Last Publications

How can education social partners contribute to the inclusion of newcomers in Europe? The closing conference of the joint EI-ETUCE/EFEE project on social dialogue around education and migration presented the research and case studies gathered in the project. Key takeaways from the project were presented in a public hearing at the European Parliament, together with the premiere of the project’s

by Yasemin Can-Nizamoğlu

In Germany, the debate about the whys and wherefores of (school based) heritage language instruction (HLI or in German »Herkunftssprachlicher Unterricht«) is not over. In some German states heritage languages are taught via teachers directly employed by or sent by the consulates of the foreign countries (the so called consulate method) or alternatively via a public

Many factors feed into the design of a truly inclusive education system. Some factors shape the way education systems are set up, such as laws and policies or governance and finance mechanisms. Others operate inside the school walls, in the shape of curricula and learning materials, but also teachers, school leaders and education support personnel. The right community spirit and parental

The Global Education Monitoring Report team has released a new policy paper in relation to this year’s report theme on migration and displacement, entitled “Education as healing : Addressing the trauma of displacement through social and emotional learning”.

“The conditions under which migrants and refugees have to leave their homes and homelands can be traumatic in the extreme. Even those

As part of the the EU Convince project, a joint European project of EI/ETUCE, the European Federation of Education Employers (EFEE) and the European School Heads Association(ESHA) on democratic citizenship and inclusive education, an online 6-week course entitled “Citizenship and Human Rights Education for Change” will take place from 29 April to 9 June 2019.

This initiative is free of charge

At the end of 2018, the third case study visit of the ETUCE/EFEE project “European Sectoral Social Partners in Education promoting effective integration of migrants and refugees in education” took place in Belgium, organised with the support of EI/ETUCE member organisation in Belgium, ACOD-Onderwijs, partner to this project. The visit aimed at identifying challenges, concrete solutions and joint

On International Migrants Day, Education International reaffirms its commitment to defend and promote the rights of migrant workers and refugees as well as migrant and refugee teachers and education personnel.

Education International (EI) and Global Unions call on Governments to ratify and implement United Nations (UN), International Labour Organisation (ILO) conventions and other international

Education International has developed a new toolkit for educators and education unions who work with migrant and refugee children to make the right to quality education a reality for all. 

Education unions are defending the right to learn and to teach of newcomers. They develop advocacy to promote more inclusive schools in the context of increasingly diverse communities and in reaction to the

By Dr. Marguerite Lukes, Director of Research and Innovation at Internationals Network for Public Schools and part-time faculty at New York University.

I arrived in Bremen on a flight from New York City on a gloomy late September day in 2018, not quite sure what to expect.   Having been awarded a Fulbright Scholar Research and Teaching grant, I was to spend 8 weeks away from my familiar New York City

From the 26-28 September 2018, the second case-study visit of the ETUCE project “European Sectoral Social Partners in Education promoting effective integration of migrants and refugees in education” took place in Serbia, with the support of the Teacher Union of Serbia (TUS). The visit aimed at identifying challenges, concrete solutions and joint social partners’ initiatives put in place to

In 2015 some 12,000 refugees, including many young people under 18 without parents, arrived in the state of Bremen (population 670,000).  In face of this situation, the State government’s response consisted in expanding the system via a massive outsourcing of teachers working in the so-called “preparatory courses”. Accompanying important advocacy efforts, involving action-research to identify

Earlier this year a delegation from Bulgaria composed of unionists, education staff and local authorities’ representatives visited Spain to share practices with Spanish counterparts with regards to integrating newcomers and refugees in education and explore joint strategies to tackle common challenges.

The peer-to-peer visit took place from 10 to 14 April 2018 in Valencia, Mislata and Aldaia

In the frame of the ETUCE/EFEE project “European Sectoral Social Partners in Education promoting effective integration of migrants and refugees in education”, a delegation of education unions and employers’ representatives met in Madrid on 16 and 17 May 2018, to discuss good practices and challenges in the Spanish education system with regards to policies on inclusion and integration.

