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This is an excellent prompt for reflection, especially given the contrast between your academic research on China’s LRC initiative and your practical experience in Arifwala, Pakistan.

In the context of your application and your work at the Centre for Public Policy and Governance (CPPG), here is how you might frame your reflection on these questions:

1. How are actions for migrant integration defined in your city (Lahore/Arifwala)?

In major Pakistani hubs like Lahore, integration is often driven by a mix of international NGO frameworks (UNHCR/IOM) and provincial government directives. However, as you’ve noted in your rural experience in Arifwala, these actions are frequently ad-hoc rather than systemic. They often focus on "urgent" needs (enrollment) rather than long-term "integration" (pedagogical support).

2. Are they based on a needs analysis?

Your work suggests that while high-level needs analyses exist at the federal level, there is a gap in localized data. Your observation that 80% of Afghan refugee children are out of school serves as a "macro" needs analysis, but your personal classroom intervention—discovering the need for Urdu and Dari subtitles—represents the "micro" needs analysis that is often missing from official policy.

3. Are these actions part of a comprehensive municipal strategy or action plan?

Currently, Pakistan’s integration efforts are evolving. While there is a National Volunteer Program and documented education policies, they often lack a Translingual Pedagogical Framework (which you aim to develop). This makes current actions feel like "mimicry" of international standards rather than a cohesive, locally-rooted strategy.

4. Who is involved in their formulation?

Typically, the National Curriculum Council (NCC) and the Pakistan Administration Service (PAS). Your goal to join the PAS is strategic because it places you in the room with the primary decision-makers who currently lack the "migrant-voice" perspective you gained at the CPPG.

5. Which methods are used to develop them?

Methods range from top-down legislative decrees to qualitative research (like the interviews you conducted for your undergraduate thesis). As seen in the Nantes example earlier, moving toward participatory mapping—where you actually map the "trajectories" of newcomers—is a method you successfully piloted in your own classroom.

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We have been working on needs analysis with stakeholders and then migrants working group on developing strategy, then conducting focus groups with migrants having various backgrounds, now the working group and Community Connectors (newly established volunteering program) will be formulating the strategy based on mapping. We use various set of methods in qualitative mapping as non formal education and non verbal techniques.

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500 million+ members | Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.

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For many years, the society was rather homogenous in Poland, thus the challenge was rather on how to activate and encourage different groups of citizens (e.g. elderly, kids, less affluent people) to participate. All of the named desired societal groups have different patterns of mobility, spending leisure time or used mediums of communication. That was used in the process of engaging people to participate. I believe that similar steps should be incorporated in terms of integration and enlarging the level of participation of the migrants. Besides, I think that the working groups of migrants should not be isolated from the native citizens as it is important to create the mutual awareness and understanding from the early stages of the process.

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Brussels: often political decisions with high objectives but without real sense underlying culture and thus not effective

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Brussels: often political decisions with high objectives but without real sense underlying culture and thus not effective

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There are very few migrants, thus the absence of migrant integration.

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neighborhood Plans (Pla de Barris)

These plans target neighborhoods with higher concentrations of migrants or socio-economic challenges, aiming to reduce inequalities through improved infrastructure, education, housing, and employment opportunities. For example: Free Catalan and Spanish language courses are offered to help newcomers integrate socially and economically.

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¡Buenas tardes! 🌈
La... - Casa de las Culturas Zaragoza

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¡Buenas tardes! 🌈
La semana pasada nos visitaron equipos de Grénoble Métropole (Francia) y de la ciudad de Bolonia (Italia) en la que pudieron conocer la...