EN    EN EN 
 
EN    EN  COMMISSION OF THE E UROPEAN COMMUNITIES 
Brussels, 3.7.2008 
SEC(2008) 2173 
  
COMMISSION STAFF WORKING DOCUMENT 
 
accompanying the 
GREEN PAPER 
 
Migration & mobility: challenges and o pportunities for EU education systems 
{COM(2008) 423 final} 
 
EN 2   EN A. Statistical information 
Figure 1. Nationals and non-nati onals in EU-25 1 January 2006 
Figure 2. Median income of children of parents born outside the EU relative to that of those 
with parents born in country of residence, 2004 onwards 
Figure 3. Education levels for immigrants, th e second generation, and other native-born, 20-
29 and not in education, by gender, latest available year 
Figure 4. Employment rates for immigrants, th e second generation, and other native-born, 20-
29 and not in education, by gender, latest available year 
Table 1. Percentage of children with immigr ant background aged 3 to 6 in the EU 27, 2006 
Table 2. Migrant pupils in public primary schools in selected European  cities, a.a. 2005/06 
Table 3. Percentage of school populati on with an immigrant background, 2006 
Table 4. Evolution of percentage of school population with an immigrant background (2000-
2006) 
Table 5. Difference in average score between do mestic pupils and migrant pupils, taking into 
account socio-economic background 
Table 6. Average reading scores among 15-year -old migrant pupils attending schools with 
different densities of migrant pupils 
B. Examples of practices 
- Comprehensive strategies for so cial inclusion through education 
- Pre-school - Languages - Desegregation - Teacher training - Teachers from the same background as pupils - Intercultural education - e-twinning 
- Mentoring - After school support - Mobilizing the community - Grants to families - Co-operation with families - Adult education 
C. References 
 
EN 3   EN 0100002000030000400005000060000700008000090000
UnitBE1CZDK DEEE1EL1ES
FR1IE1IT
CY1LV LT L1HUMT1NLAPL1P1 SI
SK1 FINSEUK1Third-country nationals
Other EU nationals
NationalsA. Statistical information 
Figure 1. Nationals and non-nationals in EU-25, January 2006 1.1. Source: National data and eurostat estimates, 2008 Table 1. Percentage of children with immigr ant background aged 3 to 6 in the EU 27, 
2006 
According to parents' country of birth 
Country % of non nationals Country % of non nationals 
EU-27 7.08% LU 46.71% 
BE 14.41% HU 0.88% 
BG : MT 1.13% 
CZ 0.83% NL 13.47% 
DK : AT 22.24% 
DE : PL 0.14% 
EE 5.02% PT 4.41% 
IE : RO 0.05% 
EL 8.98% SI 2.78% 
ES 9.05% SK 0.44% 
FR 9.18% FI 2.50% 
 
EN 4   EN IT 8.53% SE : 
CY 9.19% UK 12.52% 
LV 2.10% HR : 
LT 0.87% TR : 
Source: Eurostat, 2008 
Table 2. Migrant1 pupils in public primary schools in  selected European cities, a.a. 
2005/06 
  Migrant pupils in 
schools % student population 
Madrid2 23985 15.8 % 
Barcelona3 8637 13.2 % 
Berlin4 30638 19.5 % 
London5 305770 63.1 % 
Birmingham6 : 57.4 % 
Copenhagen7 9820 32.0 % 
Milan8 5985 11.4 % 
Rotterdam9 25.234 49.5 % 
Brussels (French community)10 13956 21.5 % 
 
Table 3. Percentage of school populatio n with an immigrant background, 2006 
% of 15 year 
old pupils Natives 
 Second-generation students  
 First-generation  
students  
                                                 
