News

World Refugee Day

On 4 December 2000., the United Nations General Assembly in Resolution 55/76 decided that, from 2000 onwards, 20 June would be celebrated as World Refugee Day. World Refugee Day commemorates the obstacles refugees face each year, while also celebrating their courage and strength. Since 2001, the United Nations and more than 100 countries have observed World Refugee Day annually on June 20th. According to the UNHCR, there are 65.3 million forcibly displaced people around the world. More than 21 million of these people are refugees and 10 million are stateless. On average, 42,500 people per day flee their homes to seek protection within the borders of their own country or other countries.

Reception crisis in Belgium: a country of obstacles and shortcomings

The treatment of asylum seekers by the Belgian government is unworthy of a state that claims to respect human rights. In practice, there is no such decent treatment in Belgium. Although the social workers and volunteers who work in the reception centres do a good job with the very few resources at their disposal, they are not supported by the government.
https://www.liberties.eu/de/news/ein-zeugnis-fuer-theo-francken/9135

Punishment as an educational goal in Belgium

The municipal council of the Belgian town of Forest had approved new internal rules for schools, which should enter into force at the beginning of this school year. These new rules violate several fundamental rights and two human rights organisations have expressed concern about the increasing weakening of these rights in Belgium. On the one hand, these new rules increase the number of so-called "problematic behaviours" subject to sanctions. On the other hand, the sanctions provided for are inappropriate and disproportionate and lead to more school referrals
https://www.liberties.eu/de/news/bildung-statt-strafe-belgien/9776

Refugees welcome" at Flanders Universities

The new academic year could also mark the start of education and further training for a whole series of refugees in the Belgian federal state of Flanders. Dozens of them are enrolling or are already enrolled in colleges and universities. After a language course, they were able to start their studies quickly
https://www.vrt.be/vrtnws/de/2016/09/07/_refugees_welcomeanflandernsuniversitaeten-1-2761068/

Integration

Integration is a dynamic and long-term process aimed at involving all people, irrespective of their origin, in society and enabling them to participate on an equal footing in all areas of society. The German-speaking Community has taken various measures to this end. These are regulated in the Decree of 11 December 2017 on integration and coexistence in diversity and the implementing decree.
https://www.ostbelgienlive.be/desktopdefault.aspx/tabid-4795/

Brochure Migration Community Raeren

The schools in the German Community, have a high number of foreign students, who are also entitled to special projects for the "next" students. Kindergarten and primary school teachers take foreign children a few hours a week.
http://www.oshz-raeren.be/wp-content/uploads/2016/05/Broch%C3%BCre-Migration-Gemeinde-Raeren.pdf

A COMPARATIVE STUDY ON FOREIGNERS LAW IN BELGIUM AND GERMANY

This thesis is a comparative study on immigration law in Belgium and Germany. Migration and immigration policy is a very topical issue. In addition We are thinking, for example, of the European Constitution, which is the subject of daily news reports. appear in newspapers and other media, and their migration and asylum policies include a is an important part of it.
https://www.scriptiebank.be/sites/default/files/3f8ef350116540535c7bbd76afbb9a1b.pdf

Decompartmentalize the walls of the reception class for migrant children

UNESCO publishes an international report on discrimination in the education of migrants. Belgium can also do better. In order to integrate better, newcomers must be admitted to the native classes as soon as possible.
https://plus.lesoir.be/191002/article/2018-11-20/decloisonner-les-murs-de-la-classe-daccueil-pour-les-enfants-migrants#_ga=2.233541854.1139611982.1559891379-841955626.1559891379

There are twice as many newcomer students in secondary school

The number of newcomers in secondary education is twice as high: the number of pupils in a bridging class (Daspa) in secondary education increased from 968 to 2,318 between 2010 and 2017. In primary education, on the other hand, the number of pupils going to a Daspa class remains stable over the years.
https://www.levif.be/actualite/belgique/les-eleves-primo-arrivants-sont-deux-fois-plus-nombreux-en-secondaire/article-normal-747075.html