Throughout the study

A l’occasion de la Journée Mondiale des Réfugiés, Gloria Ihirwe Ntakirutinka, jeune réfugiée rwandaise poursuivant des études supérieures au Sénégal, fait part de son expérience et de son combat en faveur de l’accès à l’enseignement supérieur pour les réfugié(e)s. 

Pouvez-vous vous présenter brièvement ? Pourquoi avez-vous décidé de militer en  faveur de l’éducation des réfugiés ?

Je me nomme

The conference “Esperienze e proposte per l’apprendimento dell’Italiano L2 nelle classi multilingue e multiculturali” held in Castellammare del Golfo on 30 may 2018 brought together 80 participants to discuss experiences and proposals on ways to improve education for newcomers, with a focus on teaching Italian as a second language in a multilingual and multicultural context.

In particular, the

Liberia’s request for Nigerian teachers under the Technical Assistance Corps agreement has been met with condemnation of the Nigerian authorities by education unions, arguing that Nigeria itself is struggling to deliver quality education.

Nigerian education unions have highlighted their country’s shortage of teachers and struggle to ensure quality education. The reaction was prompted by a

The school system in Bremen envisages that the majority of the refugee youths who are older than 16 years and come to Bremen, will be schooled at vocational colleges. There, they have two years to get a BBR (einfache Berufsbildungsreife, Basic Vocational Qualification), or an EBBR (Erweiterte Berufsbildungsreife, Advanced Vocational Qualification). During this period of time, the students face the

By Silvia Costa, MEP.

Refugees and migrants education, especially minors, is a top priority, the best way to empower them and foster their integration, but also one of the principles on which the EU is funded. It is incredible, though, that education of migrants - especially forced migrants and refugees - seems to be underestimated, both while they are in refugee camps or while travelling, and when

The project “Teachers obtaining competences for working with migrants and refugees and helping them in the process of inclusion through education” aims to provide teachers and principals with adequate professional competences to work with migrants and refugee children and facilitate their inclusion.

The target group of the project includes teachers and principals from kindergartens, as well as

On December 18-19, 2017 the Polish Teachers' Union and the Foundation for Social Diversity organised a conference in Warsaw entitled "Teachers for high quality education of students and students with migration experience". The conference concluded an 18-month project aiming to improve refugees’ and migrants’ education in Poland. 

Among other things, it aimed to: 

  • improve procedures related to

The European region of EI, ETUCE, and EFEE join forces to develop a new project called ‘European Sectoral Social Partners in Education promoting effective integration of migrants and refugees in education’. The project, co-funded by the European Commission, and carried out from 2017 to 2019, is a direct answer from education social partners to the crisis of migrants and refugees, and the ensuing

Education International calls on governments, the United Nations and other intergovernmental organisations and stakeholders to defend and promote the rights of all migrants and refugees.

Education International (EI) particularly urges governments to ensure full respect for the human, trade union and education rights of migrant children, teachers and education support personnel. Rising

On the occasion of the Universal Children's Day on 20 November, health professionals, teachers, students, parents, artists, writers, academics, elected officials of the left and the right as well as organisations working to promote children's and human rights joined forces to submit to the Federal Council an Appeal against the blind application of the Dublin regulation. The organisations intend,

By Dr Patrick Roach, NASUWT Deputy General Secretary
 
Last week’s Racial Disparity Audit depressingly confirms what many of us know - namely that racial disadvantage and discrimination is widespread within our school system.
 
The problem remains of concern 30 years after the seminal report on racial inequality in schools – Education for All – was penned by Lord Swann.
 
There has in recent years

The Canadian Teachers’ Federation (CTF) and the Association canadienne d’éducation de langue française (ACELF) launched the second edition of “Voir grand ensemble” at the ACELF Conference in Calgary, Alberta, September 28-30, 2017.

