Social Reporting Standard 2015 by Björn Schalles

SOCIAL REPORTING STANDARD 2015 TRÄGERKREIS JUNGE FLÜCHTLINGE E. V.

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CONTENT Vision 1 Teaching philosophy 2

1. CONTEXT 4

1.1. Education as a human right 4 1.2. The target group 6

2. OUR PROPOSED SOLUTION 8 2.1. The SchlaU concept 8 2.2. Teaching and learning culture 8 2.3. Support 10 2.4. Dealing with diversity 12 2.5. Career guidance 12 2.6. SchlaUzubi and the transition from school to work 13 2.7. Overview of the approach 14 2.8. New in the 2015/2016 school year 15 2.9. Additional offers and projects 15

3. RESSOURCES, ACHIEVMENTS, AND IMPACT 22 3.1. Input-Output-Outcome/Impact 22 3.2. Education statistics 23 3.3. Evaluation and quality assurance 24

4. ORGANISATIONAL STUCTURE 27 4.1. Ownership and organisational structure 27 4.2. General information 29

5. FINANCES 31 5.1. Accounts 31 5.2. Financial report 31 5.3. Finances 2014 & 2015 32

6. DISSEMINATING THE APPROACH AND OUTLOOK 35 6.1. SchlaU-Werkstatt 35 6.2. Planning and objectives 36 6.3. Influencing factors, opportunities and risks 36 6.4. Outlook: Obersendling Youth Quarter 37 6.5. Outlook: SchlaU-Werkstatt (an interview) 38 6.6. Outlook: SchlaU receives impact seal 40

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OUR VISION INCLUSION INSTEAD OF EXCLUSION. OUR VISION IS TO GIVE YOUNG REFUGEES WHO HAVE ARRIVED IN GERMANY THE CHANCE TO PARTICIPATE IN EDUCATION AND SOCIETY. IN ORDER TO ACHIEVE THIS, WE WOULD LIKE TO PROPOSE OUR CONCEPT OF SCHOOLEQUIVALENT TEACHING AS A SUCCESSFUL AND SUSTAINABLE MODEL FOR NATIONAL EDUCATION POLICY AND INTEGRATION POLICY TO AS MANY LOCATIONS IN GERMANY AS POSSIBLE WE VIEW SCHOOLS AS SPACES OF COMMON LEARNING, WHICH PROMOTE PERSONAL DEVELOPMENT AND OPEN UP FUTURE OPPORTUNITIES.

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OUR TEACHING PHILOSOPHY

We aim to support young refugees by providing them access to education and thereby society. This is understood as a responsibility shared with our students. At SchlaU, each individual should be individually encouraged and supported towards a self-determined and independent life. Our students are the focus of SchlaU. Together, we want to develop academic knowledge and strategies, strengthen selfesteem, and help them to discover skills and achieve this, teaching interests. To is supplemented by comprehensive counselling services. These include social work, tutoring, career guidance, and the postgraduate SchlaUzubi programme as well as spontaneous conversations. Taking time to listen, but also setting limits and rules is essential to our school life. Teachers often become important role models beyond their role as teachers. 2

Course content and progression are adjusted to the students and their diverse educational biographies. Our students appreciate that we are not only oriented to education per se but also to the realities of life. Implementing this requires the flexible and creative use of existing learning material as well as the development of new material. We also collaborate with many cooperation partners. This enables learning at additional levels and enriches the experience of our students. In order to achieve the best results possible, all participants rely on clear structures and close cooperation. ÂťWe really want to achieve something!ÂŤ (Quote from a student) â&#x20AC;&#x201C; This basic idea makes SchlaU a space that enables collaborative learning, promotes personal development, and opens up opportunities for the future.

JAHRES- UND WIRKUNGSBERICHT 2015

Hadi came to the SchlaU school in February 2014. In the same year, he successfully completed his secondary education. He is currently training to become a sales assistant

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1. Context 1.1. EDUCATION AS A HUMAN RIGHT

As stated in the Universal Declaration of Human Rights of the United Nations, "Everyone has the right to an education". The right to an education is also anchored in Section 22 of the Geneva Refugee Convention as well as Section 28 of the 19 89 Convention on the Rights of the Child. Although Germany ratified the convention, until 2010 it invalidated all cases in which there were national residence or asylum restrictions against non-resident children or adolescents.1 In practice, this meant that underage refugees2 more than 15 years of age were excluded from the rights of the Convention because they were considered to be of age within the meaning of the right to asylum. In Germany, the reservation to the 2010 Children's Rights Convention was withdrawn. Nevertheless, many young refugees still have limited access to education. Although educational services have been developed in individual federal states and municipalities, the systemic gap in "education for young refugees" has hardly, if at all, been addressed in many federal states. In March of 2011, the Trägerkreis Junge Flüchtlinge e.V. successfully convinced the Bavarian Minister of Education of the social benefits of compulsory vocational education for young refugees. In August 2011, compulsory vocational education was introduced for young refugees aged 16–21 (in exceptional cases up to the age of 25 years). The Bavarian Ministry of Culture thus recognised that "in light of the demographic trends and the increasing shortage of qualified personnel, a professional vocational teaching programme for school-age refugees appears necessary from both a social and economic perspective".3

Since then, teaching models for school-age asylum-seekers and refugees based on a twoyear model4 have been offered at Bavarian vocational schools. These now serve as a model nationwide. Because of many years of experience in education, the Trägerkreis Junge Flüchtlinge e.V. has had an advisory role since spring of 2013. For refugees under the age of 16, transition classes were established at general schools. Despite this progress, not all young refugees are able to access their human right to an education. Not all federal states have created the necessary entry requirements. There are also insufficient numbers of school places and/ or personnel. Most programmes offered to refugees over the age of 16 are limited to two years of schooling. Furthermore, these programmes neglect to take into account the heterogeneity of previous experiences, lifestyles, and career aspirations as well as the inherent potential of the youths. Because the objective of refugee classes at vocational schools is to incorporate the youth into the labour market as quickly as possible in order to counteract the frequently cited skill shortage, no provisions are made for higher levels of education at post-secondary schools or universities. The programmes also lack support services for special needs. Even during their training, the youths are faced with numerous obstacles. Structural conditions should allow sufficient educational leeway as well as time to work with the traumatised youths. 1 Weiss, Karin (2009): Lebenslagen von jungen Flüchtlingen in Deutschland. In: Krappmann, Lothar et al. (Hg.): Bildung für junge Flüchtlinge – ein Menschenrecht. Erfahrungen, Grundlagen, Perspektiven. Bielefeld: S. 59 – 70 2 According to our understanding, all persons who had to leave their homeland under duress, are refugees. We do not differentiate between asylum seekers and recognized refugees. 3 Bayerisches Staatsministerium für Unterricht und Kultus (2012): Projekt »Schulisches Angebot für berufsschulpflichtige Flüchtlinge«, Schreiben an die Regierungen vom 24.05.2012. München, S.1 4 https://www.isb.bayern.de/schulartspezifisches/ baf_beschulung/materialien/ [accessed 27.06.2016]

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The educational concept should therefore allow for up to four years of schooling in order to adequately prepare the youths for apprenticeships. After graduation, the youths should have the opportunity to receive postgraduate support during apprenticeships or further education.5 In Munich, there are currently 69 classes at 17 different vocational facilities.6 Of these, the schools of the TrĂ¤gerkreis Junge FlĂźchtlinge e.V. provide 19 classes.