1 Please note that definitions are substantially diffe rent from a city to the other, see the footnotes. 
2 Source: http://www-1.munimadrid.es/CSE5/control/menuCSE?boletines=N. No definition of "migrant 
pupil" provided. 
3 Source: http://www.bcn.es/estadistica/castella/d ades/anuari/cap05/C0502030.h tm. No definition of 
"migrant pupils" provided. 
4 Source: http://www.berlin.de/imperia/md/content/sen-
bildung/bildungsstatistik/blickpunkt_2005_06.pdf. No  definition of "migrant pupils" provided.  
5 Source: http://www.dfes.gov.uk/rsgateway/DB/SFR/s 000744/index.shtml. These figures reflect the 
academic year 2006/07. Please note that  this figure does not refer to "m igrants", but to non-white ethnic 
groups. 
6 Source: http://www.dfes.gov.uk/rsgateway/DB/ SFR/s000744/UPDATEDSFR30_2007.pdf. Refers to 
ethnic groups. Data refer to the academic year 2006/07. 
7 Source: http://www.integratingcities.nl/speeches/intr oduction_by_b_a_kjeldgaard_mc_3.pdf. Refers to 
"bilingual" pupils at June 2007. 
8 Source: http://www.comune.milano.it. Children of both parents being born abroad. 
9 Source: http://www.cos.rotterdam.nl/smartsite229.dws?goto=2079392&style=2033&substyle=  
10 Source: http://www.statistiques.etnic.be. The figure refers only to children with a foreign nationality 
(therefore does not include many second generation pupils).  
 
EN 5   EN (Source PISA 
2006)  
Definition Born in the country of 
assessment with at least one 
of their parents born in the 
same country.  Born in the country of 
assessment but those parents 
were born in another country. Born in another country and 
those parents were born in 
another country.  
Reference 
year 2000 2003 2006 2000 2003 2006 2000 2003 2006 
Belgium 88.0 88.2 86.7 8.6 6.3 7.0 3.4 5.5 6.3 
Bulgaria : : 99.8 : : 0.1 : : 0.1 
Czech Rep 98.9 98.7 98.1 0.6 0.5 0.7 0.5 0.8 1.2 
Denmark 93.8 93.5 92.4 2.4 3.5 4.2 3.8 3.0 3.4 
Germany 84.8 84.6 85.8 5.1 6.9 7.7 10.1 8.5 6.6 
Estonia : : 88.4 : : 10.5 : : 1.1 
Ireland 97.7 96.5 94.4 0.9 1.0 1.1 1.4 2.5 4.5 
Greece 95.2 92.6 92.4 0.5 0.5 1.2 4.3 6.9 6.4 
Spain 98.0 96.6 93.1 0.6 0.6 0.8 1.4 2.8 6.1 
France 88.0 85.7 87.0 9.8 10.8 9.6 2.2 3.5 3.4 
Italy 99.1 97.9 96.2 0.2 0.4 0.7 0.8 1.7 3.1 
Latvia 77.9 90.6 92.9 1.5 8.3 6.6 20.6 1.1 0.5 
Lithuania : : 97.9 : : 1.7 : : 0.4 
Luxembourg 65.8 66.7 63.9 17.8 15.8 19.5 16.4 17.4 16.6 
Hungary 98.3 97.7 98.3 0.1 0.1 0.4 1.6 2.2 1.3 
Netherlands 88.1 89.0 88.7 7.4 7.1 7.8 4.5 3.9 3.5 
Austria 90.4 86.7 86.8 3.7 4.1 5.3 5.9 9.2 7.9 
Poland 99.7 100 99.8 0.0 0.0 0.1 0.2 0.0 0.1 
Portugal 96.9 95.0 94.1 1.8 2.3 2.4 1.4 2.7 3.5 
Romania : : 99.9 : : 0 : : 0.1 
Slovenia : : 89.7 : : 8.5 : : 1.8 
Slovakia : 99.1 99.5 : 0.6 0.3 : 0.3 0.1 
Finland 98.7 98.1 98.5 0.2 0.0 0.2 1.0 1.8 1.3 
Sweden 89.5 88.5 89.2 4.7 5.7 6.2 5.9 5.9 4.7 
UK 90.4 92.0 91.4 7.0 5.3 5.0 2.6 2.7 3.7 
 
EN 6   EN Croatia : : 88.0 : : 4.8 : : 7.2 
Turkey : 99.0 98.5 : 0.5 0.8 : 0.5 0.6 
Iceland 99.2 99.0 98.2 0.2 0.2 0.4 0.6 0.8 1.4 
Norway 95.4 94.4 93.9 1.5 2.3 3.0 3.1 3.4 3.1 
Liechtenstein 79.4 82.9 63.2 10.2 7.6 13.1 10.4 9.4 23.6 
Australia 77.4 77.3 78.1 10.7 11.7 12.8 11.9 11.0 9.0 
Canada 79.5 79.9 78.9 10.8 9.2 11.2 9.8 10.9 9.9 
New Zealand 80.4 80.2 78.7 6.4 6.6 6.9 13.2 13.3 14.3 
USA  86.4 85.6 84.8 7.4 8.3 9.4 6.1 6.1 5.8 
HK China  : 56.7 56.2 : 22.9 24.6 : 20.4 19.2 
OECD average 91.0 91.4 90.7 4.3 4.0 4.6 4.7 4.6 4.8 
1.2. Source: OECD PISA (2000, 2003, 2006) 
 
