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The integration of women into the armed forces of western democracies reveals a pattern of significant diversity: while some countries have integrated women, granting them real (and not only formal) access to a wide range of positions and occupations, other keep women in little more than symbolic spaces.

Among the variety of factors which account for different paths and integration levels – which range from global social-economic conditions, political factors, cultural and historical patterns, military organizational structure, or time effects – there are institutional policies. One rather common assumption is that explicit organizational policies are a crucial factor to promote integration at the organizational level. However, some studies have also reached disappointing conclusions regarding the power of institutional policies to help redress culturally entrenched stereotypes that often function as obstacles to integration.

This paper discusses the impact of organizational policies on gender integration using available empirical data from a comparative study conducted among NATO nations (Carreiras, 2006). It specifically addresses the following questions: what is the impact of organizational policies on gender integration? To what extent does the existence of explicit and active integration policies contribute to promote equality in military forces? Under which conditions are policies effective and under which conditions may their effects be blocked?

It concludes that polices may be a necessary but not sufficient condition for integration – that their impact, while positive on formal integration, may not always be so on social integration – and that conditions for change do not depend strictly on formal policies. A final suggestion is made regarding the need to analyze the specific conditions under which the efficacy of policies might vary.

Given that a large proportion of refugees and forced im/migrants today are school-age, schools are widely assumed to be sites where integration will happen. How this integration will occur and whether education policies facilitate social cohesion is unclear. Focusing on California and Berlin as examples of politically left-leaning states that receive immigrants in substantial numbers, this chapter seeks to examine their immigration, integration, and education policies. Using an original conceptual framework, this chapter analyzes how relevant federal and state policies have evolved since the 1980s in these two contexts. This chapter considers integration to be the process by which immigrants identify with the receiving country (RC) and their previous contexts, provided that the RC is supportive and accepting. The goal of integration is less inequality along ethnic or cultural lines. By analyzing policies in terms of immigrant students’ identity formation and conceptions of equality, this chapter argues that the evolution of such policies in Berlin and California has not always been linear. Moreover, while both states consider diversity to be positive, their policies do not extend to facilitating a new culture that productively operationalizes the diversity of immigrant and non-immigrant students.

Introduction: Despite its significance, the research on international migration with a specific focus on the European Union (EU) needs to be strengthened with comprehensive studies, for developing better immigration and integration policies. Considering the amplitude of migration flows in Europe and recent challenges brought by the Covid-19 pandemic crisis, the Brexit decision and humanitarian dimension of the migration phenomena (asylum seekers and refugees), the need for better immigration and integration policies within the host countries’ labor markets stands out as a major research direction, especially in case of immigrants looking for better working and living conditions. Aim: This chapter aims to design specific immigration clusters within the main EU-10 destination countries (including Spain, Italy, Belgium, Denmark, Finland, France, UK, Germany, Austria, and Sweden) (cluster analysis procedure); and to identify feasible ways and specific policies for immigrants’ labor market success (spatial analysis and macroeconometric models). Method: The methodological framework consists of two parts: (i) immigration clusters analysis, based on the interlinkages between several fundamental migration coordinates, namely, economic welfare at destination, employment opportunities for the foreign population, migrant integration policies and associated governmental efforts, educational background; and (ii) spatial analysis models, namely spatial lag–autoregressive and spatial error, and other three econometric procedures, respectively, the robust regression, Panel Corrected Standard Errors, and Arellano-Bond Dynamic Generalized Method of Moments. National data compiled for the 10 main EU receiving economies during 2000–2015, with a particular focus on Spain were used. Findings: The impact of the proposed research is reflected through a set of new specific tailored ways, policies and strategies that can be adopted and implemented by the policy-makers across Europe. Our empirical results show that, overall, EU-10 countries still fail to identify immigrants with high levels of education and skills acquired to enhance their potential for labor market integration. Policy-makers should always monitor the specific ways in which migration policies lead to concrete positive labor market outcomes for immigrants and that the tools used for implementing these policies are suitable in achieving predefined migration goals. Therefore, a particular focus should be on developing a new immigration system to select migrants for their skills and high level of human capital, by following the best practices examples of other receiving countries.

