Afghan refugees can be deported "without any problems". The few people who they really can deport are not a burden for our country; everyone knows that! But this is an extremely welcome message to the electorate: Look, we are doing everything inhumanely possible to satisfy the potential voters on the farright fringe; look, you can also vote for us, is the political standard, especially that of the Bavarian part of government, the Christian Social Union (CSU). This is unChristian and unSocial in the highest degree; its latest effect, since the start of this school year, has been to dramatically impact successful school enrolment among refugees all over Bavaria. It affects ALL Bavarian vocational schools, and not just vocational schools. But it is in vocational schools that the introduction of compulsory attendance for 16- to 21- (in exceptional cases up to 25) -year-old refugees in Bavaria had just, after several years, begun to produce a positive development in educational policy, which could act as a model for the country as a whole. There is definitely still a lot to improve, but I stand by this viewpoint. For months, however, refugees in Bavaria, including SchlaU students, have been put into terrible states of fear that no-one involved in education can understand, that preclude the provision of ordinary education, with its promise of success, and definitely do not allow for concentrated study! The uproar was all started by an "IMS" (letter from the interior minister), which was then retracted as "unauthorised" (!...), but the printing procedure was maintained. Then the Bavarian government went so far as to defy the national legislative position and declared the 3+2 ruling (in the Federal Integration Act) as invalid for Bavaria; employers, the chambers of industry unleashed a storm of protest – no mercy, it was an election campaign at the expense of refugees and that's where we should leave it, however inhumane, economically and socially senseless it may be, it is a matter of political expediency. If you have understood me to mean that I want give impetus to society as a whole, sending 4

ANNUAL AND IMPACT REPORT

out a call for civic engagement by all affected to counteract these developments, then you have understood me correctly. And this concerns employers and chambers of industry, teachers and teaching associations, head teachers, school friends and volunteers; we are a combined force that we should bring to bear in opposition to these developments, together. Continue to support us so that the so outstanding school and personal achievements of our students can continue to be a positive beacon, so we can get through this difficult phase and so that we can spread our experience further and allow our expertise to take effect. We will not be stopped from doing this.

Yours, Michael Stenger Chairman of the Board & Founder Trägerkreis Junge Flüchtlinge e. V.

"MY PARTICULAR THANKS GO TO OUR STUDENTS WHO, IN SPITE OF TREMENDOUS STATE LIMITATIONS, DO NOT ALLOW THEMSELVES TO BE DIVERTED FROM THEIR GOAL OF PARTICIPATING INDEPENDENTLY IN THE LIFE OF OUR SOCIETY."

ANNUAL AND IMPACT REPORT

OUR VISION

INCLUSION INSTEAD OF EXCLUSION. OUR VISION IS TO ENABLE YOUNG REFUGEES ARRIVING IN GERMANY TO TAKE PART IN EDUCATION AND SOCIETY. TO ACHIEVE THIS, WE WANT TO PASS ON OUR CONCEPT OF SCHOOL-PARALLEL TEACHING IN AS MANY LOCATIONS AS POSSIBLE ACROSS GERMANY AS A SUCCESSFUL AND REPEATABLE MODEL FOR NATIONAL EDUCATIONAL POLICY AS EXPERIENCED AND INTERNATIONAL DEVELOPMENT POLICY. IN THIS CONTEXT, WE UNDERSTAND SCHOOL AS A SPACE FOR SHARED LEARNING, THAT PROMOTES PERSONAL DEVELOPMENT AND OPENS UP OPPORTUNITIES FOR THE FUTURE.

ANNUAL AND IMPACT REPORT

OUR EDUCATIONAL GUIDING PRINCIPLES Access to Education and Society

Independence

Demanding rights Punctuality

Putting ideas into words

Reliability Open-

Ability to handle

Learning German

Discovering Acting responsibly oneself

Ability to work in a Learning a

Respect

Shaping the future

Developing strategies for life

Pursuing goals

Own abilities and interests

Working together

Learning how

Expressing wishes

School-leaving

Listen-

Training and Work

Self-esteem Community

lesson content and progression are matched to the learners and their greatly varying educational biographies. What our students especially value is the fact that we not only use the applicable educational standards as a basis, but also the realities of their lives. Implementing this not only requires flexible, creative handling of existing teaching materials, but also the development of new ones. We also work in cooperation with many partners who enable learning at additional levels and enrich the experiential worlds of our students. Here, all involved depend on clear structures and close cooperation to achieve the best possible results. "We want to achieve things!" (quote from a student) â&#x20AC;&#x201C; this basic philosophy makes SchlaU into a space that allows shared learning, encourages personal development and opens up opportunities for the future.

We set ourselves the goal of supporting young people by giving them the opportunity to access education, and thus society. We see this job as a shared task with our students. At SchlaU, each and every individual should be encouraged and supported along their individual path to a self-determined and self-reliant life. Students are at the centre of SchlaU. Together with them, we want to develop school knowledge and strategies for shaping and managing their lives, to strengthen self-esteem and help them to discover their skills and interests. To achieve this, we offer extensive counselling and mentoring to complement our teaching. This includes school social workers, tutoring, careers advice, the SchlaU School-Work transition programme, as well as spontaneous conversations. Taking time and listening, but also setting boundaries and rules are the key elements of our interaction. Not infrequently, this makes teaching staff into important contacts outside the classroom. The 7

ANNUAL AND IMPACT REPORT

SPECIAL EVENTS SCHLAU RECEIVES MUNICH SCHOOL PRIZE 2017

standing achievements in the school community as a whole. At the same time, this should also support the networking of Munich's schools - and thus learning from each other." (Department for Education and Sport) Thank you to all employees, students, supporters, volunteers and donors! The Munich School Prize goes to each and every one of you! Your SchlaU School

On 17 January 2017, the SchlaU School received the Munich School Prize! The SchlaU School was rewarded by the judging panel of the Munich School Prize for our holistic education of young refugees, from literacy all the way to successful school-leaving qualifications. The judging panel, which selects the most successful schools for the award of the Munich School Prize every year, uses seven quality criteria to examine what makes good schools into excellent schools. The prize is awarded to Munich schools that design teaching and learning processes particularly innovatively and ensure the success of education for the long term. "The aim of the Munich School Prize is to find models of successful school development processes and to draw attention to them to honour and encourage out-

Students, teachers and employees at the SchlaU School celebrated the award of the Munich School Prize on 17 January

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EXTRACT FROM THE LAUDATORY ADDRESS BY MAYOR CHRISTINE STROBL OF 17 JANUARY 2017 What distinguishes this school so exceptionally from other candidate schools that it was awarded first place in the Munich School Prize competition? The judging panel experienced a school where students find their home, where they are prepared for their continued path in life and supported when they move into the world of work. A school that, as a priority, follows the goal of enabling young people to participate equally in society. First of all, the young people learn what school is for them; a place for learning and working. Some cannot do arithmetic or read and write, some need special educational support, others have to reach a certain linguistic level as quickly as possible so that they can participate in subject lessons in what is a second language to them. Rules, rituals and routines become very important here. So that the young people can be prepared for the standard school system in the necessary time within a protected space, classes are set up that correspond to the achievement level and the individual levels of education. And with the greatest success!

"The sensationalist propaganda against refugees is becoming unbearable and the legal regulations prevent integration and participation. The ban on work and training for some of our students as well as the unscrupulous practice of deportation have fatal consequences for our school. This makes it all the more important to demonstrate and recognise that, with the right support, young refugees achieve outstanding success at school even under the most precarious living conditions. The team and I are proud that we can demonstrate this success at the SchlaU School. And, above all, our students can be proud of this. The Munich School Prize is a special recognition of their achievements. Behind the success are the specific subject knowledge and highest possible levels of commitment of our staff, hard work and great perseverance from all involved. Furthermore, the work of the school is only possible thanks to effective, close cooperation with other schools and institutions in Munich, our many voluntary learning mentors and our sponsors. My heartfelt thanks therefore go to the entire SchlaU School family and to all of our cooperation partners and supporters!" Antonia Veramendi, Headteacher SchlaU School

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CROSS OF THE ORDER OF MERIT OF THE FEDERAL REPUBLIC OF GERMANY FOR MICHAEL STENGER

"I see this as great recognition for everyone who stands up for refugees. It should be an incentive for further work and for finding pleasure in this work to positively advance the country in this direction. I believe we need more of this," says Michael Stenger. A total of 29 people were honoured by Federal President Gauck in Bellevue Palace on 4 October 2016 for their engagement in the fields of science, culture and social affairs.

We congratulate our founder and Chairman, Michael Stenger, on receiving the Cross of the Order of Merit of the Federal Republic of Germany. On 4 October 2016, on the occasion of the Day of German Unity, Federal President Joachim Gauck presented him and other deserving citizens with the Order of Merit of the Federal Republic of Germany. The justification states: "For many years Michael Stenger has undertaken to improve the educational situation for refugees. In the year 2000, he founded "SchlaU" in Munich to enable refugees aged between 16 and 21 to avail themselves of their right to education. Michael Stenger is always seeking new ways to realise the human right to education. "SchlaU" is a model for this for the whole Federal Republic." Starting with just a few classes, he developed the SchlaU project into a school with its own educational concept. Today, the school teaches more than 300 students.

Michael Stenger receives the Cross of the Order of Merit from Federal President Gauck

ANNUAL AND IMPACT REPORT

State Minister Aydan Özoguz, Commissioner for Migration, Refugees and Integration, presented Michael Stenger and Björn Schalles from Trägerkreis Junge Flüchtlinge e. V.

SCHLAU RECEIVES IT WORKS! AWARD In 2016 we received the charity seal of approval from independent analysts PHINEO for the particularly effective work of the SchlaU School. On 28 April 2016, the PHINEO It Works! seal was presented in Berlin to the SchlaU School and 12 other prize-winning projects under the patronage of State Minister Aydan Özoguz, Commissioner for Migration, Refugees and Integration. For almost two years, PHINEO examined charitable commitment to refugees in Germany. Andreas Rickert, CEO of PHINEO: "The teaching in the SchlaU School is embedded in the rest of the association's provision, e.g. literacy courses and apprenticeship support. It thus succeeds in meeting the young people where they are and helping them to develop perspectives in their new home."

GERMAN ENGAGEMENT AWARD 2016 On International Volunteer Day, 5 December 2016, the Bündnis für Gemeinnützigkeit [Alliance of Charitable Organisations] presented the German Engagement Award 2016. The German Engagement Award 2016 went to the SchlaU School in the category "Creating Opportunities". The German Engagement Award honours the civic engagement of people in Germany and all of those who make engagement visible by awarding prizes. On 5 December 2016, International Volunteer Day, the award was presented during a celebration in the presence of Federal Families Minister, Manuela Schwesig. The initiator of the Engagement Award, which has been presented since 2009, is the Bündnis für Gemeinnützigkeit, an alliance of the major umbrella organisations and independent organisations of the charitable sector, experts and scientists. It is sponsored by the Federal Ministry for Families, Senior Citizens and Youth, Generali Zukunftsfonds and the Deutsche Fernsehlotterie [German Television Lottery].

