Findings

The following chapter details the findings from each phase of the project and concludes with a summary.

The first phase, problem identification, identified four main themes, representing the main issues that impede young immigrants' inclusion in the labour market and educational system. These themes are policy, the immigrant, initiatives and blind spots.

It comprises four subthemes, all of which relate to a policy level in that they address aspects of policy or require policy action in other ways. 

Firstly, this has to do with the need to produce clear strategies. It is common experience that there is an unclear nationwide strategy, a lack of policies supporting the betterment of the inclusion of people with an immigrant background, and a lack of any authentic political leadership on the agenda. 

Also, another sub-theme relates to what is perceived as unbalanced priorities and what could be framed as a lopsided political focus on the workforce value side of things and less so on education—and on how to create meaningful educational initiatives, for instance. 

Lastly, we see a sub-theme relating to what we call belonging. This topic also connects to the sub-theme of unclear strategy as it raises doubt about where immigration issues belong. It is, perhaps, a bit of a "homeless" agenda in the political landscape – as a response to this, there is a discourse (in the data) that sympathizes with perspectives such as "immigration issues should belong to all ministries" or "inclusion is a responsibility that concerns all – public, private sector, the civil society as well as the individual citizens". 

The second theme concerns "the immigrant" and comprises three subthemes relating to the newcomers.

First and foremost, this concerns their 'group identity' as a very heterogeneous group. Not only does this refer to the fact that this is a very mixed group of people coming from many different countries, cultures, and backgrounds, but it is also a group that is constantly changing and thus requires a very adaptive societal response. 

Furthermore, this theme comprises a sub-theme concerning certain narratives of immigrants' motivation or willingness to learn:

For example, there is a narrative depicting a perceived disinterest in learning amongst people with immigrant backgrounds. The rationale is that it is simply too easy to speak English in Iceland since people in general, at workplaces, and within education are willing and able to speak English. 

Lastly, we see a sub-theme connecting to the previously mentioned sub-theme of belonging, but in this case, it relates to the identity struggles of the immigrants themselves. In the focus groups, phrases describing feelings of "I don't belong here", "how do I fit into this society", "they don't want me here", etc., emerged repetitively.

The third theme relates to initiatives or practices currently being carried out to enhance inclusion. This theme comprises three subthemes. 

Here, we see a subtheme regarding communication amongst the people involved, or rather, the lack of communication. This subtheme addresses how these initiatives often happen or play out in silos, so enclosed within specific departments or companies – and consequently, producing solutions that only reach a small group of immigrants and that cannot address some of the complexities when migrating to a new country. 

For instance, it is perhaps not only a matter of learning a new language but also of getting a job, translating one's credentials, getting a place to live, making sure your kids are all right, getting medical help if needed, etc.

Consequently, a second subtheme, coordination, emerges or lacks thereof. The focus groups experienced a lack of coordination between the stakeholders in developing and carrying out all the different initiatives and programs. 

Lastly, a subtheme relates to "one-fits-all" models and the tendency in Icelandic society today to make the immigrant fit the program instead of the program fit the immigrant. In this sense, this also connects to the other subtheme of the immigrant population being a heterogeneous group, which is why one-fits-all models are perceived as problematic. 

The fourth theme relates to blind spots. This theme comprises four types of blind spots that the participants in the workshops have articulated themselves. The blind spots that are enhanced here are the ones that recur across the data and, therefore, are more common. 

The first concerns what in the data was framed as a "self-centered mindset". This blind spot relates to the often-one-sided focus on "our" (Icelandic) point of view on what is best for the immigrants. So, it is a blind spot that potentially makes us forget to ask and involve people with immigrant backgrounds when thinking about what is best or when developing new initiatives. 

The second blind spot we call an exclusive language focus. This blind spot addresses the intense focus on immigrants' learning Icelandic as the ultimate solution or obstacle to better inclusion – A blind spot that potentially prevents us from seeing other just as important aspects of creating better inclusion. 

The third blind spot we called "been there—done that" connects to the blind spot of a self-centered mind as it addresses an attitude of "we know all there is to know—or we have heard it all before"—thus, a blind spot that potentially will close one's mind to being surprised or rethinking old ways, approaches, perspectives, etc. 

The fourth blind spot concerns a common societal perception of immigrants as either "a project or a problem" – a blind spot that may make us forget that immigrants are more than just a problem to society or a project that needs to be solved. They are, for instance, contributing colleagues, neighbors, friends, classmates, etc.