Refugee children: crisis reception, and afterward? reception and education facilities for the youngest refugee children and their parents are insufficient

Young children of refugee and asylum seeker families have experienced stressful and traumatic experiences which can seriously hamper their further development. Research shows that these children urgently need a safe and stress-free environment. This is essential for better cognitive, physical and social development. It is therefore crucial that these families can continue to benefit from quality support during the first years of their lives, even after the first crisis shelter.
https://www.kbs-frb.be/fr/Newsroom/Press-releases/2018/20180420NDTFIEY

A place to settle and learn

Since 2016, La Petite École has provided access to education for refugee children with little or no education. From September to June, some ten children aged 6 to 12 are welcomed in a calm and caring environment that familiarizes them with the educational codes
https://www.kbs-frb.be/fr/Newsroom/Stories/20180828ND4

Schooling of refugees: in response to demand, Verviers schools are reorganizing themselves

The idea is to integrate these students in a classical course in a few months or at most a little more than a year. The idea is to integrate these students in a classical course in a few months or at most just over a year.
https://www.rtbf.be/info/regions/detail_scolarisation-des-refugies-face-a-la-demande-des-ecoles-vervietoises-se-reorganisent?id=9274134

Migrants: the way to school for every child

Only a week after the opening of the Red Cross Centre for Asylum Seekers in Tournai, the officials are working on a place in schools for each schoolchild. Evelyne Dogniez, the headmistress, stresses the importance of the school for the lives of these young people: "It is clear that the first thing you have to eat, sleep and, in the first place, be able to provide for the basic needs.... but education is a legal obligation and an extremely important factor, especially as a link in the integration and structuring".
https://www.rtbf.be/info/societe/detail_migrants-le-chemin-vers-l-ecole-pour-chaque-enfant?id=9086474

The reception of migrant students in our schools: Pact for a teaching of hope

Is the welcoming of these students into our French-speaking education system a good basis for this hope of integration? Answer: "Can do better". The aim of the DASPA is to ensure "the reception, optimal orientation and integration" of newly arrived students in our education system. It is also intended for foreign nationals under the age of 18.
http://www.justicepaix.be/L-accueil-des-eleves-migrants-dans-nos-ecoles-Pacte-pour-un-enseignement-d

No time to waste: the reception of refugee children requires the urgent creation of bridging classes (DASPA) for real and rapid integration

The Pact on Excellence in Education can only integrate this new dimension and enable these children to start a new education under conditions adapted to their needs. Regardless of their status, all school-age children on the territory have the right to a place in school. We therefore welcome Minister Joëlle Milquet's decision to do everything in his power to ensure that these children actually attend school.
https://eleves.be/2015/09/13/pas-de-temps-a-perdre-laccueil-des-enfants-de-refugies-exige-la-creation-urgente-de-classes-passerelles-daspa-en-vue-dune-integration-reelle-et-rapide/

Amnesty International Belgium's kits on migration

Amnesty International Belgium's French-speaking section has developed a series of educational kits on migration and other related topics. All Amnesty educational kits can be downloaded free of charge from the Amnesty Belgium website
https://www.unhcr.org/fr/les-kits-damnesty-international-belgique-sur-la-migration.html?query=enseignement%20en%20belgique/

Is Belgium hosting too many refugees? Three preconceived ideas on migration

The result of an opinion poll on the perception of refugees is undeniable: in Belgium, migrants have no place in the country. But do we welcome too many of them? Can we send them back to their country?
https://plus.lesoir.be/222143/article/2019-05-04/la-belgique-accueille-t-elle-trop-de-refugies-trois-idees-recues-sur-la

One out of two Belgians approves the return of refugees to dictatorial countries

According to the opinion poll, a majority of the population is of the opinion that Belgium receives too many asylum seekers and refugees. In general, six out of ten Belgians believe that "we will really be invaded more and more" in the light of the influx of migrants crossing the Mediterranean Sea.
https://www.lalibre.be/actu/belgique/un-belge-sur-deux-approuve-le-renvoi-des-refugies-vers-des-pays-dictatoriaux-5ccd4b3fd8ad586a5af642bd