ANNUAL AND IMPACT REPORT

1. BACKGROUND

cational school age and refugees have been offered at Bavarian vocational schools in a two-year model4 that is becoming a model for all Germany. Since the spring of 2013, the Trägerkreis Junge Flüchtlinge e. V. has been involved in an advisory capacity due to its many years of experience and expertise in education. Socalled transitional classes at general schools are created for refugees below 16 years of age. In spite of this progress, not all young refugees have access to the education that is their human right. For example, not all of the federal states have achieved the required, legally enshrined access requirements, or have to date failed to create the necessary school places and/or personnel resources, or have done so only insufficiently. Most courses that are currently offered for refugees over 16 in Germany are also limited to an attendance of two years. Such provision does not take sufficient account of the heterogeneity of previous educational experience, life plans, career goals and existing potential of these young people. Moreover, since the objectives of refugee classes at vocational schools aim at integrating the young people in the labour market as quickly as possible, in order thus to counteract the much-referenced shortage of skilled workers, there are no plans for higher educational qualifications at continuing education establishments or universities. Support services for people who need special assistance are also withheld. These young people also face many hurdles during their training. The structural conditions should therefore be designed so that they allow educationally for adequate room to manoeuvre and time to work with these sometimes traumatised adolescents. The educational concept should therefore allow for school attendance for up to four years to

1.1. CONTEXT "Everyone has the right to education." This is how the Universal Declaration of Human Rights of the United Nations phrases it. The right to education is also enshrined in Article 22 of the Geneva Refugee Convention and in Article 28 of the UN Convention on the Rights of the Child, adopted in 1989. Although Germany ratified the Convention, it invalidated it until 2010 in all cases in which the national residency or asylum law provides for restrictions on children or adolescents lacking the right to remain.1 In practice this meant that especially refugee minors2 over the age of 16 were excluded from the rights of the Convention because they were treated as of age for treatment within the asylum system within the bounds of asylum legislation. Although the reservation concerning the Convention on the Rights of the Child was withdrawn in Germany in 2010, many young refugees are still experiencing extremely difficult or limited access to education and training. Although educational provision has been developed in individual federal states and local authority areas, the problem of the systemic lack of "Education for Young Refugees" in its totality has barely been broached in many federal states, or only to a limited extent. In Bavaria in March 2011, the Trägerkreis Junge Flüchtlinge e. V. managed to convince the Bavarian Education Minister of the social benefits of compulsory vocational education for young refugees. As a consequence, in August 2011, compulsory vocational education for young refugees aged between 16 and 21 (in exceptional cases up to 25) was introduced. Thus, the Bavarian Education Ministry recognised that "vocational education provision for refugees of the age for vocational school, seen against the background of demographic change and the increasing shortage of skilled workers, seems necessary, not only on the basis of social considerations, but also from an economic standpoint."3 Since then, teaching models for asylum seekers of vo-

Weiss, Karin (2009): Lebenslagen von jungen Flüchtlingen in Deutschland [Life situations of young refugees in Germany]. In: Krappmann, Lothar et al. (Ed.): Bildung für junge Flüchtlinge – ein Menschenrecht. Erfahrungen, Grundlagen, Perspektiven. [Education for young refugees - a human right: experience, foundations, perspectives] Bielefeld: p. 59 – 70 2 In our understanding, all people who have to leave their home countries under duress are refugees. Unlike the law, we do not differentiate between asylum seekers and recognised refugees. 3 Bayerisches Staatsministerium für Unterricht und Kultus [Bavarian State Ministry for Education and Culture] (2012): Project "Schulisches Angebot für berufsschulpflichtige Flüchtlinge" [Educational provision for refugees of vocational school age], Letter to the governments of 24.05.2012. Munich, p. 1 4 More on this concept: https://www.isb.bayern.de/download/18274/lp_ berufsintegrations_und_sprachintensivklassen_ entwurf.pdf 1

ANNUAL AND IMPACT REPORT

Children and Young People with a Refugee Background in Bavaria 20156

20167

Must attend school fulltime

21,151

21,525

Must attend vocational school

36,085

35,334

Total

57,236

56,859

prepare the young people for the vocational school-leaving qualification. After they have attended the school, the young people should be given the opportunity of follow-up support during their training or for further school education5. In Munich, there are currently 88 classes available at various vocational educational establishments. The Junge TrĂ¤gerkreis FlĂźchtlinge e. V. provides 20 of these classes.

School places in Bavaria Must attend school full-time: Schooling for under 16-year-olds in transitional classes 2014/20158

470 transitional classes

2016/20179

640 transitional classes

Must attend vocational school: Schooling for over 16-year-olds in vocational schools 2015/201610

440 classes with 8,100 school places

2016/201711

650 classes with 12,000 school places; planned expansion in the school year to 1,200 classes School Places in Munich

Must attend school full-time: Schooling for under 16-year-olds in transitional classes13 2015/201612

109 transitional classes with 1,970 school places

2016/201713

110 transitional classes with 1,902 school places

Must attend vocational school: Schooling for over 16-year-olds in vocational schools 2015/201614

69 classes with 1,300 school places

2016/201715

88 classes with 1,600 school places

ANNUAL AND IMPACT REPORT

1.2. THE TARGET GROUP

iety, depression and suicidal tendencies. Furthermore, the majority of our students are in a precarious financial situation; it is often not possible for them to have an auxiliary income to meet their daily needs in expensive Munich or, for example, to cover any legal costs they may have. But their "past" lives in their countries of origin and the ability to migrate and seek refuge are based on many skills and experiences that can be brought to the fore as resources in schooling. Among other things, our students are highly motivated to improve their own lives, they have the most diverse life experiences and survival strategies, informal and formal educational backgrounds, actual working practice, facility in several languages, solidarity-based thinking, intercultural skills, persistence, ambition and determination. The potential that these young people possess is often misjudged by society and sometimes even hindered by the state. Every day that these young people remain without language and direction encourages them towards the oft-mentioned negative careers and stresses not only the young people themselves but also their social environment.

The educational provision of the Trägerkreis Junge Flüchtlinge e. V. is concentrated on unaccompanied minors and young refugees aged between 16 and 21 (in exceptional cases up to 25). The everyday life of our target group is characterised by the experiences of their flight and by the legal and social status of "refugee". Some of our students came to Germany involuntarily and under acute pressure. Some of them are severely traumatised because of what they have experienced. They have experienced war and/or other different forms of violence against themselves or others. Traumatising experiences in their home countries (war, torture, political persecution, natural disasters) are often followed by traumatising experiences on the flight journey and after the flight. The hope of finding security in Europe and being able to sort our their lives is mostly bitterly disappointed at first. Upon arrival in Germany, many young refugees experience a disillusionment, as the living conditions they find there do not match the expectations of democratic societies. The uncertain residency status that makes it difficult for the students to develop a perspective for their lives and the complicated asylum process lead to a lack of direction and fear for the future. After arrival, the young people are also subjected to investigative, unsettling and sometimes also re-traumatising questioning and bureaucratic practices by the police and authorities. Added to this are separation from their families, loss of social ties and the mostly marginalising precarious living conditions in the Federal Republic: Accommodation in transitional homes that do not offer any concept of homeliness, offers very few means for people to withdraw. The young people live with other refugees from the most varied cultural and linguistic backgrounds, with a multitude of many-faceted problems, and have to find a new basis for co-existence here.16 Even access to healthcare is limited, with additional access barriers due to language, cultural differences or stereotyping. Frequent symptoms our students manifest, which are ascribed to post-traumatic stress disorder and can be a challenge for schooling, include lack of concentration and disturbed sleep, flashbacks, anx-

5 cf. Trägerkreis Junge Flüchtlinge e. V. (2014): Gelingensfaktoren [Factors for success] 6 Bavarian State Parliament (2016): Written question from the deputy Dr Herbert Kränzlein. Drucksache [parliamentary record] 17/10193 of 18.03.2016 7 Bavarian State Parliament (2016): Written question from the deputy Christine Kamm Bündnis 90/DIE GRÜNEN of 24.02.2017 8 http://www.bayern-evangelisch.de/wir-ueber-uns/470-uebergangsklassen-fuer-fluechtlinge.php [accessed on 27.06.2016] 9 Bavarian State Parliament (2016): Written question from the deputy Dr Simone Strohmayr. Drucksache 17/12092 of 31.08.201610 Bavarian State Parliament (2016): Written question by the deputy Günther Felbinger. Drucksache 17/10421 of 11.04.2016 11 Bavarian State Parliament (2016): Written question from the deputy Dr Simone Strohmayr. Drucksache 17/12092 of 31.08.2016 12 http://www.muenchen.de/rathaus/Stadtverwaltung/Sozialreferat/Fluechtlinge/Integration.html [accessed on 27.06.2016] 13 https://www.muenchen.de/rathaus/Stadtverwaltung/Sozialreferat/Fluechtlinge/Integration.html#Schule [accessed on 09.06.2017] 14 http://www.muenchen.de/rathaus/ Stadtverwaltung/Sozialreferat/Fluechtlinge/Integration.html [accessed on 27.06.2016] 15 http://www.muenchen.de/rathaus/ Stadtverwaltung/Sozialreferat/" www.muenchen.de/rathaus/ Stadtverwaltung/Sozialreferat/ Fluechtlinge/Integration.html#Schule [abgerufen am 09.06.2017] 16 Baierl, Martin (2014): Traumapädagogik für Kinder und Jugendliche mit Migrationserfahrung. In: Gahleitner, Silke Brigitta/Hensel, Thomas/Baierl, Martin/Kühn, Martin/Schmid, Marc (Hg.) (2014): Traumapädagogik in psychosozialen Handlungsfeldern – Ein Handbuch für Jugendhilfe, Schule und Klinik. Göttingen, S. 243f Fluechtlinge/Integration.html#Schule [accessed on 09.06.2017] 16 Baierl, Martin (2014): Traumapädagogik für Kinder und Jugendliche mit Migrationserfahrung. [Trauma education for children and young people with an immigrant background] In: Gahleitner, Silke Brigitta/ Hensel, Thomas/Baierl, Martin/Kühn, Martin/Schmid, Marc (Ed.) (2014): Traumapädagogik in psychosozialen Handlungsfeldern – Ein Handbuchfür Jugendhilfe, Schule und Klinik. [Trauma education in psycho-social fields - a manual for youth welfare, schools and hospitals] Göttingen, p. 243f

ANNUAL AND IMPACT REPORT

2. SCHLAU SCHOOL SCHLAU SCHOOL AND SCHLAU SCHOOL-WORK TRANSITION

cess. Thus, 300 students are currently taught in the school in 20 classes in the core subject canon of the Bavarian secondary school. The aim of the school career is the acquisition of a general education qualification and preparing the young people for the schoolwork transition right up to their vocational school-leaving qualification. The length of time the students attend the school is anything from one year to four years, depending on previous education and individual learning progress. We take care to create a stimulating learning environment and to ensure intensive, trustful support from the teaching staff. The majority of our students have had to endure constant discontinuity in relationships because of what caused them to flee and the actual flight (also see Chapter 1.2.). Experiencing reliable relationships and social codes again is therefore the foundation for their psychosocial stabilisation and thus also for learning development. Small classes with a maximum of 16 students, which follow the class leader principle and in which as few different teachers as possible are deployed, enable intimate learning spaces, confidential conversations and a stable system of contacts. The different lives and thus the heterogeneous learning biographies of our target group make essential the provision of as much individual support as possible.

2.1. SETTING A PRECEDENT ACCORDING TO THE SCHLAU PRINCIPLE 17 The aim of the association is to support unaccompanied minor and young refugees to exercise their human right to education and school and to participate in society. The SchlaU project was launched in the year 2000, so that young refugees could realise their right to education. Over the years, the project developed further into a school with its own educational concept. Since 2004 the SchlaU School has been officially recognised by the Bavarian Education Ministry as a vocational development institution according to Art. 36 para. 1, p. 1, No. 3 BayEUG [Bavarian Education Act]. The requirement to attend vocational school can be fulfilled there. In 2012 the action chain was extended; since then young refugees have also been taught in the ISuS subsidiary school. At the start of the 2016/2017 school year the two schools were merged into a SchlaU School. The association understands school as a space for shared learning, where personal development, stimulationof individual potential, expansion of opportunities for the future and a qualification for professional life are made possible.18 In everyday practice in our schools we orient ourselves to the worlds in which our students live. Everyone should receive individual support on the way to a self-determined and autonomous life. Since being founded, the association and SchlaU have undergone a constant growth and development pro-

2.2. TEACHING AND LEARNING CULTURE In addition to the subject curricula, the bases for teaching are interdisciplinary competence and method curricula that help with the systematic acquisition of skills and are drawn up and further developed by the teachers. The focus is on the acquisition of learning method skills, self-organisation, cooperation and other social skills. The thematic areas addressed are partially based on the general curriculum of Bavarian secondary schools. However, consolidation and progression are matched annually for each individual class to the real lives of the students and their very heterogeneous educational biographies. In the final stage, mainly content relevant to the exams is taught. Since the students’ mathematical knowledge usually differs greatly within the individual classes and does not necessarily correlate to their current linguistic lev-

The following subchapter largely corresponds to the teaching concept of the SchlaU School and is available at: http://www. schlau-schule.de/lehrkonzept/so-arbeitet-schlau.html [29.06.2016]. 18 Also see the educational guiding principle 17

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tion of the individual support plans as well as their school achievements. Thanks to the teacher feedback and the documentation of the learning progress, they are also used to develop a realistic self-assessment. The transition from level to level is determined by uniform prescribed competencies, which must be recorded in subject and competency pyramids.

el, maths as a subject has been taken out of the school class and is taught in an accompanying course system. Important ethical, social and practical subjects are taught in the subjects humanities, Work-Economics-Technology, Physics Chemistry Biology, ethics and IT. English is offered as an optional subject. Sport, art, music and drama are connected to elements of language learning. Lessons are also supplemented by diverse projects. The teaching materials in the individual subjects are compiled by the teachers specifically for each class. When designing the material, attention is paid to the real lives of the young people and opportunities for internal differentiation.

Learning at the Literacy Level The main focus at this level is on literacy using the Latin alphabet, basic knowledge of the German grammar system, simple mathematics and initial orientation in the subjects ethics, Work-Economy-Technology and in German society.

Level System and Permeable Class System Learning at the Basic and Intermediate Level Since preparation for the content of state school-leaving qualifications is possible only after a complex educational language level has been attained, specific language development is to the fore. The teachers combine adequate language development measures with the content of the lessons, and not just in German lessons, but in all subjects. A distinction is made between four language development levels: a literacy level for people just starting to read and write, a basic level for beginners at language learning, an intermediate level for advanced language learners and a final level for exam preparation at educational language level. In addition, oral or written development foci are set in the levels. To prevent over- or under-promotion and to be able to give the students optimum support, the permeable class system permits the students to change to higher class levels in the middle of the school year. The teaching principle of "meeting everyone where they are" thus becomes reality. Students are assigned to classes on the basis of a classification test in German and mathematics adapted to the target group.