“This booklet is intended for the entire school community within the context of its cultural diversity, especially teens, parents of immigrant families and teachers

More than 50% of the 5.3 million asylum seekers who arrived in OECD countries between 2014 and 2017 were 18-34 years old. The OECD’s new report Unlocking the potential of Migrants uses practical examples to highlight the advantages of vocational education and training (VET) for the inclusion of young migrants in European society.

The analysis, published on 26 September 2019, draws on

Citizens UK, a national community organising group, recently released a report investigating how the hostile environment policy is impacting upon the everyday lives of schools, families and children without citizenship living in the UK.

The hostile environment immigration policy was first introduced by Home Secretary Theresa May in 2012, aiming to make lives of people without the “right

On 26 May 2019, at the same time as the European parliamentary election, regional elections were held in the German State of Bremen. To date, it is unclear which coalition will be able to take power - whether a coalition of the Greens with the Christian Democrats and Liberals on the Green Center - Right, or an alliance of the Social Democrats, Greens and the Left Party  - which would be a first for

During its two days’ visit to the Refugee Reception Center of Samos island, the Executive board of the Greek Primary Teachers’ Federation DOE observed utterly disappointing, unacceptable and miserable conditions.

The camp with a capacity to accommodate hardly 800 refugees, counts now at least 3.805 residents, according to official sources. A figure, however, which is very much disputed by other

Access to education and training for children with migrant backgrounds is not sufficient if it is not combined with quality education and learning which meets students’ learning needs and aspiration, concludes the Eurydice report on “Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures” published on 17 January 2019. 

The report provides a

My name is Sajjad, I was born in October 1982 in Ahvaz in Southwest Iran. I am the eldest of the three children of Soraya Darabi and Mohammad Khaksari, who are leading union and human rights activists.

My parents are both journalists and teacher union activists. My father initiated in September 1999 the first non-governmental association of Iranian education workers after the overthrow of the Shah

The global trade union movement has criticised 13 governments that have confirmed that they will not sign the historic Global Compact for Safe, Orderly and Regular Migration (GCM). Rather than contribute to resolving the pressing issues connected with migration and moving towards coherence and global governance of migration, they have preferred to use the Compact as an opportunity to appeal to

Education International welcomed the focus of this year's Global Education Monitoring report "Migration, displacement and education: Building bridges not Walls", showing the importance of addressing issues related to migration, displacement and education in order to achieve the 2030 Agenda for Sustainable Development’s commitment to leave no one behind. Bringing together the agenda of the New York

by Brhan Al Zoabi, in charge of the Refugee Teachers' programme at GEW Sachsen State Branch, in Germany.

Among the many people who have fled to Germany since 2015 are many skilled workers who have not only lost their families, friends, history, work, future, property, home and dreams, but also their direction, path and goal. In other words, they have lost everything.

Some workers have found

By Manuel Crespo Nievas, José Miguel Megías Leyva and Begoña López Cuesta.

Commitment to ensuring the right to education for refugee children, forcibly displaced persons, stateless persons, those seeking international protection and migrants necessitates an inclusive school system. This concerns not only teaching and didactic matters, to research and innovation in education, but also the realm

By René Böhme, University of Bremen.

Germany is a country of immigration. Immigration is reflected in the labour market. According to employment statistics of the Federal Statistical Office, the proportion of foreigners in employment subject to social insurance increased between the year 2000 and the year 2016 from 6.8 to 10 percent. 

In the past 16 years, the number of foreign employees in

In the context of its  fight against the end of guaranteed pension benefits in the British higher education sector, the University and College Union had written to the Home Office to seek clarity on the exclusion of legal strike action from the annual 20-day limit for unpaid absence from work applying to migrant workers on Tier 2 visas.

At the time, the immigration minister Caroline Nokes simply

Education is a human right and a public good helping to enable people at all stages in their lives to achieve their maximum potential. This includes the right to learn and right to teach for refugees and migrants in every corner of the world.