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1.2. THE TARGET GROUP TheTrägerkreis Junge Flüchtlinge e.V. focuses on (unaccompanied) young refugees between 16 and 21 years of age (in exceptional cases, up to 25 years). The everyday life of our target group is characterised by the experience of the flight itself as well as the legal and social status of a "refugee". Our students have often come to German involuntarily. Because of their histories, some are severely traumatised. They have experienced war and/or various forms of violence. Traumatic experiences in their home country (war, torture, political persecution, and natural disasters) have often been followed by traumatic experiences during and after the flight.The hope of finding refuge in Europe and putting their lives back together initially often meets with bitter disappointment. Upon arrival in Germany, many young refugees become disillusioned because the living conditions do not match their expectations of a democratic society. for An uncertain status makes it difficult students to find perspectives, and to complicated asylum procedures lead disorientation and fears about the future. Upon arrival, the youths are exposed to investigative, unsettling and partly re-traumatising interviews and bureaucratic practices by police and authorities. They are also separated from their families, experience loss of their social ties, and are subjected to marginalizing housing and living conditions in Germany. The accommodation in transitional homes does not offer any opportunities for retreat. The youths live together with other refugees from different cultural backgrounds, who speak different languages and suffer from various problems, and now need to find a 14 basis for coexistence. Access to health care is often limited because of language and cultural differences as well as stereotyping often creating additional barriers.

Common symptoms experienced by our students, which are related to post-traumatic stress disorders and can pose a challenge for schooling, include concentration and sleeping disorders, flashbacks, anxiety, depression, and suicidal tendencies. Many of the students are often in a precarious financial situation; a secondary income to cover the cost of living in Munich or legal fees is often not possible. However, their "past" lives in their countries of origin and the ability to migrate or flee are based on countless skills and experiences which can be used as resources in the context of schooling. Among other things, our students have a high degree of motivation with the aim to improve their own life situations, diverse life experiences and survival strategies, informal and formal educational experience, practical experience, multilingualism, team-oriented thinking, intercultural skills, persistence, ambition, and determination. The potential inherent in these youths is often misunderstood by society and sometimes even hindered by the state. Each day that the youths remain mute and disoriented promotes their frequently cited negative careers and burdens both the youths themselves and their social environment.

5 Kittlitz Anja, Veramendi Antonia, Weber Melanie (2014) (Hg. Trägerkreis Junge Flüchtlinge e. V.): Gelingensfaktoren zur Beschulung von jungen Flüchtlingen. Empfehlungen zur Umsetzung von schulischen Angeboten für junge Flüchtlinge. München. 6 https://www.ris-muenchen.de/RII/RII/DOK/SITZUNGSVORLAGE/ 4032472.pdf [accessed 27.06.2016] 7 Bayerischer Landtag (2015): Schriftliche Anfrage der Abgeordneten Christine Kamm. Drucksache 17/5569 vom 22.04.2015 8 Bayerischer Landtag (2016): Schriftliche Anfrage des Abgeordneten Dr. Herbert Kränzlein. Drucksache 17/10193 vom 18.03.2016 9 Seiser, Ullrich (2015): Bericht der Stabstelle Flüchtlingsbeschulung (SF) beim Dillinger Symposium am 26. März 2015) 10 http://www.bayern-evangelisch.de/wir-ueber-uns/470-uebergangsklassen-fuer-fluechtlinge.php [accessed 27.06.2016] 11 Bayerischer Landtag (2016): Schriftliche Anfrage der Abgeordneten Johanna Werner-Muggendorfer. Drucksache 17/9654 vom 30.03.2016 12 Bayerischer Landtag (2016): Schriftliche Anfrage des Abgeordneten Günther Felbinger. Drucksache 17/10421 vom 11.04.2016 13 http://www.muenchen.de/rathaus/Stadtverwaltung/Sozialreferat/ Fluechtlinge/Integration.html [accessed 27.06.2016] 14 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

Omid has been at SchlaU since 2013, and will complete his secondary education in 2016. He is also a student representative and journalist with the Weltzeitung, the student newspaper of the SchlaU school.

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2. OUR PROPOSED SOLUTION 2.1. THE SCHLAU CONCEPT The aim of our association is to support young refugees to exercise their right to an education and become part of society. The SchlaU project was started in 2000. Over the years, the project has developed into a school with its own educational concept. Since 2004, the SchlaU school has been recognised by the Bavarian Ministry of Culture as a vocational institution in accordance with Section 36 Paragraph 1 Clause 1 Item 3 of the Bavarian Law on Teaching and Education. Compulsory vocational education can be completed at the school. Since 2012, young refugees have also been taught at our school ISuS (Integration durch Sofortbeschulung und Stabilisierung; English: Integration through immediate schooling and stabilisation). Our association comprehends school as a space of shared learning in which personal development, encouragement of individual potential, the opening of future opportunities, and qualification for the labour market are made possible. In daily practice, we orient ourselves to the lifestyles of the students. Each should be individually guided along the way to a selfdetermined and independent life. Since its inception, the association and the SchlaU and ISuS schools have undergone steady growth and development. In the schools, 300 students in 19 classes are currently taught analogue to the core subjects of Bavarian secondary schools. The aim of the educational process is to guide the youths through to graduation and prepare them for the transition from school to a professional career. Depending on previous education and individual learning processes, schooling can last from one to four years.

We strive to create a stimulating learning environment and to ensure intensive supervision by the teachers based on mutual trust. Because of their flight and its underlying causes, most students have experienced constant discontinuity in their relationships (see also Section 1.2). Reliable relationships and social codes are therefore the basis for their psychosocial stabilisation and thus for their learning development. Small classes of no more than 16 students, which follow the class leader principle and have as few different teachers as possible enable intimate learning spaces, trustful discussions, and a stable caregiver system. The various life paths and thus the heterogeneous learner biographies of our students make a highly individualised approach indispensable.

2.2. TEACHING AND LEARNING CULTURE In addition to the subject curricula, the basis for teaching are interdisciplinary skills and methods, which are further developed by the teachers. Focus is placed on the acquisition of learning skills, self-organisation, cooperation, and other social skills. The areas dealt with are partially modelled after the curriculum framework of Bavarian middle schools. However, each year, the consolidation and progression of the individual classes are matched to the everyday realities of the students and their very heterogeneous educational biographies. In the final stage, mainly content relevant for exams is conveyed. Because the mathematical skills of the students vary considerably within the individual classes and do not necessarily correlate with the current language level, mathematics is separated from the class grouping and is taught in an accompanying course system.

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Important ethical-social and life skills topics are taught in history/social/geography studies, work/economy/technology studies, physic/ chemistry/biology studies, ethics, and IT subjects. English is offered as an optional subject. Sports, art, music, and theatre are combined with elements of language acquisition. Teaching is also supplemented through various projects (see also Section 2.9.). In the individual subjects, class-specific teaching materials are compiled by the teachers. Although the German teachers can always fall back on textbooks for German as a foreign language, they tend to create most of the materials themselves because the existing textbooks are not designed with the needs of young refugees in mind. When designing the material, the daily realities and possibilities for internal differentiation are considered. Because preparation for final examinations is only possible once the appropriate language level has been reached, specific language training is the formost priority. Teachers combine adequate language support measures with lesson content â&#x20AC;&#x201C; not just in German but in all subjects. A distinction is made between four language levels: a literacy level for beginning to read and write, a basic level for beginners, an intermediate level for advanced students, and a final level for exam preparation. At each level, priorities are set for oral or written components. In order to prevent students from becoming overwhelmed or under-challenged and to optimally encourage the students, students are able to advance freely through the levels. The educational principle "collect each and every one from where he or she is" thus becomes a reality. The class division is based on placement tests in German and mathematics, which have been adapted to the target groups. Learning at the literacy level The main focus at this stage is on literacy training in Roman script, basic knowledge of German grammar, simple mathematics, and an introduction to ethics, work/economy/ technology studies, and German society. 9

Learning at the elementary and intermediate levels At the elementary and intermediate level, the contents in German and mathematics are intensified. Ethics, history/social/geography studies, and work/ economy/technology studies are further developed, and IT is introduced. Learning at graduate level At graduate level, the students are prepared for the final exams, which are held externally. To graduate from secondary school, examinations are sat for German as a second language, mathematics, history/social/geography studies and work/ economy/technology subjects; the qualification also includes tests in ethics, project development and elective English courses. Pilot project Since the 2014/2015 school year, a tenth class for acquiring O-levels is an offer. This was made possible by the HIT Foundation. Students prepare for the external exam with 30 hours of study per week. The special challenge for the class is the switch from German as a second language to German as a first language. This necessitates a special learning intensity in German. A small study group is therefore a prerequisite for success. The class has between eight and ten places. In all classes, numerous written and oral tests based on specially developed, group-oriented standards are held throughout the year. Requirements are increased from level to level. As in the state school system, reports are issued twice a year. The traditional assignment of grades is supplemented by semiannual meetings between the students, a social worker, and the teacher. In addition to academic performance, individual circumstances and resources available to the students are considered when creating educational plans. Through teacher feedback and the documentation of student progress, they also aid in the development of a realistic self-assessment. The transition from one level to the next is regulated by standardised tests, which are organised into subject and competency pyramids.