EN 7   EN 1.3. Table 4. Evolution of percentage of school population with an immigrant 
background (2000-2006)  
Comparison PISA data for 15 year olds and PIRLS data for 4th grade primary pupils 
 PISA data for 15 year old pupils 
(2006) PIRLS data for +/- 10 year old 4th grade primary 
students 
 Natives 
 Second-
generation 
students First-
generation  
students  
 
Definition Born in the 
country of 
assessment 
with at least 
one of their 
parents born 
in the same 
country. Born in the 
country of 
assessment 
but those 
parents were 
born in another 
country.  Born in 
another 
country and 
those 
parents were 
born in 
another 
country. Both parents 
born in the 
country One parent 
born in the 
country Neither parent 
born in the 
country 
Belgium 86.7 7.0 6.3 Flemish 79 
French 56 Flemish 13 
French 25 Flemish 8 
French 19 
Bulgaria 99.8 0.1 0.1 95 4 1 
Czech Rep 98.1 0.7 1.2 : : : 
Denmark 92.4 4.2 3.4 79 12 9 
Germany 85.8 7.7 6.6 71 14 16 
Estonia 88.4 10.5 1.1 : : : 
Ireland 94.4 1.1 4.5 : : : 
Greece 92.4 1.2 6.4 : : : 
Spain 93.1 0.8 6.1 : : : 
France 87.0 9.6 3.4 67 19 14 
Italy 96.2 0.7 3.1 86 8 6 
Latvia 92.9 6.6 0.5 58 21 21 
Lithuania 97.9 1.7 0.4 89 9 2 
Luxembourg 63.9 19.5 16.6 40 20 40 
Hungary 98.3 0.4 1.3 93 4 2 
Netherlands 88.7 7.8 3.5 77 11 12 
Austria 86.8 5.3 7.9 72 11 17 
Poland 99.8 0.1 0.1 97 3 0 
 
EN 8   EN Portugal 94.1 2.4 3.5 : : : 
Romania 99.9 0 0.1 96 3 1 
Slovenia 89.7 8.5 1.8 81 12 8 
Slovakia 99.5 0.3 0.1 91 8 1 
Finland 98.5 0.2 1.3 : : : 
Sweden 89.2 6.2 4.7 73 15 13 
UK 91.4 5.0 3.7 England 71 England 17 England 12 
Croatia 88.0 4.8 7.2 : : : 
Turkey 98.5 0.8 0.6 : : : 
Iceland 98.2 0.4 1.4 85 13 3 
Norway 93.9 3.0 3.1 82 12 6 
Liechtenstein 63.2 13.1 23.6 : : : 
Australia 78.1 12.8 9.0 : : : 
Canada 78.9 11.2 9.9 Ontario 45 Ontario 18 Ontario 37 
New Zealand 78.7 6.9 14.3 56 23 20 
USA 84.8 9.4 5.8 66 16 18 
HK China  56.2 24.6 19.2 44 26 29 
Source: OECD PISA (2006), IEA PIRLS (2006) 
 
EN 9   EN Figure 2. Median income of children of parents born outside the EU relative to that of 
those with parents born in country of residence, 2004 onwards  
020406080100
BE DK DE EE IE GR ES FR IT CY LU NL AT SI FI SE UK EU25020406080100% median income
 
Source: EU-SILC 2005 
Figure 3. Education levels for immigrants, th e second generation, and other native-born, 
20-29 and not in education, by gender, latest available year  
 
Source: OECD 2007  
Figure 4. Employment rates for immigrants, th e second generation, and other native-
born, 20-29 and not in education, by gender, latest available year  
 