At the basic and intermediate level, the content in German and mathematics is intensified; in addition, the subjects of ethics, humanities and Work-Economy-Technology are consolidated and IT is introduced. Learning at the Final Level At the final level, the students are prepared for the exams for successful completion of secondary school (MISA) or for the Qualifying Secondary School Leavers Exam (Quali), which they sit externally. To pass the MISA, the exams in German as a second language and mathematics are compulsory, and then two other exam subjects from humanities, Work-Economy-Technology and English are chosen. For the Quali, German as a second language, mathematics and the project exam are mandatory, along with ethics or sport and humanities or English. Secondary School-Leaving Qualification For three years, thanks to the HIT Foundation, we have been able to offer a Year 10 to sit the secondary school-leaving qualification. The students are given 35 teaching hours a week to prepare them for the external examination. The particular challenge for the class is the change from German as a second language to German as a native language. A small learning group is therefore a prerequisite for success. The class comprises eight to ten school places.

Learning and Development Talks Just like in the state school system, reports are issued twice a year. The classical awarding of marks is supplemented by learning development talks held twice a year between the student, social education worker and class teacher. The living conditions and available resources of the students are included in the compila18

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Levels System

AB C Literacy Level Beginners' language and grammar acquisition (with encouragement in speaking or writing, as required)

Basic Level

Acquiring the written German language and phonetics/phonology Towards the end of the Literacy Level: Orientation in Germany (see Basic Level) Maths: Introducing num-

Orientation in Germany as part of Work-Economy-Technology/humanities/ethics Basic mathematics teaching (addition, subtraction,

Careers Guidance Advanced language and grammar acquisition

Intermediate Level

Linguistically sensitive subject teaching Advanced mathematics

Careers Guidance

Preparation for the state school-leaving exams

Linguistically advanced subject teaching Linguistically demanding German text work

Final Level

Mathematics at exam level

Higher level school

Vocational training

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2.3. SUPPORT

In small classes, the young people prepare for their school-leaving qualifications for an average of two to three years. As well as school lessons, support for the students comprises targeted, intensive individual encouragement that enables the young people to start in the standard German school and training system after a short time.

Intensive psycho-social mentoring by social educational workers and the schools' psychologists are a prerequisite for successful cooperation with young people and a permanent component of our concept. Their duties are diverse and overlap the physical school setting and the environments in which the young people are living. They include crisis intervention, conflict management, diagnostics and applying for benefits, advice on visiting officials, referral to other specialist agencies (doctors, therapists, officials, advice centres) and careers advice and job-hunting. Good contacts to legal guardians, carers and other network partners is essential in this context. The school social workers and the psychologist are part of the overall educational team. They work on an equal footing with the teachers.

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2.4. DEALING WITH DIVERSITY

were not able to participate profitably in the other classes. The Working Group on Need for Support, which has an interdisciplinary staff, meets once a week. All of the students with long-term or temporary support needs are covered in the Working Group. In case discussions and in agreement with the class teacher, individual support plans with appropriate support and encouragement measures are drawn up. Furthermore, the Working Group develops the necessary structures and processes for individual support, expands the external network and refers students there. In addition to teaching according to the timetable, teachers offer special support in small groups, for example a writing workshop, an arithmetic workshop, mathematics to prepare for exams, concentration training and learning training, "learning how to learn".

An accepting education distances itself from reducing refugees to shortcomings and victim roles. Against this we set recognition of individual life plans, achievements completed - even in the context of flight - but also the recognition of suffering experienced and the strategies deployed to overcome it. For teaching, this means a stance by the school management and teachers vis-a-vis the students that is sensitive to differences and cultures, and the requirement that they deal with each other accordingly. At the same time, in lessons we explicitly discuss individual difference with respect to the most varied categories, such as gender, age, religion, language, beliefs, strengths and weaknesses. We characterise trauma education as part of accepting education by the fact that the teachers recognise trauma-related behaviours and deal with them appropriately. It implies the design of the school as a "safe space", that realises reliable everyday structures, predictability, trusting relationships and solidarity as well as self-determination and self-efficacy. Regular individual talks and support measures are planned into everyday life at school for an intensive individual encouragement of learning development and perspective planning. The learning development talks held twice a year form the basis for individual goals and support measures. If necessary, more individual talks are held in acute crises, for school career advice, on social conflicts or also if boundaries have been crossed and in disciplinary matters. Depending on the subject, the class teacher, social education worker or school psychologist are involved, as well as the carer or guardian. In the final instance, the headteacher also takes part.

Voluntary Support Most young refugees do not have recourse to a private support network; often they do not even have a home that is conducive to learning. To satisfy, despite this, the great need for individual learning assistance and a quiet place to study, individual voluntary tutoring provision and homework mentoring from volunteers and teachers have proved their worth at the SchlaU School. The group of voluntary supporters is coordinated by school staff. The school is the contact partner for questions and problems relating to tutoring, it finds the suitable tutors and organises the qualification and further training of the volunteers. Working Group on Girls Since the male students dominate in terms of numbers in all classes, it is important to us to bring girls together in various activities, to encourage their interests and to develop group cohesion. Since this school year, a dedicated working group on girls has been committed to this. Every six weeks it organises a general meeting of girls where the girls have the opportunity to exchange views, express their wishes and discuss problems.

Support Class and Working Group on Need for Support In the support class, taught by a co-teacher as well as a special teacher, students with special need for support from all four class levels learn together. Work in the class is highly differentiated internally and the everyday teaching is structured especially clearly by means of various aids. This permits an individual learning development up to school-leaving qualification or an alternative qualification for young people who 21

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SWR - What's That?

Two Buildings, One School, One SWR!

SWR – Students with Responsibility. They take particular care of our school and all of the students. The SWR consist of the elected class representatives, and together they elect the student representatives. They make up the school’s equivalent of a parliament in a democracy. We don't exactly make the laws, but we do seek the best rules for our co-existence and try to solve problems together using democratic means: We elect our representatives, we discuss our problems, we talk about our wishes, we vote and we negotiate with the school management, which represents something similar to the government in a democracy.

The Trägerkreis Junge Flüchtlinge e. V. has established a school at two different addresses: Schillerstraße 7 holds lessons for young people who can speak hardly any German. In Schwanthalerstraße 2 teaching goes further until the students attain a qualification for vocational training or for a continuing educational establishment. We started the SWR in Schwanthalerstraße. Then the class representatives from Schillerstraße came along. For a long time there was no SWR at our school. Many people at SchlaU thought: we already have enough to cope with, given our problems. And everyone bothered about their own problems, alone or with the help of a carer or teacher. And many students come from countries where there is no democracy at all or where democracy doesn't work properly. The best way to learn how it works is to do it yourself. We got the first tips from student representatives from other Munich schools. Our class representatives learned most, however, at the SMV training seminars: Who are we? What are we allowed to do, what are our rights? What can we do, what are our strengths? What do we want, what are our plans and projects? The 1st SWR seminar, in the 2016/17 school year was on 2 December 2016 in the Eine-Welt Haus. A second seminar is planned for the end of this school year. Since 2016 the class representatives of both branches of the SchlaU School have been working together in one team and we are planning the future of our school together. We still have problems organising joint meetings. There is hardly space for the meetings of all class representatives and no room for the SWR. But we are optimistic that that will change soon. Especially with respect to the Young Neighbourhood of Obersendling. `The SWR will then have even better opportunities for good work. The support from the school management and the teachers is very important and helpful here.

"THE WORK OF THE SWR STRENGTHENS PARTICIPATION AND THE SELF-CONFIDENCE OF THE WHOLE SCHOOL BODY. FURTHERMORE, THE SWR CONTRIBUTES THE PERSPECTIVE OF THE STUDENTS TO IMPORTANT DECISION-MAKING AND SCHOOL DEVELOPMENT PROCESSES. IT THEREFORE MAKES A UNIQUE CONTRIBUTION TO THE QUALITY OF THE SCHOOL." Antonia Veramendi, Headteacher SchlaU School

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Interview with SWR Members Why did you become a school representative in 2016?

Husnia: For me, the biggest success was that our school and the SchlaU students won the Munich School Prize. When the School Prize judging panel visited, I presented my school together with the other school representatives. The visitors were so enthusiastic and gave me such good feedback that I was sure at the time that we would win the prize. So it was a success for the SWR. Hava: The biggest experience for me in working with SWR was that everyone should and can say their own ideas and participate. Hermon: For me, the biggest success was that we won the Munich School Prize.

Alagie: I became a school representative because my fellow students elected me to the position. I am delighted with their confidence in me. I accepted the appointment because I want to be a contact for my fellow students. If someone needs help or support, I try to help. Hamid: I became a school representative in 2016/17 because I was a class representative in 2015 and because I believe that I have built up a lot of trust. That is why the students have put their trust in me again. Husnia: My fellow students and friends elected me to the SWR because they believe that I am friendly and responsible. Hava: I became a school representative because I and my colleagues wanted to make our school and life in the school even better and more interesting. Hermon: I wanted to take responsibility for myself and stand up for more rights for the students.

What still has to get better? What job has not been done yet? Alagie: I would love to organise a really great school party before the end of this school year. For all the students and teachers and also for friends of our school. We would also like to collect a little bit of money in the process. For a trip, for example. Hamid: What I didn't find so good was that some other class representatives did not have a lot of confidence and didn't do a lot and also that our "Round the World Trip" party didn't work out. But naturally we must say that we have achieved a lot. Hava: What we didn't achieve in 2016/2017 was the "Round the World Tripâ&#x20AC;? party. That was my idea, I wanted to organise a party in school because a large number of people at our school wanted to have a party. Althoughwe have done a lot with SMV, we unfortunately did not manage this. If I stay in the SchlaU School for another year, I will try to suggest this idea again. Hermon: I find it a real pity that the school management could quite simply cancel our long-planned "Round the World Tripâ&#x20AC;? party. We put a lot of energy and passion into this work and also missed lessons. It was therefore a great disappointment to me. In future, I would like closer cooperation between SWR and the school management, and also more support so that ideas can be implemented more quickly. Husnia: Unfortunately, the class representatives and the school representatives met too rarely and we therefore did not exchange our opinions and ideas often enough.

What has been your most important experience or greatest success in your work as an SMV? Alagie: One of the most important experience was taking part in the demo "Creating Perspectives". We were able to show that school representatives not only organise parties, but also get involved politically. Working together with other school representatives was great fun. Hamid: What I found very good this year was that we won the Munich School Prize and the donation from the Sankt Anna grammar school and that we also had visitors, some even from Poland.

The school representatives (l to r.) Hermon, Shadiya, Hava, Hamid, Husnia and Alagie

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2.5. ADDITIONAL PROVISION AND PROJECTS

ic project, language courses and competitions or football tournaments with other schools. Furthermore, we offer our students a diverse afternoon programme five days a week, where the young people are given the opportunity to pursue various extracurricular activities in familiar spaces, to (re)discover and expand their individual talents and skills, to be "just" a young person and to have fun without any pressure to perform. Some of the provision also incorporates low-threshold therapeutic functions.

Our students are under permanent existential pressure. As a result of flight, trauma and high self-expectations, we often witness psychosomatic complaints, such as headaches and stomach aches, depression, susceptibility to stress as well as a disconnection of mind, emotions and the body. The knowledge of how their future prospects depend on their success at school increases the pressure to perform even more. The readiness to deal with subjects other than those relevant to exams and language is mostly put on the back burner. But it is precisely musical, artistic and sporting activities that give the opportunity for balancing and relieving stress and, at the same time, increase concentration and performance. In our holistic concept, we use the synergetic effects of (e)motion-laden means of expression and exercise with cognitively controlled language acquisition in sport, experiential education, art, music and drama. Thanks to this interdisciplinary teaching, we have achieved a meaningful interaction of concentration and relaxation in activity, also as a counterbalance to everyday lessons, which are characterised by a lot of sitting still. The urge to move is met, fears and problems fade into the background because of the fun of doing something. Class cohesion is strengthened and the young people experience each other as a community with very different strengths beyond cognitive achievements. They gain self-confidence and experience opportunities to express themselves without language. The teaching is supplemented with many projects on artistic, educationally experiential, socio-political or ecological themes, which are often conducted with external partners and sometimes at places outside school. As well as the positive influence on class dynamics and confidence building, many contacts are established with other schools, with people of the same age who have grown up in Germany, with cultural locations and associations within civil society. The previous teaching projects include experiential educational climbing, the "KONTAKTlinse" (contact lens) film project, a photography project, a lithograph-

IT For two school years we have been able to teach IT. This was made possible mainly through the Siemens Foundation and Salesforce.org, which have provided us with the necessary infrastructure for the teaching. In IT, subject teaching is linked to language acquisition. The curriculum has been drawn up by the IT department itself and covers the transmission of both basic and advanced knowledge. Computer Working Group On Friday afternoons all students have the opportunity to research on the Internet or do their homework in the school's computer room, supervised by volunteers. Moreover, help is offered with the use and learning of computer programs. The students often ask for support in drawing up CVs or presentations, but also on subjects such as security for e-mails, using social media or Java programming. Approximately eight students take part regularly. Former students also use the opportunity if necessary. Sport In recent years, project-based sport opportunities such as climbing, experiential educational sports, hiking or mountain climbing, football tournaments, dancing and circus skills have shown us that it is desirable to ensure constant exercise and sport provision for all students. What we offer aims at teaching language through sporting activities. Through this interplay, advantages provided by learning psychological should be used, body integration supported by trauma educationists and social learning supported. Relay games, where grammar or specialist anatomical 24

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Sport is now an important component of the SchlaU concept. The SchlaU football team regularly takes part in tournaments.

