Tag: labor mobility

What Makes Language Learning Work for Cross-Border Migration?

Posted on February 12, 2026 by - Uncategorized

With contributions from Benedikt Coekoll

Over the past few years, Labor Mobility Partnerships (LaMP) has explored what makes language learning succeed—or fail—when aspiring workers in low-income countries prepare for high-stakes language exams to migrate to Germany and Japan. Through our programs in India, Kenya, and Rwanda, we’ve seen clear patterns emerge around what works, where learners struggle, and which gaps remain unresolved. 

While these insights come from a system-level vantage point, we’ve also partnered closely with Velocity, a start-up founded by Laliteswar Kumar, Siddharth Gusain, and Betty Chelangat to ground these observations in on-the-ground experience. Velocity works to democratize access to language learning by building and delivering tech-enabled, hybrid German language programs designed specifically for working professionals. Their work adds a practitioner’s lens to what LaMP has observed across pathways. 

Together, these experiences point to several lessons.

 

What Works in Language Learning for Migration 

Lesson #1: Teaching format matters more than modality

The most effective programs we’ve seen use hybrid models: in-person instruction anchored in the learner’s home context, complemented by virtual classes with teachers from destination countries. However, the trade-offs—particularly around opportunity costs of work and the geographic constraints of both students and teachers—are important to consider and are discussed in Lesson #2.

Apps like Duolingo and platforms like YouTube can support self-study, but they work best as supplements—not substitutes—for structured instruction. Most language apps are designed to maximize engagement and enjoyment, not exam readiness. They are often light on grammar and poorly aligned with international examination frameworks like the CEFR1 or JLPT2. As a result, learners typically use apps to flank formal courses, boosting listening and vocabulary rather than replacing instruction. Few tools are built specifically to prepare candidates for official language exams required for migration (e.g. B2/N4), though this is likely to change rapidly as AI-enabled language learning evolves. 

Even in virtual settings, community and ongoing accountability are critical. While one-on-one tutoring may be pedagogically ideal, many low- to mid-skilled workers benefit more from a classroom environment, particularly at early stages. Peer interaction sustains motivation, normalizes struggle, and reduces dropout. Language learning is deeply individual, but for many learners, progress depends on not learning alone. 

Lesson #2: Time, focus, and trade-offs are real

Programs that allow learners to focus full-time on language acquisition tend to move faster and more smoothly. However, this model is often unrealistic for workers who already hold full-time jobs, especially blue-collar workers. Balancing work and language learning is feasible only for certain demographics, and this trade-off needs to be acknowledged upfront rather than glossed over. 

Where full immersion isn’t possible, minimizing distractions becomes essential. This includes providing appropriate facilities, equipment, and dedicated learning time, alongside structured opportunities for guided self-study.

Lesson #3: Incentives and skin-in-the-game drive persistence 

Language learning for migration is not just about passing an exam—it requires sustained motivation over months or even years. Having skin in the game matters. When learners make a partial or full financial contribution for their language learning, whether upfront, milestone-based, or linked to a loan or income-share agreement, they are more likely to stay engaged and take ownership of their learning outcomes. 

Programs that tie learning milestones to tangible rewards, such as conditional job offers at the destination country, tend to outperform those that offer certificates alone. Incentives can also include regular engagement with prospective employers. When the opportunity cost of learning is high, learners need a clear, concrete goal to work toward. 

Lesson #4: Teachers remain central 

There is still no technological solution that outperforms a good human teacher. Beyond formal certifications, effective instructors combine pedagogical skill, contextual understanding of the learner demographic, and intrinsic motivation. Teachers who can relate to learners lived realities—and who bring structure, discipline, and encouragement—make a decisive difference. 

Lesson #5: Learners are highly heterogeneous

Language learners vary enormously. Some thrive online; others struggle without in-person support. Some need individualized coaching; others rely on group accountability. Predictably, younger learners, those with tertiary education, and those who already speak multiple languages tend to progress faster. Language familiarity matters—but it does not negate the need for thoughtful program design. 

 

What We’d Like to See More Of 

Looking ahead, LaMP would like to see: 

  • Language schools that go beyond instruction to build community, target specific worker demographics, and prepare learners explicitly for migration 
  • More incentive-based learning pathways tied directly to employment outcomes 
  • Tailored programs for low- to mid-skilled workers who may be unfamiliar with classroom learning 
  • Apps aligned with exam preparation e.g. B2 German or N4 Japanese, and not just conversational fluency 
  • Language training that integrates sector-specific and technical vocabulary 

 

Velocity’s Perspective: Three Questions on Language Learning

To deepen these insights, we asked Velocity’s founding team three questions based on their experience delivering German language programs in Africa. 

Are human teachers still necessary in a world of AI and instant translation? 

Translation is not communication. Human communication is layered: tone, timing, facial expression, and cultural context all shape meaning. Decades of research in non-verbal and cross-cultural communication show that the same words can reassure, alarm, or offend depending on how they are delivered. 

This distinction is especially critical in high-trust environments like healthcare. Hospitals are emotionally charged spaces where patients are anxious, families are fearful, and colleagues operate under pressure. In such contexts, accurate translation is only the baseline. Trust and empathy are conveyed through human presence, emotional intelligence, and judgment—qualities no translation tool can replicate. 

Velocity treats language not as an exam to clear, but as professional readiness. From the outset, learners are trained to function confidently within real healthcare systems, with real patients and colleagues.  

As one Velocity learner who got a job offer in Germany as a nurse explained: “What I realized during training is that speaking German is not just about passing the exam. We were taught how hospitals in Germany work, how nurses communicate with patients and doctors, and how different this is from Kenya. Even the way you speak to a patient, how direct you are, and how you explain things are different. Practicing these situations with a teacher helped me understand what is expected in German healthcare settings.” 

