n° eac/23/2010 study on educational support for newly arrived migrant children sirius stakeholder...
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N° EAC/23/2010Study on educational support for newly
arrived migrant children
SIRIUS Stakeholder meeting13 September, Brussels
Hanna Siarova, PPMI
Presentation• Why NAMS?• Availability of targeted educational support
across 15 countries in Europe• Importance of system design• Conclusions and recommendations
Aim of the study
• To provide policy-relevant analysis and advice on educational support for NAMS;
• To provide examples of good practice in educational support for NAMS.
Why NAMS?NAMS is a new target group that has not been yet explicitly identified
Greater challenges in accessing and performing well in formal education in terms of: Language acquisition; Different learning styles; Different curriculum; Cultural differences; Lack of adequate social support networks; Placement into appropriate class.
Approach to addressing NAMS
Out of the sample of 15
Identification of NAMS as a specific target group
BE, FR, IE, LU, SE, UK
Non-identification of NAMS as a specific target group
AT, CY, CZ, DK, GR, IT, NL, NO , DE
Why NAMS? (cont.)NAMS in most of the cases show worse results in terms of performance and participation in education
Need for extra educational support
Diversity of targeted measuresAccording to the type of targetingWay of addressing NAMS Educational support measures Countries Identifying NAMS as a specific target group
Policy measures specifically targeting NAMS
Belgium, France, Ireland, Luxembourg, Sweden, United Kingdom
Non-identifying NAMS as a specific target group
Measures targeting migrant students in countries where immigration has been a recent phenomenon
Czech Republic, Cyprus, Greece
Measures addressing particular needs that are usually peculiar to NAMS
Austria, Netherlands, Norway
No NAMS-targeted measures
Denmark, Germany, Italy
According to thematic areaThematic areas AT BE CY CZ DE DK FR GR IE IT LU NL NO SE UK Total Linguistic support + + + +
No ta
rget
ed
mea
sure
s
No ta
rget
ed
mea
sure
s
+ + +
No ta
rget
ed
mea
sure
s
+ + + + + 12 Academic support + + + + + + + 6 Outreach and cooperation
+ 1
Intercultural education
+ 1
?Targeted policy
measures
Improved accessHigher participationBetter performance
What is the finding?
Importance of system design
• Existence of early tracking tend to lead to worse performance of migrants
• School autonomy and no ability tracking explain a number of cases with low early school leaving
Content of policiesThematic support: country classification
Strong academic support and intercultural education are important in explaining little gaps in reading performance and low ESL
Intercultural education and strong outreach and cooperation tend to explain lower school segregation.
ComprehensiveEducation
system
Key message
System design
Educational support Policies (targeted
& non-targeted
Improved accessHigher participationBetter performance
Socio-economic and othercontextual factors
Educational support models (*the list is not exhaustive)
• Comprehensive model (DK, SE): all four thematic areas of support are well-pronounced. Defining feature: integrated approach toward education.
• Compensatory support model (AT, BE): focus on linguistic support and intercultural education. Defining feature: compensatory measures to meet NAMS’ needs.
• Integration model (IE): the policy is less focused on language support, but on three other thematic aspects. Defining feature: intercultural approach aimed at inclusive education.
• Centralised entry support model (LU, FR): well-pronounced academic support and outreach policies. Defining feature: comprehensive centralised receiving mechanism.
• Non-systematic support model (CY, GR, IT): the support is fragmented and not backed with implementation policies and funding. Defining feature: randomness of the support provided.
Recommendations
• It is important that policy-making focuses on an integrated approach to NAMS’ inclusion.
• It is essential to avoid school segregation.• Ensuring equal opportunities is vital for NAMS’ integration into formal
education.• Schools and municipalities should be given a reasonable level of
autonomy, so that they can better address the specificities of local needs.• It is important for governments to develop a comprehensive system of
monitoring and evaluation of implemented policies and achievements of migrant children.
• It is important to ensure a smooth process for NAMS’ transition and integration into the education process through four thematic areas: linguistic support, academic support, parental and community involvement and intercultural education.
Another question: what are the ways of implementing them?
List of good practice policies for effective NAMS’ integration into education and society
Linguistic support • Promoting a positive and consistent approach to language
development at all levels of education• Centrally developed curriculum for host language teaching• Compulsory training of teachers in acquisition of the host
language as a second language• Comprehensive system of assessment of language competences• Early language stimulation• Integrating language and content learning• Continuous language support• Valuing and provision of mother tongue instruction Academic support • Ensuring a well-developed reception of migrant students and
initial assessment of migrants’ education background• Placing NAMS into an appropriate class based on the assessment
of their previous schooling, abilities and needs• Monitoring system ensuring adequate tracking and diagnosis of
student’s performance and potential• Qualified teachers to work with culturally diverse students• Smooth transition between reception and regular classes• Prevention of early-schools leaving and provision of re-integration
programmes
Parental and community involvement • Encouraging parents to participate in NAMS’ education process,
through home-school tutors and partnerships, as well as sensitivity to different approaches to parental involvement;
• Encouraging school cooperation in sharing good practice experience in NAMS’ integration.
• Provision of detailed information about schools system and opportunities for children
• Empowering immigrant parents through improving their language skills and involving into school-governing bodies
• Capitalising on the resources of immigrant communities and local partners
Intercultural education • Ensuring a positive environment at school• Compulsory training of teachers for diversity• Employment of teachers with an immigrant background• Educating and benefiting from diversity through bilingual
coordinators and advisors.
There is more than one solution
Further information
• Study on educational support to newly arrived migrant children. Available at: http://ec.europa.eu/education/more-information/reports-and-studies_en.htm
• SIRIUS network (Policy network on education of immigrant children): http://www.sirius-migrationeducation.org/
Thank you for your attention
Actions for the EU
• Immigrant education indicators in Eurostat• More targeted use of EIF and ESF• TWG in Education OMC (peer review and
learning, benchmarking)• Encourage countries to make self-reflections• Make better use of EU networks• Policy handbook