On the occasion of the World Refugee Day, students from the Instituto de Enseñanza Secundaria La Morería and the Colegio Santa Creu launched an exhibition of the artistic works they have realized as part of a collaborative urban photomontage that will be organised in the coming months in Mislata with FECCOO’s support. The pictures have been placed on the walls of the institute and on the facade of the House of the Dona, in order to sensitize the entire local community of Mislata on the situation of refugees and the violation of their rights.

The exhibition will be open to the public for a week and then move to various institutions, such as the Center for Refugee Support (CAR) and other educational centers, to reach as many people as possible in the neighborhood. The initiative was applauded by the mayor of Mislata, Carlos Fernández Bielsa.

Begoña López, FECCOO’s coordinator of the projects in Spain, also participated in a debate entitled "Childhood and Refuge", bringing together various organizations and stakeholder working with migrants, asylum seekers and refugees, such as Save the Children, teachers of the educational centers of Mislata, Miquel Ruiz, the pedagogical coordinator of the Colegio Santa Creu, and Ana María Julián, the Councilor for Education.

A daylong conference is being organised by the German Education Union (GEW) state branch in Bremen that will take place on 21 September 2017. The event is part of a local capacity building project led by the union State branch and supported by Education International (called “Teachers Organising For Quality Education Provision for Refugees”).

The conference primarily targets teachers and other education personnel and aims to look at the state and quality of education for refugees in the German federal State of Bremen. Up to 100 participants will attend a varied programme made up of talks and workshops. Topics include educators' intercultural competences, dealing with prejudices and best practice examples of teachers’ work in schools. Parallel workshops with the Refugees’ Council concerning their projects in schools and discussions with the Vocational Trades Council about how refugees can access apprenticeships and vocational training will be held during the conference.

Registration for the conference will be possible from early August by writing an email to GEW Bremen (This email address is being protected from spambots. You need JavaScript enabled to view it.).

On Friday 19 May, the closing event of the project “Together we can” took place in Trapani, Sicily. The project aiming to promote integration activities for young refugees and unaccompanied minors was supported by Education International, in collaboration with Uil Scuola and IRASE and implemented by the Adult Learning Centre (CPIA) of Trapani.

It involved 40 students and teachers, with the support of a team formed by a psychologist, a cultural mediator and a social worker, to tackle issues related to integration and intercultural communication.

"The project - explains Giuseppe Termini, local coordinator and provincial secretary of UIL Scuola - has been carried out on three levels: teacher training activities, tutoring activities by the specialised support team on intercultural and interreligious communication, as well as school-work training opportunities for students through cooking and electricity professional workshops. The feedback we received was very positive, on the one hand, it has been helpful for teachers who have been able to sharpen their skills in dealing with students from different cultural backgrounds and on the other, it has allowed students to experience new vocational training opportunities with dedicated support to familiarize with the activities.”

A video (in Italian) presenting the project’s activities and outcomes has been produced and screened during the event.

The Beehive programme is promoted by the Melissa foundation, which aims to strengthen bonds between migrant women, promote refugee women empowerment and build bridges with the host society.

With support from Education international, the non-profit organization was able to develop further learning opportunities for young refugee women aged 16-28 with the creation of a film club where students can meet weekly to watch and discuss film and learn how to make their own films. Participants started bringing in some of their favorite videos  and progressed from these cinematic influences to making short films on their cell-phones as homework assignments. More recently, filmmaking equipment was made available to students, with activities inviting them to develop storyboards and start shooting them with video cameras.

According to the project coordinator, students show great interest in experimenting with film-making technology, in particular creating films about their journey. Indeed, the project ultimately helps students find ways to explore their environment with an artistic eye and share thoughts and feelings about their own personal story. 

In the next phase of the project, students from a Greek high school film club will meet Melissa students and collaborate on a joint film project. Melissa students will also develop digital skills around blogging and video editing.

Education International launches today in Beyrouth a new report by Dr. Francine Menashy and Dr. Zeena Zakharia (University of Massachusetts Boston) exploring the complex interrelationship between conflict and private sector participation in education through a case study of the education of Syrian refugees.

The research findings reveal the growing role of corporate actors in the education of refugee children and highlight the ethical tensions between humanitarian and profit motivations in the context of crisis and displacement.

According to the research, 144 non-state actors are currently involved in the education of Syrian refugees in Jordan, Tukey and Lebanon, of which 61 are businesses and private foundations, the majority based in the Global North.

Many private actors with different aims and priorities – some explicitly putting forward profit-oriented arguments for getting involved in the education of refugee children - results in a fragmented education response. Coordination is deemed insufficient by many stakeholders on the ground, resulting in duplicated, disorganised or imbalanced interventions. Without consulting local stakeholders, including Ministries of Education, teachers or teacher unions, private actors also lack an adequate awareness of the issues at play for successful implementation of initiatives at a classroom level.

The study shows that nearly half of private actors involved in Syrian refugee education are supporting some form of educational technology, which is often decontextualized from the reality on the ground, in terms of content, form, delivery, and needs.

Finally, the collected evidence indicates a growing role of private actors as key decision-makers in the field of education policy, at the expense of democratic, transparent and accountable decision-making processes.

The researchers identified a number of recommendations emphasizing the duty of the State with respect to rights of Syrian refugee children including the provision of free quality public education.

The report is available in English and Arabic.