Football Working Group In the afternoons we also offer interested students the opportunity to take part in football training. Between ten and 20 students regularly avail themselves of this offer. The SchlaU football team even takes part in tournaments. Together with their trainer Oussman Kofia from buntkicktgut, the team won the championship in the second street football league (17+/Seniors).

terms were practised, have been held in sport classes alongside football, athletics, circuit training, volleyball and table tennis. Experiential Education

Swimming Working Group Experiential educational climbing is a long-term project in all of our classes, which has been made possible with privately donated funds. So that the classes can take part together, the climbing lessons are held during normal lesson time. The exercise helps the young people to cope with the existential pressure under which they are constantly living as refugees without permanent residency status. At the same time, they learn the feeling of being safe again, at least for a few moments.

We offer a swimming working group for girls. Here, six girls can learn breast stroke and also gather experience in scuba diving and high-diving. They have gained confidence and security in the water in a playful atmosphere.

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Art teaching takes place in individual classes in conjunction with language learning. Once a week we offer an open workshop.

Sewing Working Group Being able to sew is one of the non-school skills that our students often already have. In our regular sewing course, we want to give the students the opportunity to continue with it here. Our sponsor, Moving Child gGmbH, provides us with both sewing machines and fabrics and the other materials needed. The course is lead by an art therapist.

Learning Camp Every year, the students in the final classes are given the opportunity to prepare for their school-leaving exams for a week far away from their everyday lives. The students in the Quali and MISA classes travel to a education centre near Munich, accompanied by their teachers and social education workers. The daily routine is structured with lessons to prepare for exams. In the breaks, the students cook, eat and laugh together. The selected location is characterised by its proximity to nature and peacefulness, which offers the students some welcome down-time.

Art Working Group Just like the sewing course, on one afternoon a week an art therapist offers an art course. Here, the young people can give their creativity free rein. Thanks to financial support from the BuntStiftung foundation, it has been possible to include art in the regular teaching.

Kinesiology and Concentration Training Lithographic Project Kinesiology and concentration training occupy a permanent position on our timetable. Learning and concentration blockages can be dealt with and loosened with targeted exercises. The training units are conducted by a teacher from our school who has been trained in these fields.

In the lithography workshops, the young people at the Literacy Level can learn the traditional printing method of lithography as part of the "Etching" project.

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English Working Group Since November 2015 we have been offering the optional subject of English to our students. Approximately 15 students attend the beginners' course and there are approximately 10 participants in the advanced course. The focus is on grammar and speaking exercises with relevance to the students' everyday lives. Music Working Group Regular guitar, piano and percussion teaching has been available since the autumn of 2015. The musicians have the opportunity to bring together their musical abilities in the Band Project and to learn their own songs, which they perform at the Summer Party at the end of the school year. Instrument teaching was a new experience for all involved. After two years, we can look back on a successful development. The school now has several guitars that can be loaned to our students so that they can practise at home. A total of two guitar courses (beginners and advanced) and two piano courses and one percussion group are available. Once a week, the course participants come together as a combo (guitar, piano, percussion and singing) to make music together. In addition to the Music Working Groups, we also offer German lessons with music to some classes. Here, German teaching is combined with songs, spoken verse and raps that the students have written themselves.

The dance project regularly attracts many pupils.

Dance Project Under the title "Unlimited in Motion", our students came together for a very special dance workshop. Initiated by the Junges GĂ¤rtnerplatztheater, the young people who took part were helped to gain more self-confidence and an enhanced awareness of their own bodies and their individual strengths and possibilities, using exercise, rhythm and dance. They were led by the experienced dancer and choreographer Alan Brooks. At the end, the young people presented the results of their workshop in a final show.

Music teaching is made possible by The Vaccines, Hieber Lindberg and the Hochschule fĂźr Musik und Theater.

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Media Project

For many years, SchlaU classes have been taking part in the KONTAKTlinse media project where they develop video art in workshops.

As part of the integrative media project KONTAKTlinse (contact lens) in Villa Stuck, our students, together with participants from the Montessori upper school, were able to realise their ideas on the subject of "My Welcome Guide" in workshops using video art and express what was important to them.

Chess Working Group "Encouragement through Chess" â&#x20AC;&#x201C; we have adopted this motto from the Munich Chess Foundation, both in our afternoon chess opportunities and through integrating chess lessons in regular mathematics lessons. It is especially skills such as strategic thinking and fairness that come into play here, and logical thinking is encouraged at the same time.

Photography Project Most of the participating students were encountering professional photography for the first time. The photography project was closely linked to German lessons; thus at the end of the project students were to be able to reflect on it both orally and in writing and discuss their results together. A report was published in the SchlaU School student newspaper. Additionally, the students exhibited the posters at last year's school summer party.

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Student Newspaper The SchlaU School student newspaper was published for the third time in 2017. Funded by Save the Children in the Children's Rights for Child Refugees programme, and led by nine teachers and a designer, in the last few years it has developed into a magnet for participation. In the 2015/2016 school year, 42 students worked on the editorial team of the student newspaper. They are given a members' ID card and the opportunity to take part in various workshops. There, they deal with subjects such as photography with a smart phone, techniques in dealing with creative writing, tips on conducting interviews, working on the logo and layout. Poems and stories are written, photos taken, pictures painted, interviews conducted and school trips documented. One thing is fundamental to working on the newspaper: students alone make the rules! Through democratic processes, they decide on subjects, form and design, always based on the fundamental premise of voluntarism. Nobody has to do anything, but everyone may do something. These two principles and the wonderful articles, interviews, photo-reportage, comics and poems by our students are what make the "Weltzeitung" so exceptional. In a world in which our young people are hardly listened to, the student newspaper gives them a real voice.

Education (Article from "Weltzeitung" 2016) Education is important. We are all familiar with this sentence. But why is education actually so important to us? Education is so important because it opens up many new doors to us. It makes a person independent. At the same time, you expand your horizons with a good education; for example, by learning a new language you are capable of communicating with people from all over the world and thus making new friendships. Another aspect is that a good education or training gives you a better and more secure future. It gives you the opportunity to get a good job with good promotion prospects. Education is the foundation stone of our society because it is an enrichment for us as people. People continue to educate themselves further and this means that our lives are made easier, for example by technical inventions such as electricity. Without education we would not be as advanced as we are now. But the most important thing is that education and knowledge connect all people. Abdoulie

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2.6. CAREERS GUIDANCE

employment market directly after leaving school. Extensive mentoring of the young people ensures an annual placement rate of between 80 and 90 per cent.

Careers guidance holds a very high standing in everyday life at school because it helps to develop perspectives. Various areas of work are presented in subject lessons while CVs and application files are drawn up. For classes at the intermediate levels, there is a careers guidance week with visits to companies, skills obstacle courses, units on career studies, sitting in on classes at vocational schools and higher level schools and a visit to a careers advice centre. Former students are also included in the programme so that they can report on their experience. The classes at the final levels take part in application training courses with external partners and companies. During their time at the school all students complete compulsory and voluntary placements in companies for several weeks to gain experience in various areas of work. In the decision-making process and application procedure they receive intensive advice and support in individual talks with school social workers and teachers. Alternative follow-on solutions are sought in interdisciplinary cooperation for students with a special need of support - such as supported apprenticeships in youth welfare. The aim is to lay as firmly as possible the path to training or the

2.7. SCHLAU SCHOOL-WORK TRANSITION In recent years the student numbers at the SchlaU School have been rising considerably. Just under 300 unaccompanied minor and young refugees are now taught. In 2016, 88 students completed their (qualifying) secondary school-leaving qualification and started an apprenticeship or went on to attend a higher-level school. Though the school-leaving qualifications open up new doors to the students, to make their way securely on the path that lies beyond them requires essential further support. The last few years have shown that the vocational school system alongside training and higher-level schools are not sufficiently geared towards the special needs of young refugees. Shared lessons with students who have German as a native language and working with text books are new challenges for the young people. Adequate follow-up support is therefore essential to ensure a successful

The transition from school to work at SchlaU

Careers Guidance

Placement in education at higher-level schools

Preparing for training and work

Follow-up support Support during training or while attending a higher-level school School subject support Psycho-social support

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transition from school to work. Until 2011, the follow-up support for the former students was provided by association employees in addition to their other work. With the launch of the follow-up support programme "SchlaU SchoolWork Transition", follow-up support was institutionalised. For the first time, former students received individual support during their training period or while they were attending a higher-level school. The programme is part of our action chain and closely linked to the schooling provision. The employees are already familiar to the students from their time at the school, which thus makes it easier for them to avail themselves of the offer. This is an unbelievable advantage, since the relationship of trust is already in place, and is what distinguishes the follow-up support programme from other programmes for the transition between school, training and work. Together with volunteers, four teachers offer school follow-up support in the individual professions or for school training as required on the SchlaU School premises, as well as interdisciplinary encouragement of skills, such as time and exam management. In addition to this support, the young people can use the advice offered by the social education workers. This mainly provides support in acute crisis situations which, without adequate support, could lead to training being abandoned. Advice is also offered in matters relating to the legal rights of foreigners, in the case of an imminent change of job, vocational reorientation, pregnancy during training, learning with a child and stressful family situations. In this way, the young people can be supported as intensively as possible and for

In the SchlaU School-Work Transition programme, former students are given individual learning support and are supported by school social workers if necessary. as long as necessary. The training companies are also advised before and during the training phase. The association's offer is thus based on a holistic approach and accompanies young refugees from their arrival to their successful placement on the employment market. As part of the SchlaU School-Work Transition, 112 former students of the SchlaU School were given educational and/or psycho-social support in the last school year (2015/2016) â&#x20AC;&#x201C; 29 young women and 83 young men. In comparison to the same period of the previous year, this is a rise of almost 50 per cent or 37 students. Since September approximately 250 former SchlaU students have availed themselves of the follow-up support programme. The programme is financed by Aktion Mensch e. V., the HIT Foundation, Ingvild Goetz Philanthropy and the City of Munich.

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3. SCHLAU WORKSHOP FOR MIGRATION EDUCATION

3.2. THE TARGET GROUP The target group of the SchlaU Workshop for Migration Education primarily includes educationists and school social workers, both those in training and those already working. Furthermore, school psychologists, advice centres and volunteers and others involved in refugee work should be reached out to both directly and indirectly. Whereas the SchlaU School and the programme SchlaU School-Work Transition support refugees with school provision, we want to multiply the practical experience we have gained, further developed and quality-tested during work with the SchlaU Workshop for Migration Education, and support colleagues at state and private education institutions. The innovative force of the project lies in the unique interlacing of science and practice. The SchlaU School and SchlaU School-Work Transition act together in cooperation as experimental classrooms or laboratory -programmes where findings can be gained directly from practice, new ideas can be tested and evaluated in practice and the knowledge thus gained can be incorporated directly in academic, political and full social discourse.

3.1. SCALING THE APPROACH AND RESEARCH The SchlaU Workshop for Migration Education, as a subsidiary of the SchlaU Group, acts under the umbrella of the Trägerkreis Junge Flüchtlinge e. V. as the company's own institute in the fields of knowledge generation, knowledge transfer and securing knowledge. Founded in January 2016, the experience of the last 17 years of educational work in immigrant society and in school-parallel teaching for young refugees will be multiplied, with solutions to specific problems being developed on the basis of existing research, as well as research conducted ourselves. The aim is to be active in direct educational practice, to enrich teacher training as well as that of social education workers and psychologists and to refine the academic debate. In addition to research work, the individual areas of activity of the SchlaU Workshop for Migration Education include publishing an extensive series of materials for teaching young people that are newly arrived, and a multi-faceted range of further training and subject support for the individual subject areas of the Trägerkreis Junge Flüchtlinge e. V. in matters relating to further development and quality assurance.

"OUR AIM IS TO CREATE MORE EDUCATIONAL JUSTICE FOR YOUNG REFUGEES AND TO DISMANTLE ACCESS BARRIERS. WITH OUR WORK, WE WANT TO HAVE AN EFFECT ON THE DIRECT EDUCATIONAL PRACTICE, ENRICH TEACHER TRAINING JUST LIKE SOCIO-EDUCATIONAL AND PSYCHOLOGICAL TRAINING AND REFINE THE ACADEMIC DEBATE."