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2.3. SUPPORT The prerequisite for successful cooperation with the youths and an integral part of our concept is the intensive psycho-social care provided by social workers and the school psychologist. Their duties are varied and include the specific school setting and living environment of the adolescents. Their tasks include crisis intervention, conflict management, diagnostics of performance, counselling with authorities and referral to other specialised bodies (doctors, therapists, agencies, and counselling centres) as well as occupational guidance and professional mediation. In this context, good working contact with legal guardians, caregivers, and other relevant partners is essential. The school social workers and the psychologist are part of the educational team. They work together with the teachers as equals.

In small classes, the youths prepare for graduation in two to three years on average. In addition the support within the classroom, the support of the students includes targeted individual encouragement, which enables the youths to enter into the German educational system within a short period of time.

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Youths who cannot participate in the other classes are allowed individual learning development until graduation or an alternative completion.

2.4. DEALING WITH DIVERSITY Accepting pedagogy is against the reduction of refugees to the rols of victim and sufferer. To counter such reduction, we recognise individual lifestyles and accomplishments â&#x20AC;&#x201C; also in the context of flight â&#x20AC;&#x201C; as well as experienced suffering and resulting coping strategies. For teaching, this means encouraging a differentiated and culturally sensitive attitude from the school management and the teachers towards the students as well as encouraging appropriate interaction with each other. During lessons, we also explicitly broach individual differences in terms of gender, age, religion, language, and beliefs as well as strengths and weaknesses. As part of accepting pedagogy, trauma education entails recognising trauma-related behaviour and its consequences and dealing with them accordingly. The school is positioned as a "safe place", where reliable everyday structures, predictability, trustful relationships, and solidarity as well as self-determination and self-actualisation can be experienced. For the intensive individual promotion of learning development and perspective planning, regular individual discussions and support measures are planned into the school routine. The semiannual learning development discussions form the basis for individual objectives and support measures. If necessary, additional discussions are held to provide career guidance. We respond to acute crises or social conflicts, or deal with transgressions and disciplinary matters. Depending on the issue, class leaders, social workers, or the school psychologist are involved as well as carers or guardians. As a last resort, school management also becomes involved. Remedial class and special needs working group The remedial class, in which a special education teacher works alongside a coteacher, includes students with special needs from all four teaching levels. In the class, individual differences are recognised and everyday teaching is clearly structured through the use of various teaching techniques.

The work group, which is composed of an interdisciplinary team, convenes once per week. In the work group, all students with long-term or temporary needs are addressed. In case discussions and in consultation with the class teacher, individual educational plans with the appropriate support and incentives are created. The work group also develops the necessary structures and processes for individual support and expands the external network. In addition to educating, teachers provide special support in small groups (e.g. writing and computing workshops, exam preparation, concentration training, learning how to learn). Voluntary support Most young refugees do not have a private support network. There is often a lack of student friendly housing. To satisfy the great need for individual learning assistance and a quiet place for learning, volunteers offer their time to provide individual tutoring and homework help at the SchlaU School. The volunteers are coordinated by a school staff member. This contact partner for questions and problems concerning tutoring arranges the appropriate tutors and organises the qualification and training of volunteers. Girls work group As classes are dominated by male students, it is important to engage girls in various activities that help them explore their interests and develop a sense of group cohesion. Since the start of this school year, the girls work group has been working towards this. Every six weeks, the girls gather in order to share, express their desires, and discuss problems.

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Students can participate in the student council. This regularly communicates with the school management and is involved with various issues of school life. Student council Since the 2014/2015 school year, student responsibility has been gradually established. Together with an external youth worker, our teachers and class representatives have held seminars on rights and duties, integration into the school structure, and discrimination. The empowerment of students through participation and self-organisation as well as the strengthening of the student council as a self-confident, selfsupporting structure has played the most important role. The student council has since initiated several independent projects. Each class elects two class representatives. There are selection quotas. Each class community is represented by one male and one female student. The class representatives select the school representatives.

2.5. CAREER GUIDANCE For the purpose of developing perspective, career guidance plays an important role in school life. After being introduced to various professional fields, the students create CVs and application profiles. For the intermediate level, there is a career orientation week with company visits, skill courses, occupational studies, shadowing in vocational school and post-secondary education, and visits to a vocational guidance centre. Former students are also involved and share their experiences. Senior classes participate in application training modules with external partners and companies. During their school years, all students complete several weeks of mandatory and voluntary internships in companies in order to gain experience in various professional fields. Students are individually guided and supported by teachers and social workers in the decisionmaking and application processes. For students with special needs, alternative solutions (e.g. supported training of youth welfare) are sought in interdisciplinary collaboration. The objective is to optimally prepare the students for further education or employment directly after graduation. The comprehensive mentoring of the youths ensures an annual placement rate between 80 and 90 percent.

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2.6. SCHLAUZUBI AND THE TRANSITION FROM SCHOOL TO WORK In recent years, the number of students attending the SchlaU school has risen dramatically. Every year, approximately 60â&#x20AC;&#x201C;70 students graduate. However, successfully graduating is not necessarily the end of a "SchlaU career". Young refugees arrive in Germany with considerable baggage â&#x20AC;&#x201C; they have been deeply uprooted. Adequate follow-up is therefore indispensable for ensuring a successful transition from school to work. Since 2011, in addition to their other duties, the staff of the association have been providing follow-up support to former students. With the launch of the "SchlaUzubi" follow-up programme, aftercare became institutionalised. Now, former students receive individual support during apprenticeships or while attending a postsecondary institute. The programme is financed by Aktion Mensch e.V., the HIT Foundation, Ingvlid Goetz Philantrophy, and the City of Munich. The employees are already familiar with the students, as they know them as teachers at SchlaU.

In the SchlaUzubi programme, former students receive individual mentoring and support from the school social workers if required.

This facilitates acceptance of the programme. Together with volunteers, four teachers offer academic follow-up for the individual occupational groups and school education as well as for multidisciplinary skills such as time management and examination skills. In addition to this support, the youths can take advantage of the advisory services of social workers. Support is mainly provided in crisis situations which would otherwise cause the students to discontinue their education. Counselling is also provided for immigration law issues, imminent job changes, professional reorientation, pregnancy during education, learning with children, and familial problems. In this way, youths can be guided as much as possible and for as long as necessary. Our approach is integrative and focuses on sustainable integration. Young refugees are supported from arrival to their successful entry into the labour market. In the context of the SchlaUzubi programme, in the 2015/2016 school year, 112 former students of the SchlaU school received academic or psycho-social support (29 young women, 83 young men). Compared with the previous year, this in an increase of 50% (37 students). Academic tutoring is scheduled, while psycho-social counselling often takes place as required. For issues that require further professional assistance, appointments can be made with a social worker.

