Integrating Immigrant Children into Schools in Europe

Just out

• Immigrant children of compulsory school age are generally entitled to education on the same terms as nationals, irrespective of their status (as residents, asylum seekers, refugees or irregular residents).
• Support measures for learning the language of instruction are the most well established.
• In many countries, measures generally restricted to certain specific languages have been introduced so that immigrant pupils remain proficient in their mother tongue.
• The intercultural approach for the benefit of all pupils is a part of almost all curricula.
• Still only a few countries encourage the admission of immigrant children to the education system prior to compulsory schooling.

Comparative study

How is one to ensure that all people can exercise their right to education, and that immigrant children are integrated as effectively as possible into the education system of their host country to counter the risk of drop-out and failure at school? The present survey describes the situation in 2003/04 at the pre-primary, primary and compulsory general secondary levels of education in 30 countries in the Eurydice Network.

In order to place the study in context, demographic data concerned with immigration and the relative size of the foreign population are included, together with a review of European legislation regarding the education of immigrant children. The study then considers the entitlements of these children under national legislation and the way they are integrated into the education system of their host country (reception an guidance, integration in mainstream or separate classes, school support measures, teaching of their mother tongue, and changes in school routine to meet their particular cultural requirements).

The final part of the survey deals with the intercultural approach at school for the benefit of all pupils.

The present comparative analysis was drafted mainly with reference to the country descriptions available on this website.

Country descriptions (September 2004)

The country descriptions contain detailed information on support measures for immigrant children developed within the education system of their host country. The descriptions cover the situation in 2003/04 at the pre-primary, primary and compulsory general levels of education in 30 countries in the Eurydice Network.

These country descriptions have been the subject of a comparative study entitled Integrating Immigrant Children into Schools in Europe.

The general structure of the descriptions is the same for each country in order to provide information that is readily comparable. Each monograph contains four main sections: the first sets out the national definition and demographic context of immigration; the second describes measures offering support to immigrant children and their families; the third shows how the intercultural approach is taken into account in provision for all pupils; and the fourth is concerned with the evaluation of measures that have been implemented, as well as ongoing projects and debates.

The basic structure consists of the following titles:

• I. National Definitions and Demographic Context of Immigration
• I.1. National Definition and Legislative Sources
• I.2. Rights to Education and to Support Measures
• I.3. Demographic Information

• II. Measures offering School-based Support to Immigrant Children and their Families
• II.1. Reception and Guidance
• II.2. Integration into School Learning
• II.3. Support for the Language, Culture and Religion of Origin
• II.4. Adaptation of Daily School Life
• II.5. Access to School Services and Special Financial Assistance
• II.6. Language Tuition for Parents and Families
• II.7. Information to Parents

• III. Intercultural Approaches in Education
• III.1. Curriculum
• III.2. Teacher Training

• IV. Evaluation, Debates and Forthcoming Reforms
• IV.1. Evaluation
• IV.2. Debates and Forthcoming Reforms