At this point, we would like to thank the Wübben Stiftung gGmbH, aqtivator gemeinnützige GmbH, the Schöpflin Foundation and the HIT Foundation, which, thanks to their generous funding, have enabled us to pass on our experience. 33

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to the fore. In this spirit, the aim to allow refugees to participate in our society as recognised members of it, as parallel to the goals of the Trägerkreis Junge Flüchtlinge e. V., should also be understood as the higher level goal of the SchlaU Workshop for Migration Education. Young refugees and all the people who work with them in (socio-)educational settings are thus the main target group of our efforts. We want to bring about the discussion, reflection and multiplication of educational concepts and the further development of a school model that is aware of differences and free of racism and discrimination, with an interdependence of practice, ensured by close connection to the SchlaU School, SchlaU School-Work Transition and research. Thinking patterns have to be disrupted and questioned. At the same time, with our undertaking we also want to make concrete working materials available, e.g. in the form of teaching materials. For this, we want to stay in close contact with our target group, find out about its needs and find needs-based solutions.

3.3. THE CONCEPT Conceptually, the work of the SchlaU Workshop for Migration Education is built on the concept of migration education shaped by the educational scientist Paul Mercheril, which reacts to inequalities in society and tries to minimise them. As a result, the concept differentiates itself in any form from concepts of education for foreigners, assimilation education and refugee education, which blame integration problems for social marginalisation. By contrast, the migration education project focuses on social structures that perpetuate and ingrain inequalities, and on the basis of critical-reflective research identify the weaknesses in the social network. In the educational work, terms such as empowerment, subject orientation and participation are

Working Areas of the SchlaU Workshop

Schools according to the SchlaU concept (Schools or curricula with certified teachers, SchlaU teaching materials and support at the SchlaU School) Train-the-Trainer courses (Multiplier programme, e-learning, sitting in on lessons, reflection) Further training/certification (modular provision outside school, one-year certification, e-learning) Teaching materials (SchlaU learning folder)

Research (Pure and applied research with majority for academic debate and direct educational practice)

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In December 2016 we published the first SchlaU learning folder.

schools prior to publication. Only materials that have proved to be meaningful in practice are included in the publication. Educationists and volunteer language supporters who use the material thus have tailor-made, high-quality material from the first edition on.

3.4. TEACHING MATERIALS

SchlaU learning folder "German as a second language – literacy for adolescents and young adults"

With the SchlaU teaching materials we want to fill a gap in the current textbook market and offer a range of products that can support young refugees in learning the language and, at the same time, prepare them for a school-leaving qualification (readiness for training) – all this while taking account of the particular didactic challenges that this job entails: learning scenarios relevant to the students' lives, moderately fast progression, diverse differentiation material, consistent language education and career guidance, including elements of democracy education. One special feature of the SchlaU teaching materials is that all SchlaU products are identified with the distinction "tried and tested in practice". This means: They are tested in the SchlaU School, which in this context acts as a laboratory school, but also at other partner

The first product of the SchlaU teaching materials series, the SchlaU learning folder "German as a second language – literacy for adolescents and young adults" was published in December 2016 by Eigenverlag with a first edition of 5,000 and was made available free of charge to interested educationists and volunteers. Within three days, the entire print run had gone. A second edition of the same number of copies was published at the end of March 2017 and distributed for the cost of delivery.

ANNUAL AND IMPACT REPORT

3.5. BASIC AND FURTHER TRAINING For four years now, we have been offering our modular further training programme "Theory and Social Practice according to the SchlaU Model" which can be completed with a supplementary qualification of the same name. Learning together and from each other For us, good further training means analysing our own practice in a shared learning process, questioning ourselves, passing on tried and tested methods, thinking ahead together and eagerly trying out new things. The content of our further training courses comes about in close cooperation with our colleagues at the SchlaU School and at SchlaU School-Work Transition and with other experts in education work with young refugees. In the individual seminars, in a varied learning environment, we develop both theoretical foundations as well as practical tips and tricks that can be applied directly in everyday life at work. To encourage a lively exchange, we also take care to ensure small group sizes. Our further training modules can either be combined individually or completed within the context of the certified supplementary qualification "Theory and psychosocial practice according to the SchlaU model". This makes provision for participation in modules 01 to 10, writing a reflective paper and sitting in on lessons in the SchlaU School. Furthermore, every year we offer further-reaching seminars. New subjects in the further training year 2017/2018 include "Prejudice-aware education in teaching", "No asylum? achieving residency through integration" and "Consolidation offers in DaF/DaZ".

To establish such a culture of recognition in school institutions, the educational concept must not just exist on paper, but also be supported by the whole school community. If children and young people learn at a young age that their opinion is appreciated and that they are included in decisions, this has a positive impact on their whole lives and can strengthen their self-confidence and open up perspectives. For this reason, it is a particular concern of mine to pass on the practical tips, case studies and the knowledge from the supplementary qualification from the SchlaU School, my work as an employee in the reception and advice centre for re-entrants in the Frankfurt am Main school department and in the project "All-day learning". Christine KĂźch, State School Department for the City of Frankfurt am Main

ANNUAL AND IMPACT REPORT

Extract from the programme booklet

02 Circumstances of Young Refugees in Germany

Diversity and Difference

03 Learning Capabilities and Development

The Educational Science of Recognition

06 Literacy in a Foreign Language

German as a Second Language and Language of Education

08 Linguistically Sensitive Subject Teaching

Internal Differentiation and Autonomous Learning

10 School Careers Guidance

Learning Mathematics in a Foreign Language?

You will find more seminar offers at www.schlau-werkstatt.de

ANNUAL AND IMPACT REPORT 2015

4. RESOURCES, ACHIEVEMENTS AND IMPACTS

Resources Used in 2016 Financial Resources Personnel and Material Costs: 5.9 million Euro (corrected for internal services and offsetting: 5.46 million Euro)

4.1. INPUT-OUTPUTOUTCOME/IMPACT

Time Resources Voluntary Employees: 250 people Intangible Resources SchlaU Concept Network and Cooperation Partners

In the last 17 years we have successfully mentored thousands of individual cases. Since the introduction of school-leaving exams in the 2004/2005 school,year, including the final year of 2016/2017, just under 550 students have achieved a qualification. We see it as an important task to raise awareness in society with respect to the realities of life for young refugees and aiming to realise the human right to education for all young refugees in Germany. We therefore operate targeted lobbying in the interests of our target groups. In addition to the impact achieved for society, the consequences of attending school on the studentsâ&#x20AC;&#x2122; personalities and course of life are immense. After their flight, the young people find in SchlaU, sometimes for the very first time, not just a place for learning but also of sanctuary. They quickly take advantage of their opportunity. In a very short time, they learn the German language, receive guidance in the country of arrival, learn to understand their environment better and build up a social network. The shared experience of flight will at the same time have allowed heterogeneous groups of students to grow together. We often seen how initially reticent students open up in daily interaction with the community and rediscover their joy for life. The extremely high motivation to learn among these young people must also be emphasised. And their successes are ultimately the reason why the education and training of young refugees found a place in the minds and hearts of those with political responsibility in the federal state.

Services Provided in 2016 S chool-parallel teaching for 300 students 92 graduates Finding training places for the graduates, or sending them to higher-level schools or the employment market Follow-up support for 112 former students in the transition from school to work through SchlaU School-Work Transition Psychological/psychosocial care and support provision for 300 students and 112 former students Awareness-raising and public relations work Carrying out further training courses for external parties and various lectures and workshops

Impact for Society Achieved Participation in initiating compulsory vocational education for refugees aged from 16 to 21 or 25 in Bavaria Active Lobbying for the Target Group Social integration of young people, dismantling intercultural prejudices, integrating the graduates in the employment market

ANNUAL AND IMPACT REPORT

4.2. STATISTICS

SchlaU School-parallel teaching

300

Student structure (m/f in per cent)

school places

42 Young people in youth welfare (in per cent)

Average age

Qualifications at SchlaU On average, our students are with us for two to three years before they start training with a school-leaving qualification in their pocket, attend a higher-level school or go straight on to the employment market. Leaving Statistics

2013/2014

2014/2015

2015/2016

Successful secondary school-leaving qualification

Successful secondary school-leaving qualification – in the

Qualifying secondary school-leaving qualification

Intermediate school-leaving qualification

Did not sit the exam (no school-leaving qualification in the school year in ques-

Did not pass the exam (no school-leaving qualification in the school year in ques-

Total

96 %

88 %

98 %

Graduation rate 40

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SYRIA 6%

IRAQ 12 %

GAMBIA 2% ERITREA 16 %

NIGERIA 4%

AFGHANISTAN 29 %

ETHIOPIA 2%

PAKISTAN 1%

SIERRA LEONE 2% SOMALIA 13 %

SENEGAL 5% DR CONGO 1%

Countries of origin in per cent Other students come from Burkina Faso, Mali, Albania, Russia, Cote d'Ivoire, Ghana, Cameroon, Myanmar, the Palestinian Territories, Sudan, Tanzania and Tibet.

ANNUAL AND IMPACT REPORT

SchlaU School-Work Transition The demand from former students for our follow-up support programme has grown rapidly in recent years. Whereas we supported 75 former students in the 2014/2015 school year, we are currently supporting 104 former students in the transition from school to work (as of: 22.05.2017). 14

Dual vocational training

Education at a Higher-Level School

e.g. retail salesperson, physician's assistant, pharmacist's assistant, car or motorcycle mechanic and electronics technician

higher-level schools (of which 11 participants at a school to attain a vocational diploma or university entrance qualification) or university

School vocational training including housekeeping assistant, socio-educational assistant or childcare assistant, health care assistant and nurse, social care assistant

5 9 Active working life

Vocational preparation schemes

e.g. glazier, childcare worker, elderly care assistant, media technician

e.g. Jobling trainees, intensive German course

SchlaU Workshop for Migration Education

5,000 Teaching materials/learning folder SchlaU further training programme

2014/2015

2015/2016

2016/2017

No. of further training courses

No. of participations

167

192

198

No. of individual participants

2014/2015

2015/2016

2016/2017

No. of further training courses/lectures/workshops

No. of individual participants

261

1781

475

Events outside school

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4.3. EFFECT LOGIC

Challenge

Model Multiplication

No access to education and no participation

School-leaving qualification, but individual sup-

Dissemination

SchlaU school

Integration in society and the employment

SchlaU School-Work Transition

School Development and Quality Management

SchlaU Workshop for Migration Education

School development Research Further education Teaching material

ANNUAL AND IMPACT REPORT

4.4. EVALUATION AND QUALITY ASSURANCE

contribution to employee health and satisfaction that must not be underestimated. The intensive cooperation in a collegiate fashion is an indispensible resource. It creates opportunities for reflection and exchange, social support when dealing with crisis situations, synergetic effects in the design of lessons and teaching material and the opportunity to learn from and with each other. Quick and trustworthy advice from specialist colleagues can help to overcome acute crises, frustration about supposed mistakes or emotional transfer effects. Crisis guidelines are drawn up for dealing with suicidal tendencies, psychogenic attacks, grief support or the threat of deportation that give the employees security and set out clear procedures. Both for the team and the school management and for individual members of staff, there is regular external supervision from experienced psychologists. Team days and joint activities, such as an annual weekend in the mountains, also encourage the resilience and the cohesion of the staff. Teachers with the qualifications German as a foreign language, German as a second language, special educational science, literacy and primary school education as well as middle and secondary school teachers work at the SchlaU School. The employees receive further training on the subject of the living circumstances of young refugees, asylum and residency law, dealing with diversity and difference, appreciative and trauma-aware education, initial learning positions and development assessment, differentiating teaching methods, literacy teaching in a foreign language, linguistically aware subject/mathematics teaching, school career guidance and transitional support. Working with refugee students faces the educators with particular challenges. These include dealing with grief, sudden misfortune and mental crisis situations, constructively getting to grips with dysfunctional behaviour, a marked need for bonding and the area of tension between clear rules and individual distress. The educators are therefore exposed to an increased risk of exhaustion and secondary trauma. At this point, the school management and colleagues bear the responsibility for designing a "protected place of learning and work", not only for the students, but also the staff. Relevant standards initially developed in trauma education apply equally to the students and the staff and are integrated in the school concept.

School development and quality management are very important in the school. In line with the needs identified in the quality cycles, subjects for internal further training courses are specified from the individual subject groups, in agreement with the school management. In talks for employee development and after the management sitting in on classes, the school management supports individual employees and small groups in planning external further training courses. The employees regularly report on the further training courses they have attended to their colleagues, pass on the most important content and make recommendations. New employees are assigned an experienced colleague who advises and supports them as a mentor. Colleagues sitting in on lessons is used to expand the skills of the visitor, to offer the visited teacher constructive and appreciative feedback and to help solve acute problems. Once a year, the entire educational team and the school management set goals for the short- and medium-term school development. To do this, the school development measures of the previous year, the leaving results, student data, student feedback, the follow-up support programme SchlaU School-Work Transition and external networks are evaluated. The resulting development foci systematically build on each other year by year and are described in the school programme. The educational workdays are designed as self-conceived, tailored workshops or they are led by internal or external experts. We set great store on incorporating the available skills of the team systematically. Sufficient time is made available for these activities. Approximately 12 educational workdays per year, weeklyteam time, regular learning and departmental group sessions and a defined representation procedure for individual further training courses are included within this. Appropriate authority to act and adequate time resources encourage the feeling of self-efficacy and the confidence the staff have that they will master their tasks, and represent important health protection factors. In this way, the above-mentioned measures not only help to ensure the quality of the educational work, but also make a 44

ANNUAL AND IMPACT REPORT

An important requirement for this is openly and constructively addressing mistakes and perceiving problems as a natural part of our work and as an opportunity for learning.

