Post-graduation Transition (Mentorship, Internships, Private Sector Links, Housing)
These considerations are intended for HEIs and local civil society organizations.
Transition to Job Market
Frequent challenges faced by refugee students
It is essential to be aware of challenges faced by students, consider them and put efforts in reducing their impact. Students must be informed of the obstacles they will face, to be prepared and ready to overcome them.
Little knowledge and familiarity with cultural codes in the job market: Students need to get acquainted with the job market in the area, its opportunities, and its specificities. National students already face these challenges. In addition, refugees struggle with unfamiliar cultural codes, which often is a threshold in securing a job.
Language proficiency: With some rare exceptions, national language proficiency is essential in landing a job in the host country. Students often lack this opportunity during studies, having to focus on diploma obtention, administrative tasks and integration in the country.
Recognized driver licence needed: Students face important obstacles in obtaining a driver licence in the country of arrival for financial and administrative reasons. Confronted to high fees and lack of previous driving licence, combined with lack of time and resources during studies, students are often confronted to this important barrier, with little or no short-term solutions.
Discrimination and lack of trust from employers: Despite antidiscrimination measures that could be applicable at a national level, students are still confronted to discrimination based on their nationality, administrative status, and beliefs.
Administrative barriers: Hiring a newcomer can often come with the obligation of additional, long and complex administrative tasks for employers. When sponsorship is required, employers will have to choose to invest in the refugee student, leading to a discrimination in the recruitment process. In case of uncertain or temporary residency, employers will be discouraged from hiring.
Lack of experience in EU countries: If lacking professional experience in the national context is often a barrier, occupation in third countries outside EU borders is often ignored or underestimated.
Lack of local network: Ensuring a job is often linked to social and local network. International and refugee students lack this network and peer and mentor support.
Guidance for HEIs
HEIs should consider:
-
HEIs should consider planning the post-graduation transition to employment from the very beginning of the student journey and start preparing students early during their studies, ideally at least one year before graduation, taking into account refugee students’ previous degrees, existing skills, legal constraints, and realistic employment objectives in the host country. This early planning should allow sufficient time for career orientation, job searching, skills development, and degree recognition where required.
-
HEIs should consider adopting a personalised approach to each refugee student, recognising individual backgrounds, strengths, aspirations, and specific needs, and providing tailored guidance and support throughout their academic pathway.
-
HEIs should consider making systematic use of existing institutional resources and programmes, such as career services, mentorship schemes, job fairs, alumni networks, and employability workshops, ensuring that refugee students are aware of and can access these opportunities.
-
HEIs should consider integrating work-based learning opportunities into academic programmes, for example through internships, traineeships, or project-based collaborations with employers, to help students gain local work experience and build professional networks.
-
HEIs should consider actively connecting students with the non-academic world beyond the institution, including employers, professional associations, public services, and community organisations, to strengthen their understanding of the local labour market and workplace culture.
-
HEIs should consider collaborating with local and national external actors, including NGOs, employment agencies, and refugee-support organisations, to explore complementary forms of support such as targeted training programmes, career coaching, or mentorship initiatives.
-
HEIs should consider developing or support CS and integration support models (see also the module on CS), involving local communities in assisting refugee graduates during the post-graduation phase, particularly with employment access, housing, and social integration.
Guidance for other stakeholders
Civil society organizations and others should consider:
Students’ preparation to the post-graduation transition must start early, during studies, ideally at least one year before graduation to be able to plan the job search, acquisition of new skills or degree recognition if needed.
Explore services already offered by the HEI and evaluate if those could be a convenient support for refugee students.
Connect with other local organizations supporting in job search, including services specialized for foreigners.
Make sure to have a personalised approach to each student’s journey, strengths and needs.
Develop CS models to support post-graduation transition. (See also Community Sponsorship and Integration Support module.)
Concrete examples of action
Develop individual and group support activities
To support students in getting acquainted to local job market and cultural codes, actors could develop mentorship programs, peer support and provide trainings.
For example:
Establish alumni mentorship and networking opportunities.
Facilitate peer-led support groups.
Implement CS schemes (see also CS module).
Facilitate professional experiences during studies
Refugee students often face employment barriers due to their lack of professional experience in the country or in Europe. Providing the opportunity of internships or practice on the field during studies will help them better understand the local job market and have a stronger CV after graduation. Volunteering opportunities can also being beneficial as they will strengthen their social network and allow them to use their soft skills in the local context.
Develop a database of solidary employers or employers open to different countries of origin
Actors could contact local companies to introduce the project and sensibilize employers about the opportunities of hiring refugee students. This collaboration can lead to concrete professional opportunities for students after graduation or to internship during studies.
Facilitate the development of students’ network
Actors could facilitate the connection of refugee students to local organisations and network opportunities. Initiatives can be translated into the involvement of students circles in the implementation of the pathway program or the creation of a CSG (see also CS module)
Transition to Private Market Housing
If accommodation during the studies is provided by the HEI, refugee students will need to find a private accommodation after their degree.
Frequent challenges faced by refugee students
Discrimination and lack of trust from landlords: Despite antidiscrimination measures that could be applicable at a national level, students are still confronted to discrimination based on their nationality, administrative status, and religion.
Financial instability: After studies, students often face financial instability. The end of their scholarship and the sudden absence of income, combined with the lack of savings are an important barrier in their housing search and could be critical both in securing the amount needed to start a rent contract and in the decision of owners to trust them.
Language proficiency: Renting is often possible if trust is in place between the owner and the tenant. Having a fluent communication is essential to ensure an accommodation and language proficiency plays a critical role. Students often lack opportunity to practice the local language during studies, having to focus on diploma obtention, administrative tasks and integration in the country.
Administrative barriers: In case of uncertain or temporary residency, landlords will be discouraged from renting to refugee students. Depending on national regulations, they could fear consequences or administrative issues in case of residency loss. They would then usually opt for candidates with long-term residency in the country.
Guidance for stakeholders (HEIs, civil society organizations and others)
The search should start early, ideally at least 3 months before the end of the studies. Housing search is long and stressful, especially for refugees and foreigners.
Students must be equipped to search in the private market through tailored training(s).
Explore services already offered by the HEI and evaluate if those could be a convenient support for refugee students.
Connect and collaborate with local organizations with expertise in access to housing for refugees.
Help students define their needs and criteria (budget, services, features, ...)
Make sure to adopt a personalised approach to each student’s needs.
Be sure students have realistic expectations of housing quality and features.
Develop CS models to support post-graduation transition. (See also Community Sponsorship and Integration Support module).
Transversal challenges to consider
Establish early how you plan to manage this transition period and with which tools or partners (Community Sponsorship groups, community support, buddy program, local NGOs).
Mental health concerns: post-graduation transition is a stressful period for students considering uncertainties on their job career, accommodation, financial stability and residency status. Propose regularly a psychological support/counselling to be sure that the student know where to go if they need and be patient with them.
Students will face a high uncertainty in terms of financial stability, it’s important to prepare them in advance and encourage them to have savings for this transition period. A clear budget management and signposting for adapted services is a plus for this transition.
Lack of language proficiency increase the stress level for students. Consider Local language or other specific requirements to access the job and housing market. Plan language classes during the studies and be sure the student understands their importance. Language is a key for integration, not only for professional experience.