Young immigrants in Iceland face numerous challenges in education and employment, primarily due to a mismatch between their educational background and the jobs available to them. Many find themselves working in positions unrelated to their field of study, leading to frustration and underutilization of their skills. A significant contributing factor is the need for more flexible educational options. Since many immigrants work alongside their studies, they require course schedules that can accommodate their jobs. However, a lack of information about available courses, particularly those offered in English, limits their educational opportunities.

Language barriers further complicate the situation for immigrants. Opportunities to study in English are limited, which is challenging for those who wish to prioritize learning English before becoming proficient in Icelandic. Many immigrants repeatedly enroll in the same level of Icelandic language courses, needing additional support to progress. For non-fluent Icelandic speakers, extra academic assistance is crucial to their success. Additionally, discrimination against immigrants, particularly those with foreign names, exacerbates these challenges. Both first- and second-generation immigrants, including those who moved to Iceland as children or youth, report being excluded from group work because of their names.

Young immigrants often rely on informal networks to secure employment in the workforce, but they need help networking and obtaining local reference letters. The language barrier is a significant hindrance, as proficiency in Icelandic is often required for jobs within their expertise. Furthermore, the support and training immigrants receive from managers and colleagues can vary greatly, affecting their ability to integrate into the workplace. Many immigrants do not receive adequate training, which hampers their ability to effectively adapt to new roles and responsibilities.

Beyond education and employment, immigrants in Iceland face societal challenges, particularly a lack of support systems. This absence of support exacerbates feelings of exclusion and makes it difficult for immigrants to navigate challenges in their personal lives. For example, during illness or other hardships, immigrants often lack the assistance they need to cope effectively. Transportation is another significant barrier; limited access to a car or insufficient knowledge about Iceland's transportation infrastructure hinders mobility, further restricting opportunities and participation in society. These multifaceted challenges highlight the need for better support systems and more inclusive policies to help immigrants thrive in Iceland.

Here, the ideas for solutions suggested by the workgroups at the expert seminar  Voices of people with immigrant backgrounds  in May 2023.

At the conference, strategies and initiatives emerged that proposed improving the integration and support of immigrants across different aspects of society. These strategies focus on enhancing communication and networking, improving access to information, supporting language acquisition, providing on-the-job learning opportunities, recognizing qualifications, and involving immigrants in policy-making processes.

One of the crucial suggestions is the establishment of diverse communication and networking platforms to foster connections between immigrants and the local community. Host families have been proposed to provide immigrants with a welcoming and supportive environment. Additionally, pop-up events like informal coffee chats can create opportunities for immigrants to engage with locals in a relaxed setting. A dedicated local centre could facilitate networking, create opportunities, and help build connections. Furthermore, activity coordinators who visit immigrants in their homes can play a crucial role in bridging gaps and offering support where needed.

Improving access to information is another critical area of focus for immigrants. One approach is to have active coordinators visit immigrants' homes to provide necessary information and support. Establishing formal immigrant informants can ensure that the specific needs of immigrants are addressed. Creating a unified circle of officials who share consistent information is essential, as multiple stakeholders often disseminate conflicting or incomplete information. Additionally, consolidating public offices into one location would make it more convenient for immigrants to access essential services without navigating multiple buildings.

Several initiatives have been proposed to facilitate language learning and acquisition. Making language learning obligatory but free of cost would encourage immigrants to learn Icelandic without financial barriers. Innovative approaches like the "lingua café" and campaigns like "Inspired by Icelandic" can further promote language integration. Implementing buddy systems that pair newcomers with Icelandic people can create an environment conducive to language practice and cultural exchange. Additionally, expanding access to courses and further education in English would allow immigrants to pursue their academic and professional goals more effectively.

Integrating language training with job training and mentor assistance can significantly benefit immigrants. On-the-job learning opportunities that combine these elements provide immigrants with practical skills and real-world experience while enhancing their language proficiency. This approach helps immigrants adapt more efficiently to their roles and workplaces.

Recognizing immigrants' qualifications is crucial for utilizing their skills and talents effectively. Implementing a qualification auction can help identify and validate immigrants' skills and experience. Hiring practices that use blinded CVs or applications without names or IDs can reduce biases and ensure fair evaluation based on qualifications and experience. Initiatives like "switch-jobs-day," where employees can experience a colleague's workday, foster mutual understanding and collaboration. Additionally, facilitating the validation of prior learning and making it easier for immigrants to have their credentials translated can enhance their employability and career prospects.