The Platform Minors in Exile launches a campaign against the detention of children in Belgium

The Children on the Run Platform is therefore urging the government to implement its plans to build a new closed centre, especially for families with minor children, The Platform Children on the Run wants to sound the alarm. "You don't lock up a child. Punt", in collaboration with Vluchtelingenwerk Vlaanderen, CIRÉ, Caritas International and JRS-Belgium.
http://www.mineursenexil.be/fr/la-plate-forme/nos-actualites/campagne-onnenfermepasunenfantpoint.html

Nadia is schooling 118 minors from the Florennes refugee centre

As soon as they arrive on Belgian territory, they have to comply with compulsory education: a fantastic opportunity for some! At the Fedasil centre in Florennes, Nadia Lonneville is responsible for finding a place for them in a classroom. She mentioned the degree of cooperation between schools and the integration mechanisms that have been put in place.
https://centre.lanouvellegazette.be/335073/article/2019-01-20/nadia-scolarise-118-mineurs-du-centre-pour-refugies-de-florennes

Migrants: the highway of trafficking

This tragic story has suddenly burst into the daily lives of many Belgians who had until then ignored the fact that every night on our motorways, men, women and children are trafficked by illegal immigration networks. Most of them come from Eritrea or Sudan, but also from Iraq and Syria. Depending on the case, they flee from war, oppression, misery, or simply persecute the dream of a European Eldorado that has been sold to them at a high price
https://dossiers.parismatch.be/migrants/?gclid=EAIaIQobChMImay9ur_X4gIVB-WaCh2-ggrzEAMYASAAEgK18fD_BwE

Reception and education for refugee children in Belgium pointed out

The reception and education facilities for the youngest refugee children and their parents are insufficient, according to a study. In Belgium, "it is very difficult for the families in question to contact the existing services: they do not know them, there are waiting lists, costs and administrative procedures in which they feel lost".
https://www.7sur7.be/home/l-accueil-et-l-enseignement-pour-les-enfants-refugies-en-belgique-pointes-du-doigt~a3197ed4/?referrer=https://www.google.com/

Public education is crucial to help migrant and refugee children integrate

For education companies around the world, refugees and migrants are more of a financial windfall than a humanitarian emergency. Both in refugee camps and in host countries, private educational institutions try to help a generation of displaced children. This was the central theme of the recent meetings on development cooperation that took place in Brussels (Belgium).
https://www.ei-ie.org/fr/detail/3909/l%E2%80%99enseignement-public-est-crucial-pour-aider-les-enfants-migrants-et-r%C3%A9fugi%C3%A9s-%C3%A0-s%E2%80%99int%C3%A9grer

DSESE partners promote the integration of migrants and refugees (2017-2019)

Recognising the crucial importance of effective social dialogue for the integration of migrants and refugees into the education system, ETUCE and FEEE have decided to launch the project "European sectoral social partners' initiative in education to promote the effective integration of migrants and refugees into the education system". aim to promote evidence-based methods of migrant education in schools and to evaluate current policies and practices in this field.
https://www.csee-etuce.org/fr/dialogue-social/69-dialogue-social-europeen-sectoriel-pour-l-education-dsese/2398-essde-partners-promoting-migrant-and-refugee-integration

YES, FOREIGN STUDENTS ARE WELCOME!

