Integrating Immigrant Children into Schools in Europe

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AnnexesAT Curricula for German as a second language (GSL) for primary school children have been in force since the 1992/93 school year (BGBl. 528/1992).The GSL curriculum for general secondary schools was revised in 2000 (BGBl. II Nr. 134/2000). It is identical to the curriculum for the first phase ofacademic secondary schools (BGBl. II Nr. 133/2000).PLPTSIThe Act of 21 December 2000 amending the Act on the Education System.The Regulation by the Minister of National Education and Sport of 4 October 2001 on the admission of persons with no Polish citizenship in publicpre-schools, schools, teacher training institutions and units.The Order in Council 219/97 of 20 August 1997, which defines the model of equivalences, facilitates the immediate integration of immigrantpupils into the school system by allowing conditional enrolment so that they can attend school without delay.Schools must identify, offer, and manage specific measures for the diversification of the curriculum (Order in Council 6/ME/2001 of 18 January2001).The Elementary School Act (1996) states that Slovene may be taught to immigrant children.In compliance with the Order on norms, standards and elements for the allocation of posts, which is the basis for organising and financing the 9-year Elementary School Programme from State Budget Resources (Official Gazette, No. 27/1999), schools for immigrant pupils must apply to theMinistry of Education which in each individual case approves a certain number of hours of individual or group support for pupils.SK The concept of integrating and educating immigrants is established by the Government Resolution of the Slovak Republic No. 105/1996 –Complex Solution to the Problem of Integrating Foreigners into Society.Law No. 408/2002 of Law Code whereby the Law 313/2001 of Law Code on public service is changed and amended. There is a section on theeducation of the children of foreigners.FISEUKISAccording to the Basic Education Act (628/1998), municipalities and other bodies authorised to provide education may arrange preparatoryteaching for basic education. The provisions for bilingual education and teaching of Finnish (or Swedish) as second languages are included in thesame Act.These support measures are included in each legislative text on all school forms for all school levels.In England, Wales and Scotland, the Race Relations (Amendment) Act 2000 puts a general duty on public bodies, including Education Authoritiesin respect of the schools they manage, to eliminate unlawful racial discrimination, and to promote equality and good race relations. Specificduties were drawn up to support the general duty; these include the requirement for all schools to have a race equality policy, and for schools toassess and monitor the impact of their policies on staff, pupils and parents of different racial groups, including the impact on attainment levels.Separate legislation applies in Northern Ireland – the Race Relations (NI) Order 1997 and Section 75 of the Northern Ireland Act 1998.In England and Wales, the Ethnic Minority Achievement Grant (EMAG) replaced the education element of the Home Office Section 11 grant in1999.In England, the Vulnerable Children Grant, which amalgamates and builds on existing grants, was introduced in April 2003 to give localauthorities and schools greater flexibility to respond to the immediate educational needs of children of asylum seekers and others.The Scottish Executive launched ‘Welcoming Newcomers’ in January 2002. This is a resource to support schools in sharing good practice inintegrating asylum seekers and refugees, and also in dealing with particular issues such as bullying and racial harassment.Under Ministry Regulation No. 391/1991, all immigrants are entitled to two hours of special Icelandic-language teaching per week. Inprimary/lower secondary schools, this service is extended to all immigrant pupils aged 6 to 16. Since 1999, the National Curriculum Guidelineshave included provisions on special Icelandic-language tuition for pupils whose mother tongue is not Icelandic.LI (:)NO Norwegian Act on education, §2-8, friskoleloven §3-5 (changed in June 2004).BGRONo support measures for immigrant pupils.Order of the Minister of Education and Research 4638/2001 concerning the approval of the methodological norms related to the schooling ofimmigrant children and provision for the corresponding qualified teaching staff.Governmental Ordinance 44/2004 concerning the social integration of foreigners who have received a form of protection in Romania.Source: Eurydice.87
Integrating Immigrant Children into Schools in EuropeFigure 2.3: Training of staff responsible for implementing measures to supportimmigrant pupils. Pre-primary and full-time compulsory education, 2003/04Person responsible for support(other than the class teacher)Special initial trainingSpecial compulsoryin-service trainingBE frSupport teacher(both in mainstream and transitional classes).NOFor all teachers working or wishing towork in transitional classes.BE deSupport teacher(both in mainstream and transitional classes).NOFor all teachers working with immigrantpupils who have recently joinedtransitional or mainstream classes.BE nlSupport teacher(both in mainstream and transitional classes).NOAdditional financing to develop in-servicetraining schemes under the equalopportunities policy.CZAn educator/teacher assistant helps regular teachersin class with a larger number of sociallydisadvantaged pupils. He must be older than 18, andshould have at least successfully completed basiceducation. The training includes 40 observationlessons, and 80 lessons of an accredited course inbasic teaching methodology.NONODK Support teacher. NO NODEQualified teacher (for language promotion groups inthe kindergarten).Language teacher (for special classes/courses).Teaching qualification in Germanand/or in ‘German as a foreignlanguage’.NOEESpecially trained teacher(in mainstream and national reception classes).Specialised training of teachers in Estonian as a second language is part of bothinitial and in-service teacher training.EL Class teacher with additional qualifications orspecialist teacher employed by the State (inmainstream classes, extracurricular preparatorycourses, and special learning groups).Knowledge of the mother tongue andculture of origin of the immigrantpupil is essential.For all teachers.ESSupport teacher,curriculum support teacher(both types of teacher work in either permanentexternal classes or transitional classes).NO, but in the compensatory classgroups (consisting mainly ofimmigrants), teachers do receivespecial initial training.For all teachers.FRTeacher who has been trained to teach French as asecond or foreign language (in introductory classesand reception classes for pupils who have notpreviously attended school).NO, but many teachers with initialtraining in French as a foreignlanguage are often recruited as apriority.Training in French as a foreign language.IELanguage support teacher (in mainstream classes andunder the withdrawal system).Integrated Ireland Language and Training (IILT) set up in 1998 mainly under inservicetraining. However, it also inputs into certain initial teacher educationcourses, by invitation of the institution concerned.IT Only the class teacher. NOCYBilingual teacher (in some schools).NOFor all teachers.Class teacher whose working time is reduced.Bilingual pupils who are Cypriot nationals.LV Only the class teacher. NO Specialised training of teachers in Latvianas a second language.88
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EURYDICEIntegrating Immigrant Child
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PREFACE‘How do education systems
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Integrating Immigrant Children into
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CHAPTER 1EUROPEAN POLICIES IN EDUCA
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Chapter 1 - European Policies in Ed
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Chapter 1 - European Policies in Ed
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CHAPTER 3RIGHTS TO EDUCATION AND TO
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Chapter 3 - Rights to Education to
Page 38 and 39: CHAPTER 4MEASURES FOR THE INTEGRATI
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Page 68 and 69: CONCLUSIONSThe question of how to i
Page 70 and 71: Conclusionslevel of provision best
Page 72: ConclusionsThe Evaluation of Outcom
Page 78 and 79: ANNEXESANNEXE 1 (Chapter 1)Figure 1
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Page 86 and 87: UK-SCTLanguage-learning support mea
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Page 92 and 93: TABLE OF FIGURESChapter 2: Demograp
Page 94 and 95: REFERENCESLEGISLATIVE DOCUMENTSCoun
Page 96 and 97: ReferencesUniversity Research Insti
Page 98 and 99: ACKNOWLEDGEMENTSEURYDICE NETWORKA.
Page 100 and 101: AcknowledgementsIRELANDEurydice Uni
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