Despite its somewhat old-fashioned, functionalist air, “integration” is still the most popular way of conceptualizing the developing relationship between old European nation-states and their growing non-European, “ethnic” immigrant populations. It is also widely used to frame the advocacy of political means for dealing with the consequences of immigration in the post-World War II period. Many similar, difficult-to-define concepts can be used to describe the process of social change that occurs when immigrants are “integrated” into their new host society. But none occurs with the frequency or all-encompassing scope of the idea of integration across such a broad range of West European countries. This fact continues to decisively structure policy research and policy debate on these subjects in Europe.

Poland has traditionally been perceived as a net emigration country. The scale of the recent inflow of foreigners to the country, however, places Poland among those states of growing attractiveness to migrants. Therefore, the main aim of this chapter is to present the Polish model of integration policy and describe the development of Poland's migration and integration policy at the national level. As the local perspective on migration and integration has become increasingly important, local policies are also presented through the example of several of the largest Polish cities. Additionally, the role of public discourse in shaping Polish society's attitude towards migrants is discussed. Finally, some aspects of economic migrants' integration are described.

Poland still lacks a long-term and comprehensive migration and integration policy that covers all areas of integration, and all categories of immigrants and so far only once, for a short period, has adopted migration policy at a national level. There is also little coordination among the different governmental bodies that deal with this issue. Therefore, only some of the crucial elements of integration policy at a national level, like the liberalization of the labour market, have occurred successfully. It seems that local policies, especially in large cities, have addressed more precisely various issues faced by immigrants, not only related to employment, and could foster the process of integration.

This chapter discusses findings from a multiple case study of language learning programmes offered to adult migrant learners in Cyprus, Scotland, Malta and Estonia. First, using a cross-comparative policy analysis, the discussion synthesizes indicators of integration embedded in education policies and provisions for adult migrant learners. This analysis brings to light an overall inclusive approach: providers and programmes emerged as comparable in terms of type of programmes (formal, informal and nonformal; academic, vocational and interest-based); options available (academic, vocational and interest-based) and providers (state and civil society). However, policy analysis also illuminates restrictive indicators, such as traits of monocultural, generalizing policymaking that lacks consideration of sociodemographic differences between adult migrant learners. Secondly, the discussion validates the synthesized indicators by means of an analysis of qualitative data concerning the language programmes and related micro classroom-based practices, retrieved using qualitative research with adult migrant learners, their educators and related policy executives. Validated indicators include an inclusive approach to learners' entitlement to educational provision, as testified by educators' and policy executives' values and pedagogical approaches. Indeed, despite traits of monoculturalism and generalizing or homogenizing approaches identified at policy level, micro context data illuminated stakeholders' critical acknowledgement of the need of differentiated teaching and learning. Research-based recommendations include increased cooperation between state entities (e.g., inter-ministerial collaboration) and between state and civil societies, as well as professional development for adult educators that elicits their agency in proactively resisting and changing restrictive aspects of existent policies and practices.

In line with the main idea of the book, this chapter deals mostly with the structural or socio-economic dimension of integration, with a special focus on labour market inclusion. The integration of immigrants in the Czech labour market is viewed from an institutional and organizational perspective. The main emphasis of the chapter is on immigration from outside the EU. The author first provides an outline of the general trends in labour migration since the beginning of the century and analyzes the impact of selected labour market–related migration and integration policies and practices. Based on an analysis of policy documents, official statistics and available sociological research, the text discusses some major challenges to the successful integration of immigrants in the Czech labour market, with a special focus on the main actors and institutions involved in the process. In her analysis of the integration process, the author discusses the regulatory (or rather restrictive) role of Czech employment offices, the symbolic (or rather ineffective) role of trade unions and, last but not least, the crucial role of Czech NGOs working with non-EU immigrants. The latter are seen as key facilitators of migrant integration and not only in terms of their operative function (e.g. working in the field and assisting immigrants) but also in advocating for immigrants' rights.

This chapter is an attempt at designing a post-positivist way of understanding policy evaluation and practices while exploring a hermeneutic approach toward integrating technology into schools. In this chapter, the author mainly focuses on three central themes on understanding policy making and evaluation: (a) type of practice (b) nature of knowledge, and (c) issue of evaluation. For each of the themes, the author compares a technical-positivist model of understanding policy making and evaluation with a way of understanding drawn from a hermeneutic approach. The former model is committed to and realized by means of an instrumental and objective knowledge for integration; the latter is connected to human existence, who we already are, and who we want to become. In the chapter, the author designs a practical policy and integration unit to partially describe the ethical, political, practical, and deliberative dimensions of the hermeneutic approach toward integrating technology into classroom practices.