Because there are many abuses, he warns: behind the so-called students are actually many migrants hiding behind them! The aim is to adapt the regulations to the new European education system (the three cycles of bachelor-master-doctorates and the credit system), but also to promote the mobility of students and researchers within the EU and to enable them to extend their stay by nine months, for the purpose of looking for work or setting up a business.
https://www.cire.be/oui-les-etudiants-etrangers-sont-les-bienvenus/

"Migrants or refugees... but also students and researchers"

This report presents the results of a three-year study that identifies how Fedasil and Fedasil's partners and the host country are addressing "vulnerability" and "special needs" in practice. Both the Belgian reception legislation and the guidelines. First of all, the European host countries state that vulnerable persons are taken into account in the reception of vulnerable persons. To date, no in-depth analysis has been made of how this obligation is implemented in practice in the following sectors: reception. This study tries to fill this gap and answers three research questions: How is vulnerability defined in practice? How is vulnerability identified in practice? How is care in practice adapted to the specific reception needs of vulnerable people?
https://www.fedasil.be/sites/default/files/content/download/files/fedasil_etude_personnes_vulnerables.pdf

FRENCH-SPEAKING UNIVERSITIES FACILITATE ACCESS TO STUDIES FOR REFUGEES

The French-speaking universities of Belgium propose various exceptional and transitional measures to facilitate access to studies for asylum seekers, recognised refugees and beneficiaries of subsidiary protection.
https://www.cire.be/les-universites-francophones-facilitent-l-acces-aux-etudes-pour-les-refugies/

Education for refugees: Warm welcome, smooth learning career and sustainable future prospects

Flanders has a long tradition of educating newcomers, but peaks such as the one in 2015-2016 with an increased influx of refugees in all levels of education, present Flanders with new challenges. In the period March 2017- March 2018, a think tank of De Vlor discussed the theme of 'refugees and education'. Thinking about education for refugees contributes to strengthening education as a whole in the longer term. This requires an inclusive rather than a categorical policy.
https://www.vlor.be/vluchtelingen
https://www.vrt.be/vrtnws/nl/2017/11/14/vlaamse-onderwijsraad-werkt-aan-toekomstvisie-voor-onderwijs-aan/

Flanders is a part of European studies: refugees are unable to continue their studies here enough

According to Elisabeth Meuleman of the opposition party Green, we are missing a lot of talent in education because there is too little effort to let refugees continue their studies. The European Commission has published a report on the integration of asylum seekers and refugees in European higher education. In the study, a total of eight measures were selected to provide a picture of the guidance of refugees in higher education and Flanders is doing very badly since only one of the eight measures is being applied.
https://www.vrt.be/vrtnws/nl/2019/02/28/vluchtelingen-hoger-onderwijs/

Pack of lessons to help young refugees integrate with the help of music wins Popthesis Prize

Celine Colignon and Gaëtan Decan developed a ready-made musical curriculum for the integration of refugees in secondary education. They researched how Western pupils and refugees can get to know each other's culture better and started from the premise that music can be an important added value in the integration process.
https://www.vrt.be/vrtnws/nl/2018/12/17/popthesisprijs/

Right to education for minor refugees: what if the future is not in Belgium?

Whether they want to take advantage of this in order to have a better future is in stark contrast to the large number of young people who get the decision that they cannot stay in Belgium and that they will have to develop their future elsewhere. The tension between the right to education on the one hand and the current migration policy on the other, which can be reduced to the tension between child and refugee, is generally subject to 'silencing' in the education policy.
https://www.ingentaconnect.com/content/aup/pedagog/2014/00000034/00000003/art00006

OECD gives five tips for successful education of refugees

How should education deal with the influx of recognised refugees? The OECD, the think tank of rich countries, gives five concrete tips.
https://www.tijd.be/politiek-economie/belgie/vlaanderen/oeso-geeft-vijf-tips-voor-succesvol-onderwijs-vluchtelingen/9711729.html

Refugee crisis worldwide: what can you do at school?

Would you like to discuss the theme of asylum and migration with your students? Do you want to set up an action with your school or cooperate with reception initiatives in your neighbourhood? Are you looking for inspiration and/or material? Klasse made an overview.
https://www.klasse.be/8967/vluchtelingen-op-school-ondernemen/

This is how you help refugees with trauma at school

Refugees in your class? There is a chance that they have a trauma. They come from a different culture, which does not know any psychological help like ours. Where do you start if you want to support them?
https://www.klasse.be/136913/vluchtelingen-trauma-helpen/

Unaccompanied minor refugees too often end up in part-time education.

