Evaluation of the Dutch Integration Course for Refugees and Asylum Seekers

Evaluation of the Dutch Integration Course for Refugees and Asylum Seekers

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Summary
The purpose of this report is to provide an overview of the Dutch integration class. The report examines in detail the roles that each person plays in developing a productive group outcome and learning experience.
An overview of the group will be discussed including an explanation of the Dutch Integration class, the type of group a breakdown of the group composition and the purpose of the Dutch Integration Class. The discussion then focuses on the advantages and limitations of the group by identifying the level cohesion in the group, the norms of the group and stage of development in the group. The performance of group leader has been considered when evaluating the overall effectiveness of the group.
It is concluded that the group lack cohesion and struggled with their purpose there. This reports recommends the following amendments to the course structure for a positive outcome.
It is recommended that the group teacher take a more active role in leading the group. Cultural sensitivity with delivering the content material will improve her interpersonal communication skills.
Change the way the content is delivered by introducing audio, visual and kinaesthetic educational modules.(Justice & Jamieson 1999).
Re-arrange the seating in the class room to break up the dominant subgroup.


1. Group Overview
Dutch Integration Class.
The group observed was a Dutch integration class. The class is designed for new immigrants from outside the European Union, who are obliged to naturalise  The course is constructed with three primary learning blocks to aid with social integration. These are:
Dutch language - Listening and speaking.
Reading and understanding Dutch language.
Knowledge of Dutch Society (Dienst uitvoering Onderwijs, n....


... middle of paper ...


... that some of the uncohesiveness with in the group is the individuals need to rebell against the compulsory class attendance. People join groups for various reasons such as support or to seek help with a problem, however when you are force to join a group, it could be perceived as society saying that there is a problem with you. The impact of forced attendance, a dominant subgroup and a less than enthusiastic teacher may result in a less than satisfactiry learning experience for many group members.
By implementing the above recommendations of .the group teacher adjusting her communication style, change the classroom seating arrangement to encourage a more cohesive group and modify the modalites of the content delivery, will help the group improve socially, personally and academically resulting in the group and the individuls achieveing their integration diplomas.

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