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comparative report: educational integration of refugee and asylum-seeking 39 figure 1. numbers of firsT-insTance decisions on asylum claims in 2010 and (as with asylum seekers) the way they are accommodated. To return to our four methodological preliminaries, the third point we wish to make is that comparative analyses have the capacity to advance knowledge. They facilitate the differentiation between practices that are part of a more general trend versus innovative, experimental ones. The present study will build on the strengths of the comparative approach. The reader should, however, be aware of the limits of its validity, since it is based on the findings of the national INTEGRACE reports. Lastly, integration is the result of a combination of institutional incentive structures and the strategic decisions of migrants themselves. 6 The INTEGRACE study focuses primarily on the first of these factors. The main hypothesis of the present comparative analysis is that integration models and strategies depend predominantly on four factors: the number of refugees, the history of their settlement, the type of host country (transit or target), and the political will of elites. 6 Freeman, Gary. (2004) “Immigrant incorporation in Western democracies”, in: International migration review, Vol. 38, N 3, pp. 945-969. p. 950. �� Source: Adapted from Eurostat (2011), http://bit.ly/zeFfLJ
40 Integrating refugee and asylum-seeking children in the educational systems 2. objectIves and methodology The main objective of the INTEGRACE project is to promote the educational integration of RASC in the EU by developing common standards and sharing best practices in policies and programme development and evaluation, with a specific focus on the needs of vulnerable groups (e.g. children who have been victims of crime and unaccompanied children). The project aims to contribute to the development of a common approach for addressing the educational needs of refugees and asylum seekers by identifying best practices 7 in the integration of refugee children in education. Project partners and individual experts have prepared reports on thirty two countries describing best practices and offering situational analyses in the field of educational integration of RASC. Programme evaluations of selected initiatives have been conducted in three Western European EU Member States (Italy, Sweden and Austria), along with impact assessments for their implementation in two Eastern European countries (Bulgaria and Slovenia). The INTEGRACE project delivers a firm political message that the integration of RASC should not be considered a luxury, but should form a fundamental element in an educational institution’s mandate at a time when those it caters for are becoming increasingly diverse. The wide range of Member States covered subsumes a great diversity of country-specific social, economic and political backgrounds, as well as of migration situations and refugee population profiles, national education systems, etc. The scope of the practices examined in the field of educational integration of RASC has been kept as broad as possible. There are no restrictions to specific educational areas and levels, institutional setups and organisational forms, educational methods and techniques, etc. A systematic approach has been adopted which considers how all features of the country’s schools, education systems, national and local institutions, and society as a whole help or hinder the integration of RASC. It is within this context that the following educational practices are explored: 1. Educational policies at European, national and local level. 2. Educational programmes for RASC. 3. Curricula, methods and techniques relevant to RASC. 4. National and local educational projects targeted at RASC. 5. Administrative measures to solve specific problems of RASC. 6. Additional activities and opportunities for outof-school-hours learning. 7. Services provided to refugee children and families to help with their immediate needs. 8. Measures to ensure a safe and secure school environment for RASC. 9. Involvement of key stakeholders (families, refugee and migrant groups, local receiving communities, non-governmental organisations, and others). 10. Relevant funding schemes. 11. Monitoring and evaluation methods. In the context of this specific project, a working definition of integration has been adopted, following the EC policy paper “Immigration, Integration, and Employment”: 8 “A two-way process based on mutual rights and corresponding obligations of legally resident third country nationals and the host society which provides for full participation of the immigrant. This implies on the one hand that it is the responsibility of the host society to ensure that the formal rights of immigrants are in place in such a way that the individual has the possibility of participating in economic, social, cultural and civil life and on the other, that immigrants respect the fundamental norms and values of the host society and participate actively in the integration process, without having to relinquish their own identity.” This definition is a good starting-point, but it does not refer specifically to the integration of RASC into 7 The concept of ‘best practice’ is interpreted in a broad sense, so the term ‘good practice’ will also be used as equivalent. 8 Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions on immigration, integration and employment /* COM/2003/0336 final*/, available at: http://eur-lex. europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:52003DC0336:EN:HTML
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