While AI tools can support practice and feedback, experiences like this show why human-led training remains critical for building cultural and workplace readiness. As translation tools improve, the value of human communication becomes clearer, not weaker. 

Do online learning or virtual classrooms work? 

“Online learning doesn’t work” is a familiar refrain. It is often delivered with conviction, and sometimes with good reason. Many digital programs simply replicate classroom lectures on a screen and expect different outcomes. 

Velocity designed its program around a different reality. Learners are working professionals with shifts, families, and financial responsibilities. Asking them to pause their lives to study is viable for few. Instead, language learning had to fit around work. 

Classes are deliberately short—typically 60 to 90 minutes—recognizing cognitive fatigue and diminishing returns. Digital delivery enables flexible scheduling across early mornings and late evenings, allowing learners on different shifts to participate without sacrificing income. It also expands access to learners in remote locations.  

A Velocity learner balancing work and study described it this way: “I work long shifts; there was no way I could attend physical classes every day. With online classes that were about one hour, I could plan around my schedule. If the classes were longer or fixed during the day, I would have dropped out.” When designed intentionally, digital learning can make consistency possible for working professionals—without forcing them to choose between income and upskilling. 

Crucially, this is not a teacher-less model. Early cohorts consistently expressed a strong preference for structured guidance, human teachers, and intensive engagement with both instructors and peers. Digital tools reinforce learning, but teachers remain central. Designed intentionally, blended learning can work exceptionally well. 

What makes language learning for migration programs work? 

Velocity highlights three factors: 

  • Teacher quality as the foundation: Fluency alone does not make a good teacher. Effective instruction requires pedagogy, structure, and diagnostic skill. Velocity invests heavily in qualified teachers who understand both the learner’s context and the professional norms of the destination country—often drawing on instructors who have navigated similar migration journeys themselves. 
  • Selection as learner protection: Not everyone who applies should be enrolled. Professional-level language acquisition is demanding, requiring persistence and resilience. Velocity uses a rigorous intake process to assess readiness early, reducing costly dropouts and protecting learners from unrealistic expectations. 
  • AI used with restraint and purpose: AI excels at personalization—supporting accent correction, pronunciation, and targeted practice at scale. In practice, this allows programs to move closer to a 1:1 learning experience at marginal cost, giving each learner individualized feedback and practice outside live class time. This level of hyper-personalization is often what separates good outcomes from great ones. But in people-facing professions like healthcare, removing the human layer would undermine the very outcomes learners seek. Velocity uses AI to augment, not replace, human teaching.

Language learning for migration is not about words alone. It is about trust, motivation, structure, and integration. Programs that recognize this complexity—and design accordingly—are far more likely to succeed. 

The views and perspectives shared by Velocity reflect their independent experience and do not necessarily represent or imply endorsement by Labor Mobility Partnerships (LaMP). They are included to offer on-the-ground insights for practitioners and stakeholders exploring language training models for cross-border labor migration. 

WEBINAR Financing Mobility Together: Cross-border cost-sharing models for apprenticeships in Germany

Posted on February 10, 2026 by - Uncategorized

Cross-border employment—particularly for apprentices seeking work in Germany—often involves high upfront costs for workers and considerable financial risk for employers. How can these challenges be addressed in a way that is practical and scalable?

Heinz Rittmann and Denise Erber from Bauverbände, a construction association in Germany, kicked off the MFN webinar series in 2026 by answering this question. In “Financing Mobility Together: Cross-border cost-sharing models for apprenticeships in Germany,” they shared a real-world cost-sharing model that addresses mobility cashflow through shared skin-in-the-game, incentive-based payments, and milestone-linked reimbursements—creating a more sustainable approach to international recruitment.

Access the webinar recording here and the slides here.

 

 

The Mobility Finance Network is an initiative powered by LaMP that fosters collaboration, knowledge-sharing, and innovation to cultivate financial tools for workers on the move and the businesses that support them. To learn more about the MFN, sign up for announcements here.

Skilling is the missing link for displaced care workers – and the system as a whole

Posted on February 4, 2026 by - Uncategorized

With contributions from Benedikt Coekoll

Over the past few years, Labor Mobility Partnerships (LaMP) has explored what makes language learning succeed—or fail—when aspiring workers in low-income countries prepare for high-stakes language exams to migrate to Germany and Japan. Through our programs in India, Kenya, and Rwanda, we’ve seen clear patterns emerge around what works, where learners struggle, and which gaps remain unresolved. 

While these insights come from a system-level vantage point, we’ve also partnered closely with Velocity, a start-up founded by Laliteswar Kumar, Siddharth Gusain, and Betty Chelangat to ground these observations in on-the-ground experience. Velocity works to democratize access to language learning by building and delivering tech-enabled, hybrid German language programs designed specifically for working professionals. Their work adds a practitioner’s lens to what LaMP has observed across pathways. 

Together, these experiences point to several lessons.

 

What Works in Language Learning for Migration 

Lesson #1: Teaching format matters more than modality

The most effective programs we’ve seen use hybrid models: in-person instruction anchored in the learner’s home context, complemented by virtual classes with teachers from destination countries. However, the trade-offs—particularly around opportunity costs of work and the geographic constraints of both students and teachers—are important to consider and are discussed in Lesson #2.

Apps like Duolingo and platforms like YouTube can support self-study, but they work best as supplements—not substitutes—for structured instruction. Most language apps are designed to maximize engagement and enjoyment, not exam readiness. They are often light on grammar and poorly aligned with international examination frameworks like the CEFR1 or JLPT2. As a result, learners typically use apps to flank formal courses, boosting listening and vocabulary rather than replacing instruction. Few tools are built specifically to prepare candidates for official language exams required for migration (e.g. B2/N4), though this is likely to change rapidly as AI-enabled language learning evolves. 