EN 10   EN 
 
 
 Source: OECD 2007 
 
EN 11   EN Table 5. Difference in average score between domestic pupils and migrant pupils, taking 
into account socio-economic background  
 Difference in Mathematics score 
Country A. Difference between 
native and foreign pupils B. Difference between native and 
foreign pupils, with account for ESCS
11 
HK China 12 1 
United States 28 4 
Latvia 3 9 
Luxembour g 38 13
Ireland 4 18 
France 54 21 
Greece 43 27 
Norway 52 34 
Germany 81 35 
Austria 61 36
Spain 45 36 
Netherlands 66 37 
Denmark 68 39 
Sweden 64 41 
Belgium 100 60 
Portu gal 61 62
Source: OECD PISA 2003  
                                                 
11 The index of economic, social, and cultural status  (ESCS) captures a number of aspects of a student’s 
family and home background. Based on student self-reports, it is derived from the following variables: 1) the highest international socio-economic index of oc cupational status of the father or the mother; 2) 
the highest level of education of the father or moth er converted into years of schooling; and 3) the 
number of books at home as well as access to  home educational and cultural resources. 
 
EN 12   EN Table 6. Average reading scores among 15-ye ar-old migrant pupils attending schools 
with different densities of migrant pupils  
 Density of non-native pupils  
 High 
(40 % or more) Low 
(Less than 10 %)  
Country Share of non- native 
pupils in schools with 
high density of non-native 
pupils Avg. Reading 
achievements score for 
non-native pupils Share of non-native 
pupils in schools with low 
density of non-native 
pupils Avg. Reading 
achievement score 
for non-native 
pupilsScore difference 
(Low-High 
Density) 
Slovakia 3,3 282 76,2 452 170 
Hungary 1,0 346 98,5 484 138 
Portugal 5,1 335 60,8 469 134 
Germany 28,1 359 28,6 491 132 
Sweden 31,7 428 27,5 495 66 
United States 14,8 431 43,1 496 66 
Austria 26,0 389 35,8 454 66 
The 
Netherlands 34,7 448 35,9 499 51 
European 
average 39,7 431 37,5 472 41 
Italy 6,7 391 82,0 432 41 
Greece 16, 411 53,5 445 35 
Belgium 15,9 399 61,1 432 34 
Denmark 25,3 430 41,5 463 33 
Iceland 6,2 408 80,0 432 23 
Latvia 24,3 476 59,8 488 12 
Norway 26,1 426 50,1 438 12 
Spain 11,6 440 56,3 441 2 
Turkey 3,8 467 96,2 453 -13 
Finland 0,4 516 83,2 455 -61 
Source: PISA 2003 dataset (a in Progress report on indicato rs 2007). Data not available fo r the Czech Republic, France, 
Ireland, HK China, Japan, and Korea.   
 
EN 13   EN B. EXAMPLES OF PRACTICES  
Examples of comprehensive strategies for social inclusion through education  
An historic example of comprehensive support to socially disadvantaged groups, focused on 
education, is Head Start Program  in the USA (www.nhsa.or g). The programme works 
through grants to local public and private no n-profit and for-profit agencies, to provide 
comprehensive child development services for economically disadvantaged children and 
families, with a special focus on helping pres choolers develop the early reading and math 
skills they need to be successful in school.  
The Nationaler Integrationsplan  (National Integration Plan) in Germany was announced in 
2007. One third of the budget will be devoted to measures to improve the educational success 
of migrant children.12 The plan focuses on the dialogue am ong parts, particularly with the 
direct beneficiaries (migrants), and the commit ment of each actor not only in networking, but 
also in cooperating with the ot hers: Federal Government, Länder,  local authorities, migrants, 
institutions and organizations fr om science, media, culture, sports, trade and industry, trade 
unions and religious groups.  
The United Kingdom developed a targeted st rategy aiming at raising the education 
achievement of pupils from ethnic minorities. The strategy includes measurable targets as 
well as training and resource cent res for teachers and staff, a nd is endowed with a significant 
budget. The Ethnic Minority Achievement Grant  (EMAG) has risen from £162m in 2004-
05, to £179m in 2007-08 and will continue to rise to £207 million by 2010-11. Ethnic 
Minority Achievement Services  (EMAS) support the strategy at the local level. Local 
EMAS consist of teams of experienced teach ers who work in partnership with schools, 
parents and communities to address the educati onal needs of minority students and to raise 
their attainment. They monitor th e progress of ethnic minority st udents, help schools in setting 
targets for educational progress, work with fami lies and give advice in  linguistic and cultural 
matters ( http://www.standards.df es.gov.uk/ethnicminorities ) 
Pre-school  
The Frühstart  (Early Start) Project of the Hertie F oundation in Frankfurt is an example of a 
civil society initiative for training of preschool educat ors dealing with migration 
(www.projekt-fruehstart.de). It integrated Ge rman language teaching, in tercultural education 
and parents' work in the kindergarten. Nurser y school teachers receiv ed intensive further 
training as a basis for successful language teaching and intercultural education. In addition to this, voluntary bilingual "parent companions", who had received previous training as well, 
took on a bridging function between  the parents and the teachers.  
Hippy  (Home Instruction for Parents of Presc hool Youngsters, http://hippy.org.il) was first 
developed in Israel as a measur e of integration for immigrants  to the country. It has been 
adapted and applied in several European co untries. Hippy consists of a home visiting 
programme in which parents are motivated to learn and to exercise the language of the 
immigration country with their children each da y for about 15 to 20 minutes, and familiarize 
                                                
