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National Experts on the Education of Migrants OECD, Paris

National Experts on the Education of Migrants OECD, Paris

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National Experts on the Education of Migrants OECD, Paris

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  1. National Experts on the Education of MigrantsOECD, Paris Breda Naughton (breda_naughton@education.gov.ie) Department of Education and Science 13/14 October 2008

  2. 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

  3. 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

  4. 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

  5. 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)

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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)

  12. 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

  13. 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

  14. 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

  15. Possible Actions • Leadership • Research • Awareness raising

  16. 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