June 20th is an important day to recognise the hardships and challenges refugees have been through and celebrate their strength and courage. It is also

Manning was named National Teacher of the Year in the United States. She has taught English and math at the Newcomer Center at Joel E. Ferris High School in Spokane, Washington, for seven years, and her refugee students come from countries all over the world, including Syria, Mexico, and Sudan. While her students don’t often feel safe in the current political climate, Manning has helped

Mandy Manning, an English and math teacher and a member of the NEA, serving on the executive committee of the Spokane Education Association, was named the 2018 National Teacher of the Year by the Council of Chief School State Officers (CCSSO) in the USA.

She has been teaching at the Newcomer Center at Joel E. Ferris High School for seven years where students come from a variety of regions and

As of today and until 11 May 2018, the United Nations Special Rapporteur on racism Tendayi Achiume is conducting an official visit to the UK. The UN Human Rights Office of the High Commissioner had previously announced that her mission would pay particular attention to the impact of Brexit on racial equality in the country.  

The expert’s mission will include stops in London and Belfast and she

The National Education Union (NEU) has released a series of resources to support schools welcoming refugee children. 

A series of inspiring short film clips in which refugee children and young people talk about their experiences of coming to a school in the UK has been made available on NEU’s website, together with Staff training notes for use with the clips.

Each video clip focuses on a

On 20 February 2018, Education International and its European region ETUCE held a hearing in the premises of the European Economic and Social Committee to present the outcomes of a new reportbringing together four national case studies analysing the state of education for refugees and newcomers’ in Germany, Italy, Spain and Sweden.

The report highlights cross-cutting issues concerning refugees’

Forcibly displaced children’s journey may last several years before they and their family settle in their final destination country with their family. Once attained this goal, getting enrolled in school may not be an absolute priority, having to deal with many pressing issues such as administrative procedures, securing accommodation, healthcare, etc. 

As a consequence, getting back to school for

 SNUipp-FSU, in collaboration with the NGO Solidarité Laïque and the parents’ association FCPE just released a child-friendly booklet entitled « We’re above all children: stop false myths about migrants and refugees ».

The union used to support the project « Ecole Laïque du chemin des Dunes » providing education and training opportunities to refugees in the Calais Jungle before its dismantlement.

Education should be at the core of the new Global Compact for Migration, according to Education International, commenting on the importance of a whole-of-society approach to migration at the local and national level.

UN member states, and indeed all governments, are obliged to guarantee the human rights of all migrants. That’s according to Education International (EI) Dennis Sinyolo. “These

The Fundamental Rights Agency (FRA) has published a report on asylum seekers’ and refugees’ opportunities to access education and training in Europe.

Looking at Denmark, Greece, Hungary, the Netherlands and Poland as well as parts of Austria, Bulgaria, Germany, Spain, Finland, France, Italy, Sweden and Slovakia, the report first points out that statistics on asylum seekers and refugees are not

Thoughts from GEW Conference “Good Education for Refugees”, Bremen (20th September 2017) by Nick Strauss, GEW Bremen State branch.

The German federal election results of the 24th of September this year, will lead concerns for many of our friends and colleagues outside of Germany. When just 70 years after the defeat of Nazism in Europe, a political party like the AfD could achieve more than 10% of

The UN Refugee Agency has created a platform pulling together teaching resources in different european languages in order to support teachers and education personnel that are keen to address refugee-related topics with their students.

The portal collects good practices, games, lesson plans, movies, book suggestions, etc.:

  • Passages- An awareness game putting players through the experience of

The 2016-2017 school year is getting to its term and with it, the activities planned within the project called "The weight of my backpack" are being developed successfully in the two educational centers of the neighborhood of La Salud in Badalona. The objective of FECCOO is to develop a series of activities aimed at creating optimal school environments that are conducive to the integration of