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2.7. OVERVIEW OF THE APPROACH

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2.8. NEW IN THE 2015/2016 SCHOOL YEAR IT In 2015, we were able to introduce IT as a subject. Thanks to the support of the Siemens Foundation , which gave us 50 used laptops, we were able to provide the necessary IT infrastructure for teaching. In IT classes, language education is linked to subject lessons. The curriculum was developed by the teachers themselves and covers both basic skills and advanced knowledge. Sport In recent years, project-based activities such as wall climbing, experiential learning activities, hiking and mountain climbing, football tournaments, dancing, and circus arts have proven that it is desirable to continually offer physical activities and sports to the students. In the 2015/2016 school year, we launched the programme "learning through movement", which was made possible by access to urban sport facilities and donors such as Medas. The objective of the programme is to support language acquisition through athletic activities.

Thanks to the introduction of a physical education programme, four classes each from the SchlaU school and the ISuS school can attend sport classes. In addition to athletic aspects, the activities strengthen class cohesion, build confidence, and provide a link to language The association of the two indicates acquisition. us psychological learning benefits, body integration is supported, and social learning is Knowing how success at school influences future encouraged. prospects, increases the pressure to perform even more. The willingness to deal with content not relevant to exams or language 2.9. usually fades into the background. Musical, ADDITIONAL OFFERS AND artistic, and athletic activities provide the PROJECTS opportunity to regain balance and relieve stress, which in turn leads to improved students are under permanent Our concentration and performance. existential pressure. Because of the flight, In our holistic approach, we use the synergy of trauma, and high self-expectation, we emotional expression and movement with frequently observe psychosomatic symptoms cognitively controlled language acquisition in such as headaches, abdominal pain, physical education, experiential learning, art, depression, and susceptibility to stress as well music, and theatre. as a decoupling of the mind, emotions, and 15 body.

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This interdisciplinary teaching leads to an alternation between concentration and relaxation and balances out the classroom routine, which involves a lot of sitting still. The urge to move is satisfied, and fears and problems take a backseat to fun. Class cohesion is strengthened and the youths see themselves as a community with different strengths beyond cognitive performance. They gain confidence and learn ways of expressing themselves without language. Teaching is supplemented by various projects dealing with artistic, experiential, political, or environmental issues. These are often carried out with external partners outside of the school premises. In addition to the positive effect on class dynamics and trust building, various contacts are made with other students, peers who grew up in Germany, and other groups of urban society. Recent projects include experiential climbing, the film project "KONTAKTlinse", a garden project, a theatre project, a lithography project, chess courses and championships, and football tournaments with other schools. We also offer our students a diverse afterschool programme five days a week. The youths are given the opportunity to pursue additional activities in a familiar context, (re)discover their individual talents and skills, and simply be young and have fun without the requirement to perform. Some of the offers also include a therapeutic function. Experiential learning Climbing is an ongoing project in all of our classes. This was made possible by private donations. To allow the classes to participate, the climbing sessions take place during lessons. "By mutually securing each other, the youths experience the feeling of trusting and being trusted. This rebuilds self-confidence â&#x20AC;&#x201C; even under uncertain living conditions", explains Nina Neumann, one of our climbing trainers. In 2015, the concept was expanded to additional outdoor activities and now includes experiential learning elements such as teamwork, cohesion, boundaries, and trust.

Students have the opportunity to climb with experienced trainers in the climbing gym. The project also includes elements of experiential learning.

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Interview with Safi and Roja Is guitar your first instrument, or do you have previous experience with music and instruments? Roja: I previously had no experience with instruments. Guitar is the first instrument that I have learnt how to play. Safi: I love music but had no experience with music lessons. Now I'm learning how to play the guitar. What motivated you to learn how to play an instrument? Roja: People have always said, "you have a nice voice", and now I have found a way to accompany my singing. Through guitar lessons, I have gained a better feeling for music. It's a lot of fun. Safi: I was curious and do it for fun or to balance out lessons in school. How do you feel when you make music yourself? Safi: When I play the guitar, I do not feel any stress at all. I am very calm. For me, making music is also something romantic. Roja: I admire others when they can play and sing well. I would also like to be that good. It motivates me, and I am proud when I make progress.

English work group Since November 2015, we have been offering students English as an elective subject. On Friday afternoons, approximately 7-10 brave and eager students from all levels come together to get a taste of the English language. Many have picked up snippets of English here and there. Now, in the elective course, the language is learned systematically. Music project group Regular guitar, piano, and percussion lessons have been offered since autumn 2015. The musicians have also joined together in a band project. The music lessons were a new experience for everyone involved. The school now has several guitars. These are lent out to the students so that they can practise at home. Three guitar courses are offered as well as two piano courses and one percussion group. Once a week, students come together as a combo to play together. In addition to the music project groups that take place in the afternoon, some classes incorporate music into German language instruction. German instruction is combined with songs, rhymes, and rap.

Would you recommend learning an instrument to other students? Is this possible alongside schoolwork? Safi: Definitely. It is incredibly great to play in a group. It's interesting and a lot of fun. You can communicate without words. For example, I do not like to discuss politics. But with music, it is possible to let out so much without having to speak. It's certainly worth making time for music. It's more than possible to do alongside school. There are so many unimportant things to waste time on. Music is good and useful for me.

The music lessons are made possible by The Vaccines, Hieber Lindberg, and the University of Music and Theatre. 17

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Football project group In the afternoon, interested students have the opportunity to practise football. Approximately 10 students take part. The SchlaU football team also participates in tournaments.

The football team also participates in tournaments, for example at MOS Freimann or at ABM089 Bolz BBQ in Glockenbachwerkstatt.

Kinesiology and concentration training Study camp Each year, the graduating class has the possibility to get away from their daily routines in order to prepare for final examinations. Students of the graduating classes spend one week at a school camp near Munich. They are accompanied by teachers and social workers. The students attend structured exam preparation classes. During their breaks, the students cook, eat, and laugh together. The natural and peaceful location offers students a welcome break from the everyday stresses of the big city.

Kinesiology and concentration training are also permanent fixtures in our schedule. Learning and concentration blockages can be worked through in targeted exercises. These training units are conducted by specially trained teachers from the school. Computer project group On Monday afternoons, the students have the opportunity to conduct research on the internet or do homework in the school's computer room, where they are supervised by volunteers. The students are also provided support in learning computer programs. 18

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Media project As part of the integrated media project KONTAKTlinse in the Villa Stuck, our students, together with participants of the FLĂ&#x153;B&S Project of the Munich Adult Education Centre, came together in two threeday workshops to express what moves them with the help of video art. Sewing project group Sewing is often a skill that the students have brought with them. In a regular sewing course, we want to give students the possibility to connect. Our sponsor, Moving Child GmbH, provides us with sewing machines as well as fabric and other necessary materials. The course is instructed by an art therapist. The course, which takes places in the afternoons, is open to all students.

Art project group An art course is offered one afternoon per week. Like the sewing project, it is instructed by an art therapist. Here the youths can let their creativity run wild. With the consent of the students, the artwork is displayed in the school building. Thanks to the financial support of BuntStiftung, art can also be incorporated into regular classroom activities. Chess project group "Encouragement through chess" - this is the motto of the Munich Chess Foundation, which we draw from in both our afternoon project group and through the integration of chess instructions into regular mathematics lessons. Skills such as strategic thinking, fairness, and logical reasoning are promoted.

Skateboard project Skateboard workshops were conducted in the summer of 2015, in cooperation with Whatsthedeal. Some of our ISuS students actively took part in these.

For many years, SchlaU classes have been taking part in the KONTAKTlinse media project to produce video art in workshops.

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Dance project Under the title "Borderless in motion", 13 students gathered at a very unique dance workshop, which was initiated by the Junge GĂ¤rtnerplatztheater. With the help of movement, rhythm, and dance, the youths gained confidence as well as a greater awareness of their bodies and their strengths. They were instructed by experienced dancer and choreographer Alan Brooks. The youths then presented the results of their workshop in a final showcase. Student newspaper Approximately 30 students work on the school newspaper. They conduct interviews, attend events and workshops, and write articles. The students democratically decide the shape and design of their newspaper. When it comes to correcting the texts, the students are supported by several teachers. A designer also helps them develop and implement the layout. The newspaper gives the students a voice in a world in which they are seldom heard.

