​​Introduction to vulnerability

DESCRIPTION

This module aims to provide learners with the necessary knowledge and skills for the early identification of applicants for international protection who may be vulnerable and may have special needs to be addressed.

This module introduces the concept of vulnerability in the asylum context under the EU legal framework. It covers the definition of vulnerability, categories of potentially vulnerable applicants, and common indicators of special needs. Learners explore special procedural guarantees and reception needs, supported by learning activities, formative assessments with feedback, and trainer support to facilitate progress.

LEARNING OUTCOMES

At the end of this module, the learner will be able to:

Knowledge

1. Recognise how the concept of vulnerability applies in asylum contexts

2. Recognise the categories and the main indicators of vulnerability in the asylum contexts

3. Identify persons with potential special needs in asylum contexts

   Skills

4. Apply the concept of vulnerability in asylum contexts

5. Apply the categories and the main indicators of vulnerability in the asylum contexts

   Competences

6. Carry out tasks related to recognising how the concept of vulnerability applies in aslym contexts

7. Carry out tasks related to recognising the categories and the main indicators of vulnerability in the asylum contexts

8. Carry out tasks related to identifying persons with potential special needs in asylum contexts.

DELIVERY METHOD

This module is delivered using a blended learning approach. Part of the course will be delivered online (asynchronously) and part synchronously, in a face-to-face workshop.  During the synchronous component, learners will have the support of a tutor/trainer.  The online sessions include interactive activities such as videos and graphics used to engage the learner and facilitate different learning styles. Learners will also be able to discuss specific issues with the trainers on request. The face-to-face sessions will specifically focus on highly complex elements of the programme that require interactive approach to ensure the active involvement of learners in the learning process. Scenarios will be used presenting realistic situations with associated quizzes, interactive animations, interactive storytelling, (gamified) scenarios and/or multiple interactions.

ASSESSMENT STRATEGY

The assessment strategy is based on two assessments. The first assessment is knowledge based and is made up of multiple-choice questions. The second assessment is scenario based and is made up of a case study where learners need to identify the relevant indicators from a check list.