Even in virtual settings, community and ongoing accountability are critical. While one-on-one tutoring may be pedagogically ideal, many low- to mid-skilled workers benefit more from a classroom environment, particularly at early stages. Peer interaction sustains motivation, normalizes struggle, and reduces dropout. Language learning is deeply individual, but for many learners, progress depends on not learning alone. 

Lesson #2: Time, focus, and trade-offs are real

Programs that allow learners to focus full-time on language acquisition tend to move faster and more smoothly. However, this model is often unrealistic for workers who already hold full-time jobs, especially blue-collar workers. Balancing work and language learning is feasible only for certain demographics, and this trade-off needs to be acknowledged upfront rather than glossed over. 

Where full immersion isn’t possible, minimizing distractions becomes essential. This includes providing appropriate facilities, equipment, and dedicated learning time, alongside structured opportunities for guided self-study.

Lesson #3: Incentives and skin-in-the-game drive persistence 

Language learning for migration is not just about passing an exam—it requires sustained motivation over months or even years. Having skin in the game matters. When learners make a partial or full financial contribution for their language learning, whether upfront, milestone-based, or linked to a loan or income-share agreement, they are more likely to stay engaged and take ownership of their learning outcomes. 

Programs that tie learning milestones to tangible rewards, such as conditional job offers at the destination country, tend to outperform those that offer certificates alone. Incentives can also include regular engagement with prospective employers. When the opportunity cost of learning is high, learners need a clear, concrete goal to work toward. 

Lesson #4: Teachers remain central 

There is still no technological solution that outperforms a good human teacher. Beyond formal certifications, effective instructors combine pedagogical skill, contextual understanding of the learner demographic, and intrinsic motivation. Teachers who can relate to learners lived realities—and who bring structure, discipline, and encouragement—make a decisive difference. 

Lesson #5: Learners are highly heterogeneous

Language learners vary enormously. Some thrive online; others struggle without in-person support. Some need individualized coaching; others rely on group accountability. Predictably, younger learners, those with tertiary education, and those who already speak multiple languages tend to progress faster. Language familiarity matters—but it does not negate the need for thoughtful program design. 

 

What We’d Like to See More Of 

Looking ahead, LaMP would like to see: 

  • Language schools that go beyond instruction to build community, target specific worker demographics, and prepare learners explicitly for migration 
  • More incentive-based learning pathways tied directly to employment outcomes 
  • Tailored programs for low- to mid-skilled workers who may be unfamiliar with classroom learning 
  • Apps aligned with exam preparation e.g. B2 German or N4 Japanese, and not just conversational fluency 
  • Language training that integrates sector-specific and technical vocabulary 

 

Velocity’s Perspective: Three Questions on Language Learning

To deepen these insights, we asked Velocity’s founding team three questions based on their experience delivering German language programs in Africa. 

Are human teachers still necessary in a world of AI and instant translation? 

Translation is not communication. Human communication is layered: tone, timing, facial expression, and cultural context all shape meaning. Decades of research in non-verbal and cross-cultural communication show that the same words can reassure, alarm, or offend depending on how they are delivered. 

This distinction is especially critical in high-trust environments like healthcare. Hospitals are emotionally charged spaces where patients are anxious, families are fearful, and colleagues operate under pressure. In such contexts, accurate translation is only the baseline. Trust and empathy are conveyed through human presence, emotional intelligence, and judgment—qualities no translation tool can replicate. 

Velocity treats language not as an exam to clear, but as professional readiness. From the outset, learners are trained to function confidently within real healthcare systems, with real patients and colleagues.  

As one Velocity learner who got a job offer in Germany as a nurse explained: “What I realized during training is that speaking German is not just about passing the exam. We were taught how hospitals in Germany work, how nurses communicate with patients and doctors, and how different this is from Kenya. Even the way you speak to a patient, how direct you are, and how you explain things are different. Practicing these situations with a teacher helped me understand what is expected in German healthcare settings.” 

While AI tools can support practice and feedback, experiences like this show why human-led training remains critical for building cultural and workplace readiness. As translation tools improve, the value of human communication becomes clearer, not weaker. 

Do online learning or virtual classrooms work? 

“Online learning doesn’t work” is a familiar refrain. It is often delivered with conviction, and sometimes with good reason. Many digital programs simply replicate classroom lectures on a screen and expect different outcomes. 

Velocity designed its program around a different reality. Learners are working professionals with shifts, families, and financial responsibilities. Asking them to pause their lives to study is viable for few. Instead, language learning had to fit around work. 

Classes are deliberately short—typically 60 to 90 minutes—recognizing cognitive fatigue and diminishing returns. Digital delivery enables flexible scheduling across early mornings and late evenings, allowing learners on different shifts to participate without sacrificing income. It also expands access to learners in remote locations.  

A Velocity learner balancing work and study described it this way: “I work long shifts; there was no way I could attend physical classes every day. With online classes that were about one hour, I could plan around my schedule. If the classes were longer or fixed during the day, I would have dropped out.” When designed intentionally, digital learning can make consistency possible for working professionals—without forcing them to choose between income and upskilling. 

Crucially, this is not a teacher-less model. Early cohorts consistently expressed a strong preference for structured guidance, human teachers, and intensive engagement with both instructors and peers. Digital tools reinforce learning, but teachers remain central. Designed intentionally, blended learning can work exceptionally well. 

What makes language learning for migration programs work? 