In his thesis, Christof Bex examined the school curricula of unaccompanied foreign minors. The research shows that unaccompanied minors have a false freedom of choice. Some teachers and guardians advise these foreign-speaking newcomers not to choose a general educational or technical direction (ASO/TSO), because they consider their language deficiency to be too great.
https://www.knack.be/nieuws/belgie/niet-begeleide-minderjarige-vluchtelingen-komen-te-vaak-in-deeltijds-onderwijs-terecht/article-normal-673645.html

25 percent extra classes for young refugees

Fifteen school groups are starting new reception classes for underage asylum seekers. Young refugees receive a crash course in Dutch in reception classes for one year, after which they switch to regular education. All these classes are close to the improvised asylum centres that the federal government has had to set up in a hurry over the past few months. For each additional pupil, they receive extra resources. For toddlers, this is already 950 euros from January to June next year.
https://www.demorgen.be/nieuws/25-procent-extra-klassen-voor-jonge-vluchtelingen~b259c1db/?referer=https%3A%2F%2Fwww.google.com%2F

Non-Dutch-speaking pupils may speak their mother tongue in community education

Pupils who speak a language other than Dutch at home are also allowed to use it on the playground and even in the classroom. A new guide, distributed by GO in all its schools, states that directors should be positive about the mother tongue, whether it is Spanish, Polish or Arabic. Because banning is counterproductive, it sounds.
https://www.demorgen.be/nieuws/anderstalige-leerlingen-mogen-moedertaal-spreken-in-gemeenschapsonderwijs~ba245e33/?utm_source=link&utm_medium=app&utm_campaign=shared%20content&utm_content=free

Refugee is allowed to repeat his class in Ghent, Antwerp is stricter

It's a long way for a refugee to go to college or university. Not only to get in with a PCSW living wage, but also to stay there if they are unable to do so immediately. The study results must be submitted every semester. In Ghent, the rule is that they are given an extra year to catch up on courses. The Antwerp PCSW does not apply this rule.
http://www.standaard.be/cnt/dmf20180614_03562915

Taalkot gives refugees an intensive language session

Taalkot was founded three years ago and works together with three schools for part-time vocational education, or Centres for Learning and Working (CLW) in Woluwe-Saint-Pierre, Brussels and Vilvoorde, in the aftermath of the refugee crisis. "This is a precarious group of young people. They have no affinity with our language and often have psychological problems, Taalkot is also unique in Belgium. And more than that: people from the Netherlands also come to study our work, says Gunther Van Neste.
https://www.bruzz.be/onderwijs/taalkot-geeft-vluchtelingen-intensief-taalbad-2018-11-16

Support for education of refugees

DocAtlas is a learning centre for education. Their library contains numerous borrowable materials to support schools in welcoming foreign-speaking newcomers, whether or not refugee children.
https://www.provincieantwerpen.be/aanbod/dese/docatlas/documentatiecentrum-atlas/docatlas-nieuws.masterdetail.html/p_detail_url/nl/dese/provinciaal-documentatiecentrum-atlas/nieuws/different.html

First aid for non-Dutch-speaking newcomers. (Pre-primary education)

This brochure offers help to anyone who first encounters non-Dutch-speaking newcomers in kindergarten.
http://www.cteno.be/index.php?idMenu=116&id_materiaal=1126

OKANS report: opportunities and recommendations for welcoming education

Kris Van den Branden reflects on the recommendation to integrate non-Dutch-speaking newcomers much more quickly in regular secondary education, with a section on the similarity between reception education and inclusive education. The recommendations of the researchers and the full report can be found on the website of the Flemish Ministry of Education and Training.
https://data-onderwijs.vlaanderen.be/onderwijsonderzoek/?nr=192

Action Research Non-Dutch-speaking Newcomers 16-18 years old: Guidance to Education, Work, Leisure and Welfare

