This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Towards the Recognition of
Non-discrimination Principles at School
-
Case Studies
60 case studies identified through Europe focusing on intercultural issues, integration, non-discrimination values and human rights at school
-
Best Practices
12 best practices have been identified throughout Europe on intercultural competences and human rights at school
-
Reports
6 reports presenting the main findings related to the survey on human rights and intercultural issues carried out in the partners' countries
-
Factual Background
Guidelines on the challenges encountered by secondary school teachers in managing multicultural classes
-
Teachers in a Multicultural Environment
Guidelines on improving teachers’ skills in dealing with multicultural environments
-
Teachers for an Inclusive School
Guidelines on the acquisition of intercultural competences based on understanding human rights and non-discrimination values
Global Citizenship Education Multiculturalism and Social Inclusion in Europe
The publication focuses on the Integration of Immigrant Students at School.Events
The I Have Rights project has been promoted trough conferences and articles.
-
Conferences
The I Have Rights project was presented in a number of events in order to report about the activities carried out and the results achieved
-
Training Activity
The training activity 'Expert in Multicultural School Environment' was organised in Siena (IT)
-
Press Review
The I Have Rights project partnership made contacts with web sites focusing on the fields of education
Partnership
-
Contractual Partners
From this section it is possible to access to a description of each contractual partner of the I Have Rights project.
-
Schools
From this section it is possible to access to the information about the schools involved in the I Have Rights Project in the 6 European countries involved.
-
Associated Partners
As a result of the exploitation activity a number of associated partners officially joined the project in order to contribute to the improvement of the project impact on their target groups and to ensure the project sustainability by continuing using the project deliverables in the next years.
This section of the I Have Rights portal provides administrative information for the project contractual partners and for the European Commission and it is password protected.
Factual Background
Homepage > Guideline > Factual Background
Factual background related to the challenges encountered by secondary school teachers in managing multicultural classes.
Factual Background
Chapter 1: Understanding migration flows and their impact in education
1.2. Statistical Data and Analysis on Impact on Migration Flow in Education Environments
In its 2016 report, UNICEF (United Nations International Children's Emergency Fund) indicated that the number of refugee children increased by over 77 % between 2010 and 2015 and that this number is not going to decrease. “Nearly 1 in every 200 children in the world is a child refugee!”
“One in three asylum seekers in Europe is a child”, said Dimitris Avramopoulos, Commissioner for Migration, Home Affairs and Citizenship about the years 2015 and 2016.
Over 96,000 asylum applications for foreign unaccompanied minors were introduced in 2015 in EU Member States. An unprecedented number according to Eurostat.
What impact children’s and young people’s migration flows have in educational environments?
During the Oslo Summit on Education Development (July 2015), experts indicated that, in 35 crisis-affected countries, 65 million children aged 3-15 years are currently most directly affected and at risk of education disruption, dropout and poor quality, alongside other psychosocial and protection concerns.
Likewise, a study conducted for the European Commission revealed in 2013 that newly arrived migrant children are more likely to face segregation and end up in schools with fewer resources. […] This leads to under-performance and a high probability that the children will drop out of school early.
Eurostat Migrant integration–education indicators in 2014 confirm the analysis:
In this respect, the PISA 2012 survey (OECD Program for International Student Assessment) shows there is no relation between the percentage of immigrant students in an education system and its performance.
However, the OECD report found that large proportions of teachers in several countries feel that they need more professional development in the area of teaching in a multicultural or multilingual setting.
Not all schools are equally prepared and equipped to deal with multicultural student populations. This is notably the case in France and Belgium where more schools report that ethnic diversity hinders learning. This suggests that these schools need to start viewing ethnic differences as a learning resource and not as a liability.
The OECD report concludes that immigrant students’ school success does not depend only on their attitudes, socioeconomic background and previous school history, but also on the quality and receptivity of the education system of their host country, which is also highlighted by European researchers.
“One in three asylum seekers in Europe is a child”, said Dimitris Avramopoulos, Commissioner for Migration, Home Affairs and Citizenship about the years 2015 and 2016.
Over 96,000 asylum applications for foreign unaccompanied minors were introduced in 2015 in EU Member States. An unprecedented number according to Eurostat.
What impact children’s and young people’s migration flows have in educational environments?
During the Oslo Summit on Education Development (July 2015), experts indicated that, in 35 crisis-affected countries, 65 million children aged 3-15 years are currently most directly affected and at risk of education disruption, dropout and poor quality, alongside other psychosocial and protection concerns.
Likewise, a study conducted for the European Commission revealed in 2013 that newly arrived migrant children are more likely to face segregation and end up in schools with fewer resources. […] This leads to under-performance and a high probability that the children will drop out of school early.
Eurostat Migrant integration–education indicators in 2014 confirm the analysis:
- A quarter of non-EU citizens aged 18-24 left school prematurely. Non-EU citizens are more than twice as likely to be early school leavers as nationals.
- More than 20% of young non-EU citizens are neither in education nor in employment. The “NEET” (Not in Education, Employment or Training) rate corresponds to the percentage of the population aged 15-24 who are not employed and not involved in further education or training.
- Low education level prevails among the non-EU population living in the EU
In this respect, the PISA 2012 survey (OECD Program for International Student Assessment) shows there is no relation between the percentage of immigrant students in an education system and its performance.
However, the OECD report found that large proportions of teachers in several countries feel that they need more professional development in the area of teaching in a multicultural or multilingual setting.
Not all schools are equally prepared and equipped to deal with multicultural student populations. This is notably the case in France and Belgium where more schools report that ethnic diversity hinders learning. This suggests that these schools need to start viewing ethnic differences as a learning resource and not as a liability.
The OECD report concludes that immigrant students’ school success does not depend only on their attitudes, socioeconomic background and previous school history, but also on the quality and receptivity of the education system of their host country, which is also highlighted by European researchers.
Online Resources
- Uprooted: the growing crisis for refugee and migrant childrenUNICEF report about migrant and refugee children around the world – September 2016
- Education in emergencies and protracted crises. Toward a strengthened responseReference document for the Oslo Summit on Education Development – June 2015
- Migrant children more likely to end up in poor schools, report saysThe study examines national policies in support of newly arrived migrant children – 2013
- Proportion of early school leavers in the EU notably higher for non-EU citizens than for nationalsMigrant integration – education indicators in 2014
- Migrant integration statistics – educationEU statistics on education as a measure of migrant integration – data from April 2016
- Immigrant Students at School – Easing the Journey towards IntegrationOECD review of migrant education – Full report – 2015
- PISA 2012 Results in FocusWhat 15 year-old students know and what they can do with what they know - OECD 2014