Velocity highlights three factors: 

  • Teacher quality as the foundation: Fluency alone does not make a good teacher. Effective instruction requires pedagogy, structure, and diagnostic skill. Velocity invests heavily in qualified teachers who understand both the learner’s context and the professional norms of the destination country—often drawing on instructors who have navigated similar migration journeys themselves. 
  • Selection as learner protection: Not everyone who applies should be enrolled. Professional-level language acquisition is demanding, requiring persistence and resilience. Velocity uses a rigorous intake process to assess readiness early, reducing costly dropouts and protecting learners from unrealistic expectations. 
  • AI used with restraint and purpose: AI excels at personalization—supporting accent correction, pronunciation, and targeted practice at scale. In practice, this allows programs to move closer to a 1:1 learning experience at marginal cost, giving each learner individualized feedback and practice outside live class time. This level of hyper-personalization is often what separates good outcomes from great ones. But in people-facing professions like healthcare, removing the human layer would undermine the very outcomes learners seek. Velocity uses AI to augment, not replace, human teaching.

Language learning for migration is not about words alone. It is about trust, motivation, structure, and integration. Programs that recognize this complexity—and design accordingly—are far more likely to succeed. 

The views and perspectives shared by Velocity reflect their independent experience and do not necessarily represent or imply endorsement by Labor Mobility Partnerships (LaMP). They are included to offer on-the-ground insights for practitioners and stakeholders exploring language training models for cross-border labor migration. 

Rwanda-Germany Pathway: Structured Design with an Eye for Discovery

Posted on December 22, 2025 by - Uncategorized

Photo by Mikhail Nilov

Building a first-of-its-kind Rwanda-to-Germany refugee mobility pathway required careful design choices across multiple partners, regulatory environments, and uncertain terrain. Through six months of research, workshops, and field visits, LaMP defined mission-critical elements and equipped partners with decision-making tools.

Below are three critical design considerations that shaped this pilot.

 

 

1. Ausbildung vs. Direct Employment

LaMP and our partners initially aimed to test both apprenticeship (Ausbildung) and direct employment tracks. Each model carries distinct trade-offs: apprenticeships offer quicker employer buy-in but longer ISA repayment horizons (up to 4 years), while direct employment promises higher ROI and greater scalability but requires stronger confidence in training quality and credential verification.

Pathway Advantages Disadvantages
Apprenticeship • Easier employer buy-in
• Previous Malengo experience (Kenya-Germany)		 • 4-year timeline reduces ISA ROI
• High language investment, uncertain outcome
Direct Employment • Higher ROI (1-2 years to repayment)
• Larger scale potential
• Some roles don’t require German		 • Harder to build employer trust
• Limited qualified refugees
• No Rwanda-Germany credential recognition system

Key questions guided our decision-making:

  • Can Rwanda supply sufficient qualified talent for both tracks within a restricted refugee pool? Should placement be in-house or outsourced?
  • Could credential recognition hurdles slow direct employment progress?

We concluded that apprenticeships were the most practical model because they offered a standardized entry route with clearer criteria.

At this stage, partnering with TERN enabled quick launch while reducing risk. TERN brought an established employer network and compliance infrastructure, while the partnership allows Malengo to gradually build in-house expertise for future scale.

2. Solving for Language: 70% of Success

Language is the single biggest success determinant for Germany. Employers require at least B2-level German—a 12-month journey demanding 20+ hours weekly study, often forcing candidates to pause education and work.

Three questions guided our language training design:

  • How: Would classes be virtual, in-person, or hybrid? Language schools confirmed virtual options would risk lower pass rates.
  • Where: Would classes take place in camps or in Kigali? Limited teacher availability and higher costs for camp instruction pushed the decision toward Kigali, especially for a pilot requiring tight control.
  • Who: Which partner could deliver 70% B2 pass rates cost-effectively?

At this point, Be Ubuntu emerged as the strongest fit: they mobilized within six weeks, deployed multiple Kigali-based instructors, and delivered intensive programming. The founder’s role as a certified German examiner based full-time in Rwanda was an additional advantage.

3. Income Share Agreements for Financing

ISAs would serve as the primary financing vehicle but implementing them introduced complexity. Malengo had limited legal registration in Rwanda; Kepler had never managed cross-border financial instruments. At this stage, the key questions were:

  • How to structure ISAs legally across borders?
  • Which partner could originate contracts without compliance risk?

Initial explorations with financial institutions proved too costly or slow. The solution finally emerged when Kepler identified a way to originate ISAs locally under its educational mandate, then legally transfer them to Malengo for repayment management in Germany. This creative alliance delivered the best balance of compliance, sustainability, and speed.

Looking Forward to 2026

Pilot implementation launched in July 2025 and is currently on track, with students performing at the top of their category for German learners in Rwanda. We expect candidates to pass their B2 exams by July 2026 and travel to Germany in August—turning months of preparation into tangible results.

 

To learn more or get involved, please contact Dawit M. Dame: ddame@lampforum.org

 

Pioneering Pathways: Design Lessons from Rwanda–Germany Refugee Mobility Pilot

Posted on December 22, 2025 by - Uncategorized

Photo by Mikhail Nilov

Building a first-of-its-kind Rwanda-to-Germany refugee mobility pathway required careful design choices across multiple partners, regulatory environments, and uncertain terrain. Through six months of research, workshops, and field visits, LaMP defined mission-critical elements and equipped partners with decision-making tools.

Below are three critical design considerations that shaped this pilot.

 

 

1. Ausbildung vs. Direct Employment

LaMP and our partners initially aimed to test both apprenticeship (Ausbildung) and direct employment tracks. Each model carries distinct trade-offs: apprenticeships offer quicker employer buy-in but longer ISA repayment horizons (up to 4 years), while direct employment promises higher ROI and greater scalability but requires stronger confidence in training quality and credential verification.

