Member States must ensure that applicants have access to language courses, civic education, and vocational training programmes (Article 18 RCD (2024)). This aims to:
- enhance their ability to act independently
- enable them to communicate effectively with the authorities
- improve their employment prospects.
Access to these courses must be provided regardless of the applicant’s access to the labour market. For more on vocational training courses, see page Vocational training courses.
Where applicants have sufficient financial means, Member States may require them to cover or contribute to the cost of participating in such courses.
The daily expenses allowance may be reduced by Member States if the applicant fails to participate in compulsory integration measures, unless there are circumstances beyond the applicant’s control (Article 23(2)(f) RCD (2024)).
Additionally, applicants are not entitled to language courses, civic education courses and vocational training from the moment they are notified of a decision to transfer if they are present in a Member State other than the one in which they are required to be present (Article 21 RCD (2024).
The EUAA Operational Standards and Indicators on Reception including Vulnerability-related Aspects, 2026, set out in Standard 129 that early integration activities, including language courses, civic education, and vocational training, are available and accessible to all applicants. Access to these courses should be facilitated as soon as possible after an application is made, considering the schedule and enrolment timelines (Indicator 1, p. 169).
Information provision messages
Inform applicants about the following.
- The available language and civic education courses (content, schedule, location, duration, enrolment procedures).
- The importance and benefits of participating in language courses and civic education courses (e.g. improving communication skills, learning about local customs and laws, enhancing independence in daily life, increasing employability and facilitating access to a profession).
- The availability of additional dedicated online language courses or civic education sessions and how to access them through appropriate channels.
- The fact that authorities may require applicants to cover or to contribute to the cost of the courses, if they have sufficient financial means (if applicable).
- The difference between compulsory and voluntary activities and the consequences of not attending the compulsory language and civic education courses (see topic ‘Reduction of material reception conditions’ in Section Other material reception conditions).
- The additional language support services and activities that promote interaction with the host community, involving municipalities, volunteers and local organisations.
- The role of language learning as a foundation for their children’s mandatory enrolment in the education system (for parents, where relevant).
- If the applicant is in a Member State other than the one they are required to be in, the language course is no longer provided from the moment the applicant is notified that another Member State is responsible for examining their application for international protection (where relevant).
Practical tips
- Create visual displays that showcase success stories and photos from past cultural and social activities (e.g. art workshops, football matches, cultural outings). This helps applicants understand what the activities involve and motivate them to participate.
- Approach applicants individually to increase participation. Explain the benefits of joining activities (e.g. social interaction, well-being, cultural learning) in simple terms. Offer direct assistance with registration.
- Establish a feedback mechanism on the quality of the courses provided to applicants to involve them in the learning process. Based on their feedback and identified needs, continuously improve the content and delivery of the courses.
- Emphasise that all applicants, regardless of gender, are equally encouraged to participate in all courses.
- Use audiovisual resources and pictograms during sessions. This enhances the learning experience and helps applicants understand new concepts or practical situations more effectively.
- Organise individual or group information sessions with applicants with special needs to encourage them to participate in online courses and sessions. This particularly applies when face-to-face attendance is not feasible due to their circumstances.