Research and experience has taught us that, especially for 16- to 18-year-old newcomers, both reception in the regular classroom and the connection from reception education to the regular classroom or to other training structures or to the work floor are extremely difficult. A good follow-up and a 'warm reflection' of this target group is often problematic.
http://www.cteno.be/index.php?idMenu=135&id_project=181

Study guidance for asylum seekers and refugees | Practice

Through various channels, the Dutch Council for Refugees supports asylum seekers and refugees (+18) with at least a foreign secondary education diploma in their choice of studies in higher education.
https://www.pigmentzorg.be/toolbox/fiche/studiebegeleiding-voor-asielzoekers-en-vluchtelingen

Refugees in higher education

A European report shows that refugees in Belgium hardly find their way to higher education. "Refugees in our country are very quickly referred to the labour market and we lose their precious talent and abilities. That's what Elisabeth Meuleman (Green) says in the Education Committee. She asks Flemish Minister of Education Hilde Crevits what she thinks of the report.
https://vlaamsparlement.tv/vluchtelingen-in-het-hoger-onderwijs/

What do migrant and refugee children think of education in Belgium?

They like to go to school. They are very motivated to do well. They are very much aware of the opportunities the school offers them to build a new life and a bright future in Belgium. That is what 170 refugee and migrant children aged 8 to 18 from 36 countries (including Afghanistan, Syria, Guinea, the Democratic Republic of Congo and Eritrea) told Unicef Belgium. The school gives them hope and offers them a safe environment. But sometimes the school is also very disappointing and therefore they have a lot of suggestions for improvement.
https://duurzaamonderwijs.com/2018/06/08/wat-vinden-migranten-en-vluchtelingenkinderen-van-het-onderwijs-in-belgie/

Education wants welcome classes for pre-schoolers of refugees

Refugee pre-schoolers must be able to count on receiving education. This is what Catholic Education Flanders, Community Education and the umbrella organisation of urban and municipal education (OVSG) demand. Some of them end up in reception education for foreign-speaking newcomers (OKAN), which already exists in primary and secondary education. The education providers now urge the government to also provide reception education for refugee children under the age of five.
https://www.demorgen.be/nieuws/onderwijs-wil-onthaalklassen-voor-kleuters-van-vluchtelingen~b8ff84b3/

RCA4T was present at “National Agency Refugee Projects Seminar” in Ankara

  • 17 April 2018

Refugees Class Assistance for Teacher (RCA4T) project was present at “National Agency Refugee Projects Seminar” in Ankara on April 17th 2018

Ankara Yıldırım Beyazıt University successfully participated in “National Agency Refugee Projects Seminar” that took place in Ankara National Agency on April 17th 2018

At the Seminar present 21 different projects partner in total and above 500 volunteers/visitors. During the Seminar REFUGEECLASSASSISTANCE4TEACHERS project was presented to stakeholders, volunteers and other representatives of participating other project organizations.

RCA4T project disseminated within a seminar “Teachers Education”

  • 7 February 2018

RefugeeClassAssisstance4Teachers project disseminated within a seminar “Teachers Education” organized by directorate of Ankara National education and its agencies

AYBU team took part in a seminar where educational experts have discussed the challenges of the education in the context of EU community. The event was attended by 300 teachers of national education and schools. AYBU team grasps the chance to distribute leaflets and present the finished activities within the project so far.

Take a look on the photos and videos to get visible impressions from the working atmosphere.

RCA4T project disseminated within 2 different seminars “Project Dissemination and Introduction”

RefugeeClassAssisstance4Teachers project disseminated within 2 different seminars “Project Dissemination and Introduction” organized by Ankara Yıldırım Beyazıt University at two different time.

AYBU team took part in a seminar where research assistants have discussed the challenges of the education in the context of EU community. The first event was attended by 300 research assistants from AYBU and the second ones was attended more then 100 participants from different universities. AYBU team grasps the chance to distribute leaflets and present the finished activities within the project so far.

Take a look on the photos to get visible impressions from the working.

