Commission staff working document accompanying the Green Paper - Migration & mobility: challenges and opportunities for EU education systems {COM(2008) 423 final}
Date: 2008-07-03
Institutions: European Commission
Subjects: child of migrant, cultural difference, education policy, education statistics, educational system, general education, migrant worker

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COMMISSION OF THE EUROPEAN COMMUNITIES 

Brussels, 3.7.2008 
SEC(2008) 2173 

COMMISSION STAFF WORKING DOCUMENT 

accompanying the 

GREEN PAPER 

Migration & mobility: challenges and opportunities for EU education systems 

{COM(2008) 423 final} 

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A. Statistical information 

Figure 1. Nationals and non-nationals 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, the second generation, and other native-born, 20-
29 and not in education, by gender, latest available year 

Figure 4. Employment rates for immigrants, the second generation, and other native-born, 20-
29 and not in education, by gender, latest available year 

Table 1. Percentage of children with immigrant 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 population 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 domestic 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 social 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 

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A. 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 immigrant  background  aged  3  to  6  in  the  EU  27, 
2006 

90000

80000

70000

60000

50000

40000

30000

20000

10000

0
Unit

Third-country nationals
Other EU nationals
Nationals

BE1 CZ DK DE

EE1

EL1 ES

FR1

IE1 IT

CY1 LV LT L1 HU

MT1 NL A

PL1 P1 SI

SK1

FIN SE

UK1

According to parents' country of birth 

Country 

EU-27 

BE 

BG 

CZ 

DK 

DE 

EE 

IE 

EL 

ES 

FR 

% of non nationals  Country 

% of non nationals 

7.08%  LU 

14.41%  HU 

:  MT 

0.83%  NL 

:  AT 

:  PL 

5.02%  PT 

:  RO 

8.98%  SI 

9.05%  SK 

9.18%  FI 

46.71% 

0.88% 

1.13% 

13.47% 

22.24% 

0.14% 

4.41% 

0.05% 

2.78% 

0.44% 

2.50% 

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IT 

CY 

LV 

LT 

8.53%  SE 

9.19%  UK 

2.10%  HR 

0.87%  TR 

: 

12.52% 

: 

: 

Source: Eurostat, 2008 
Table  2.  Migrant1  pupils  in  public  primary  schools  in  selected  European  cities,  a.a. 
2005/06 

Migrant 
schools 

pupils 

in 

% student population 

Madrid2 

Barcelona3 

Berlin4 

London5 

Birmingham6 

Copenhagen7 

Milan8 

Rotterdam9 

Brussels (French community)10 

23985 

8637 

30638 

305770 

: 

9820 

5985 

25.234 

13956 

15.8 % 

13.2 % 

19.5 % 

63.1 % 

57.4 % 

32.0 % 

11.4 % 

49.5 % 

21.5 % 

Table 3. Percentage of school population with an immigrant background, 2006 

%  of  15  year 
old pupils 

Natives 

Second-generation students 

First-generation  

students  

1 
2 

3 

4 

5 

6 

7 

8 
9 
10 

http://www.berlin.de/imperia/md/content/sen-

Please note that definitions are substantially different from a city to the other, see the footnotes. 
Source:  http://www-1.munimadrid.es/CSE5/control/menuCSE?boletines=N.  No  definition  of  "migrant 
pupil" provided. 
Source:  http://www.bcn.es/estadistica/castella/dades/anuari/cap05/C0502030.htm.  No  definition  of 
"migrant pupils" provided. 
Source: 
bildung/bildungsstatistik/blickpunkt_2005_06.pdf. No definition of "migrant pupils" provided.  
Source:  http://www.dfes.gov.uk/rsgateway/DB/SFR/s000744/index.shtml.  These  figures  reflect  the 
academic year 2006/07. Please note that this figure does not refer to "migrants", but to non-white ethnic 
groups. 
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. 
Source:  http://www.integratingcities.nl/speeches/introduction_by_b_a_kjeldgaard_mc_3.pdf.  Refers  to 
"bilingual" pupils at June 2007. 
Source: http://www.comune.milano.it. Children of both parents being born abroad. 
Source: http://www.cos.rotterdam.nl/smartsite229.dws?goto=2079392&style=2033&substyle=  
Source:  http://www.statistiques.etnic.be.  The  figure  refers  only  to  children  with  a  foreign  nationality 
(therefore does not include many second generation pupils).  

