Proficiency in the host-country language is a key factor for the integration of BIP, enabling social participation, education, and access to employment. Adult BIP often encounter specific challenges linked to literacy, prior education, displacement experiences, and personal circumstances. To better understand and address these challenges, the European Migration Network (EMN), together with the Council of Europe and the OECD, conducted this Inform. It provides a detailed overview of language and literacy support measures, covering both formal and non-formal learning, and analyses how these measures meet the diverse needs of adult BIP.

According to the Inform, the main findings include:

• 23 out of 24 reporting European Migration Network (EMN) Member and Observer Countries now provide free, publicly funded language and literacy courses for adult BIP.
   
• 17 countries tailor programs to different literacy levels, including support for those with little or no prior schooling, illiterate learners, or those needing help with a different alphabet or digital literacy. 
   
• 10 countries provide courses or learning arrangements for participants with disabilities or other specific learning needs.
   
• The design and delivery of courses often involve collaboration between ministries, local authorities, education providers and civil society organisations.
   
• 11 countries require adult BIP to attend language and literacy courses; 4 countries require a certain level of attainment, and 2 countries impose this requirement if BIP access certain social benefits.
   
• Most systems include formal quality assurance mechanisms to ensure that providers are certified, teachers are qualified and participants’ feedback is taken into account.
   
• 12 countries reported good practices combining language learning with vocational or workplace-based training to facilitate labor market access.
   
• Many countries also help remove practical barriers to learning by offering flexible schedules, childcare options, online learning opportunities and mentoring support.
   
• 18 countries monitor language and literacy levels before and/or after courses. Four countries specifically identified factors affecting learning: literacy in the mother tongue can accelerate progress, while learning difficulties, health issues, unfamiliarity with learning methods, relocation, precarious living conditions, distance from courses, or lack of childcare may hinder it.

For further details, please read the Inform attached above.