Reducing complexity refers to communicating your core message clearly by using accessible language. This means that all legal and abstract concepts should be explained in non-technical language. Information can also be made relatable to the applicant by using practical examples from the sphere of their lives, to illustrate what a certain piece of information means in practice. However, reducing complexity should not make the message incomplete or incorrect.

Practical considerations

• Write as you speak or talk about abstract concepts in plain language as you speak.
• Make the information concrete by using examples and visual aids.
• Start with what is most important; take out unimportant details.
• Use relatively short and clear sentences that include primarily only one idea.
• Use direct language and active verbs.
• Avoid acronyms.
• Explain cultural differences, when necessary.
• Summarise core information.

By limiting the number of different topics that are covered at the same time, you allow the applicant to focus on information that is directly relevant to them at that specific point in time. For example, at the beginning of the procedure, it is necessary for the applicant to understand what international protection means and what happens during the asylum procedure. Similarly, on the day of arrival in reception it is necessary for the applicant to understand basic information about immediate needs, the right to reception, how the centre functions and what will happen next. Once this is understood, further information topics can be added within this basic framework.

Practical considerations

• Firstly, provide information that is directly relevant for applicants at that moment, including information on the step of the asylum procedure they are in and how to prepare for the next step.
• Group information topics around themes that relate to each other, for example when talking about the obligations of the applicant, you can provide information on several topics at the same time.
• Let the applicant know that they will receive more information. Guide them on how to find further information on their own. Inform the applicant of when the next oral information provision session will take place.

The level of detail provided corresponds to what is necessary for the applicant to participate in the procedure meaningfully and effectively. At the beginning of the procedure, delivering only a lower level of detail on later steps in the procedure will make it easier for the applicant to absorb the information. The same is applicable upon the applicant's arrival in reception. This core information will be complemented with further details afterwards, when the applicant is familiar with the basic information.

Practical considerations

• Provide detailed information only on topics that are directly relevant to the applicant, considering their current stage in the asylum procedure or in reception and their personal circumstances.
• Provide additional detailed information on other topics after ensuring that the applicant has already received basic information at an earlier stage.

Repeating information during access to the procedure helps the applicant to remember the core content. Identify the central messages of each information topic and repeat them several times, for example through different information provision channels.

Practical considerations

• Use consistent terminology when providing central information.
• Expand on the central message by providing additional information at a later stage.

Visual communication techniques can help organise the information content, thus facilitating its understanding and retention. Formats that are visually clear allow the applicants to access and understand the key messages that are relevant to them.

Practical considerations

• Break up long texts into short paragraphs.
• Use headings and subheadings.
• Use highlight formats to make central messages stand out.
• Summarise the main information in bullet points at the beginning.
• Add self-explanatory visual aids, such as pictures, drawings, illustrations, pictograms and flow charts.
• Where possible, use colours and patterns such as stripes or dots in your visual aids, flowcharts and graphs.

• Use visual aids, colours and patterns consistent with the central information that is repeated to the applicant. Reuse the same visual aid in different material to refer to the same information topic. This will help the applicant to remember central content.
• Avoid using letters, dates or any other temporal elements in the visual aids. By doing so, your illustrations will not need to be modified for other material and language versions.
• Make sure that your visual aids are as self-explanatory as possible. This will facilitate understanding of the message.

Use easy-to-read formats to ensure that information is accessible to persons who have difficulty in reading and understanding written information, including people with poor literacy, reduced eyesight, cognitive and learning difficulties, and limited knowledge of a given language.

Easy-to-read formats facilitate understanding of information by using simplified language and enable access to information by using pictures and visual layouts.

Information material can be made available in an easy-to-read format by simplifying the content and applying the appropriate visual style.

For an easy-to-understand text, follow these guidelines.

• Use simple words.
• Use proper nouns rather than pronouns such as ‘it’, ‘he’ or ‘they’.
• Start a new sentence on a new line.
• Include only one idea per page.
• Accompany text with explanatory pictures where possible.

For an easier-to-access text, apply a specific visual layout.

• Align all text to the left and keep all the images to the left of the writing.
• Use plain sans-serif font, such as Arial or Calibri.
• Use large size: at least 14 pt.
• Use wide spacing: at least 1.5 between lines.
• Avoid underlining, italics, writing in colour and special writing design.
• Use wide margins.
• Use large page size: at least A4 where possible.
• Use wide white spaces by including only a limited amount of content on each page.

As easy-to-read material is often much longer than other material because of how it is formatted, it may be beneficial to shorten the text of the key messages that the applicant needs to know.

For more information on easy-to-read formats, see for example: Inclusion Europe, Information To All: European standards for making information easy to read and understand, 2010 and Inclusion Europe, Easy-to-read Checklist: Checklist to make sure your document is easy to read, 2010.