Pathway Advantages Disadvantages
Apprenticeship • Easier employer buy-in
• Previous Malengo experience (Kenya-Germany)		 • 4-year timeline reduces ISA ROI
• High language investment, uncertain outcome
Direct Employment • Higher ROI (1-2 years to repayment)
• Larger scale potential
• Some roles don’t require German		 • Harder to build employer trust
• Limited qualified refugees
• No Rwanda-Germany credential recognition system

Key questions guided our decision-making:

  • Can Rwanda supply sufficient qualified talent for both tracks within a restricted refugee pool? Should placement be in-house or outsourced?
  • Could credential recognition hurdles slow direct employment progress?

We concluded that apprenticeships were the most practical model because they offered a standardized entry route with clearer criteria.

At this stage, partnering with TERN enabled quick launch while reducing risk. TERN brought an established employer network and compliance infrastructure, while the partnership allows Malengo to gradually build in-house expertise for future scale.

2. Solving for Language: 70% of Success

Language is the single biggest success determinant for Germany. Employers require at least B2-level German—a 12-month journey demanding 20+ hours weekly study, often forcing candidates to pause education and work.

Three questions guided our language training design:

  • How: Would classes be virtual, in-person, or hybrid? Language schools confirmed virtual options would risk lower pass rates.
  • Where: Would classes take place in camps or in Kigali? Limited teacher availability and higher costs for camp instruction pushed the decision toward Kigali, especially for a pilot requiring tight control.
  • Who: Which partner could deliver 70% B2 pass rates cost-effectively?

At this point, Be Ubuntu emerged as the strongest fit: they mobilized within six weeks, deployed multiple Kigali-based instructors, and delivered intensive programming. The founder’s role as a certified German examiner based full-time in Rwanda was an additional advantage.

3. Income Share Agreements for Financing

ISAs would serve as the primary financing vehicle but implementing them introduced complexity. Malengo had limited legal registration in Rwanda; Kepler had never managed cross-border financial instruments. At this stage, the key questions were:

  • How to structure ISAs legally across borders?
  • Which partner could originate contracts without compliance risk?

Initial explorations with financial institutions proved too costly or slow. The solution finally emerged when Kepler identified a way to originate ISAs locally under its educational mandate, then legally transfer them to Malengo for repayment management in Germany. This creative alliance delivered the best balance of compliance, sustainability, and speed.

Looking Forward to 2026

Pilot implementation launched in July 2025 and is currently on track, with students performing at the top of their category for German learners in Rwanda. We expect candidates to pass their B2 exams by July 2026 and travel to Germany in August—turning months of preparation into tangible results.

 

To learn more or get involved, please contact Dawit M. Dame: ddame@lampforum.org

 

WEBINAR Peer Lending for People on the Move: Converting Social Capital into Creditworthiness

Posted on December 11, 2025 by - Uncategorized

Cross-border employment—particularly for apprentices seeking work in Germany—often involves high upfront costs for workers and considerable financial risk for employers. How can these challenges be addressed in a way that is practical and scalable?

Heinz Rittmann and Denise Erber from Bauverbände, a construction association in Germany, kicked off the MFN webinar series in 2026 by answering this question. In “Financing Mobility Together: Cross-border cost-sharing models for apprenticeships in Germany,” they shared a real-world cost-sharing model that addresses mobility cashflow through shared skin-in-the-game, incentive-based payments, and milestone-linked reimbursements—creating a more sustainable approach to international recruitment.

Access the webinar recording here and the slides here.

 

 

The Mobility Finance Network is an initiative powered by LaMP that fosters collaboration, knowledge-sharing, and innovation to cultivate financial tools for workers on the move and the businesses that support them. To learn more about the MFN, sign up for announcements here.

Unlocking cross-border labor mobility: Accelerating tech solutions for transparent and accessible migration  

Posted on December 10, 2025 by - Uncategorized

Photo by Mikhail Nilov

Building a first-of-its-kind Rwanda-to-Germany refugee mobility pathway required careful design choices across multiple partners, regulatory environments, and uncertain terrain. Through six months of research, workshops, and field visits, LaMP defined mission-critical elements and equipped partners with decision-making tools.

Below are three critical design considerations that shaped this pilot.

 

 

1. Ausbildung vs. Direct Employment

LaMP and our partners initially aimed to test both apprenticeship (Ausbildung) and direct employment tracks. Each model carries distinct trade-offs: apprenticeships offer quicker employer buy-in but longer ISA repayment horizons (up to 4 years), while direct employment promises higher ROI and greater scalability but requires stronger confidence in training quality and credential verification.

Pathway Advantages Disadvantages
Apprenticeship • Easier employer buy-in
• Previous Malengo experience (Kenya-Germany)		 • 4-year timeline reduces ISA ROI
• High language investment, uncertain outcome
Direct Employment • Higher ROI (1-2 years to repayment)
• Larger scale potential
• Some roles don’t require German		 • Harder to build employer trust
• Limited qualified refugees
• No Rwanda-Germany credential recognition system

Key questions guided our decision-making:

  • Can Rwanda supply sufficient qualified talent for both tracks within a restricted refugee pool? Should placement be in-house or outsourced?
  • Could credential recognition hurdles slow direct employment progress?

We concluded that apprenticeships were the most practical model because they offered a standardized entry route with clearer criteria.

At this stage, partnering with TERN enabled quick launch while reducing risk. TERN brought an established employer network and compliance infrastructure, while the partnership allows Malengo to gradually build in-house expertise for future scale.