In 2015, 13 students actively participated in the school dance project. Garden project As part of the garden project, which was funded by the youth office, students of SchlaU School planted ecologically friendly gardens with other Munich youths. In the course of the project, the youths got to know each other better. They gained insight into the interests and daily lives of the others. At the end of the project, which was led by environmental educators, the students harvested their bounty and cooked delicious meals together. Lithography project

Nearly 30 young journalists of the SchlaU school work for the school newspaper. They are supported by the teaching staff.

In the lithography workshop, youths from the ISuS literacy class learned the traditional printing process of stone lithography. The workshops were made possible by the BuntStiftung . 20

In 2011, Koro graduated from SchlaU. The young mother is enrolled in the SchlaUzubi follow-up programme and is training to become a childcare worker.

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3. RESOURCES, ACHIEVEMENTS, AND IMPACT

Resources used in 2015 Financial resources Personnel and material costs: €4.9 million Time resources Volunteers: 250 people

3.1. INPUT-OUTPUT-OUTCOME/ IMPACT

Intangible resources SchlaU concept Networking and cooperation partners

In the last 16 years, we have successfully handled thousands of individual cases. Since introducing the graduation exams in the 2004/2005 school year, almost 500 students have graduated with a (qualifiying) secondary general school leaving certificate. In 2015, we invested around €4.9 million in personnel and material costs in order to realise our work. We were supported by approximately 250 volunteers, who mainly offered tutoring. We see it as an important task to sensitise society to the realities of the young refugees and to work towards the realisation of the human right to an education for all young refugees in Germany. We therefore lobby for the interests of our target group. Attending school has an immense positive effect on society as well as on the personalities and biographies of the youths themselves. After their flight, students of the SchlaU and ISuS schools find not only a place of learning but also a place of security. They jump at the opportunity. Within a short time, they acquire the German language, receive guidance in a new country, learn to better understand their environment and build a social network. The common experience of the flight can help unite heterogeneous groups. Students who were initially withdrawn often open up to the community and rediscover their zest for life. It is worth mentioning how motivated these youths are. Their successes are ultimately the reason that the education and skills of young refugees have found a place in the hearts and minds of the nation's political leaders.

Services provided in 2015 School analogue classes for 300 students 78 graduates Placement of 85% of graduates in apprenticeships, further education, or the labour market Follow-up and support of 70–100 alumni in the transition from school to work through SchlaUzubi Psychological/psycho-social care and support services for 300 students as well as 70–100 alumni Awareness-raising and public relations Implementation of nine training courses as well as various lectures and workshops

Social impact Involvement in the initiation of compulsory vocational education for refugees aged 16–21 and 25 years in Bavaria (2011) Active lobbying to contribute to the withdrawal of the restriction to the Children's Rights Convention (2010) Involvement in the initiation of the abolition of the three-month training ban on newly arrived youths in Munich as well as the admission of all refugee minors to youth aid facilities in Bavaria (2013) Social integration of youths, breakdown of intercultural prejudices, integration of graduates into the labour market

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3.2. EDUCATION STATISTICS Our schools

Student composition (m/f in percent)

School places

Average age

225

Graduation from SchlaU On average, students stay with us for two to three years before they graduate to pursue an apprenticeship, attend a post-secondary institute, or directly enter the labour market. In recent years, almost all students have passed their final examinations, which are sat externally at state secondary schools. Examinations

2011/2012

2012/2013

2013/2014

2014/2015

Sec. gen. school-leaving certificate

Qualifying sec. gen. school leaving certificate

Pass rate %

100 %

96 %

97 %

94 %

Placement in apprenticeship/school/work

90 %

not specified

89 %

85 %

Intermediate school-leaving certificate / O-levels Not passed Total

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3.3. EVALUATION AND QUALITY ASSURANCE School development and quality management are of major importance to the schools. According to the needs assessed in quality cycles, topics for school-based training are determined in consultation with the school management. In discussions about employee development and after peer observation in classes, the school supports individual employees and small groups in the planning of their participation in external trainings. The employees regularly report on the training modules attended. They pass on important content and make recommendations. New employees are paired with an experienced colleague, who serves as a mentor. Collegial exchanges are used to enhance the skills of the trainees, to provide constructive feedback, and to contribute to the resolution of problems. Once a year, together with school management, the educational team defines objectives for short and medium term school development. To this end, developmental measures from the previous year, final results, student data, feedback from students, the SchlaUzubi follow-up programme, and external networks are evaluated. The development priorities systematically build on each other from year to year and are described in the school programme. The educational work days are designed as selfcreated, event-related workshops or are guided by internal or external experts. We attach particular importance on systematically incorporating the skills available within the team. Sufficient time is provided for these activities. Approximately 12 professional development days per year, weekly team meetings, regular study and subjectspecific meetings, and a solid representation scheme for individual trainings are scheduled. Appropriate action skills and resources promote the feeling of self-efficacy and coping skills of employees and represent important health protection factors. The aforementioned measures not only contribute to the quality of the educational work but also benefit employee health and satisfaction. The intensive collegial cooperation is an indispensable resource. 24

It creates opportunities for reflection and exchange, social support in dealing with crisis situations, synergies in designing teaching and learning material, and the possibility to learn from and with each other. Through timely and trustful consultation with colleagues, acute crises, frustration from alleged errors, or emotional spillovers can be overcome. Crisis manuals were created for dealing with suicidal tendencies, psychogenic seizures, grief counselling, or impending deportation. These provide security and set clear procedures for employees. Two experienced psychologists regularly provide external supervision for the team, the school management, and individual employees. Team days and common activities (e.g. an annual team meeting in the mountains) additionally promote the resilience and cohesion of the employees. Teaching staff at the schools are qualified in the German language, German as a second language, special education, literacy, and primary education. Employees are trained regarding the life situations of young refugees, asylum and right of residence, dealing with diversity and difference, appreciative and trauma-sensitive pedagogy, educational starting points and support diagnosis, differentiating teaching methods, literacy in foreign language, language-sensitive instruction of mathematics and other subjects, vocational guidance, and transition support. Working with refugee students poses special challenges for the teachers. These challenges include dealing with grief, tragedies, and psychological crises, the constructive analysis of dysfunctional behaviour, the strong need to form bonds, and the tension between clear rules and personal distress. The teachers are therefore at increased risk of developing symptoms such as exhaustion and secondary traumatisation. The school management therefore ensures that the school is a place of "protected learning and work" for both students and employees.

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Standards developed in trauma education apply equally to both students and employees and are integrated into the school concept. So far, in educational science and teacher training, no peripheral concepts for educating young refugees have been developed. It is also not possible to draw from the experience or developed standards of other schools with the same target audience. Our support framework is therefore developed in a demand-driven manner based on its own experience, academic results from related fields of work, and the external network of feedback partners.

Regular systematic evaluations and a participative school and teaching development play an essential role. An important prerequisite is an open and constructive attitude towards mistakes as well as the realisation that problems are a natural part of our work and provide an opportunity to learn.

Quality cycle

Objectives Defining new quality objectives taking into consideration: Evaluation Newfound knowledge Current requirements for the youths Current life situations of the youths

Evaluation

Planning Involvement of the relevant professions Elucidation of structural resources Clarification of skills (already available still needed) Definition of roles and responsibilities Planning of cooperation and exchange Planning of measures and processes

Feedback from staff and students Feedback from alumni Feedback from the support network Feedback from training companies Evaluation of results and data Evaluation of processes

Implementation Establishment of liability Supplementation of concept/guidelines Internal training Inclusion of external partners Use of spaces of collegial cooperation Implementation of measures

Jonathan started at ISuS in 2015. He is now completing his qualifications at SchlaU. He will then go on to train as a nursing assistant.

