Teach and Learn Archives - Page 4 of 7

Refugee children in education in Europe. How to prevent a lost generation? 2017

Already for decades, European countries have ample experience receiving refugee children. The last peak was in the 1990s due to the civil war in former Yugoslavia, the war in Iraq and the political situation in Iran. Because of the most recent conflicts in the Middle East and Africa, between 2013 and 2015 no less than 613.395 youngsters under the age of eighteen applied for asylum (European Commission Education and Training Monitor 2016). Policy makers and practitioners across Europe are struggling to offer education to these new refugee children (EUROCITIES, 2017). Civil society organizations were often the first to provide language and educational support for refugee children. The coordination of the efforts of the different stakeholders (different local government bodies and civil society organizations) was often difficult to manage (Peer learning report Sweden). What can we learn from all these experiences, so that the children and young people arriving will not become a lost generation?

School Leaders – Advocates for Refugees and Migrant Students 2017

: Creating and supporting inclusive school culture • Creating opportunities for celebrating diversity • Ensuring a safe learning environment • Ensuring diversity of teaching and learning resources • Providing opportunities for inter-ethnic contact and co-operation of students • Involving others in decision making

Reducing the Risk that Youth with a Migrant Background will Leave School Early – 2015

Migratory movements are integral to European history;they have been shaping and reshaping the continent for thousands of years.

SIRIUS network Policy makers’ Forum of Experiences 2014

The goal of this event was to create a forum for experience sharing for all the policy makers involved and consequently strengthen the European cooperation on migration and education across the EU.

Learning Community of SIRIUS Policy-Makers Meeting – 2014

19 Policy Makers from Croatia, Austria, Germany (Hessen), Belgium (Flanders), Estonia, Lithuania, Portugal, Spain (Catalonia), Norway, and Latvia participated in the first SIRIUS meeting of policy makers.

2014 Report of National stakeholder meetings in Countries

Experiences of Teachers from a Migrant or Minority background – 2014

This report describes the results of an activity with teachers from migrant and minority backgrounds. The intention was to elaborate on teacher competences in diverse classrooms.

Mejora de la política educativa de la UE: La construcción de un marco para ayudar al éxito de los jóvenes de origen inmigrante – 2014

En este informe político se analiza la forma de mejorar las políticas de educación para niños migrantes en el ámbito de la Unión Europea, así como dentro de los Estados miembros de la UE. Los niños procedentes de países no pertenecientes a la UE tienden a rendir menos en el aula en comparación con sus compañeros nativos, poniéndose en riesgo la probabilidad de alcanzar las metas de la Estrategia de Educación y Formación de la Comisión Europea (ET 2020).

“Le mentorat: Qu’est-ce que les projets de soutien font que les écoles ne réussissent pas à faire? – 2014”

Le mentorat et le coaching sont des pratiques établies dans les entreprises internationales du monde entier, mais les programmes de mentorat pour les élèves des écoles sont encore relativement nouveaux en Europe. Ce document met en évidence un type particulier de mentor: les étudiants de l’enseignement supérieur issus de l’immigration qui peuvent agir comme des modèles et des entraîneurs pour les étudiants plus jeunes, jouant souvent le rôle de grand frère, et les aident aussi sur des questions d’apprentissage de base.

Tutoría ¿Qué pueden lograr los proyectos de apoyo que no pueden las escuelas? – 2014

La tutoría y el coaching son prácticas establecidas en empresas multinacionales alrededor del mundo, pero programas de asesoramiento para alumnos aún es algo relativamente nuevo en Europa. Este informe de políticas destaca un tipo especial de mentores: estudiantes en la educación superior de origen inmigrante que puedan actuar como modelos y asesores a los estudiantes más jóvenes, a menudo tomando el rol del hermano mayor y por lo tanto ayudando a los asesorados con aspectos fundamentales del aprendizaje.