2. Solving for Language: 70% of Success

Language is the single biggest success determinant for Germany. Employers require at least B2-level German—a 12-month journey demanding 20+ hours weekly study, often forcing candidates to pause education and work.

Three questions guided our language training design:

  • How: Would classes be virtual, in-person, or hybrid? Language schools confirmed virtual options would risk lower pass rates.
  • Where: Would classes take place in camps or in Kigali? Limited teacher availability and higher costs for camp instruction pushed the decision toward Kigali, especially for a pilot requiring tight control.
  • Who: Which partner could deliver 70% B2 pass rates cost-effectively?

At this point, Be Ubuntu emerged as the strongest fit: they mobilized within six weeks, deployed multiple Kigali-based instructors, and delivered intensive programming. The founder’s role as a certified German examiner based full-time in Rwanda was an additional advantage.

3. Income Share Agreements for Financing

ISAs would serve as the primary financing vehicle but implementing them introduced complexity. Malengo had limited legal registration in Rwanda; Kepler had never managed cross-border financial instruments. At this stage, the key questions were:

  • How to structure ISAs legally across borders?
  • Which partner could originate contracts without compliance risk?

Initial explorations with financial institutions proved too costly or slow. The solution finally emerged when Kepler identified a way to originate ISAs locally under its educational mandate, then legally transfer them to Malengo for repayment management in Germany. This creative alliance delivered the best balance of compliance, sustainability, and speed.

Looking Forward to 2026

Pilot implementation launched in July 2025 and is currently on track, with students performing at the top of their category for German learners in Rwanda. We expect candidates to pass their B2 exams by July 2026 and travel to Germany in August—turning months of preparation into tangible results.

 

To learn more or get involved, please contact Dawit M. Dame: ddame@lampforum.org

 

Cross-border labor recruitment recommendations grounded in worker voices: From listening to action

Posted on December 9, 2025 by - Uncategorized

With contributions from Benedikt Coekoll

Over the past few years, Labor Mobility Partnerships (LaMP) has explored what makes language learning succeed—or fail—when aspiring workers in low-income countries prepare for high-stakes language exams to migrate to Germany and Japan. Through our programs in India, Kenya, and Rwanda, we’ve seen clear patterns emerge around what works, where learners struggle, and which gaps remain unresolved. 

While these insights come from a system-level vantage point, we’ve also partnered closely with Velocity, a start-up founded by Laliteswar Kumar, Siddharth Gusain, and Betty Chelangat to ground these observations in on-the-ground experience. Velocity works to democratize access to language learning by building and delivering tech-enabled, hybrid German language programs designed specifically for working professionals. Their work adds a practitioner’s lens to what LaMP has observed across pathways. 

Together, these experiences point to several lessons.

 

What Works in Language Learning for Migration 

Lesson #1: Teaching format matters more than modality

The most effective programs we’ve seen use hybrid models: in-person instruction anchored in the learner’s home context, complemented by virtual classes with teachers from destination countries. However, the trade-offs—particularly around opportunity costs of work and the geographic constraints of both students and teachers—are important to consider and are discussed in Lesson #2.

Apps like Duolingo and platforms like YouTube can support self-study, but they work best as supplements—not substitutes—for structured instruction. Most language apps are designed to maximize engagement and enjoyment, not exam readiness. They are often light on grammar and poorly aligned with international examination frameworks like the CEFR1 or JLPT2. As a result, learners typically use apps to flank formal courses, boosting listening and vocabulary rather than replacing instruction. Few tools are built specifically to prepare candidates for official language exams required for migration (e.g. B2/N4), though this is likely to change rapidly as AI-enabled language learning evolves. 

Even in virtual settings, community and ongoing accountability are critical. While one-on-one tutoring may be pedagogically ideal, many low- to mid-skilled workers benefit more from a classroom environment, particularly at early stages. Peer interaction sustains motivation, normalizes struggle, and reduces dropout. Language learning is deeply individual, but for many learners, progress depends on not learning alone. 

Lesson #2: Time, focus, and trade-offs are real

Programs that allow learners to focus full-time on language acquisition tend to move faster and more smoothly. However, this model is often unrealistic for workers who already hold full-time jobs, especially blue-collar workers. Balancing work and language learning is feasible only for certain demographics, and this trade-off needs to be acknowledged upfront rather than glossed over. 

Where full immersion isn’t possible, minimizing distractions becomes essential. This includes providing appropriate facilities, equipment, and dedicated learning time, alongside structured opportunities for guided self-study.

Lesson #3: Incentives and skin-in-the-game drive persistence 

Language learning for migration is not just about passing an exam—it requires sustained motivation over months or even years. Having skin in the game matters. When learners make a partial or full financial contribution for their language learning, whether upfront, milestone-based, or linked to a loan or income-share agreement, they are more likely to stay engaged and take ownership of their learning outcomes. 

Programs that tie learning milestones to tangible rewards, such as conditional job offers at the destination country, tend to outperform those that offer certificates alone. Incentives can also include regular engagement with prospective employers. When the opportunity cost of learning is high, learners need a clear, concrete goal to work toward. 

Lesson #4: Teachers remain central 

There is still no technological solution that outperforms a good human teacher. Beyond formal certifications, effective instructors combine pedagogical skill, contextual understanding of the learner demographic, and intrinsic motivation. Teachers who can relate to learners lived realities—and who bring structure, discipline, and encouragement—make a decisive difference. 

Lesson #5: Learners are highly heterogeneous

Language learners vary enormously. Some thrive online; others struggle without in-person support. Some need individualized coaching; others rely on group accountability. Predictably, younger learners, those with tertiary education, and those who already speak multiple languages tend to progress faster. Language familiarity matters—but it does not negate the need for thoughtful program design. 