In educational science and teacher training, no comprehensive concepts for educating young refugees have become established yet. The experience from, or standards developed by, other schools with the same target group cannot be used either. Our development concept is therefore in a state of continuous evolution, according to needs and based on our own experience, scientific results from related fields of work and feedback from external network partners. Regular systematic evaluations and participative school and teaching development play a key role here.

Quality cycle of the subject and working groups Objective Specifying new quality goals taking account of: Evaluation Newly acquired knowledge Current requirements of the young people The current circumstances of the young people

Planning

Evaluation

Involve professions affected Clarify structural resources Clarify powers (already in place â&#x20AC;&#x201C; still needed) Specify roles and duties Plan cooperation and exchange Plan measures and process

Feedback from staff and students Feedback from former students and alumni Feedback from the support network Feedback from the training companies Evaluating results and data Evaluating procedure

Implementation Create commitments Supplement curriculum/concept/guidelines Internal further training Involve external partners Use spaces for collegiate cooperation Implement measures

ANNUAL AND IMPACT REPORT

5. ORGANISATIONAL STRUCTURE AND TEAM

workers and the administration. The whole school team meets for weekly team sessions. In working together with the school team, the SchlaU head teachers use a cooperative leadership style. What is important for us is that all employees feel comfortable in their jobs and want to and can put all of their energy into the school's work. In the interests of a "healthy school", the schools set great store by regular educational exchanges of opinion and a harmonious division of labour. Students can organise themselves in the framework of Students with Responsibility (SWR). This body regularly exchanges views with the school management and is consulted about various matters relating to school life.

5.1. OWNER AND ORGANISATIONAL STRUCTURE The Trägerkreis Junge Flüchtlinge e. V. was founded in the year 2000. In December 2012 the association statutes from the year 2000 were revised and adapted to current strategies and demands to enable both direct and indirect growth. Since that time, the Trägerkreis Junge Flüchtlinge e. V. has acted as a higher level umbrella organisation. While the school dedicates itself solely to its educational and conceptual duties, the association performs strategic, conceptual and political tasks. The SchlaU School and SchlaU School-Work Transition are realised within the association. Moreover, the association offers provision for institutions with respect to all issues that affect minor and young refugees. The ISuS School, which offers literacy and the teaching of basic knowledge, was united with the SchlaU School for the 2016/2017 school year. Teaching in the SchlaU School thus now takes place at two locations in the area around Munich's central station. On 1 January 2016 the previously renamed SchlaUWerkstatt für Migrationspädagogik gGmbH was launched to design and implement multiplier and continuing education provision and develop teaching material for young refugees, alongside conducting research and providing internal school advice. The work within the association is regulated by rules of procedure. At the management level there are regular meetings to exchange opinions and discuss current activities, plans and strategies. This advisory committee comprises representatives of the schools, SchlaU School-Work Transition, the SchlaU Workshop and the management. The school is led by the head teachers of the two branches and their deputies. They are supported by an expanded school management team, consisting of representatives of the teaching team, school social 47

ANNUAL AND IMPACT REPORT

Trägerkreis Junge Flüchtlinge e. V. Board, Management, Administration

SchlaU School

SchlaU Transition School-Work

SchlaU Workshop for Migration Education

School Location Schwanthalerstraße 2

Follow-up support programme

Institute for Research, School development, teaching materials and further edu-

School Location Schillerstraße 7

The legal organisational structure of the association is as follows: The basis of the association is the members' assembly. This elects the Board and the full-time Chairman of the Board. Together with the management of the association, the Chairman of the Board steers all provision and subsidiaries acting under the umbrella of the charitable association by means of the partners' committee. The partners' committee is advised by a voluntary advisory committee. The advisory committee is responsible for business controlling and strategic advice to the association and its subsidiaries.

The SchlaU School and SchlaU School-Work Transition are the main activities of the association. The school, which is spread over two locations until it moves to the "Young Neighbourhood of Obersendling", is led by the school management. The services provided by the Trägerkreis Junge Flüchtlinge e. V. are carried out by the internal and external subsidiary SchlaU Workshop for Migration Education.

ANNUAL AND IMPACT REPORT

5.2. GENERAL INFORMATION Trägerkreis Junge Flüchtlinge Founded 2000 Legal form registered association Representation Michael Stenger (Vorstandsvorsitzender) Björn Schalles, Katharina Radmüller (management) Contact dataSchwanthalerstr. 2, 80336 Munich T. 089 4111931-11, F. 089 4111931-99 info@schlau-schule.de, www.schlau-schule.de Register entryRegistry court: Munich, Registration number: VR 16923 Non-profit status date of assessment: 18.07.2014, benevolent objectives, charitable purposes (promoting youth welfare)

SchlaU Workshop for Migration Education Founded 2014 Legal form charitable company (limited liability) Represented by Michael Stenger, Björn Schalles (management), Katharina Radmüller (authorised officer) Contact data Schwanthalerstr. 22, 80336 Munich T. 089 4111931-20, F. 089 4111931-99 info@schlau-werkstatt.de, www.schlau-werkstatt.de Register entryRegistry court: Munich, Registration number: HRB 209924 Non-profit status date of assessment: 02.05.2017, benevolent objectives, charitable purposes (science and research, promoting youth welfare, art and culture, adult and vocational education, help for refugees)

ANNUAL AND IMPACT REPORT

5.3. TEAM

Trägerkreis Junge Flüchtlinge e. V. Board Michael Stenger, Alfred Dahmer, Thomas Gittrich, Hubert Heinhold Management Björn Schalles, Katharina Radmüller Consultant for fundamental questions Christian Stegmüller Head of administrative department Katharina Holzner Marketing and fundraising Maximilian Schuster Project control Betiel Berhe Administration and accounting Tugba Kilic Apprentice Raphael Kandilis SchlaU Workshop for Migration Education Management/consultant on education Melanie Weber Management/research associate Anja Kittlitz Consultant for social work Michael Schütz Research assistant Verena Kratzer Consultant on further education Cem Sünter Consultant on teaching material Stefanie Studnitz Editor teaching material Sarah Wolfertstetter Team assistance Ute Neumann 50

ANNUAL AND IMPACT REPORT

SchlaU School (SchillerstraĂ&#x;e location) School management Miriam Herrmann Deputy school manager Anita Michalski School secretary Adunya-Marie Kahssay School social workers Anita Michalski, Hubertus Radermacher, Moritz Kroll, Sara Pfau School psychology Gabriele Schmid-MĂźhlbauer Teachers Clara Heuberger, Elisabeth Willert, Elisabeth Boyd Ilka Varnay, Irene Krauss, Julia Kahl, Reza Karimitari

ANNUAL AND IMPACT REPORT

SchlaU School School management Antonia Veramendi Deputy school manager Rudolf Hillreiner, Melanie Weber (until July 2016), Claudia Sakuth (since September 2016) School secretaries Norman Heinemeier, Andrea Rattenberger School social workers Isabella Deck, Klaus Wittmann, Mario Hurler (until February 2016), Martina Unger, Thomas Maschke, Wioletta Rose School psychology Gabriele Schmid-Mühlbauer Teachers Vera Angerer, Anna Birk (since September 2016), Lilian Chur, Magdalena Greipl (to July 2016), Hubert Hadersdorfer, Clara Heuberger, Deborah Holleitner, Brigitte Huber, Miriam Huber, Vera Justa, Heidrun Kirmse, Daniel Koblofsky, Judith Kratzl, Irene Krauss, Anna Lukasiewicz, Irina Maier, Jana Müller-Kress, Doris Olsen-Hildebrandt, Regine Pell, Peter Sinhart, Christian Soeder, Wibke Stang-Fröhlich, Stefanie Studnitz, Hanna Threimer-Kulke, Kathrin Tilsch, Ilka Varnay, Stefanie Veit, Roland Waegner, Marie Wagner, Viktor Weigelin, Angela Westhoff

ANNUAL AND IMPACT REPORT

SchlaU School-Work Transition Head of department Estelle Lauvergne Individual learning support Peter Hackenschmied, Doris Olsen-Hildebrandt, Stefanie Veit, Marie Wagner Socio-educational support Martina Unger, Klaus Wittmann

ANNUAL AND IMPACT REPORT

5.4. NETWORKS AND SCHOOL PARTNERSHIPS

housing, integration advice centre, Employment Agency , job centres). It is only possible to carry out our services because of excellent cooperation with a large number of institutions. Many, many thanks!

Over the last few years, the Trägerkreis Junge Flüchtlinge e. V. has succeeded in realising a school alliance between SchlaU as an educational institution in the private sector and vocational and secondary schools. Today we work together with the Bavarian Education Ministry and the Munich Schools Department towards providing schooling for young refugees. Our school life has always been enriched by many network partners. Our closest cooperation is with the Berufsschule zur Berufsintegration [vocational school for integration at work], because most of our teachers are employed by the City of Munich via this school and we are affiliated to it as an outpost. Furthermore, we work intensively with other providers or classes for refugees of vocational school age and providers of German courses. In this group we meet several times a year to coordinate the distribution of students and to plan the joint classification tests for vocational school classes in Munich. In the event of insufficient school places or expulsions, we find further places for students. Furthermore, our cooperation with higher-level schools has grown steadily, such as Munich College, the Montessori-Oberschule and the Carl-von-LindeRealschule and some grammar schools, which take our students who have demonstrated aptitude and give them special support. Good contact with guardians and carers in youth welfare institutions and social services, as well as with doctors, therapists and lawyers, with whom we constantly discuss the support and perspectives of the individual young people, are essential to us. Twice a year, we also organise a carers' afternoon at our school. Our contacts with training companies and chambers of industry are especially important for finding placements and training positions for our students and for supporting them during their training. We exchange news with them at training fairs and in the placement process as well as while the training is ongoing. Furthermore, we often have contact with organisations that work in the refugee field (e.g. Pro Asyl, Refugio, IMMA, ComeIn, AKA, Flüchtlingsrat, BumF) and authorities (immigration authorities, youth welfare offices, Housing and Migration Office, ROB refugee

Our network partners in the education sector Anne-Frank-Realschule, Evangelisches Beratungszentrum, FLÜB&S, LMU, Mittelschule am Gotzinger Platz, Mittelschule an der Wiesentfelserstraße, Carl-Steinmeier-Mittelschule, Montessori Fachoberschule, Städtisches Münchenkolleg, Städtische Berufsschule zur Berufsintegration, providers of ESF-BAMF courses, Hamburg University. Our public cooperation partners Agentur für Arbeit, Amt für Wohnen und Migration, Bayerisches Kultusministerium, Bundesministerium für Arbeit und Soziales, Netzwerk FIBA, Jobcenter, Jugendamt, die Landratsämter München, Dachau, Ebersberg, Starnberg, Ostallgäu, Freising und Miesbach, Pädagogisches Institut München und Dillingen, Referat für Bildung und Sport, Staatsinstitut für Schulqualität und Bildungsforschung. Our cooperation partners in School-Work Transition The many training companies that enable our students to enter the world of work, initially through placements and then with apprenticeships, the (specialist) vocational schools, the guilds and chambers, especially the Chamber of Industry and Commerce and the Chamber of Crafts. Other network partners Thanks also to goetzpartners and Ashoka for the advice and support, the volunteers' agencies Gute Tat and Tatendrang for providing us with volunteers and Kulturraum e. V. for passing on leisure activities for our students.