 
12
 http://www.bundesregierung.de/Webs/Breg/DE/B undesregierung/BeauftragtefuerIntegration/N
ationalerIntegrationsplan/nationaler-intregrationsplan.html. English version: 
http://www.bundesregierung.de/nn_6516/Content/EN/St atischeSeiten/Schwerpunkte/Integration/kasten
1-der-nationale-integrationsplan.html.  
 
EN 14   EN with the recipient school system. Additionall y, pre-school training is  provided to immigrant 
children from age 4 to 6.  
Samenspel13 is a centre based programme that was de veloped in the Netherlands for migrant 
children and their mothers. Courses take place in the kindergarten rooms, but not within the 
regular kindergarten time activi ties. Children improve both the host and the parental language. 
Samenspel is directed towards mothers and around three years old ch ildren who often live 
rather isolated. They are invite d to group meetings of mothers and their children of the same 
ethnicity with up to 16 persons. Two educators, one with  a migration background from the 
same country as the participants, work with the group who meets weekly for three to four 
hours. Language learning is done in a play ful way. Mothers receive learning and playing 
items which they can use and practise at home a nd are instructed how they can exercise and 
play with their children.  
In Sweden  preschools have their own curriculum since August 1998. The curriculum 
prescribes that preschools must contribute to  providing children whos e first language is not 
Swedish with the opportunity of developing both  Swedish and their own first language, as 
well to gain knowledge of their country of origin 's cultural identity.  
Languages 
In the French Community of Belgium,  bridge classes  aim to provide newcomers to Belgium 
with competences in French, civic education, ma th and sciences, in order to reach the level 
the most adapted to their age and former educational background. They are open to newly arrived migrants who are minors, have been in Belgium for less than one year, and come from 
transition countries or devel oping countries. Schools are supp lied with 30 extra periods of 
teaching when opening a bridge class. Currentl y, 14 schools in Brussels offer this structure
. 
In Sweden, a pupil attending compulsory educa tion and upper secondary education (in total, 
from age 6 to 19) has the right to mother tongue tuition  provided that: one or both of the 
parents/guardians have a different mother t ongue than Swedish, the language constitutes a 
daily form of communication for the pupil, th e pupil has already a ba sic knowledge of the 
language and that he is willing to receive tuit ion. However, the school has an obligation in 
this respect only if there are at least five students to get the tuiti on and if there is an available 
teacher. For some of the five national minor ity languages there is specific regulation.  
De-segregation 
In the USA , the decision of the Supreme Court on the Brown vs. Board of Education (1954) 
case, which ruled that separate educational facilities are inhere ntly unequal, paved the way to 
a range of measures to desegregate schools.  
The most classical desegregation mechanism has been “bussing”  – moving pupils from 
disadvantaged areas to schools with more mixed populations. In the 1971 Swann v. Charlotte-
Mecklenburg Board of Education ruling, the S upreme Court decided the use of mandatory 
busing and student assignment ba sed on race to attempt to furt her integrate schools. This 
measure has often proved controversial. A key el ement of criticism is that it may weaken 
service provision in di sadvantaged areas and weaken the co mmunity at the local level. Above 
all, experience shows that bussing needs strong local political  support and careful 
implementation if it is to succeed.  
"Magnet schools " represent an alternative desegregation measure. They initially formed part 
of Voluntary School Desegregation plans, desi gned the Us in the late 1970’s to curb the 
                                                 
13 http://www.daaladvies.nl/index.php? option=com_frontpage&Itemid=1.  
 
