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Hannan, D.F. et al, The effects of national institutional differences in education/training to work transitions in Europe: a comparative research project (CATEWE) under the TSER programme, in Second Report on Vocational Research in Europe, CEDEFOP. Iannelli, C., The Effect of Schools on Young People’s Transitions: A Comparative Perspective. CES Briefing, University of Edinburgh, 2001. Mansuy, Couppié, Fetsi, Scatoli, Mooney & Van den Brande, Key Data on Vocational Training in Europe: The Transition between Education and Working Life, European Commission. Volume 3, Spring 2001. Müller, W. Wandel in der Bildungslandschaft Europas (Changes in European educational systems), Gegenwartskunde, Sonderband 11: Deutschland im Wandel - Sozialstrukturelle Analysen, pp. 337-356, 1999. Müller, W. 'Bildung in Europa. Zwischen Tradition und Innovation' (Education in Europe. Between tradition and innovation., FORUM - Forschung Universität Mannheim, pp. 34-41, 2000. Müller, W. Education and Labour Market Outcomes: Commonality or Divergence' In Max Haller (ed.) The Making of the European Union. Contributions of the Social Sciences. Springer (Berlin) p 287-308, 2001. Müller, Gangl & Scherer, Übergangsstrukturen zwischen Bildung und Beschäftigung (The structure of transitions from school to work), in Wingens & Sackmann (eds.), Bildung und Beruf. Weinheim / Munich: (Juventa), 2001. Müller, Walter and Wolbers, Maarten (2000) 'Educational attainment of young people in the European Union: cross-country variation of trends over time', pp. 263-302 in Torild Hammer (ed.), Transitions and Mobility in the Youth Labour Market. Oslo: NOVA. Raffe, D. A comparative analysis of transitions from education to work in Europe, pp. B/4-B/7 in The European Socio-Economic Research Conference: Conference Reader, Brussels 28-30 April 1999, European Commission, 1999. Raffe, D. The social construction of cross-national transition research: The Network on Transitions in Youth, (in French translation) in Éducation et Sociétés, thematic issue on Entre éducation et travail: les acteurs de l’insertion, 2001. Smyth & McCoy, Differentation among school leavers in the transition process: a comparative analysis, pp. 303-341 in Torild Hammer (ed.), Transitions and Mobility in the Youth Labour Market. NOVA (Oslo), 2000. Van der Velden & Wolbers, De integratie van schoolverlaters op de arbeidsmarkt in de Europese Unie: de rol van institutionele factoren, in Holderbeke, Wielers & Van den Heuvel (eds.), De transitionele arbeidsmarkt. Contouren van een actief arbeidsmarktbeleid, Elsevier Bedrijfsinformatie, The Hague, 2000. 54
Briefing Paper 17 Research Institutions: Censis - Fondazione Centro Studi Investimenti Sociali Open University, UK Institut National de la Jeunesse et l’Education Populaire, FR Centre Bruxellois d’Action Interculturelle, BE CEIFO, SE European Children’s Television Centre, GR SMHC, Tel Aviv U., IL IPRS, IT Contact address: Dr. Carla Collicelli Censis - Fondazione Centro Studi Investimenti Sociali Piazza di Novella 2 Roma 00199 Italy Tel: +39-6-860.911 Fax: +39-6-862.11.367 c.collicelli@censis.it This research project has been funded by DG-Research under the Targeted Socio- Economic Research (TSER) Programme of FP4 Integrating Immigrant Children into Europe Context of the Research Although, the phenomenon of immigration is not a recent development, its complexity does not appear to be yet fully understood. This is tending to result in policy that is reduced to addressing “emergency issues” such as gaining entry, finding a job and crime. This is even more noticeable with regard to minors of immigrant origin i.e. those with immigrant parents and/or grandparents. The national policies designed to integrate immigrant minors and minors of ethnic origin into their host society have not been very successful, leaving minors at risk of social exclusion. This project has analysed national definitions, indicators, and evaluation systems, both in conceptual and in statistical terms. It also analysed specific policy responses in each of the countries that have been examined (Italy, Greece, United Kingdom, France, Sweden, Belgium and Israel), especially in education and training. The project has reviewed classification and definition systems for the well-being of children and has developed a new definition of well-being for children of immigrant origin according to a hierarchy of basic indicators that could be used for evaluating the condition of children and targeting specific policy. Key Conclusions The following conclusions were reached: 1. Current classifications for immigrant minors and minors of immigrant origin are insufficient and vary from country to country. This promotes confusion and makes any harmonisation of policies at a European level objectively complicated. 2. A pilot media analysis in Italy found that immigrants are most commonly represented in the media in terms of security, or at any rate in conjunction with crime-related issues, even in the case of minors. The effects of this “media image” are detrimental to the policies aimed at the integration of immigrants and encourage feelings of social exclusion in immigrant minors trying to find their place in the host society. 3. The well-being of immigrant minors is the main object of social policies yet the current focus is on basic needs. It was found that additional factors like growth and development, participation in society and the formulation of a complete functional identity are fundamental for minors’ well-being. Therefore the indicators of well-being have been redefined as: • Material well-being - standards and density of housing, poverty rate and family employment all affect well-being of minors. • Health - immigrant minors still have higher mortality rates and lower birth rates. They are also at risk to certain types of mortality. • Delinquency - crimes committed by immigrant minors and minors of immigrant origin should be distinguished between the demonstrative crimes (that reflect social unease and “rage” against exclusion) and the instrumental crimes (committed for material gain, which possibly reflect economic difficulties). 55
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Key Recommendations The following r
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Briefing Paper 33 Research Institut
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establishing links between the scie
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Sassi, Ogborn, Pintó, Quale, Vienn
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7. Virtual learning environments ma
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The Final Report and results of thi
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8. Apprenticeships also have invest
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• The import behaviour (nature an
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Key Recommendations The following r
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University of Barcelona 3. Further
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Educational research supported by D
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mentoring to help the less confiden
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Key Recommendations Political and l
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Further information The final repor
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8. Learning in a “learning compan
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Further Information The full title
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Adaptability and Entrepreneurship 6
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18. Gender audits and relevant acti
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2. There is a need to encourage fle
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Key Recommendations 1. The focus of
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• Shaping European learning relat
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7. Policy should encourage long-ter
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questionnaire approaches to increas
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learning partnerships, 178 learning
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