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4. ORGANISATIONAL STRUCTURE AND TEAM 4.1. OWNERSHIP AND ORGANISATIONAL STRUCTURE The Trägerkreis Junge Flüchtlinge e.V. was founded in 2000. In December 2012, the association statute from 2000 was revised and adapted to the current strategies and requirements in order to enable direct and indirect growth. Since then, Trägerkreis Junge Flüchtlinge e.V. has been acting as an umbrella organisation. While the schools are primarily concerned with educational and conceptual tasks, the association assumes strategic, conceptual, and political responsibilities. The SchlaU School and SchlaUzubi are realised within the association. Since 2012, the spin-off ISuS has been offering literacy training and imparting basic knowledge in preparation for the SchlaU school. In January 2014, another subsidiary was founded – the SchlaU SerVer Company (limited liability) . This provided administrative and support services for all areas of the Trägerkreis Junge Flüchtlinge e.V. but also acted externally. In January of 2016, the SchlaU SerVer was renamed the SchlaU-Werkstatt für Migrationspädagogik gemeinnützige UG (limited liability) . In addition to research and internal counselling, it develops training programmes for teachers and teaching material for the young refugees. The SchlaU-Werkstatt performs activities which were previously performed by the Department of Education Development and Quality Management (see also Chapter 6).

Work within the association is governed by its rules of procedure. At senior level, meetings are regularly held to discuss current activities, plans, and strategies. This planning committee consists of representatives of the schools, SchlaUzubi, the SchlaU workshop and general management. The schools are run by the school management and their deputies. These are supported by an extended school management team composed of representatives from the teaching team, school social workers, and the administration. The entire school team comes together in weekly meetings. In collaboration with the school team, SchlaU and ISuS school administration rely on a cooperative management style. It is important that all employees feel comfortable at work and want to dedicate their energy to their work at the school. In terms of a "healthy school", the schools mainly rely on regular educational exchanges as well as a coherent division of labour. Students can organise themselves in the student council. These students regularly communicate with the school management and are involved in various aspects of school life.

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Organisational structure

General assembly Board Shareholders' committee Advisory

ISuS School SchlaU School

SchlaU-Werkstatt for migration pedagogy

SchlaUzubi

The legal organisational structure of the association is as follows: the basis of the association is the general assembly. This elects the board of directors and the full-time chairman. Together with the general management of the association and through the shareholders' committee, the chairman controls all programmes and subsidiaries that operate under the umbrella of the association. The shareholders' committee is consulted by the volunteer advisory board. The advisory board is responsible for economic controlling and strategic consultation of the association and its subsidiaries. It currently meets on a monthly basis.

While the SchlaU School and SchlaUzubi remain direct activities of the association, the ISuS school was established as a subsidiary. The two schools and their teams are managed by the school management. The programmes are complemented by the subsidiary SchlaU-Werkstatt (previously SchlaU SerVer), which operates both internally and externally.

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4.2. GENERAL INFORMATION ISuS

Trägerkreis Junge Flüchtlinge Established in 2000 Legal form registered association (e.V.) Representatives Michael Stenger (Chair) Björn Schalles, Katharina Radmüller (both general managers) Contact details Schwanthalerstr. 2, 80336 Munich, Tel: +49 (0)89 4111931-11, info@schlau-schule.de, www.schlau-schule.de Incorporation Registry Court Munich Registry number VR 16923 Charitable status certified: 18 July 2014 Charitable purposes promotion of youth services

Established in 2012 Legal form Non-profit organisation (limited liability) Representatives Michael Stenger (general manager) Björn Schalles, Katharina Radmüller (authorised signatories) Contact details Schillerstr. 7, 80336 Munich, Tel: +49 (0)89 461393110, info@isus-schule.de, www.isus-schule.de Incorporation Registry Court Munich Registry number HRB 20065 Charitable status certified: 25 November 2013 Charitable purposes promotion of education, funding for victims of political, racial, or religious persecution, for refugees and displaced individuals

SchlaU-Werkstatt für Migrationspädagogik Established in 2014 Legal form Non-profit organisation (limited liability) Representatives Michael Stenger, Björn Schalles (both general managers), Katharina Radmüller (authorised signatory) Contact details Schwanthalerstr. 22, 80336 Munich, Tel: +40 (0) 89 4111931-20, info@schlau-werkstatt.de, www.schlau-werkstatt.de Incorporation Registry court Munich Registry number HRB 209924 Charitable status certified: 26 January 2016 Charitable purposes promotion of youth welfare, arts and culture, adult and vocational education, aid for refugees 29

Farzane came to Germany in 2013. In 2015, after only two years, she received her qualifications. She is now training to become a dental technician.

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5. FINANCES The Trägerkreis Junge Flüchtlinge e. V. and its programmes are financed through public funding, foundations, and non-designated donations.

5.1. ACCOUNTS In co-operation with Dr. Weigl Augustinowski Treuconsult GmbH, the Trägerkreis Junge Flüchtlinge e. V. issues an annual financial statement. The financial statements of ISuS gemeinnützige UG (limited liability) and SchlaU Werkstatt für Migrationspädagogik gemeinnützige UG (limited liability), which was still SchlaU SerVer in 2015, were prepared in accordance with the accounting rules of the Commercial Code. In addition to those provisions, the regulations of GmbH law were adhered to. The financial statements were prepared in accordance with the German principles of proper accounting. A copy of the 2015 financial statement is available upon request. In 2015, the association and its subsidiaries implemented cost centre accounting. All revenue and expenses were assigned to cost centres.

In 2015, additional teaching staff were hired for the SchlaU School, and additional employees were hired for the department of school development and quality management. Rental costs for the SchlaU School building and offices in the immediate vicinity of the school increased from the previous year. These were necessary due to a lack of space. Expenses for IT support (due to the introduction of IT courses) and projects (e.g. sports, music, and chess) also increased from the previous year. The cost of services concerns the internal activity SchlaU-Werkstatt. allocations for the In addition to working capital reserves, the reserves in 2015 included a project reserve in the amount of €400,000 for the Obersendling Youth Quarter (see section 6) and €35,000 for expected architectural costs.

5.2. FINANCIAL REPORT The following pages include a financial report for the 2014 and 2015 fiscal years. Itemisation is in line with the business plan and the use of funds guidelines of the City of Munich. A special feature in the financial report is the externally financed positions of teachers, who are employed by the city of Munich and active in our operations. These are marked separately for both revenue and expenditures. Expenditure increased by 34% from last year. Significant changes resulted from newly hired staff in 2015.