The 5th International Consortium Meeting of the Refugees Class Assistance for Teacher (RCA4T) project took place in İzmir

Within the context of the classroom support project for asylum seekers' teachers, project activities have been evaluated recently. At a consortium meeting hosted by AYBU, partners gave information about the activities the project has done since its inception. Decisions were taken with the activities of the project in the coming period. The date and place of the next meeting was determined.

The 4th International Consortium Meeting of the Refugees Class Assistance for Teacher (RCA4T) project took place in Brussels, the capital of Belgium

Within the context of the classroom support project for asylum seekers' teachers, project activities have been evaluated recently. At a consortium meeting hosted by PhoenixKM, partners gave information about the activities the project has done since its inception. Decisions were taken with the activities of the project in the coming period. The date and place of the next meeting was determined.

Refugees Class Assistance for Teacher (RCA4T) project was present at “3rd Voluntary Action Festival” in Athens from 14th to 15th July, 2018

NGO CIVIS PLUS successfully participated in “3rd Voluntary Action Festival” that took place in Athens at Technopolis venue (Piraeus str., 100, Gazi Area, Athens) from 14th to 15th July, 2018.

At the Festival present 58 NGOs in total and above 500 volunteers/visitors.

NGO CIVIS PLUS was there with 2 representatives of the organization and 2 EVS volunteers that join placements in the organization. During the festival REFUGEECLASSASSISTANCE4TEACHERS project was presented to stakeholders, volunteers and other representatives of participating voluntary organizations.

The 3rd International Consortium Meeting of the Refugees Class Assistance for Teacher (RCA4T) project took place in Athens, the capital of Greece

Within the context of the classroom support project for asylum seekers' teachers, project activities have been evaluated recently. At a consortium meeting hosted by CivisPlus, partners gave information about the activities the project has done since its inception. Decisions were taken with the activities of the project in the coming period. The date and place of the next meeting was determined after two days of meetings.

The 3rd International Consortium Meeting

The 2nd International Consortium Meeting of the Refugees Class Assistance for Teacher (RCA4T) project took place in Sofia, the capital of Bulgaria

Within the context of the classroom support project for asylum seekers' teachers, project activities have been evaluated recently. At a consortium meeting hosted by Sofia Kliment Ohridski University, partners gave information about the activities the project has done since its inception. Decisions were taken with the activities of the project in the coming period. The date and place of the next meeting was determined after two days of meetings

The 2nd International Consortium Meeting

RefugeeClassAssisstance4Teachers project disseminated within a national seminar “EU dimension of the education” organised by Ministry of education and its agencies

  • 20 November 2017

On 20.11.2017 NARHU team took part in a seminar where educational experts have discussed the challenges of the education in the context of EU community. The event was attended by 80 representatives of educational institutions, public bodies, training centres and state organisations from the educational sector. NARHU team grasps the chance to distribute leaflets and communicate the achieved results within the project so far.

Take a look on the photos to get visible impressions from the working atmosphere.

Seminar photo

RefugeeClassAssisstance4Teachers project presented within 56th Annual scientific conference of Rousse University

  • 26-28 October 2017

In the period between 26 and 28 of October the 56 International Scientific Conference of Rousse University “Angel Kanchev” was carried out. NARHU was invited to prepare an article entitled “THE IMPORTANCE OF WELCOME PROCESS WITHIN THE CONTEXT OF SCHOOL INTEGRATION OF REFUGEE CHILDREN” and to present it in a thematic session. The abstract of the article was already published in the conference compendium. The presentation was made by Petya Grudeva and Diana Apostolova on the second day of the conference within the thematic section “Psychology and Education”. The special emphasis was put on the demonstration of the results of IO 2 and the guidelines for teachers structured in the format of ppt were admired by the academics. In December 2017the full text of the article will be published in the Conference article collection book.

If you want to learn more about the conference, please follow the link: http://conf.uni-ruse.bg/en

.

Violence linked to vulnerable groups - Children with disabilities - A journey through hard numbers and facts

This afternoon PhoenixKM presented the project at the National Conference "Violence and the child of the 21st century - conceptual and practical challenges" on 23-24 November 2017, at the Grand Hotel Plovdiv, Bulgaria. Title of my presentation: "Violence linked to vulnerable groups - Children with disabilities - A journey through hard numbers and facts".