 

What We’d Like to See More Of 

Looking ahead, LaMP would like to see: 

  • Language schools that go beyond instruction to build community, target specific worker demographics, and prepare learners explicitly for migration 
  • More incentive-based learning pathways tied directly to employment outcomes 
  • Tailored programs for low- to mid-skilled workers who may be unfamiliar with classroom learning 
  • Apps aligned with exam preparation e.g. B2 German or N4 Japanese, and not just conversational fluency 
  • Language training that integrates sector-specific and technical vocabulary 

 

Velocity’s Perspective: Three Questions on Language Learning

To deepen these insights, we asked Velocity’s founding team three questions based on their experience delivering German language programs in Africa. 

Are human teachers still necessary in a world of AI and instant translation? 

Translation is not communication. Human communication is layered: tone, timing, facial expression, and cultural context all shape meaning. Decades of research in non-verbal and cross-cultural communication show that the same words can reassure, alarm, or offend depending on how they are delivered. 

This distinction is especially critical in high-trust environments like healthcare. Hospitals are emotionally charged spaces where patients are anxious, families are fearful, and colleagues operate under pressure. In such contexts, accurate translation is only the baseline. Trust and empathy are conveyed through human presence, emotional intelligence, and judgment—qualities no translation tool can replicate. 

Velocity treats language not as an exam to clear, but as professional readiness. From the outset, learners are trained to function confidently within real healthcare systems, with real patients and colleagues.  

As one Velocity learner who got a job offer in Germany as a nurse explained: “What I realized during training is that speaking German is not just about passing the exam. We were taught how hospitals in Germany work, how nurses communicate with patients and doctors, and how different this is from Kenya. Even the way you speak to a patient, how direct you are, and how you explain things are different. Practicing these situations with a teacher helped me understand what is expected in German healthcare settings.” 

While AI tools can support practice and feedback, experiences like this show why human-led training remains critical for building cultural and workplace readiness. As translation tools improve, the value of human communication becomes clearer, not weaker. 

Do online learning or virtual classrooms work? 

“Online learning doesn’t work” is a familiar refrain. It is often delivered with conviction, and sometimes with good reason. Many digital programs simply replicate classroom lectures on a screen and expect different outcomes. 

Velocity designed its program around a different reality. Learners are working professionals with shifts, families, and financial responsibilities. Asking them to pause their lives to study is viable for few. Instead, language learning had to fit around work. 

Classes are deliberately short—typically 60 to 90 minutes—recognizing cognitive fatigue and diminishing returns. Digital delivery enables flexible scheduling across early mornings and late evenings, allowing learners on different shifts to participate without sacrificing income. It also expands access to learners in remote locations.  

A Velocity learner balancing work and study described it this way: “I work long shifts; there was no way I could attend physical classes every day. With online classes that were about one hour, I could plan around my schedule. If the classes were longer or fixed during the day, I would have dropped out.” When designed intentionally, digital learning can make consistency possible for working professionals—without forcing them to choose between income and upskilling. 

Crucially, this is not a teacher-less model. Early cohorts consistently expressed a strong preference for structured guidance, human teachers, and intensive engagement with both instructors and peers. Digital tools reinforce learning, but teachers remain central. Designed intentionally, blended learning can work exceptionally well. 

What makes language learning for migration programs work? 

Velocity highlights three factors: 

  • Teacher quality as the foundation: Fluency alone does not make a good teacher. Effective instruction requires pedagogy, structure, and diagnostic skill. Velocity invests heavily in qualified teachers who understand both the learner’s context and the professional norms of the destination country—often drawing on instructors who have navigated similar migration journeys themselves. 
  • Selection as learner protection: Not everyone who applies should be enrolled. Professional-level language acquisition is demanding, requiring persistence and resilience. Velocity uses a rigorous intake process to assess readiness early, reducing costly dropouts and protecting learners from unrealistic expectations. 
  • AI used with restraint and purpose: AI excels at personalization—supporting accent correction, pronunciation, and targeted practice at scale. In practice, this allows programs to move closer to a 1:1 learning experience at marginal cost, giving each learner individualized feedback and practice outside live class time. This level of hyper-personalization is often what separates good outcomes from great ones. But in people-facing professions like healthcare, removing the human layer would undermine the very outcomes learners seek. Velocity uses AI to augment, not replace, human teaching.

Language learning for migration is not about words alone. It is about trust, motivation, structure, and integration. Programs that recognize this complexity—and design accordingly—are far more likely to succeed. 

The views and perspectives shared by Velocity reflect their independent experience and do not necessarily represent or imply endorsement by Labor Mobility Partnerships (LaMP). They are included to offer on-the-ground insights for practitioners and stakeholders exploring language training models for cross-border labor migration. 

WEBINAR Designing a Win-Win Loan Fund: Incentivizing Worker Retention Through Zero-Interest Training Loans

Posted on November 12, 2025 by - Uncategorized

Cross-border employment—particularly for apprentices seeking work in Germany—often involves high upfront costs for workers and considerable financial risk for employers. How can these challenges be addressed in a way that is practical and scalable?

Heinz Rittmann and Denise Erber from Bauverbände, a construction association in Germany, kicked off the MFN webinar series in 2026 by answering this question. In “Financing Mobility Together: Cross-border cost-sharing models for apprenticeships in Germany,” they shared a real-world cost-sharing model that addresses mobility cashflow through shared skin-in-the-game, incentive-based payments, and milestone-linked reimbursements—creating a more sustainable approach to international recruitment.

Access the webinar recording here and the slides here.

 

 

The Mobility Finance Network is an initiative powered by LaMP that fosters collaboration, knowledge-sharing, and innovation to cultivate financial tools for workers on the move and the businesses that support them. To learn more about the MFN, sign up for announcements here.