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(Source  PISA 
2006) 

Definition 

Reference 
year 

in 

the 

Born 
country  of 
assessment  with  at  least  one 
of  their  parents  born  in  the 
same country. 

in 

the 

Born 
country  of 
assessment but those parents 
were born in another country. 

Born  in  another  country  and 
those  parents  were  born  in 
another country. 

2000 

2003 

2006 

2000 

2003 

2006 

2000 

2003 

2006 

3.4 

5.5 

Belgium 

88.0 

88.2 

86.7 

8.6 

6.3 

Bulgaria 

: 

: 

99.8 

: 

Czech Rep 

98.9 

98.7 

98.1 

Denmark 

93.8 

93.5 

92.4 

Germany 

84.8 

84.6 

85.8 

0.6 

2.4 

5.1 

Estonia 

: 

: 

88.4 

: 

Ireland 

97.7 

96.5 

94.4 

Greece 

95.2 

92.6 

92.4 

Spain 

98.0 

96.6 

93.1 

France 

88.0 

85.7 

87.0 

Italy 

Latvia 

99.1 

97.9 

96.2 

77.9 

90.6 

92.9 

0.9 

0.5 

0.6 

9.8 

0.2 

1.5 

Lithuania 

: 

: 

97.9 

: 

: 

0.5 

3.5 

6.9 

: 

1.0 

0.5 

0.6 

10.8 

0.4 

8.3 

: 

7.0 

0.1 

0.7 

4.2 

7.7 

: 

0.5 

3.8 

10.1 

10.5 

: 

1.1 

1.2 

0.8 

9.6 

0.7 

6.6 

1.7 

1.4 

4.3 

1.4 

2.2 

0.8 

20.6 

: 

: 

0.8 

3.0 

8.5 

: 

2.5 

6.9 

2.8 

3.5 

1.7 

1.1 

: 

6.3 

0.1 

1.2 

3.4 

6.6 

1.1 

4.5 

6.4 

6.1 

3.4 

3.1 

0.5 

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 

Netherlands 

88.1 

89.0 

88.7 

Austria 

Poland 

90.4 

86.7 

86.8 

99.7 

100 

99.8 

Portugal 

96.9 

95.0 

94.1 

Romania 

Slovenia 

Slovakia 

: 

: 

: 

: 

: 

99.9 

89.7 

99.1 

99.5 

Finland 

98.7 

98.1 

98.5 

Sweden 

89.5 

88.5 

89.2 

UK 

90.4 

92.0 

91.4 

EN 

0.4 

7.8 

5.3 

0.1 

2.4 

0 

8.5 

0.3 

0.2 

6.2 

5.0 

1.6 

4.5 

5.9 

0.2 

1.4 

: 

: 

: 

1.0 

5.9 

2.6 

2.2 

3.9 

9.2 

0.0 

2.7 

: 

: 

0.3 

1.8 

5.9 

2.7 

1.3 

3.5 

7.9 

0.1 

3.5 

0.1 

1.8 

0.1 

1.3 

4.7 

3.7 

0.1 

7.1 

4.1 

0.0 

2.3 

: 

: 

0.6 

0.0 

5.7 

5.3 

0.1 

7.4 

3.7 

0.0 

1.8 

: 

: 

: 

0.2 

4.7 

7.0 

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Croatia 

Turkey 

: 

: 

: 

88.0 

99.0 

98.5 

Iceland 

99.2 

99.0 

98.2 

Norway 

95.4 

94.4 

93.9 

: 

: 

0.2 

1.5 

Liechtenstein 

79.4 

82.9 

63.2 

10.2 

: 

0.5 

0.2 

2.3 

7.6 

4.8 

0.8 

0.4 

3.0 

: 

: 

0.6 

3.1 

13.1 

10.4 

: 

0.5 

0.8 

3.4 

9.4 

Australia 

77.4 

77.3 

78.1 

10.7 

11.7 

12.8 

11.9 

11.0 

Canada 

79.5 

79.9 

78.9 

10.8 

New Zealand 

80.4 

80.2 

78.7 

USA 

86.4 

85.6 

84.8 

6.4 

7.4 

9.2 

6.6 

8.3 

11.2 

9.8 

10.9 

6.9 

9.4 

13.2 

13.3 

14.3 

6.1 

6.1 

5.8 

7.2 

0.6 

1.4 

3.1 

23.6 

9.0 

9.9 

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) 

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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 

PIRLS data for +/- 10 year old 4th grade primary 
students 

Definition 

(2006) 

Natives 

Born  in  the 
country 
of 
assessment 
with  at  least 
one  of  their 
parents  born 
in  the  same 
country. 