Involving immigrants in policy-making processes at both local and governmental levels is essential to ensure their voices are heard, and their needs are met. Utilizing available resources, such as lifelong learning advisors and ambassadors, can initiate meaningful conversations. Advisory boards with immigrant representation provide valuable insights and perspectives in decision-making. Immigrants should be active participants in service planning, particularly when developing solutions at the local government level. Engaging with individuals who have daily interactions with immigrants, such as teachers, advisors, and coordinators, can provide valuable input for policymaking. Formally involving immigrants in these processes ensures that policies are inclusive and effective in addressing their challenges.

Overall, these comprehensive strategies and initiatives are designed to support the integration and empowerment of immigrants in Iceland. By fostering communication and networking, improving access to information, supporting language acquisition, providing on-the-job learning opportunities, recognizing qualifications, and involving immigrants in policymaking, Iceland can create a more inclusive and supportive environment for its immigrant population.

The feedback on the proposed strategies and initiatives for improving the integration of immigrants in Iceland has been largely positive. The focus groups expressed that most ideas are relevant and address real issues faced by immigrants rather than focusing on perceived problems that may be insignificant to the target group. The emphasis on better inclusion shows a solid commitment to understanding and addressing the challenges immigrants encounter in Iceland.

One critical area where improvements can be made is providing immigrants with accurate and timely information. Receiving the correct information from the beginning is crucial to a smooth transition and successful integration. Initiatives like a podcast for immigrants aim to disseminate important information and serve as a valuable resource. In addition to these digital solutions, initiatives like lingua cafés and pop-up events can support immigrants by facilitating networking and social connections.

Mentorship is another valuable resource for immigrants. It provides guidance on basic procedures for accessing services in Iceland according to individual needs. Being able to connect with a mentor when needed can help immigrants navigate the complexities of settling into a new country and foster a sense of belonging.

Language acquisition remains a top priority for immigrants seeking to integrate into Icelandic society. Language courses that include proficiency tests at the university level can help students identify their current level and advance accordingly. Establishing clear levels of language courses is crucial to ensure that learners can progress and acquire new skills. Currently, some courses have participants with varying proficiency levels, leading to inefficient learning experiences where individuals must advance beyond their existing knowledge.

Evening classes are essential to accommodate working individuals. On-site learning that pairs immigrants with personal mentors can provide tailored support and real-time language practice. Additionally, instructional materials could be improved by taking inspiration from countries like Finland, where language books include complex words translated into English to save learners time.

The suggestion to hold pop-up events that promote language practice and on-site learning opportunities underscores the importance of social engagement in language learning. These events provide immigrants a platform to connect, socialize, and practice the language more informally.

Additional comments highlight that refugees need motivation and care to progress in their language-learning journey. Validation of prior learning is also crucial, as it recognizes immigrants' existing skills and experiences and enhances their career prospects.

Despite these promising solutions, some challenges still need to be addressed. When moving to a new country alone, immigrants often experience loneliness and isolation, which can take time to overcome as they establish new connections. Participating in the community and receiving local outreach is vital for combating these feelings. While pop-up events and mentoring can help, there is a need for more widespread interest and involvement from the local population. Engaging in multicultural events can help immigrants be seen as individuals, not just members of an immigrant group.

Additionally, the limited availability of language courses and higher education options in smaller towns poses a challenge. For instance, after completing all available language courses, some immigrants face difficulties pursuing further education due to a lack of housing options near universities. Establishing branches of educational institutions in smaller localities or offering online courses could provide immigrants with opportunities to continue their studies without relocating.

Furthermore, immigrants often need help with economic challenges, including high taxes, difficulties obtaining credit cards, and navigating the cost of living without savings. For example, S, who lives in Akureyri, noted that they would have faced significant difficulties without connections to rent an apartment. Raising awareness of these economic challenges is essential to ensure immigrants are better prepared and financially supported.

The role of mentors is highlighted as an essential support mechanism for immigrants. However, it is noted that only some are naturally equipped to be a mentor or make friends easily. There is a need for professional training for mentors to ensure they can provide the necessary support and guidance effectively.

In conclusion, the proposed solutions for improving immigrant integration in Iceland are relevant and address key issues such as access to information, language learning, and social engagement. However, challenges related to loneliness, limited educational opportunities, and economic difficulties remain. By continuing to refine and expand these initiatives and raising awareness of the ongoing challenges, Iceland can create a more inclusive and supportive environment for its immigrant population. Through collaboration between immigrants and the local community, and with targeted efforts to address these complex issues, the integration process can be improved significantly, benefiting both immigrants and Icelandic society.

As of the writing of this report, the evaluation and refinement of the project’s outcomes are still ongoing. The nature of the proposed solutions requires a long-term evaluation process. However, the results of this project have already influenced Icelandic government policy regarding the inclusion of immigrants in Icelandic society, with further evaluation to take place over the long term.