The Economist: How to Make Immigration Palatable in a Populist Age

Posted on November 6, 2025 by - the case for mobility, Uncategorized

Image © The Economist

In a watershed moment, LaMP’s theory of change served as the core thesis for an article in the Economist. This thesis argues that rotational visas are essential to reconciling the “unstoppable force of demographics” with the “immovable object of politics.” The article cites the rapid expansion of temporary visa programs across Japan, Italy, France, Spain, and even Hungary – with the sharpest increases seen under the most conservative leadership. The article quotes LaMP Co-Founder and Board Chair Lant Pritchett, Advisory Council member Michael Clemens, and partner Margaret Mugwanja of Silver RayHR. A parallel piece in the New York Times featured LaMP partner GATI Foundation on India’s leadership to build the globally mobile workforce that will move through these visas.

Read the full Economist article here and the New York Times article here.

LaMP’s Kenya-Japan Mobility Program Featured on National Japanese TV

Posted on November 6, 2025 by - Uncategorized

At LaMP, we work to dramatically increase the scale and quality of labor mobility, helping workers from low-income countries to access quality jobs across borders and businesses in high-income countries to address deepening labor shortages. A recent media piece featured our work translating this vision into reality.

LaMP’s Kenya-Japan mobility program was featured on TV-Asahi, a national television channel in Japan, as part of a longer documentary piece exploring Africa as the next frontier of labor migration for Japan. In a country where sales of baby diapers have been outstripped by sales of adult diapers, Japan is recognizing the need to open to a wider range of young workers to maintain its workforce.

The worker featured in the thumbnail is George – a Kenyan worker going through the Technical Intern Training Program (TITP) pathway through the mobility program spearheaded by LaMP. George and two fellow workers will be some of the first 3 Africans to go through the TITP. They are following 3 others who have gone through the Gijinkoku (high-skilled pathway) and will be followed by several others in the program going through the Specified Skills Visa.

You can see our team in action here and watch the full documentary here.

South Africa on the Move: Unlocking Access to Cross-Border Job Opportunities in Germany for South African Youth

Posted on October 28, 2025 by - Uncategorized

Skilled trades labor gap

LaMP is exploring the design of a cross-border livelihoods program that connects South Africa’s underemployed youth with Germany’s growing labor shortages. 

This project builds on the track record of two South African organizations with deep experience in catalyzing inclusive employment. Together with LaMP, these partners bring the credibility, experience and networks needed to design a fair and scalable South Africa–Germany labor mobility pathway.

The Opportunity

Germany is facing a structural labor shortage. Over 1.3 million jobs remain unfilled today, with projections that this gap will grow to 5 million by 2030. Vacancies are especially acute in healthcare, skilled trades, logistics, and the green economy. At the same time, South Africa has one of the highest youth unemployment rates in the world: 46.1% of its youth workforce is without work, and over 45% of the 15-34 age group is  not in employment, education, or training. 

This demographic complementarity creates a powerful opportunity: to connect South Africa’s young, motivated workforce with Germany’s demand for skilled talent through a structured, rights-respecting migration pathway. 

Skilled trades labor gap

Photo by Adrian Brand on Unsplash.

What We Learned in a Collaboration-Focused Visit to Germany 

In May 2025, our delegation of partners met with policymakers, recruiters, employers, chambers of commerce, language providers, and diaspora networks in Germany. Several clear insights emerged: 

  • Language is the critical enabler. Across every meeting, German language proficiency (typically B1–B2) was highlighted as the foundation of success—for workplace safety, technical training, and social integration. Without robust, scalable language preparation in South Africa, pathways will fail to take off. 
  • Employer appetite is real but uneven. The healthcare sector is most prepared to recruit international talent. Small and medium-sized enterprises (SMEs), while facing the sharpest shortages, often lack the resources to manage recruitment, onboarding, and integration of foreign workers. By contrast, some large firms have strong in-house training systems and domestic pipelines, and so for now show less appetite to recruit apprentices or junior talent from abroad.  
  • Shared-cost models are essential. Employers are reluctant to bear all pre-departure costs (especially for language training), but candidates cannot shoulder them alone. Shared financing—spanning employers, recruitment and language actors, and possibly candidates—will be critical for equity, scale, and sustainability. 
  • Integration goes beyond the workplace. Housing, mentorship, cultural orientation, and anti-discrimination safeguards must be built into program design. SMEs, given their size and capacity, will need external support to ensure successful integration. 
  • South Africa is on the radar—but unproven. Stakeholders expressed openness to South Africa as a source country but emphasized that the country needs to demonstrate strong ecosystems for selection, training, and support of workers.  

From Insight to Action 

Based on these learnings, our consortium is now working towards a focused pilot in sectors where demand is high and employer receptiveness is strong – such as nursing assistants or selected skilled trades. Key priorities include: 

  • Scaling high-quality language training in South Africa, with clear progression benchmarks and early exit points for candidates unable to meet requirements. 
  • Designing sustainable financing solutions that blend employer, worker, and donor contributions while keeping access equitable for workers from different backgrounds. 
  • Building an end-to-end ecosystem spanning recruitment, training, visa processing, integration, and retention—with carefully selected partners at each stage. 
  • Addressing inclusion and perception risks by embedding intercultural training, community sensitization, and anti-discrimination safeguards. 

Why This Matters 

This venture is about more than filling vacancies in Germany. It is about demonstrating that migration can be designed as a win-win solution, providing pathways for South African youth to access quality training and jobs abroad while meeting critical labor needs in Germany. If successful, it will serve as a proof point that structured, ethical, and scalable labor mobility is possible between African countries and Europe.