Second-
generation 
students 

First-
generation  

students  

Both  parents 
born 
the 
in 
country 

parent 
the 
in 

One 
born 
country 

Neither parent 
born 
the 
in 
country 

in 

the 
of 

Born 
country 
assessment 
but 
those 
parents  were 
born in another 
country. 

in 

Born 
another 
country  and 
those 
parents were 
in 
born 
another 
country. 

Belgium 

86.7 

7.0 

6.3 

Flemish 79 

Flemish 13 

Flemish 8 

French 56 

French 25 

French 19 

Bulgaria 

Czech Rep 

Denmark 

Germany 

Estonia 

Ireland 

Greece 

Spain 

France 

Italy 

Latvia 

Lithuania 

99.8 

98.1 

92.4 

85.8 

88.4 

94.4 

92.4 

93.1 

87.0 

96.2 

92.9 

97.9 

0.1 

0.7 

4.2 

7.7 

10.5 

1.1 

1.2 

0.8 

9.6 

0.7 

6.6 

1.7 

0.1 

1.2 

3.4 

6.6 

1.1 

4.5 

6.4 

6.1 

3.4 

3.1 

0.5 

0.4 

Luxembourg 

63.9 

19.5 

16.6 

Hungary 

98.3 

Netherlands 

88.7 

Austria 

Poland 

86.8 

99.8 

0.4 

7.8 

5.3 

0.1 

EN 

1.3 

3.5 

7.9 

0.1 

7 

95 

: 

79 

71 

: 

: 

: 

: 

67 

86 

58 

89 

40 

93 

77 

72 

97 

4 

: 

12 

14 

: 

: 

: 

: 

19 

8 

21 

9 

20 

4 

11 

11 

3 

1 

: 

9 

16 

: 

: 

: 

: 

14 

6 

21 

2 

40 

2 

12 

17 

0 

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Portugal 

Romania 

Slovenia 

Slovakia 

Finland 

Sweden 

UK 

Croatia 

Turkey 

Iceland 

Norway 

94.1 

99.9 

89.7 

99.5 

98.5 

89.2 

91.4 

88.0 

98.5 

98.2 

93.9 

Liechtenstein 

63.2 

Australia 

Canada 

78.1 

78.9 

New Zealand 

78.7 

USA 

HK China  

84.8 

56.2 

2.4 

0 

8.5 

0.3 

0.2 

6.2 

5.0 

4.8 

0.8 

0.4 

3.0 

13.1 

12.8 

11.2 

6.9 

9.4 

24.6 

3.5 

0.1 

1.8 

0.1 

1.3 

4.7 

3.7 

7.2 

0.6 

1.4 

3.1 

23.6 

9.0 

9.9 

14.3 

5.8 

19.2 

: 

96 

81 

91 

: 

73 

: 

3 

12 

8 

: 

15 

: 

1 

8 

1 

: 

13 

England 71 

England 17 

England 12 

: 

: 

85 

82 

: 

: 

: 

: 

13 

12 

: 

: 

: 

: 

3 

6 

: 

: 

Ontario 45 

Ontario 18 

Ontario 37 

56 

66 

44 

23 

16 

26 

20 

18 

29 

Source: OECD PISA (2006), IEA PIRLS (2006) 

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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 

% median income

100

80

60

40

20

0

100

80

60

40

20

0

BE

DK

DE

EE

IE

GR

ES

FR

IT

CY

LU

NL

AT

SI

FI

SE

UK

EU25

Figure 3. Education levels for immigrants, the second generation, and other native-born, 
20-29 and not in education, by gender, latest available year 

Source: EU-SILC 2005 

Figure  4.  Employment  rates  for  immigrants,  the  second  generation,  and  other  native-
born, 20-29 and not in education, by gender, latest available year 

Source: OECD 2007 

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Source: OECD 2007 

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Table 5. Difference in average score between domestic pupils and migrant pupils, taking 
into account socio-economic background 

Country 

HK China 

United States 

Latvia 

Luxembourg 

Ireland 

France 

Greece 

Norway 

Germany 

Austria 

Spain 

Netherlands 

Denmark 

Sweden 

Belgium 

Portugal 

Difference in Mathematics score 

A. Difference between 

native and foreign pupils 

B.  Difference  between  native  and 
foreign  pupils,  with  account  for 
ESCS11 

12 

28 

3 

38

4 

54 

43 

52 

81 

61

45 

66 

68 

64 

100 

61

Source: OECD PISA 2003 

1 

4 

9 

13

18 

21 

27 

34 

35 

36

36 

37 

39 

41 

60 

62

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 occupational status of the father or the mother; 2) 
the  highest  level  of  education  of  the  father  or  mother  converted  into  years  of  schooling;  and  3)  the 
number of books at home as well as access to home educational and cultural resources. 

