National Experts on the Education of Migrants

OECD, Paris Breda Naughton

(breda_naughton@education.gov.ie)Department of Education and Science

13/14 October 2008

Context

• Education Act 1998 www.education.ie

• National Action Plan Against Racism 2005 www.diversityireland.ie

• EU Green Paper on Migrant Education 2008

• Current Research

• Development of an Intercultural Education Strategy www.nccri.ie

Integration Structures

• Minister for State for Integration – July 2007

• Office of Minister for Integration– Cabinet Committee on Social Inclusion,

Children and Integration – Cross – Departmental Steering Committee– Ministerial Council on Integration

Structures and Strategies

• Integration Unit in DES – Oct 2007– To co-ordinate, liaise and engage with internal

and external education and other stakeholders

• Migration Nation 2008 – Statement on Integration Strategy and

Diversity Management www.diversityireland.ie

CurrentResearch, Evaluation and Reports

• Economic and Social Research Institute – Managing Diversity in Primary and Post-Primary Schools – (end 2008)

• Inspectorate’s thematic evaluation of provision for students studying English as an additional language – (autumn 2009)

• OECD Thematic Review (autumn 2009)• VFM Review on expenditure on migrant students in primary and

post-primary education ( autumn 2009)• Language Education Policy Profile for Ireland

– Council of Europe and DES (Feb. 2008) • Youth Sector – Report and Recommendations for an Intercultural

Strategy ( spring 2008)• Horwath Report – English for Adult Immigrants (autumn 2008)

Migrant Student Profile

• 10% primary students • 7% of post-primary

students• 13,000 in FE English

Language• 10% of higher

education students

• PPPD – nationalities– UK– Poland– Nigeria– Lithuania– USA– Spain– Germany– Philippines– Latvia– South Africa

Resources for Primary and Post Primary schools

• 2,000 English Language support teachers in 2007/08 at a cost of €120m, up from 262 in 2001/2002

• Continuous Professional Development for teachers www.ppds.ie; www.slss.ie

• Resource materials – www.NCCA.ie, www.NCCRI.ie, north/south co-operation etc

• Non- curricular languages in LC for EU migrants• Opportunities for family literacy/ language learning in

schools in partnership with Further Education section of local Vocational Education Committees

Newcomer Students – Primary and Post-Primary profile

(Partners and ESRI)

– Very recent phenomenon– Majority of post-primary schools have newcomers– Significant group of primary schools have none ( 40%)– English language needs vary and it does impact– Some migrants may have little or no previous education – Most are highly motivated, high aspirations, good behaviour and

regular attendance – Many are high achievers – raise standards – Some are transitory – between schools, between countries,

arrive at any time of year – capitation issues– Key concerns – academic progress (attainment), social

interaction and involvement in extra-curricular activities– Sustained academic difficulties only for a few

Immigrant Parents

• Involvement of immigrant parents – own English language needs - 13,000 places, €10m– have high levels of education, recognition of

qualifications ( www.qualificationsrecognition.ie)– have high expectations for children – may not understand the education system, data about

schools in 6 languages www.education.ie – Polish, Latvian, Lithuanian, Russian, German and Spanish as well as in English and Irish

– need to engage in school life

Issues

• Integration/ inclusion integral part of school planning• Appropriate teaching methodologies, role of English

Language Support Teacher and mainstream class teacher

• Training• Absenteeism – role of National Educational Welfare

Board – data in 18 languages www.newb.ie• Cultural differences/ behavioural norms/ cultural

mediation • Not sufficient resources available – particularly for

teenagers

Other Issues (VoS)

• Translation and interpretation • Psychological assessments• School rules are for all • Guidance – particular needs of international

students• After school services – e.g. Polish schools at

weekends• Bullying• Mother tongue ( Co of Europe and EU Green

Paper)

Key to success – ESRI research

• A positive school climate promotes academic and social development among newcomer and Irish students alike – become more integrated, inclusive and intercultural

• Schools do not operate in a vacuum – importance of broader social relations

High profile topics

• Hijab

• Patron models – predominantly denominational in nature at primary level

• Segregated v. integrated provision

• Movement of children of local residents to other schools

Possible Principles – Intercultural Education Strategy

• Mainstreaming of all newcomer students – two way process of inclusion

• Knowledge of English ( and Irish) for all residents

• Rights and responsibilities

• High aspirations and high expectations

• Partnership and engagement

Possible Actions

• Leadership

• Research

• Awareness raising

Towards an Intercultural Education Strategy

• Conference 1st October – outlined current research – formally opened debate on development of an

Intercultural Education Strategy• Written submissions by end of October• Focus groups (Nov./ Dec 2008) to consult

stakeholders and to gain their input on – Intercultural Education Strategy– OECD Thematic Review– EU Green Paper on Migrant Education

• Intercultural Education Strategy – Autumn 2009