ICMCEUROPE WelcometoEurope.pdf (5.89 MB)

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Horton Housing Association/2012
the expertise in working with children
of a refugee or migrant background
developed by local schools. Many of
these schools have produced resources
to aid learning for children who do
not speak the national educational
language, including those not literate
in their first language, and to support
parents to understand school systems
and engage in their children’s education
in the resettlement country.
Attending school has been shown to
have a positive impact on children’s
integration, particularly in terms of
rapid language acquisition and the
opportunity to form friendships and
social networks. In recognition of the
role that a welcoming school environment
can play in the successful
integration of resettled children and
young people, many schools have
become active partners in planning
for local resettlement programmes.
In the Czech Republic, for example,
a school in the town of Brandýs nad
Labem-Stará Boleslav due to receive
2 resettled pupils ran a series of prearrival
resettlement awareness-raising
sessions for staff and pupils, and distributed
information about the new
arrivals so existing pupils could greet
them when they arrived.
4.2. Education (adults)
In almost all European resettlement
countries, resettled refugee adults
are eligible to access mainstream education
34 on an equal basis with other
adult permanent residents, including
in terms of equivalent fees, financial
support and entry requirements. Where
34 ‘Mainstream education’ here refers to all education
provided after mainstream school education,
including university education but excluding
language-learning and vocational training.
CHAPTER VII