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Table  6.  Average  reading  scores  among  15-year-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 

of 

Share 
non-native 
pupils in schools with low 
density 
non-native 
pupils 

of 

Slovakia 

3,3 

Hungary 

1,0 

Portugal 

5,1 

Germany 

28,1 

Sweden 

31,7 

United States  14,8 

Austria 

26,0 

The 
Netherlands 

34,7 

European 
average 

39,7 

Italy 

Greece 

6,7 

16, 

Belgium 

15,9 

Denmark 

25,3 

Iceland 

6,2 

Latvia 

24,3 

Norway 

26,1 

Spain 

11,6 

Turkey 

3,8 

Finland 

0,4 

282 

346 

335 

359 

428 

431 

389 

448 

431 

391 

411 

399 

430 

408 

476 

426 

440 

467 

516 

76,2 

98,5 

60,8 

28,6 

27,5 

43,1 

35,8 

35,9 

37,5 

82,0 

53,5 

61,1 

41,5 

80,0 

59,8 

50,1 

56,3 

96,2 

83,2 

Avg. Reading 

achievement  score 
non-native 
for 
pupils

Score  difference 
(Low-High 
Density) 

452 

484 

469 

491 

495 

496 

454 

499 

472 

432 

445 

432 

463 

432 

488 

438 

441 

453 

455 

170 

138 

134 

132 

66 

66 

66 

51 

41 

41 

35 

34 

33 

23 

12 

12 

2 

-13 

-61 

Source:  PISA  2003  dataset  (a  in  Progress  report  on  indicators  2007).  Data  not  available  for  the  Czech  Republic,  France, 
Ireland, HK China, Japan, and Korea.  

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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.org).  The  programme  works 
through  grants  to  local  public  and  private  non-profit  and  for-profit  agencies,  to  provide 
comprehensive  child  development  services  for  economically  disadvantaged  children  and 
families,  with  a  special  focus  on  helping  preschoolers  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  among  parts,  particularly  with  the 
direct beneficiaries (migrants), and the commitment of each actor not only in networking, but 
also in cooperating with the others: Federal Government, Länder, local authorities, migrants, 
institutions  and  organizations  from  science,  media,  culture,  sports,  trade  and  industry,  trade 
unions and religious groups.  

The  United  Kingdom  developed  a  targeted  strategy  aiming  at  raising  the  education 
achievement  of  pupils  from  ethnic  minorities.  The  strategy  includes  measurable  targets  as 
well as training and resource centres for teachers and staff, and 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  teachers  who  work  in  partnership  with  schools, 
parents  and  communities  to  address  the  educational  needs  of  minority  students  and  to  raise 
their attainment. They monitor the progress of ethnic minority students, help schools in setting 
targets for educational progress, work with families and give advice in linguistic and cultural 
matters (http://www.standards.dfes.gov.uk/ethnicminorities) 

Pre-school 

initiative  for 

The Frühstart (Early Start) Project of the Hertie Foundation in Frankfurt is an example of a 
civil  society 
training  of  preschool  educators  dealing  with  migration 
(www.projekt-fruehstart.de). It integrated German language teaching, intercultural education 
and  parents'  work  in  the  kindergarten.  Nursery  school  teachers  received  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  Preschool  Youngsters,  http://hippy.org.il)  was  first 
developed  in  Israel  as  a  measure  of  integration  for  immigrants  to  the  country.  It  has  been 
adapted  and  applied  in  several  European  countries.  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 day for about 15 to 20 minutes, and familiarize 

12

EN 

http://www.bundesregierung.de/Webs/Breg/DE/Bundesregierung/BeauftragtefuerIntegration/N
version: 

ationalerIntegrationsplan/nationaler-intregrationsplan.html. 
http://www.bundesregierung.de/nn_6516/Content/EN/StatischeSeiten/Schwerpunkte/Integration/kasten
1-der-nationale-integrationsplan.html.  