Organisers were: University of Plovdiv "P.Hilendarski" ; State Agency for Child Protection, Municipality of Plovdiv

English version Bulgarian version

Recognizing Refugee Qualifications: Practical Tips for Credential Assessment

Thousands of refugees fleeing conflict and disaster in countries such as Syria face major hurdles in their new host countries. Credential assessment can be an unexpected one: Too often, lack of verifiable educational credentials blocks refugees from access to higher education or skilled professional employment.

This report is an overview of WES’s extensive research on worldwide practices in the assessment of credentials and qualifications of refugees and other displaced individuals. It seeks to provide educational institutions, licensing bodies, and employers – particularly in North America – with an understanding of promising and actionable practices for recognizing the qualifications, credentials and abilities of students and trained professionals.

This report includes:

  • An overview of the challenges in assessing the credentials of refugee students and professionals.
  • Basic legal and theoretical frameworks in assessing such credentials.
  • An overview of recommended practices to help institutions recognize refugee applicants qualifications when full, official or verifiable documentation is missing.
  • Alternative methods for recognizing refugee qualifications when it is not possible to recognize the applicant’s full claimed background.

 

LINK TO SOURCE: http://knowledge.wes.org/WES-2016-Research-Report-Recognizing-Refugee-Credentials.html

 

ISSUE No.7 of the "SIRIUS Network Policy Brief Series" features an in-depth study on the "Refugee children in education in Europe, How to prevent a lost generation?" by Prof. Maurice Crul (VU University Amsterdam and Erasmus University Rotterdam), February 2017.

  • April 1, 2017

The report has some interesting findings:

Different models have been identified that now used to incorporate refugee children in education. We roughly distinguish three:
  • Parallel school system: Refugee children are largely incorporated into a parallel school system (example Turkey).
  • Access to vocational school levels: Refugee children are included in the national education system but are largely streamed into the (lowest) vocational streams (examples are Germany, Flanders and the Netherlands)
  • Access to all school levels: Refugee children are included in the national education system, with the aim to stream them to all school levels (including the academic levels) according to their capabilities (example is Sweden).

 

Six major school arrangements that affect positively school success have been identified.

  1. 1. Free of costs pre-school places for the youngest refugee children to start to learn the second language early.
  2. 2. Sustained second language programs should be available from pre-school until upper-secondary school to accommodate children from all age groups. Teachers should get up-to-date second language teacher training and especially developed materials and methods.
  3. 3. For 16+ and 18+ students: Education should be available also after compulsory schooling (for instance adult education) if we want to prevent a lost generation. Stopping or only providing limited access to education beyond compulsory schooling is highly disruptive.
  4. 4. Short introductory classes, after which students are immersed into regular classes. Being placed for one or two years in welcome classes or international classes is detrimental to school success. Introductory classes should be connected to all secondary school levels (not just vocational education).
  5. 5. Additional support teachers should be assigned to follow up on children's needs.
  6. 6. Direct access to English Master programs for students holding a BA, comparable to international students.

An integrated approach is key, where these arrangements are linked together (See also the recommendations of European Commission Report: Study for educational support for newly arrived migrants, PPMI 2013). For example, short introductory programs can only be successful when combined with sustained second language support.

- PDF report

Survey among teachers/schools that work with refugee children

  • December 25, 2016

In the context of the “Training for teachers how to cope with refugee children in their class” project (REFUGEEClassAssistance4Teachers, 2016-1-TR01-KA201-034527), we are surveying the challenges teachers face when they have children in their class with a refugee background.

This questionnaire should not take more than 10 minutes of your time.

Successful kick-off meeting in Ankara on 15-16 November 2016

  • November 15-16, 2016

All partners participated in a successful kick-off meeting in Ankara on 15-16 November 2016. Current status of education of refugee children in all partner countries were presented, while the various milestones of the project were detailed.