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Integrating Students from Migrant Backgrounds Into Schools in Europe National Policies and Measures

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Integrating Students from Migrant Backgrounds Into Schools in Europe National Policies and Measures Integrating Students from Migrant Backgrounds into Schools in Europe National Policies and Measures Eurydice Report Education and Training Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures Eurydice Report Education1 and Training This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA, Education and Youth Policy Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, 2019. Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures. Eurydice Report. Luxembourg: Publications Office of the European Union. Printed version EC-06-18-260-EN-C ISBN 978-92-9492-846-7 doi:10.2797/222073 EPUB EC-06-18-260-EN-E ISBN 978-92-9492-847-4 doi:10.2797/043969 PDF EC-06-18-260-EN-N ISBN 978-92-9492-849-8 doi:10.2797/819077 Text completed in December 2018. © Education, Audiovisual and Culture Executive Agency, 2019. Reproduction is authorized provided the source is acknowledged. Education, Audiovisual and Culture Executive Agency Education and Youth Policy Analysis Avenue du Bourget 1 (J-70 – Unit A7) BE-1049 Brussels Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: [email protected] Website: http://ec.europa.eu/eurydice CONTENTS Table of Figures 5 Codes and Abbreviations 8 Executive Summary and Main Findings 9 Introduction 29 Context 35 Migration population and education statistics 35 Feeling a sense of belonging and experiencing bullying at school – Experiences of students from migrant backgrounds 40 PART I: MAPPING I.1: Governance 51 I.1.1. National definitions 51 I.1.2. Policy challenges, strategies and top-level coordination 54 I.1.3. Funding to support the integration of students from migrant backgrounds 60 I.1.4. Monitoring, evaluation and impact assessment 64 I.2: Access to Education 69 I.2.1. Rights and obligations 69 I.2.2. School placement 76 I.3: Language, Learning and Psycho-Social Support 91 I.3.1. Learning support in preparatory classes 91 I.3.2. Language provision and support 97 I.3.3. Learning support in mainstream classes 102 I.3.4. Psycho-social support 110 I.4: Teachers and School Heads 115 PART II: ANALYSIS II.1: Introduction 129 II.2: Making Room for Diversity in School 131 II.2.1. Teaching the language of instruction 131 II.2.2. Home language teaching 136 II.2.3. Intercultural education 140 Summary 143 3 Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures II.3: Taking a Whole-Child Approach to Teaching and Learning 147 II.3.1. Creating an optimal state for learning 147 II.3.2. Addressing migrant students' holistic needs 149 II.3.3. Supporting teachers in adopting a whole-child approach 154 II.3.4. Promoting a whole-school approach 156 Summary 159 II.4: Conclusion 163 Glossary 167 I. Definitions 167 II. ISCED Classification 170 References 173 Annex 179 Acknowledgements 189 4 TABLE OF FIGURES Table of Figures 5 Executive Summary and Main Findings 9 Figure 1: Conceptual framework for the analysis of policies and measures promoting the integration of students from migrant backgrounds into schools 11 Figure 2: Most common criteria used to identify children and young people from migrant backgrounds, 2017/18 12 Figure 3: Proportion of foreign-born people under 15 years old among all young people in the same age group, 2017 13 Figure 4: Limit on the time spent in preparatory classes/lessons (in years) and the number of curriculum subjects covered, primary, general secondary education and IVET (ISCED 1-3), 2017/18 16 Figure 5: Main criteria for allocating funding to support the integration of migrant students, primary, general secondary education and IVET (ISCED 1-3), 2017/18 17 Figure 6 : Issues related to intercultural education included in teacher competence frameworks for initial teacher education (ITE), 2017/18 21 Figure 7: Learning support measures to be provided in mainstream classes, primary, general secondary education and IVET (ISCED 1-3), 2017/18 22 Figure 8: Programmes, courses and/or other activities targeting school leaders to help them support the integration process, 2017/18 25 Figure 9: Objectives and activities related to the involvement of migrant students' parents, primary, general secondary education and IVET (ISCED 1-3), 2017/18 26 Figure 10: Emphasis of policies relating to linguistic and cultural diversity and the whole-child approach, primary, general secondary education and IVET (ISCED 1-3), 2017/18 28 Introduction 29 Figure 11: Conceptual framework for the analysis of policies and measures promoting the integration of students from migrant backgrounds into schools 32 Context 35 Figure 12: Annual immigration into European Union countries (EU-28, in millions), 2007-2016 35 Figure 13: Proportion of native- and foreign-born population, 2017 36 Figure 14: Proportion of native- and foreign-born people under 15 years old, 2017 37 Figure 15: Change in the proportion of foreign-born young people under 15 years old (percentage points), between the years 2014 and 2017 38 Figure 16: Early leaving from education and training (ELET), native-born and foreign-born population, 18-24 year-olds, 2017 39 Figure 17: Percentage of foreign-born vs native-born people aged 18 to 24 with upper secondary or post-secondary, non-tertiary level education (ISCED 3-4), 2017 40 Figure 18: Differences in the sense of school belonging and experiences of bullying by peers between 4th grade foreign-born and native-born students, 2016 41 Figure 19: Differences in the sense of school belonging and experiences of bullying by peers between 4th grade students speaking the language of instruction at home and those who do not, 2016 42 Figure 20: Differences in the sense of school belonging and experiences of bullying by peers between 8th grade foreign-born and native-born students, 2016 44 Figure 21: Differences in the sense of school belonging and experiences of bullying by peers between 8th grade students who speak the language of instruction at home and those who do not, 2016 45 Figure 22: Differences in parents' perception of their child's school, depending on country of birth and language spoken at home, 2016 46 Figure 23: Parents' involvement in their child's education, as reported by school heads, mean scorepoints, 2016 48 5 Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures PART I: MAPPING 51 I.1: Governance 51 Figure I.1.1: Most common criteria used to identify children and young people from migrant backgrounds, 2017/18 52 Figure I.1.2: Newly arrived migrant students identified as a specific category, 2017/18 54 Figure I.1.3: Main challenges in integrating children and young people from migrant background in schools, primary, general secondary education and IVET (ISCED 1-3), 2017/18 55 Figure I.1.4: Strategies/action plans addressing the integration of children and young people from migrant backgrounds in primary, general secondary education and IVET (ISCED 1-3), 2017/18 57 Figure I.1.5: Priority areas addressed by top-level strategies/action plans, primary, general secondary education and IVET (ISCED 1-3), 2017/18 58 Figure I.1.6: Top-level bodies coordinating policies that have an impact on the integration of migrant students into school, 2017/18 59 Figure I.1.7: Funding to support the integration of migrant students, from top-level and fromlocal authorities, primary, general secondary education and IVET (ISCED 1-3), 2017/18 61 Figure I.1.8 : Main criteria for allocating funding to support the integration of migrant students, primary, general secondary education and IVET (ISCED 1-3), 2017/18 63 Figure I.1.9: Data sources for monitoring the performance of migrant students, primary, general secondary education and IVET (ISCED 1-3), 2017/18 65 Figure I.1.10: Monitoring the policy areas related to migrant students, primary, general secondary education and IVET (ISCED 1-3), 2017/18 66 Figure I.1.11: Impact assessments related to the integration of migrant students, primary, general secondary education and IVET (ISCED 1-3), 2017/18 67 I.2: Access to Education 69 Figure I.2.1: Rights and obligations of compulsory school age children and young people from migrant backgrounds with respect to education, in primary, general secondary education and IVET (ISCED 1-3), as compared to their native-born peers, 2017/18 71 Figure I.2.2: Right to compensatory education for young migrants over compulsory school age who have not completed compulsory education, as compared to their native-born peers, 2017/18 73 Figure I.2.3: Information, advice and guidance for newly arrived immigrant children and young people, primary, general secondary education and IVET (ISCED 1-3), 2017/18 74 Figure I.2.4: Maximum time period for schools to enrol newly arrived migrants, primary, general secondary education and IVET (ISCED 1-3), number of days, 2017/18 77 Figure I.2.5: Criteria for determining school grade, primary, general secondary education and IVET (ISCED 1-3), 2017/18 79 Figure I.2.6: Use of top-level criteria for assessing competences in the host country language and prior learning, primary, general secondary education and IVET (ISCED 1-3), 2017/18 81 Figure I.2.7: Initial placement of newly arrived children and young people from migrant backgrounds, primary, general secondary education and IVET (ISCED 1-3), 2017/18 83 Figure I.2.8: Minimum and maximum time period to be spent by newly arrived migrants in separate lessons or classes, primary, general secondary education and IVET (ISCED 1-3), 2017/18 86 Figure
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