Educational inclusion or inequality? Opportunities and barriers for refugees with a temporary suspension of deportation for the purpose of training in the German vocational education and training system

Abstract

ABSTRACT This article examines the legal novelty of the so-called ‘Ausbildungsduldung’ (temporary suspension of deportation for the purpose of training) in Germany. Since research on this topic is still sparse, the current article analyses the impact of toleration status on training trajectories of young refugees. These trajectories are strongly linked to the completion of vocational training and thus successful integration achievements. The impact of a temporary suspension of deportation for the purpose of training on educational trajectories was assessed using interviews. The results indicate that refugees’ training is hampered by numerous challenges and stressors. Moreover, refugees with a temporary suspension of deportation for the purpose of training are subjected to further restrictions resulting from their limited juridical capital. Hence, refugees’ tolerated status might directly influence or even impede numerous levels of the training process. Thus, refugees with a tolerated status complete their training under unequal social and legal conditions.