EN 15   EN phenomenon of "white flight". The principle is to attract pupils from a variety of middle class 
neighbourhoods in a metropolitan area through the pr ovision of interesti ng and rare curricula 
and activities. This may redre ss socioeconomic balance in the school. Examples and models 
of magnet schools can be found at http://www.magnet.edu  
Teacher training  
The Comenius project Tessla  (2004-2007, www.tessla.org) focu sed on the support of second 
language acquisition in nursery and primary schools. It pr oduced a publication titled Building 
on language diversity with young children, which gathers suggestions for curricula for initial 
teacher education and in-service training for edu cational staff. The work illustrates a range of 
approaches to understanding second language acquisition, with an emphasis on practical, 
school-based observation.  
Innocent  was also a Comenius project fo cusing on teacher training (2004-2007, 
www.innocent-project.de). In part icular, the project aimed at de veloping skills to manage 
intercultural conflicts at school, to eliminat e prejudices and create a multicultural spirit 
amongst teachers, to propose and disseminate pe dagogic strategies and methodologies to help 
integration, and to encourage mobility of teachers. Innocent produced a 32 hours web-based training course under the theme Integration of socially excl uded and migrant workers’ 
children into education through intercultural competence , as well as a handbook and a CD-
ROM for intensive training courses for teachers.  
Learning Migration  is a Comenius www-based network on intercultural education (2005-
2008, www.learningmigration.com). The partners in Learning Migration are staff from 
schools and teacher training inst itutions, from educational authorities, NGOs, and from 
didactic research institutions. Th e project aimed at incorporati ng successful experiences in the 
field of mentoring, youth activit ies, adult education, etc., into  the day-to-day teaching of 
multicultural classrooms.  
Teachers from the same background as pupils  
The Swedish  rationale for recruitment to teacher e ducation is that the teacher profession 
should reflect the composition of the population. This means that higher education institutions 
and their education departments have targets to recruit students with a foreign background 
(currently about 12 %).  
Intercultural education 
Since 1984 the International Association fo r Intercultural Education  (www.iaie.org) has 
brought together professional educat ors interested in diversity a nd equity issues in education. 
Among other activities, the IAIE publishes the in ternational journal Inte rcultural Education, 
aimed at supporting educational professionals in the critical analysis and the implementation 
of intercultural education, defi ned in the broadest terms.  
The National observatory on migrant pupils of the Italian Ministry of Education  developed 
guidelines
14 for the integration of migrant pupils through intercultural education. The 
guidelines insist on the relevance and the implementation of multilingualism, Italian as a second language, actions to facilitate immediate in tegration, education to values of tolerance 
and respect, school leadership  and outreach to community.  
                                                
 
14 Ministero della pubblica istruzione, La via italiana per la scuola interculturale e l'integrazione degli 
alunni stranieri , Osservatorio Nazionale per l'integrazione degli alumni stranieri e per l'educazione 
interculturale, October 2007. 
 