English 

13 

   EN 

 
                                                 
 
with the recipient  school system. Additionally, pre-school training is provided to  immigrant 
children from age 4 to 6.  
Samenspel13 is a centre based programme that was developed in the Netherlands for migrant 
children and their mothers. Courses take place in the kindergarten rooms, but not within the 
regular kindergarten time activities. Children improve both the host and the parental language. 
Samenspel  is  directed  towards  mothers  and  around  three  years  old  children  who  often  live 
rather isolated. They are invited 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  playful  way.  Mothers  receive  learning  and  playing 
items which they can use and practise at home and 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  whose  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,  math  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  developing  countries.  Schools  are  supplied  with  30  extra  periods  of 
teaching when opening a bridge class. Currently, 14 schools in Brussels offer this structure. 

In Sweden, a pupil attending compulsory education 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  tongue  than  Swedish,  the  language  constitutes  a 
daily  form  of  communication  for  the  pupil,  the  pupil  has  already  a  basic  knowledge  of  the 
language  and  that  he  is  willing  to  receive  tuition.  However,  the  school  has  an  obligation  in 
this respect only if there are at least five students to get the tuition and if there is an available 
teacher. For some of the five national minority 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 inherently 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  Supreme  Court  decided  the  use  of  mandatory 
busing  and  student  assignment  based  on  race  to  attempt  to  further  integrate  schools.  This 
measure  has  often  proved  controversial.  A  key  element  of  criticism  is  that  it  may  weaken 
service provision in disadvantaged areas and weaken the community 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,  designed  the  Us  in  the  late  1970’s  to  curb  the 

13 

http://www.daaladvies.nl/index.php?option=com_frontpage&Itemid=1.  

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phenomenon of "white flight". The principle is to attract pupils from a variety of middle class 
neighbourhoods in a metropolitan area through the provision of interesting and rare curricula 
and activities. This may redress 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) focused on the support of second 
language acquisition in nursery and primary schools. It produced a publication titled Building 
on language diversity with young children, which gathers suggestions for curricula for initial 
teacher education and in-service training for educational 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  focusing  on 
training  (2004-2007, 
www.innocent-project.de).  In  particular,  the  project  aimed  at  developing  skills  to  manage 
intercultural  conflicts  at  school,  to  eliminate  prejudices  and  create  a  multicultural  spirit 
amongst teachers, to propose and disseminate pedagogic 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  excluded  and  migrant  workers’ 
children into education through intercultural competence, as well as a handbook and a CD-
ROM for intensive training courses for teachers.  

teacher 

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  institutions,  from  educational  authorities,  NGOs,  and  from 
didactic research institutions. The project aimed at incorporating successful experiences in the 
field  of  mentoring,  youth  activities,  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  education  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  for Intercultural Education (www.iaie.org)  has 
brought together professional educators interested in diversity and equity issues in education. 
Among  other  activities,  the  IAIE  publishes  the  international  journal  Intercultural  Education, 
aimed at supporting educational professionals in the critical analysis and the implementation 
of intercultural education, defined in the broadest terms.  

The National observatory on migrant pupils of the Italian Ministry of Education developed 
guidelines14  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 integration, 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. 

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project 

Comenius 

The 
Intercultural 
(http://www.sebyc.com/iesrch/intercultural/index.htm)  developed  a  set  of  pedagogical 
resources  organized  per  didactical  units,  to  meet  the  teachers  requirements  in  addressing 
intercultural  challenges  and  topics.  The  outcomes  of  the  project  are  downloadable  online  in 
Spanish and in English.  

Maleta 

La 

The  network  ACCODEN  (http://www.ceji.org/acodden/),  financed  through  the  Socrates 
Accompanying Measures, focused on citizenship education for diversity. It built an inventory 
of  existing  policies  and  practices  in  this  field  in  formal  secondary  education  across  some 
European  countries;  it  also  developed  guidelines  for  the  implementation  of  citizenship 
education for diversity. All the material is downloadable from the website in English. 

The  Centre  of  Intercultural  Education  of  the  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,  concerning  (sub)cultural  and  socio-economic  backgrounds,  gender, 
capacities, interaction modes and learning styles are tapped into this method.  

Get-In  (Gender,  Ethnicity  –  Integration  Through  International  School  Projects  www.get-
in.info) was a Comenius network (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  multilingualism.  The  network  produced  a  Manual  for  international 
school  projects,  giving  guidance  on  how  to  establish  international  networks,  and  on  how  to 
enhance intercultural education.  