ANNUAL AND IMPACT REPORT

In Focus The network "FiBA 2 – Flüchtlinge in Beruf und Ausbildung" [Refugees at Work and in Training] is a merger of eight providers with headquarters in Munich, Nuremberg and Landshut and is funded as part of the "ESF-Integrationsrichtlinie Bund" [ESF Federal Government Integration Guidelines] with the main focus on "Integration of Asylum Seekers and Refugees" by the Federal Ministry for Employment and Social Affairs and the European Social Fund. The FiBA 2 network pursues the following goals: Improving advice and support provision for people with a refugee background in the Munich region and, especially, in rural regions of East Bavaria Removing structural barriers for access to education and the employment market Permanently improving access to the funding instruments of the Employment Agencies and the job centres Raising awareness among employers and services about the difficult livesand the special needs of people with a refugee background Building up permanent cooperation structures with actors from public life, business, employment administrations, local government providers, refugee organisations and welfare providers Public relations work and lobbying to improve the integration in the employment market and social participation of people with a refugee background In addition to coordination (based in the State Capital of Munich), the FiBA 2 network comprises eight project partners in Munich, Nuremberg and Landshut. Located in Landshut, Caritas Landshut is a partial project partner of FiBA 2; in Nuremberg the training ring Ausländischer Unternehmer e. V. and the City of Nuremberg Council for Integration. In addition to the advice centre at the social services department, Amt für Wohnen und Migration, the Munich Job Centre, the Munich Employment Agency, the Trägerkreis Junge Flüchtlinge e. V. and the Bavarian Refugee Council are project partners in the FiBA 2 network in Munich. More about the FIBA 2 network at: https://www.muenchen.de/rathaus/Stadtverwaltung/Sozialreferat/Wohnungsamt/integrationshilfen/fiba.html 55

ANNUAL AND IMPACT REPORT

5.5. VOLUNTEERING AT SCHLAU Our work is only possible due to the support of 250 volunteers! We would once again like to take this opportunity to thank all of our volunteers for their commitment!

ARE YOU INTERESTED IN VOLUNTEERING? CONTACT US AT EHRENAMT@ SCHLAU-SCHULE.DE

Companies can also get involved in various ways. We always have great need of team who can support our students in preparing for work, for example in the form of application training. We are also always pleased about training companies who will give the young people an impression of everyday life in their company during a careers guidance day and possibly offer them a placement. Other projects, such as organising a trip, are also possible. One great way of getting involved individually is a guided tour of the city, for example: Employees of a company show our students their personal favourite places in Munich. We also need support in marketing, in administrative and legal questions and for special projects.

Voluntary projects at SchlaU Voluntary Projects

What

Time involved

Tutoring

Individual support, currently, around 150 volunteers help as teaching sponsors

1 x week for 1 hours lunch-time/in the afternoon

Homework supervision

Open support in the afternoon, currently fixed team of 5 volunteers

1 x week for 2 hours lunch-time/in the afternoon

Reading support

Individual support in the beginners' classes, currently fixed team of 5 volunteers

1 x week for 1 hour lunch-time

Careers guidance week

Individual support with online careers research

1 x per year (autumn) 1 – 2 half days

ANNUAL AND IMPACT REPORT

Procedure with tutoring

I need Tutoring

Maths? German? General?

I would like to help Do I already receive private tuition? (youth welfare, SchlaU ...)

with teacher/SchlaU School-Work Transition Define need

When do I have time?

Teacher gives the information to the coordinator

Coordination/volunteer: Telephone/e-mail, info meeting,

MATCHING

Student database

Student/volunteer/ coordinator Information from coordinator to student/SchlaU School-Work Transition

regularly think

Contact SchlaU School

Start of Tutoring

First Infokit: Questionnaire to complete, FAQs, request for police certificate

Questionnaire and criminal records check

Volunteer database

Data protection agreement

"Welcome kit"

Possibly "Waiting list" for tutoring, other SchlaU volunteer projects, Pass on to partners

Carry on!

Is it going well?

? !

Coordinator Notify I don't want it any more, we don't get to meet, I don't need any more help, the relationship is not so good, I can't contact him/her

Solution or new match

ANNUAL AND IMPACT REPORT

6. FINANCES

es the SchlaU School, the follow-up support programme SchlaU School-Work Transition and the central administration and control, rose by 12 %. The income in the field "Other income/reimbursements" contain payments by SchlaU gUG in the amount of 95,547 Euro for settling the cost of services of association employees as well as material expenses (including photocopiers, software costs, telephone, Internet) and payments by the SchlaU Workshop in the amount of 83,346 Euro for settling the cost of services of the association as well as material costs (including rental costs, photocopiers). As far as personnel costs are concerned, one reason why the expenditure rose was because more freelance staff have been transferred to permanent employment. The freelance costs fell correspondingly. As the number of employees has risen, the administrative costs have also risen in comparison to 2015 by just under 30 %. The low costs of schemes in 2016 are due to lower expenditure for external projects and teaching materials. There was more increased expenditure in comparison to the previous year in the fields of maintenance (especially IT support) and supervision. The high demand for supervision resulted from a difficult and stressful working atmosphere (change to the general political conditions). The other material costs contained association donations and the passing on of donations to the subsidiaries (116,840 Euro to SchlaU gUG and 170,000 Euro for the SchlaU Workshop to set up the organisation). In 2016, in addition to the operating cash reserve, the reserves contained a project reserve for the Young Neighbourhood of Obersendling (see Chapter 7).

The Trägerkreis Junge Flüchtlinge e. V. and its services are financed by a mix of public funding, endowments and non-specific donations.

6.1. ACCOUNTING The Trägerkreis Junge Flüchtlinge e. V., together with Dr. Weigl Augustinowski Treuconsult GmbH, compiles annual financial statements. The annual financial statements of SchlaU gemeinnützigen UG (limited liability) and the SchlaU-Werkstatt für Migrationspädagogik gGmbH were drawn up on the basis of the accounting regulations of the German Commercial Code. In addition to these regulations, the regulations of the GmbH-Gesetz [German Act on limited liability companies] also had to be taken into account. The annual financial statements were drawn up in line with the principles of proper accounting. A copy of the annual financial statements from 2016 is available on request.

62. FINANCIAL REPORT The following pages contain a financial report on the 2015 and 2016 financial years. The structure is based on the business plans and the proof of use forms of the City of Munich. One special feature in the presentation of the finances is the externally financed jobs of the teaching staff, who are employed by the City of Munich and work in our facilities. These jobs are identified separately both in the income and the expenditure.

Until the end of 2016, the ISuS School was organised within SchlaU gemeinnützigen UG (limited liability). At the turn of the year, the School was transferred to the association and merged with the SchlaU School. ISuS received grants mainly from the charitable association. There was increased expenditure, especially in projects, freelance costs and student measures.

In comparison to the previous year, the association's expenditure rose by 12 %, those of SchlaU gemeinnützigen UG (limited liability), which contained the ISuS School until the end of 2016, by just under 4 % and the expenditure of the SchlaU Workshop for Migration Education by approx. 68 %. In total, the income of the association, which compris-

The expenditure of the SchlaU Workshop rose in 2016 in comparison to 2015 ins particular because the company started its project work in 2016. In the previous year, the organisation was only concerned with internal services.

ANNUAL AND IMPACT REPORT

6.3. FINANCES 2015 AND 2016 TrĂ¤gerkreis Junge FlĂźchtlinge

ISuS

SchlaU Workshop

Overall Organisation

516.8 329.1 1,516.9 65.4 193.8 1,151.8

260.0 92.9 101.7 13.5 83.0 355.7

0.0 0.0 0.0 229.4 0.2 0.0

776.8 422.0 1,618.6 308.2 277.0 1,507.6

3,773.7

906.8

229.6

4,910.1

905.4 5.6 1,151.8 47.9

216.9 1.4 355.7 17.5

198.3 0.2 0.0 0.0

1,320.7 7.1 1,507.6 65.4

2,110.7

591.5

198.5

2,900.7

238.6 9.1 247.7

72.0 8.3 80.3

3.3 1.3 4.7

313.9 18.7 332.6

16.9 4.7 3.2 24.8

1.8 2.2 1.7 5.7

0.5 0.4 0.1 1.0

19.2 7.3 5.0 31.5

31.5 37.1 110.3 42.8 2.5 9.1 11.1 244.5

2.9 4.0 22.4 7.5 0.3 0.0 0.0 37.2

0.0 0.0 0.0 1.1 0.1 1.8 3.0

34.5 41.1 132.8 51.4 2.9 10.9 11.1 284.7

Procurements Maintenance/repair costs Maintenance IT hardware Licences software Subtotal procurement/maintenance costs

9.0 25.1 29.1 2.2 65.4

0.5 3.7 8.1 0.8 13.0

0.0 0.0 0.0 3.0 3.0

9.5 28.8 37.2 6.0 81.4

Further training courses, supervision, specialist Subtotal personnel incidental costs

15.2 15.2

2.2 2.2

19.6 19.6

Tax and legal advice costs Services Other material costs Subtotal other material costs

119.2 112.0 10.9 242.0

14.3 85.4 0.3 100.0

14.4 0.2 14.6

90.7 254.5 11.4 356.6

Depreciations fixed assets Depreciation low-value assets Subtotal depreciation

39.4 10.3 49.7

7.6 1.1 8.6

2.2 0.0 2.2

49.2 11.4 60.5

2015 Income Grants from authorities Income teaching/learning camp Article 4 No. 21a Donations/grants Other income/reimbursements Release of reserves External financing* (permanent employment of

Total income Expenditure Permanent employment Other personnel costs Permanent employment of teaching staff (fiFreelance costs

Total personnel costs Rent incl. incidental costs Other occupancy costs Subtotal occupancy costs Telephone/internet/postage Office material/other small items Insurance/incidental costs of money transactions Subtotal administrative costs Student measures/student celebrations Teaching materials Project-related expenditure Student tickets/official travel Hospitality/representation costs Further training courses (for external parties) Marketing/public relations work Subtotal costs of measures

776.2

70.7

0.1

847.0

Total material expenses

Allocation to reserves

1,665.6

317.7

30.8

2,014.0

Total income Total expenditure

3,773.7 3,776.3

906.8 909.2

229.6 229.3

4,910.1 4,914.8

-2.6

-2.5

0.4

-4.7

Result

ANNUAL AND IMPACT REPORT

The externally financed teaching posts are included in the calculation of the total costs (2015 and 2016). The majority of the teaching staff at the SchlaU School are employed by the Department for Education and Sport of the City of Munich. Their personnel costs were estimated from the point of view of an employer and included in the financial report. Euros in thousands.

TrĂ¤gerkreis Junge FlĂźchtlinge

ISuS

SchlaU Workshop

Overall Organisation

665.6 301.8 1,685.5 227.4 341.2 1,075.2

230.0 56.3 181.7 25.6 70.7 387.7

0.0 0.0 685.1 29.5 0.0 0.0

895.6 358.1 2,552.4 282.6 411.9 1,462.9

4,296.7

952.1

714.7

5,963.5

1,268.2 12.7 1,075.2 29.0

226.0 5.6 387.7 33.4

286.2 6.1 0.0 0.0

1,780.4 24.5 1,462.9 62.4

2,385.1

652.8

292.3

3,330.3

278.8 2.2 281.0

81.8 0.7 82.5

22.6 3.9 26.5

383.2 6.9 390.1

22.4 8.6 4.3 35.4

0.6 1.2 1.5 3.3

1.2 1.6 1.3 4.1

24.2 11.5 7.1 42.8

43.8 12.0 65.5 51.1 3.5 11.8 22.4 210.1

34.7 3.5 40.6 3.1 0.1 0.0 5.0 87.0

0.0 0.0 175.2 3.0 0.9 2.5 12.0 193.5

78.4 15.6 281.2 57.2 4.5 14.2 39.4 490.5

Procurements Maintenance/repair costs Maintenance IT hardware Licences software Subtotal procurement/maintenance costs

2.5 38.7 35.5 6.9 83.6

3.4 4.1 8.5 0.8 16.8

-0.3 7.8 0.8 0.5 8.7

5.6 50.5 44.8 8.1 109.1

Further training courses, supervision, specialist Subtotal personnel incidental costs

33.9 33.9

1.6 1.6

3.0 3.0

38.5 38.5

Tax and legal advice costs Services Other material costs Subtotal other material costs

92.5 0.0 286.8 379.3

20.5 53.3 0.0 73.8

32.0 49.5 3.4 84.8

145.0 102.8 290.2 538.0

Depreciations fixed assets Depreciation low-value assets Subtotal depreciation

41.5 15.0 56.5

26.5 2.3 28.8

1.6 1.6 3.1

69.6 18.9 88.5

2016 Income Grants from authorities Income teaching/learning camp Article 4 No. 21a Donations/grants Other income/reimbursements Release of reserves External financing* (permanent employment of

Total income Expenditure Permanent employment Other personnel costs Permanent employment of teaching staff (fiFreelance costs

Total personnel costs Rent incl. incidental costs Other occupancy costs Subtotal occupancy costs Telephone/Internet/postage Office material/other small items Insurance/incidental costs of money transactions Subtotal administrative costs Student measures/student celebrations Teaching materials Project-related expenditure Student tickets/official travel Hospitality/representation costs Further training courses (for external parties) Marketing/public relations work Subtotal costs of measures

Allocation to reserves

Total material expenses Total income Total expenditure Result

842.8

3.4

97.4

943.6

1,922.6

297.2

421.3

2,641.0

4,296.7

4,307.7

952.1 950.0

714.7 713.6

5,963.5 5,971.3

-11.0

2.1

1.1

-7.8

ANNUAL AND IMPACT REPORT

6.4. DONORS AND COOPERATION PARTNERS

skalender der Süddeutschen Zeitung e. V., Stiftung Antenne Bayern hilft e. V., Rotary International, Moving Child, Save the Children, BuntStiftung. Dr. Rudolf und Christa Castringius Kinder- und Jugendstiftung, Hawlik Gesundheitsprodukte GmbH, Barge Stiftung, Bürgerstiftung München, BK Kids Foundation, Heidehof Stiftung, Medas Factoring GmbH, Münchener Schachstiftung, Peter Herbst Stiftung, St.-Anna-Gymnasium, Stiftung Allianz für Kinder, Helmut Unkel gemeinnützige Stiftung, Linde AG, Kirchenstiftung Unterhaching, LL-Stiftung, Tribute to Bambi Stiftung, Lichterkette e. V., Gröbenzell hilft e. V. , Lions Hilfswerk Bayern-Süd e. V., Kirchner + Robrecht GmbH, Dr. Schnell Chemie GmbH, J+US-Stiftung, Wiedemann & Berg Film GmbH & Co. KG, Kellerkind GmbH, ACTIVcatering für Kinder GmbH & CO KG, SQS Group Management, Check24 GmbH, Grundschule an der Herterichstraße, Florentz Treuhand GmbH, Gymnasium Olching, Good New Days gGmbH, Autobus Oberbaern GmbH, Samuel-Heinicke-FOS and Inner Wheels Club.