EN 16   EN The Comenius project La Maleta Intercultural 
(http://www.sebyc.com/iesrch /intercultural/index.htm ) developed a set of pedagogical 
resources organized per didactical units, to m eet the teachers requirements in addressing 
intercultural challenges and topics. The outcome s of the project are downloadable online in 
Spanish and in English.  
The network ACCODEN  (http://www.ceji.org/acodden/), financed through the Socrates 
Accompanying Measures, focused on citizenship edu cation for diversity. It  built an inventory 
of existing policies and practices in this fiel d in formal secondary education across some 
European countries; it also developed guideli nes for the implementation of citizenship 
education for diversity. All the material is downloadable from the website in English. 
The Centre of Intercultural Education of th e Ghent University has offered thousands of 
teachers a new perspective on intercultural learning. Complex learning in multi-cultural 
classes (CLIM)  is one of the pilot projects of the centre.15 CLIM has a student-centred 
approach. The teacher assumes the role of stimulator and supervises the project. Different aspects of diversity, concer ning (sub)cultural and socio- economic backgrounds, gender, 
capacities, interaction modes and learning styles are tapped into this method.  
Get-In  (Gender, Ethnicity – Integration Thro ugh International Schoo l Projects www.get-
in.info) was a Comenius netw ork (2004-2007) to promoting the inclusion of ethnic minority 
pupils, girls especially, into the educational activities. The network focused on multicultural 
education, on ways to address all pupils by valorising diversity, as well as on a positive 
classroom environment, on a wide curriculum in which pupils could activate familiar connections, and on multilingualis m. The network produced a Manual for international 
school projects , giving guidance on how to establish international networks, and on how to 
enhance intercultu ral education.  
The project INTERACT (Intercultural Active Citizenship Education, 2004 to 2007, 
www.ces.uc.pt/interact/) focused on the intercultu ral element of citizenship and human rights 
education and it provided guidelines for teacher education in this area.
 The project aimed at i. 
finding out about the teachers’ e xperiences, interests and opinions  as citizens and their impact 
as educators with regard to their students’  intercultural active civic participation and 
education; ii. comparing these findings with  the objectives and activ ities recommended by 
European and national official documents on ci tizenship and human rights education aimed to 
foster intercultural education; c. identifying th e main needs for teacher education programmes 
in this area. 
e-twinning  
The Italian Ministry of educat ion developed an etwinnig proj ect between Italian schools and 
schools in Algeria, Egypt, Jordan, Moro cco and Tunisia. The project, called Medtwinning , 
aims at equipping schools with a ne w tool for interc ultural education.  
Mentoring  
With INTIZE , secondary meets tertiary educati on (www.intize.org/in dex_eng.php). In an 
entirely student run project, students from Ch almers Technical University and Gothenburg's 
University offer pupils free private tutoring le ssons in mathematics from the beginning of 
junior high school all the way through to high school. The majo rity of pupils come from 
underprivileged areas of the city, where there is often a lack of resources and prevalent social 
                                                 
15 http://www.vredeseducatie.nl/change.htm.  
 
EN 17   EN problems. Every mentor is responsible for four  high school students. High school students in 
their second year also receive the opportunity to tutor the junior high school students. 
Different models of mentorship have been experimented in a numbe r of higher education 
institutions in Belgium. In one, the commitment  of university students tutoring school pupils 
is extra-curricular, and it is either remunerated with a small salary, or maintained voluntary. 
Other higher education institutions offer tutoring as part of the course syllabus, particularly to students in teacher training. The King Baudoin Foundation  gathered a set of guidelines to 
implement a tutoring system based on these examples (www.kbs-frb.be). 
The longest working ethnic mentoring project is the Moroccan Coaching Project  in the 
Hague. Youngsters of Moroccan descent in seconda ry schools are related with a volunteer of 
Moroccan descent to support them. The project is financed by the city council and schools 
and has been evaluated by Crul and Kral (2004). The central idea and organisational structure 
has been copied many times in the Netherlands, the largest project Goal being presently in 
Amsterdam, in which 1440 young people have be en coached in the la st three years.  
A variation of the ethnic mentori ng idea has been developed by the Mercator Foundation  in 
Germany (www.stiftung-mercator.de). The project “Förderunterricht für Kinder und 
Jugendliche mit Migrationshinter grund” (Educational Support fo r Children and Youth with a 
Migration Background) does not only  aim at the participating migr ant participants, but also at 
the mentors. The mentors are students in teacher  training and many of them have a migration 
background. They are supposed to  gain experience in teaching migrant children and thus be 
better prepared for their future role as a te acher who will have to work with a student 
population that increasingly has a migration background.  
After school support  
Hungary has established, through the E SF, centres for afternoon classes and  activities, named 
Tanoda (http://www.tanodaszovetseg.eu/). The cen tres are organise d with the strong 
involvement of the so called Roma government. The Centres helps children with homework, 
but it also organise art and sport activities. For school subjects, course s are provided by the 
local school teachers, who can identify difficulti es at school and provide pupils with an extra 
support in the afternoon. Children attend the Centre on a complete ly voluntary basis and it is 
normally them who publicize and invite thei r peers to join in. School performance and 
attendance has dramatically risen si nce the Centres st arted to work.  
Mobilizing the community  
Chinese youth in the United States  is often represented among those immigrant groups that 
achieve above average in school. A major fact or explaining the success of Chinese youth is 
the institutionalization of supplementa ry education by immigrant groups . These 
supplementary schools originate from Chines e language schools that were at the outset 
designed to teach Chinese culture and language in the immigration context. English rather 
than Chinese, mathematics, and the familia rization with the American education system
 are 
mostly practised in these schools.  They are "after sc hool" centres, and are or ganized either as 
non-profit or for profit organizations and are fina nced by students’ tuitio n fees. These centres 
thus offer professional careers for educators from the immigrant communities as well.  
Grants to families  
An example of grants policies targeted on families is Bolsa Familia , experimented largely in 
Central and South America, and re-modelled both in other developing countries and in 
underperforming areas of industrialized countrie s. In severely underd eveloped areas, this 
grant provides mothers with approximately th e 80% of the whole house income, conditioning 
 