The  project  INTERACT  (Intercultural  Active  Citizenship  Education,  2004  to  2007, 
www.ces.uc.pt/interact/) focused on the intercultural 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’ experiences, 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  activities  recommended  by 
European and national official documents on citizenship and human rights education aimed to 
foster intercultural education; c. identifying the main needs for teacher education programmes 
in this area. 

e-twinning 

The Italian Ministry of education developed an etwinnig project between Italian schools and 
schools  in  Algeria,  Egypt,  Jordan,  Morocco  and  Tunisia.  The  project,  called  Medtwinning, 
aims at equipping schools with a new tool for intercultural education.  

Mentoring 

With  INTIZE,  secondary  meets  tertiary  education  (www.intize.org/index_eng.php).  In  an 
entirely student run project,  students  from  Chalmers Technical  University and Gothenburg's 
University  offer  pupils  free  private  tutoring  lessons  in  mathematics  from  the  beginning  of 
junior  high  school  all  the  way  through  to  high  school.  The  majority  of  pupils  come  from 
underprivileged areas of the city, where there is often a lack of resources and prevalent social 

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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  number  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 secondary 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 been coached in the last three years.  

A variation of the ethnic mentoring idea has been developed by the Mercator Foundation in 
Germany  (www.stiftung-mercator.de).  The  project  “Förderunterricht  für  Kinder  und 
Jugendliche mit Migrationshintergrund” (Educational Support for Children and Youth with a 
Migration Background) does not only aim at the participating migrant 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  teacher  who  will  have  to  work  with  a  student 
population that increasingly has a migration background.  

After school support 

Hungary has established, through the ESF, centres for afternoon classes and activities, named 
Tanoda  (http://www.tanodaszovetseg.eu/).  The  centres  are  organised  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, courses are provided by the 
local school teachers, who can identify difficulties at school and provide pupils with an extra 
support in the afternoon. Children attend the Centre on a completely voluntary basis and it is 
normally  them  who  publicize  and  invite  their  peers  to  join  in.  School  performance  and 
attendance has dramatically risen since the Centres started 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 factor explaining the success of Chinese youth is 
the  institutionalization  of  supplementary  education  by  immigrant  groups.  These 
supplementary  schools  originate  from  Chinese  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  familiarization  with  the  American  education  system  are 
mostly practised in these schools. They are "after school" centres, and are organized either as 
non-profit or for profit organizations and are financed by students’ tuition 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  countries.  In  severely  underdeveloped  areas,  this 
grant provides mothers with approximately the 80% of the whole house income, conditioning 

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the  payment  to  the  children's  attendance  to  school  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 greatly 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 Education, Innovative educational concepts for schools and youth 
organisations  fostering  the  integration  of  third-country  national  students"  (Engagement 
macht  Schule)  was  funded  by  the  European  INTI  Programme  for  the  integration  of  third 
country nationals. It involved primary schools and youth centres from four different countries, 
between 2004 and 2005, in a competition for innovative integration projects. A jury selected 
20 of them which have been published online (www.engagement-macht-schule.de). Parental 
involvement  and  empowerment,  community  outreach,  extra-curricula  activities  for  the 
promotion of multi-ethnicity, music education and 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 between parents and teachers in the interests of 
children's  learning,  targeting  in  particular  families  and/or  neighbourhoods  identified  as  "at 
risk".  Parents  are  main  actors  of  the  education  process,  but  underprivileged  parents  would 
often have had a negative experience with school and would therefore 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  visit  homes  and  would  intervene  in  crisis  situations.  Besides, 
parents are involved in the educational 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  Partnership  involving  research  and  exchange  of  good 
practices (2003-2006, www.aipc-pandora.org/proyectoPrograma.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  Entrepreneurial training to disadvantaged groups 
(GRESE,  2006-2007,  www.grese.org)  was  supported  by  the  Grundtvig  programme.  It 
implemented international exchange of training methods and shared problems, and tested the 
acquired knowledge on disadvantaged groups to encourage them to set up their own business.  

BICOM  aimed  at  promoting  bilingual  and  intercultural  competence  in  public  health  (2005-
2006,  www.bicom-eu.net).  During  a  two-year  exchange  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 migrant ad hoc-interpreters 
in medical health care and in social work, i.e bilingual or multilingual staff members, relatives 
of  the  patients  or  external  voluntary  mediators,  mostly  women  (often  second  or  third 

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generation), due to their representation in health and social care. BICOM produced a booklet 
depicting local and national experiences, initiatives and approaches.  

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at 
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the  NESSE  network) 

(as  part  of 

available 

is 

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Integration 

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