We would like to take this opportunity to thank all the donors, foundations, associations, companies and our public supporters for their support in 2016. Our special thanks go to the State Capital of Munich for the continuing support since the start of our work. We would also like to thank the HIT Foundation for enabling three of our pilot projects in multiplication, the introduction of Year 10 and SchlaU School-Work Transition. Thank you also to the supporters of the SchlaU Workshop for Migration Education (Wübben Stiftung gGmbH, aqtivator gemeinnützige GmbH, Schöpflin Foundation). Many thanks also to all of our supporters, some of whom have been there for us for many years, enabling new activities and smoothing the way for our work: Siemens Foundation, Walter Blüchert Foundation, Salesforce.org, Wacker Chemie AG, Hilti Deutschland, Montpelier Foundation, Sternstunden e. V., Phineo gAG, Springer Nature and Julius Springer Charity Fund, Aktion Mensch e. V., Rotary, Erich-Gustav-Adler Foundation, Hartz, Regehr und Partner, BMW Niederlassung München, UniCredit Bank AG, Advent-

Heartfelt thanks to all long-term supporters, mentors and sponsors at benefit concerts, donors of gifts for birthdays, weddings or Christmas!

SchlaU Workshop for Migration Education

ANNUAL AND IMPACT REPORT

Trägerkreis Junge Flüchtlinge e. V.

BMW Niederlassung München

ANNUAL AND IMPACT REPORT

7. OUTLOOK

model of educating young refugees will thus find a home in Munich city society for many decades. Since as an organisation we do not have a fixed and statutory guaranteed right to state funding, for us this means: every year we have to apply for new funding from public bodies and private donors have to be convinced of their engagement. In the next two years, it is very important to us to find a more sustainable solution for our provision because long-term planning, a permanent organisational structure and a school operation that simply because of the school year has to be organised over several calendar years, are not possible in the current situation.

7.1. PLANNING AND GOALS Development of the Organisation In 2017, as part of the two-year plan, we will prepare for our 2018 move to the Young Neighbourhood of Obersendling. The school concept must be further developed and refined, the spatial and structural unificationof the current three locations into one premises prepared. In 2017 we will continue to advance the transfer of knowledge with various programmes and push forward the development of the SchlaU Workshop for Migration Education. Financing and Networks In 2017 and 2018 we will increasingly look for partners who share our vision of improving the living and educational situations of young refugees. What is especially important to us here is to develop a strategy jointly and to involve and use the whole network in its implementation. In 2018 we will face major challenges, especially because of the move to the Young Neighbourhood of Obersendling.

7.2. INFLUENCING FACTORS, OPPORTUNITIES AND RISKS Sustainable Positioning In addition to financing, the long-term, sustainable securing of our offers at the new location in the Young Neighbourhood of Obersendling is on the agenda. The Young Neighbourhood will enable us to increase the efficiency of the organisation, to consolidate the action chain at one location and to shine out as part of a larger action chain at a single location. At the same time, in this beacon project we will develop a shared vision of successful integration together with other players from civil society and put synergies to use. Our 65

ANNUAL AND IMPACT REPORT

permits. Basically refugee-friendly federal law is frequently voided at official level in Bavaria.

SchlaU, politics and us "The personal is political!" – this campaign slogan from the women's movement of the 1970s also applies to us. However, it should be adapted to "School is political!". There is no separation between school and politics: We are shaping politics with every young person who attains a school-leaving qualification after becoming a refugee and attending the SchlaU School for a few years. A politics that demands the human right to education and provides it dozens of public faces and ambassadors every year. And any policy that affects the life of our students also influences the work of the Trägerkreis Junge Flüchtlinge e. V. 2016 was stressful in terms of politics. The following developments should be highlighted:

Meanwhile, in 2016, just as in the previous year, more than 5,000 people drowned in Mediterranean Sea on their flight to Europe. At the same time, millions of refugees – half of them under 18 years of age – are waiting in transit countries in sometimes inhumane conditions or are in flight in their home countries. And while war is waging in Syria and Afghanistan, the European Union is tightening its borders – although only one in ten refugees worldwide makes it as far as the rich industrialised countries. There are consequences to all of this. Globally, nationally, at the local level, individually. And for us. Many of our students are frightened of deportation and can no longer concentrate on their studies. Others have attained their school-leaving qualification and fear that they will not receive a permit for training. Many of them have families in their countries of origin with whom they can no longer be reunited. Dozens are not given any recognition because everything suddenly has to be so fast and the checks are no longer careful. The worries of our students are also the worries of our teaching staff. And naturally our volunteer helpers also feel the uncertainty – never mind potential train-

2016, the Federal Agency for Migration and RefuIn gees decided on three quarters of a million asylum applications. A good 84,000 asylum applications were made in Bavaria alone in 2016. At the end of year, around 100,000 asylum seekers and 19,000 tolerated refugees were living in Bavaria. The Bavarian State Parliament adopted the Bavarian Integration Act, which obliges refugees to a "national culture" and enables extensive restrictions on freedom of movement.

"WE STRICTLY REJECT DEPORTATION FROM SCHOOL AND TRAINING. OUR STUDENTS DO UNBELIEVABLE THINGS EVERY DAY. WE DO OUR BEST TO ENABLE THEM TO CONTINUE TO REALISE THEIR POTENTIAL."

T he "accelerated process" is implemented in Bavaria: under certain circumstances, asylum seekers can now be permanently housed in reception facilities. is easier for sick refugees to be deported. IntegraIt tion work is increasingly linked to the so-called "prospect of permanent residence". Family reunion with subsidiary protected status has been suspended for two years. At the same time, increasing numbers of refugees are being granted the weaker subsidiary protected status instead of the strong recognition as a refugee.

Christian Stegmüller

T he media and actual pressure on Afghan refugees is increasing: The first collective deportations to Afghanistan are taking place. The Bavarian Interior Ministry instructs the immigration authorities to be restrictive when issuing work 66

ANNUAL AND IMPACT REPORT

School must be a safe space for all learners! Many of our students are frightened of deportation and can no longer concentrate on their studies.

ing companies, who are asking themselves whether new apprentice will even be allowed to stay here until the end of their training. The welcoming culture of 2015 has given way to 2016’s culture of fear. Everywhere we see questioning looks from the volunteer and full-time refugee helpers. Since 2016 the school founder and Board Member of the charitable association, Michael Stenger, has been a permanent member of the Inquiry Commission of the Bavarian State Parliament on the subject of integration. There, members of the State Parliament and other experts draw up recommendations for action for the legislator. Moreover, the voice of the SchlaU School is getting louder: at demonstrations, on podiums, in the media, by means of further training courses and in various specialist committees. Since October 2016, with Christian Stegmüller in the charitable association, we also have a policy advisor whose remit is to enhance the political profile. Out goal is: to clearly stand up for the participation rights of people with an immigrant background. Because one thing is clear: "School is political" – no matter what we do, there are consequences. Consequences that go far beyond the German and maths lessons every morning.

ANNUAL AND IMPACT REPORT

7.3. OBERSENDLING YOUTH QUARTER

Mikado and other offers from Initiativgruppe München e. V., the Trägerkreis Junge Flüchtlinge e. V. will move into the heart of the campus with the SchlaU School, the follow-up support programme and the SchlaU Workshop for Migration Education. The so-called Heart of the Campus module is bound to become the central social hub and marketplace of the Obersendling youth quarter. A canteen as a social training enterprise rounds out this place of encounter.

In 2018 the Trägerkreis Junge Flüchtlinge e. V. will move to the Young Obersendling youth quarter. "Beacon Project" The Obersendling youth quarter is designed to be a diverse integration project, which actively brings together young people in basic and further training with and without a refugee background and the local young people or residents in general, especially also with respect to dealing with diversity and careers guidance. With the Obersendling youth quarter, the State Capital of Munich intends to initiate another beacon project and offer new (especially young) citizens from Munich, from other parts of Germany and from other countries in the world a place of stabilisation and sustainable integration. In a large, currently empty industrial complex by the Machtelfingerstraße underground station, office space is to be created and options for housing young people. But at the same time, an educational, encounter and cultural centre is to be built, which can become an integration project with an exemplary character nationwide. Thus, in addition to education and integration measures for young refugees, there are plans for their accommodation on the site in the context of housing other young people in training or who are studying. Open youth-related and cultural measures should also actively include the neighbourhood and city society. Youth quarter with a vocational approach By bringing diverse services to the campus, the inclusive, integrative and (vocational) educational character of a Young Neighbourhood emerges. In addition to the temporary situation of the municipal school Luisenstraße complex with its workshops, careers guidance provision, language and integration courses, Café Netzwerk of the local youth association, the situation of buntkicktgut, the music lesson provision from

In 2018 the Obersendling youth quarter will be built near the Machtelfingerstraße underground station. We are delighted to be part of this beacon project. 68

ANNUAL AND IMPACT REPORT

Support us!

Undesignated and projectrelated money donations

Voluntary engagement in the school (tutoring, homework supervision, reading support, careers guidance)

Private individuals Initiation of donation campaigns for birthdays and celebrations or benefit campaigns (concerts, readings)

Support in project management (move to the Young Neighbourhood) and help with specialist expertise (IT, graphics, marketing)

Support opportunities Taking on financial student sponsorships

Pro-bono legal advice (especially in administrative and school law)

Initiation of donation campaigns for Christmas, company celebrations, school collections or benefit campaigns (concerts, readings)

Companies/ Institutions

Providing placements and training places

Foundations

Undesignated financial donations or project-related financial or material donations for the Young Neighbourhood (school equipment and much more!)

Undesignated and project-related money donations

Participation and support in drawing up a long-term strategy for the long-term securing of SchlaU services

means that we have found a place where our school, our follow-up support programme and our SchlaU Workshop for Migrations Education can be at home for many years. On the other hand, we are also facing a major administrative and financial challenge. We need your help here!

As an organisation we do not have a legally guaranteed right to state finance. This means that every year we apply afresh for support from public authorities and, thanks to the funding from private individuals, companies and foundations, we can provide our services. In 2018 we will move to the Young Neighbourhood of Obersendling. For us, on the one hand, this 69

ANNUAL AND IMPACT REPORT

Björn Schalles Managing Director of Trägerkreis Junge Flüchtlinge e. V. Munich, 15 June 2017

ANNUAL AND IMPACT REPORT

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Donation Account Bank: Bank für Sozialwirtschaft Account holder: Trägerkreis Junge Flüchtlinge e. V. IBAN: DE3270 0205 0000 0883 4501 BIC: BFSWDE33MUE

Published by Trägerkreis Junge Flüchtlinge e. V. Schwanthalerstraße 2, 80336 Munich T. 089 4111931-11, F. 089 4111931-99 info@schlau-schule.de www.schlau-schule.de

Editorial Staff Anja Kittlitz Katharina Radmüller Christian Stegmüller Melanie Weber Antonia Veramendi

Editing Claudia Sakuth

Picture Credits All photos © Trägerkreis Junge Flüchtlinge e. V., except: Page 1, 12, 16, 32, 38, 46, 58, 64: © Patrick Frost,Ðeite 8: © Tobias Hase, Page 10: © Bundesregierung/Henning Schacht, Page 11: © PHINEO gAG/Anna Gold, Page 25: © Franziska Scheuerecker, Page 27: © Christian POGO Zach, Page 28: © Museum Villa Stuck, Page 52, 53: © Stephanie Uhlenbrock, Page 67: © Thomas Witzgall, Page 68: © GEG German Estate Group AG, Icons: fotolia.com, istockphoto.com, shutterstock.com

Design Stephanie Roderer, Munich www.studio-pingpong.de

CONTACT Trägerkreis Junge Flüchtlinge e. V. Schwanthalerstraße 2 80336 Munich T. 089 4111931-11 F. 089 4111931-99 E-Mail: info@schlau-schule.de