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5.3. FINANCES 2014 & 2015

2014

Trägerkreis Junge Flüchtlinge

ISuS

SchlaU-Werkstatt

Total organisation

Revenue Grants from public authorities Revenue from teaching/learning camp §4 No. 21a Value Added Tax Act (in Germany). Donations/grants Other revenue/refunds Resolution of reserves External financing * (permanent placement of teachers)

521.5

230.8

752.3

353.3 726.0 46.6 6.6

103.8 130.3 0.4 17.8

457.0 856.4 60.4 24.3

1151.8

355.7

2805.8

838.7

824.4 68.2

172.4 8.2

996.8 76.4

1151.8 81.3

355.7 30.9

1,507.6 112.2

2,125.7

567.3

2,693.0

243.4 1.1 244.5

77.9 1.3 79.2

Telephone/internet/postage Office supplies/other small supplies Insurance/money transaction fees Subtotal of administrative costs

15.6 6.4 4.2 26.1

1.7 3.4 1.3 6.4

Student activities/school festivities Teaching materials Project-related expenditures Student tickets/business trips Catering/representation expenses Training (for external teachers) Marketing/Public relations

25.0 26.2 74.0 39.4 2.5 7.6 14.7 189.3

3.3 6.1 8.2 9.8 1.0 1.4 29.8

28.3 32.3 82.2 49.2 3.5 7.6 16.1 219.1

9.7 28.9 5.3 43.9

0.6 7.5 0.8 8.8

10.3 36.3 6.6 53.3

14.4 14.4

3.8 3.8

Subtotal of other material costs

69.8 15.5 0.5 85.8

14.4 6.2 0.1 20.8

4.3 0.2 1.7 6.1

88.5 21.9 0.6 112.7

Depreciation of fixed assets Depreciation of minor assets Subtotal of depreciations

33.6 9.6 43.2

7.0 14.3 21.3

0.1

40.7 23.9 64.6

Allocation to reserves

33.2

103.8

0.8

137.9

680.4

273.9

11.0

965.5

2,805.8 2,806.2

838.7 841.3

13.5 11.0

3,658.0 3,658.5

(0.4)

(2.6)

2.5

(0.5)

Total revenue

13.5

1,507.6

13.5

3,658.0

Expenses Permanent positions Other personnel costs Permanent placement of teachers (externally financed) * Professional fees/freelancers

Total personnel costs Rent incl. utilities Miscellaneous occupancy costs Subtotal of occupancy costs

Subtotal of action costs Acquisitions Maintenance/repair costs Maintenance of IT hardware Software licenses Subtotal of acquisition/maintenance costs Training, supervision, literature Subtotal of additional personnel costs Tax and legal consulting costs Services Other material costs

Total material expenses Total revenue Total expenditures Result

3.2 3.2

321.3 5.6 326.9

0.1 0.1

17.3 9.8 5.6 32.7

0.6 0.6

18.3 18.3

0.1

SRS 2015 Externally financed teaching positions were included in the calculation of the total costs (2014 and 2015). The majority of the teachers of the SchlaU and ISuS schools are employed by the Department of Education and Sports of the City of Munich.Their personnel costs were estimated from an employer's perspective and included in the financial report. Euros in thousands.

2015

Trägerkreis Junge Flüchtlinge

ISuS

516.8

260.0

776.8

329.1 1,516.9 65.4 193.8

92.9 101.7 13.5 83.0

229.4 0.2

422.0 1,618.6 308.2 277.0

SchlaU-Werkstatt

Total organisation

1151.8

355.7

3,773.7

906.8

229.6

4,910.1

216.9 1.4

905.4 5.6

198.3 0.2

1,320.7 7.1

355.7 17.5

1151.8 47.9

591.5

2,110.7

198.5

2,900.7

72.0 8.3 80.3

238.6 9.1 247.7

3.3 1.3 4.7

313.9 18.7 332.6

Subtotal of administrative costs Student activities/school festivities Teaching materials Project-related expenditures Student tickets/business trips Catering/representation expenses Training (for external teachers) Marketing/Public relations

1.8 2.2 1.7 5.7

16.9 4.7 3.2 24.8

0.5 0.4 0.1 1.0

19.2 7.3 5.0 31.5

2.9 4.0 22.4 7.5 0.3

1.1 0.1 1.8

Subtotal of action costs

37.2

31.5 37.1 110.3 42.8 2.5 9.1 11.1 244.5

3.0

34.5 41.1 132.8 51.4 2.9 10.9 11.1 284.7

Acquisitions Maintenance/repair costs Maintenance of IT hardware Software licenses

0.5 3.7 8.1 0.8 13.0

9.0 25.1 29.1 2.2 65.4

3.0 3.0

9.5 28.8 37.2 6.0 81.4

2.2 2.2

15.2 15.2

2.2 2.2

19.6 19.6

14.3 85.4 0.3 100.0

119.2 112.0 10.9 242.0

14.4

90.7 254.5 11.4 356.6

Depreciation of fixed assets Depreciation of minor assets Subtotal of depreciations

7.6 1.1 8.6

39.4 10.3 49.7

2.2 2.2

49.2 11.4 60.5

Allocation to reserves

7.6

39.4

2.2

49.2

Total material expenses

1.1

10.3

0.0

11.4

906.8 909.2

3,773.7 3,776.3

229.6 229.3

4,910.1 4,914.8

-2.5

-2.6

0.4

-4.7

Total revenue

1,507.6

Expenses Permanent positions Other personnel costs Permanent placement of teachers (externally financed) * Professional fees/freelancers

Total personnel costs Rent incl. utilities Miscellaneous occupancy costs Subtotal of occupancy costs Telephone/Internet/postage Office supplies/other small supplies Insurance/money transaction fees

Subtotal of acquisition/maintenance costs Training, supervision, literature Subtotal of additional personnel costs Tax and legal consulting costs Services Other material costs Subtotal of other material costs

Total revenue Total expenditures Result

1,507.6 65.4

0.2 14.6

Ahmad is a SchlaU student. In September 2016, he will start training to become a medical specialist. He is founder and director of the "Syrian Peace Choir" and has also appeared before the Federal President with his choir.

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6. DISSEMINATING THE APPROACH AND OUTLOOK

Through our work, we aim to enrich teacher training as well as socio-pedagogical/ psychological training and to sharpen scientific discourse. Activities of the SchlaU-Werkstatt include research, the publishing of comprehensive With the SchlaU concept, the Tr채gerkreis Jungeteaching material for newly-arrived youths, and Fl체chtlinge e.V. is the first in Europe to develop athe development of advanced educational concept for the education of young refugees. Theprogrammes (see also 6.5. Outlook). association is now widely recognised in German educational circles. Through our many years of experience in this relatively new area of education, we see it as our responsibility to share our knowledge. The basis of this knowledge sharing is the continuous quality assurance and further development of schoolequivalent teaching in the schools of the association: SchlaU und ISuS. Moreover, it is important to us to contribute to the establishment of clients-oriented educational standards. We therefore publish conditions for the success of educational programmes for young refugees and actively lobby for the right to an education and the improvement of the living situation of all young refugees in Germany. We would also like to disseminate the SchlaU concept to make it more accessible to young refugees in Germany.

6.1. SCHLAU-WERKSTATT Every day, we receive calls from other educational institutions seeking advice, training opportunities, and suitable material for teaching young refugees. Because we would like to share our expertise and our educational material, we have therefore renamed SchlaU SerVer to the SchlaU-Werkstatt f체r Migrationsp채dagogik (English: Institute for Migration Pedagogy). By founding the SchlaUWerkstatt, we hope to share our 16 years of experience with the migrant community and school-equivalent instruction for young refugees by continuing to develop solutions.

In November 2016, we are publishing a German as a second language course book designed to promote literacy among youths who have newly entered the German school system. The development of literacy is undertaken in parallel with the acquisition of a thematic vocabulary. When selecting topics, we placed particular importance on everyday issues as well as adaptation to the living conditions of the youths (refer to www.schlau-werkstatt.de).

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6.3. INFLUENCING FACTORS, OPPORTUNITIES AND RISKS

6.2. PLANNING AND OBJECTIVES Below is a brief overview of the main plans and goals for 2016. Organisational development In 2016, in addition to disseminating our work through the SchlaU-Werkstatt programmes, organisational development will be a major objective. In addition to a planned merging and re-branding of the TrĂ¤gerkreis Junge FlĂźchtlinge e.V. trade marks (ISuS, SchlaU, SchlaUzubi), we are working to develop a sustainable, future-oriented organisational structure. We would also like to continue improving our impact reporting. Financing and networks We have recommitted to seeking partners that share our vision of improving the educational situation of young refugees. For us, it is of particular importance to work cooperatively in order to develop a strategy and involve the entire network in its implementation.

