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National Experts on the Education of Migrants OECD, Paris . Breda Naughton (breda_naughton@education.gov.ie) Department of Education and Science 13/14 October 2008. Context. Education Act 1998 www.education.ie National Action Plan Against Racism 2005 www.diversityireland.ie

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National Experts on the Education of Migrants OECD, Paris

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National Experts on the Education of MigrantsOECD, Paris

Breda Naughton

(breda_naughton@education.gov.ie)

Department of Education and Science

13/14 October 2008


Context

  • Education Act 1998 www.education.ie

  • National Action Plan Against Racism 2005 www.diversityireland.ie

  • EU Green Paper on Migrant Education 2008

  • Current Research

  • Development of an Intercultural Education Strategy www.nccri.ie


Integration Structures

  • Minister for State for Integration

    • July 2007

  • Office of Minister for Integration

    • Cabinet Committee on Social Inclusion, Children and Integration

    • Cross – Departmental Steering Committee

    • Ministerial Council on Integration


Structures and Strategies

  • Integration Unit in DES – Oct 2007

    • To co-ordinate, liaise and engage with internal and external education and other stakeholders

  • Migration Nation 2008

    • Statement on Integration Strategy and Diversity Management www.diversityireland.ie


CurrentResearch, Evaluation and Reports

  • Economic and Social Research Institute – Managing Diversity in Primary and Post-Primary Schools – (end 2008)

  • Inspectorate’s thematic evaluation of provision for students studying English as an additional language – (autumn 2009)

  • OECD Thematic Review (autumn 2009)

  • VFM Review on expenditure on migrant students in primary and post-primary education ( autumn 2009)

  • Language Education Policy Profile for Ireland

    • Council of Europe and DES (Feb. 2008)

  • Youth Sector – Report and Recommendations for an Intercultural Strategy ( spring 2008)

  • Horwath Report – English for Adult Immigrants (autumn 2008)


10% primary students

7% of post-primary students

13,000 in FE English Language

10% of higher education students

PPPD – nationalities

UK

Poland

Nigeria

Lithuania

USA

Spain

Germany

Philippines

Latvia

South Africa

Migrant Student Profile


Resources for Primary and Post Primary schools

  • 2,000 English Language support teachers in 2007/08 at a cost of €120m, up from 262 in 2001/2002

  • Continuous Professional Development for teachers www.ppds.ie; www.slss.ie

  • Resource materials – www.NCCA.ie, www.NCCRI.ie, north/south co-operation etc

  • Non- curricular languages in LC for EU migrants

  • Opportunities for family literacy/ language learning in schools in partnership with Further Education section of local Vocational Education Committees


Newcomer Students – Primary and Post-Primary profile(Partners and ESRI)

  • Very recent phenomenon

  • Majority of post-primary schools have newcomers

  • Significant group of primary schools have none ( 40%)

  • English language needs vary and it does impact

  • Some migrants may have little or no previous education

  • Most are highly motivated, high aspirations, good behaviour and regular attendance

  • Many are high achievers – raise standards

  • Some are transitory – between schools, between countries, arrive at any time of year – capitation issues

  • Key concerns – academic progress (attainment), social interaction and involvement in extra-curricular activities

  • Sustained academic difficulties only for a few


Immigrant Parents

  • Involvement of immigrant parents

    • own English language needs - 13,000 places, €10m

    • have high levels of education, recognition of qualifications ( www.qualificationsrecognition.ie)

    • have high expectations for children

    • may not understand the education system, data about schools in 6 languages www.education.ie – Polish, Latvian, Lithuanian, Russian, German and Spanish as well as in English and Irish

    • need to engage in school life


Issues

  • Integration/ inclusion integral part of school planning

  • Appropriate teaching methodologies, role of English Language Support Teacher and mainstream class teacher

  • Training

  • Absenteeism – role of National Educational Welfare Board – data in 18 languages www.newb.ie

  • Cultural differences/ behavioural norms/ cultural mediation

  • Not sufficient resources available – particularly for teenagers


Other Issues (VoS)

  • Translation and interpretation

  • Psychological assessments

  • School rules are for all

  • Guidance – particular needs of international students

  • After school services – e.g. Polish schools at weekends

  • Bullying

  • Mother tongue ( Co of Europe and EU Green Paper)


Key to success – ESRI research

  • A positive school climate promotes academic and social development among newcomer and Irish students alike – become more integrated, inclusive and intercultural

  • Schools do not operate in a vacuum – importance of broader social relations


High profile topics

  • Hijab

  • Patron models – predominantly denominational in nature at primary level

  • Segregated v. integrated provision

  • Movement of children of local residents to other schools


Possible Principles – Intercultural Education Strategy

  • Mainstreaming of all newcomer students – two way process of inclusion

  • Knowledge of English ( and Irish) for all residents

  • Rights and responsibilities

  • High aspirations and high expectations

  • Partnership and engagement


Possible Actions

  • Leadership

  • Research

  • Awareness raising


Towards an Intercultural Education Strategy

  • Conference 1st October

    • outlined current research

    • formally opened debate on development of an Intercultural Education Strategy

  • Written submissions by end of October

  • Focus groups (Nov./ Dec 2008) to consult stakeholders and to gain their input on

    • Intercultural Education Strategy

    • OECD Thematic Review

    • EU Green Paper on Migrant Education

  • Intercultural Education Strategy – Autumn 2009


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