1. N° EAC/23/2010 Study on educational support for newly arrived migrant children SIRIUS Stakeholder meeting 13 September, Brussels Hanna Siarova, PPMI

2. Presentation Why NAMS? Availability of targeted educational support across 15 countries in Europe Importance of system design Conclusions and recommendations

3. 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.

4. 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

5. 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

6. Diversity of targeted measures According to the type of targeting According to thematic area

7. ? Targeted policy measures Improved access Higher participation Better performance What is the finding?

8. 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

9. Content of policies Thematic 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.

10. Comprehensive Education system Key message System design Educational support Policies (targeted & non-targeted Improved access Higher participation Better performance Socio-economic and other contextual factors

11. 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.

12. 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?

13. 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

14. 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 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/http://www.sirius- migrationeducation.org/

15. Thank you for your attention

16. 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