The approach of the project envisages the development of four intellectual achievements (“RefuTools”), which are used to support refugees and people who are involved in refugee work or volunteering with practical help. With these support measures, the participating project partners want to contribute to the reduction of existing ones Socio-social barriers that make it difficult for refugees so far and ultimately facilitate their integration into the welfare social structures and to facilitate access to work.

The project approach follows four main principles:

Ideally, the four outcomes described in the following section should be understood and applied as a holistic project approach. While serving different purposes, they are also effective and effective measures to support the integration of refugees. The effect of the tools is however by a Combined application in the sense of a holistic approach.

The sustainability of the products in the sense of “in the future without project support” is another prerequisite which the project partners make during the production of the services. A first accompaniment of the users of the individual tools during the project runtime is given in the respective test phase as well as in the implementation phase. In the end, the project partners are also measured to the extent that the tools can be used without support.

The project partners are convinced that the RefuTools to be developed are not only specific for the practice, but also make a valuable contribution to the active support of the integration of refugees and their access to the work. It is argued that all project partners due to their many years of experience with migrants and
Refugees and / or extensive experience with projects focused on the development of target group-specific tools are aware of the challenges and challenges associated with the development of the results presented in this project.

In the development of the curriculum, in order to convey low professional skills, skills and knowledge in the construction sector, the project partners deliberately limit themselves to the construction sector. The knowledge of the professions of the construction sector can be particularly valuable to refugees. Nevertheless, the project partners consider the development of the curriculum in such a way that it can be transferred to other areas of work. For this reason, the partners devote themselves in the conceptual phase to special pedagogical aspects that can be applied throughout the workplace. However, the transferability of the benefits is not limited to the applicability in other areas of work. The outputs are also modeled in such a way that they can also be adapted to other cultures (educational theater, Bretts) and supplemented by other information packages (APP Integration.Guide).