Below is a brief overview opportunities and risks for 2016.

the

main

Sustainable positioning In 2016, we will continue to work hard to achieve sustainable financing. This entails further diversification of financing. Long-term partnerships at eye level will be sought. In 2018, we plan to move to the Obersendling Youth Quarter. The Youth Quarter is a diverse integration project, which is intended to serve as a prototype project in Munich (see next page). The Youth Quarter will enable us to increase the performance of our organisation and consolidate our programmes to a single location. In this flagship project, we will develop a common vision of successful integration with other members of civil society and utilise synergies. Our model for schooling young refugees will thus be sustained for decades to come. Political and administrative decisions In 2016, it is important for us to strengthen our pedagogical independence and to find models for the long-term establishment of our programmes together with our cooperation partners. Risks for our work include legislative changes in the field of asylum (e.g. the planned integration law)

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The Trägerkreis Junge Flüchtlinge e.V. as well as the SchlaU School, the follow-up programme, and the SchlaU-Werkstatt will move into the centre of the campus alongside an urban vocational school, services for professional orientation, language and integration courses, the Café Network of the regional youth circle, buntkicktgut, a soccer programm, Mikado, a music programm, and other programmes of Initiativgruppe München e.V. The central campus area will certainly become the main social hub and market place of the Obersendling Youth Quarter. This meeting space will be completed by a canteen.

6.4. OUTLOOK OBERSENDLING YOUTH QUARTER

In 2018, the Trägerkreis Junge Flüchtlinge e.V. will move to the Obersendling Youth Quarter.

"Flagship project" The Obersendling Youth Quarter is intended as a diverse integration project that will bring together youths with and without a migrational background and the local youths and residents, especially with respect to diversity management and professional orientation. With the Youth Quarter in Obersendling, the City of Munich would like to initiate another flagship project and offer new (especially younger) citizens from Munich, who come from Germany and other parts of the world, a place for stabilisation and sustainable integration. A large, currently vacant industrial complex near the Machtelfingerstraße metro station will house offices and be used as a residence for youths. Education, meeting, and cultural centres will also be established. The concept will serve as a model integration project. In addition to providing educational and integration opportunities for young refugees, the site will also provide housing for students together with young refugees. Public youth-related and cultural activities will actively involve the area as well as urban society. Quarter with a vocational character Linking diverse programmes on the campus will enhance the inclusive, integrative, and vocational character of the Quarter.

In 2018, the Youth Quarter in Obersendling will be created near the "Machtelfingerstraße" metro station. We are pleased to be part of this flagship project.

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6.5. OUTLOOK SCHLAU-WERKSTATT (OUR INSTITUTE FOR MIGRATIONAL PEDAGOGY)

Who is the target audience of your work? Our target audience primarily includes teachers and school social workers â&#x20AC;&#x201C; both trainees and those who are already working. We would also like to directly reach school psychologists and counselling centres as well as volunteers and those committed to refugee work. While SchlaU, ISuS, and SchlaUzubi support refugees with curricular activities, we would like to propagate our experiences and support public and private educational institutions.

An interview with Melanie Weber

A short word about you. What is your function in the SchlaU workshop? My name is Melanie Weber. I have a dual function at the SchlaU-Werkstatt , as a director and educational advisor. I hold training sessions and lectures. I am also a contact for school development issues for the ISuS and SchlaU schools as well as our SchlaUzubi follow-up programme. Why does the SchlaU-Werkstatt exist? By establishing the SchlaU-Werkstatt, we hope to share our 16 years of experience in education in the migrational society and teaching young refugees by working out concrete solutions based on existing research. With our work, we strive to act in the immediate educational practice, enrich teacher training and socio-pedagogical/ psychological training, and sharpen the scientific discourse. In addition to research work, the individual fields of activity of the SchlaUWerkstatt include the publication of a comprehensive series of teaching material for newly-arrived youths as well as the development of a comprehensive programme

Who makes up the SchlaU-Werkstatt team? We are a mix of permanent and freelance employees. The core consists of a research officer, an advisor for social work, an educational consultant, a consultant for trainings, a coordinator for our teaching material projects, and a project manager. Our expertise is also supplemented by freelance training staff, authors, and graphic designers. What projects are you working on now? The largest project is the creation of a textbook to promote literacy for youths who are learning German as a second language and who have entered the German school system laterally. The scheduled release date is November 2016. The project is therefore in full swing. Other ongoing projects include the development of our training programe and, as of July 2016, the development of an e-learning programme for training teachers and social workers. What makes your literacy textbook different from others? With the help of our textbook, literacy can be acquired in parallel with the acquisition of a thematic vocabulary. When choosing the subjects, we placed particular importance on everyday issues as well as adaptation to the living conditions of our students. Writing and methodological skills are fundamentally important in achieving academic success. With our textbook, we hope to help students to successfully enter the school system, thereby enabling them to pursue goals such as graduation from secondary school and vocational training.

SRS 2015

There is also material that teachers can use for differentiation in heterogeneous learning groups in order to better individually engage students.

Where can the textbook be purchased? The textbook should be available for order from our website (www.schlau-werkstatt.de). There are 5000 copies of the first edition. What makes up migrational pedagogy? Pedagogical and social work in the migrant community involves dealing with interculturalism, migration, and racism as well as the consequences that these have for the people experiencing them. For the purposes of migrational pedagogy, (social) pedagogues should always critically reflect on which images, percieved structures, and social positions inhibit the unprejudiced recognition and perception of their students or the youths they supervise.

Genuine interest paired with the desire to take action for the sake of "others" is the basis for an appreciative relationship and mutual respect between students and (social) pedagogues is the explicit goal of migration pedagogy.

What can be done to support the SchlaU Werkstatt? The SchlaU-Werkstatt is funded by donations. At this point, I would like to thank the HIT Foundation, which has provided us with generous funding for our training series year after year as well as the Eric-Gustav-Adler Foundation and Sternstunden e.V., which have enabled the publication of our literacy textbook. We welcome any support that would enable us to continue making contributions in the migrant communities.

Working areas of the SchlaU-Werkstatt Schools using the SchlaU concept (Schools with certified teachers, SchlaU teaching materials, and support of the SchlaU school) Training-the-trainers (Multipliers programme, e-learning, peer observation in class, reflection) Training/certifications (modular external programme, one-year certification, e-learning) Teaching materials (Teaching materials, in the first step towards literacy) Research (Basic and applied research with added value for scientific discourse and immediate educational practice)

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6.6. OUTLOOK SCHLAU RECEIVES IMPACT SEAL On account of its especially effective work, the SchlaU school of the Trägerkreis Junge Flüchtlinge e.V. received certification as a "impacting project" by the independent analysis group PHINEO. On the 28th of April 2016 in Berlin, under the auspices of Minister of State Aydan Özoguz, Commissioner for Migration, Refugees and Integration, the PHINEO seal was awarded to the SchlaU School and 12 other exemplary projects. For almost two years, PHINEO examined nonprofit involvement for refugees in honoured 13 Germany. PHINEO then charities for their special commitment to helping refugees. Andreas Rickert, Chairman of PHINEO : "The work at the SchlaU school is embedded into the other programmes of the association such as literacy classes and mentorship. The youths can be collected from their present position and guided as they develop perspectives in their new home."

State Minister Aydan Özoguz, Commissioner for Migration, Refugees and Integration presented Michael Stenger and Björn Schalles with the PHINEO seal.

JAHRES- UND WIRKUNGSBERICHT 2015

PUBLISHING DETAILS DONATION ACCOUNT Bank: Bank für Sozialwirtschaft Holder: Trägerkreis Junge Flüchtlinge e. V. IBAN: DE32700205000008834501 BIC: BFSWDE33MUE

PUBLISHER Trägerkreis Junge Flüchtlinge e. V. Schwanthalerstr. 2, 80336 München T. +49 (0)89 4111931-11 info@schlau-schule.de www.schlau-schule.de

Trägerkreis Junge Flüchtlinge e. V. Schwanthalerstr. 2 80336 München T. +49 (0)89 4111931-11 E-Mail: info@schlau-schule.de