EN 18   EN the payment to the children's attendance to sc hool and to vaccination programmes. For this 
reason, the model is known as Conditional Cash Transfer. The payment is channelled through 
a system of debit cards, so that leakages are gr eatly prevented. In order to be successful, this 
model must rely on a functioning system of  accountability and information gathering on 
behalf of local and national authorities.  
Co-operation with families  
The project "Integration by E ducation, Innovative educational concepts for schools and youth 
organisations fostering the integration of third-country na tional students" ( Engagement 
macht Schule ) was funded by the European INTI Progr amme for the inte gration of third 
country nationals. It involved primary schools and youth cent res from four different countries, 
between 2004 and 2005, in a competition for innova tive integration project s. A jury selected 
20 of them which have been published online (www.engagement-macht-schule.de). Parental 
involvement and empowerment, community out reach, extra-curricula activities for the 
promotion of multi-ethnicity, music education an d peer tutoring are some of the ideas brought 
forward by the participants.  
In Ireland, the  Home School Community Liaison (HSCL)  is a mainstream preventative 
strategy aiming at establishing collaboration betw een parents and teachers in the interests of 
children's learning, targeting in particular fa milies and/or neighbourhoods identified as "at 
risk". Parents are main actors of the educa tion process, but underpri vileged parents would 
often have had a negative experi ence with school and would ther efore hesitate in linking with 
school. The programme thus aims to recover trust on the side of parents and to establish a comfortable relation between them and the school. It foresees the presence in each targeted 
school of a home-school coordinator, who acts as a mediator and contact person. The 
coordinator would regularly vis it homes and would intervene in crisis situations. Besides, 
parents are involved in the educa tional project (for instance, they  are sometimes associated to 
teaching) and are also offered adult education courses. Thus, parents acquire an understanding 
of the work of teachers and build a better relationship with the school. In total over 200,000 
pupils in 650 schools (282 second level and 370 primary schools) receive the services of a 
HSCL co-ordinator.  
Adult education  
Impath  is a Grundtvig Learning Pa rtnership involving resear ch and exchange of good 
practices (2003-2006, www.aipc-pandora.org/proy ectoPrograma.php). The project underlines 
the importance of the methodology of adaptation, which has to be carefully designed on the 
local milieu. The documentation describing the best practices gathered and applied is available online in English. 
The GRundtvig Experiences in Supporting Entrep reneurial training to disadvantaged groups 
(GRESE , 2006-2007, www.grese.org
) was supported by the Grundtvig programme. It 
implemented internationa l exchange of training methods a nd shared problems, and tested the 
acquired knowledge on disadvantaged groups to en courage them to set up their own business.  
BICOM  aimed at promoting bilingual and interc ultural competence in public health (2005-
2006, www.bicom-eu.net). During a two-year exch ange process leading clinic employees, 
linguists, and cultural scientists , public health-experts, adult education trainers and ad hoc-
interpreters (employees or volunteers) came together to highlight multilingualism among clinic employees as a human resource. The end beneficiaries were migr ant ad hoc-interpreters 
in medical health care and in social work, i.e bi lingual or multilingual staff members, relatives 
of the patients or external voluntary mediat ors, mostly women (often second or third 
 
EN 19   EN generation), due to their repres entation in health and social  care. BICOM produced a booklet 
depicting local and natio nal experiences, initiativ es and approaches.  
 
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