Mapping and overcoming integration challenges for migrant children
At a time where the integration of refugee and migrant children into host societies is most pressing, education systems face multiple challenges due to growing cultural, linguistic and ethnic diversity and to socio-economic inequalities.
Proposals should generate quantitative and qualitative data and policy recommendations on the integration in schools of pupils (ISCED 0-3) from existing migration cohorts, children of refugees and asylum seekers, and unaccompanied minors, including those residing in hotspots and reception centres. They should take account of the complexity of pupils' background, including of children who are EU long-term residents with migration background and of newcomers, and should assess issues related to gender, identity, achievement, well-being, home-school links and discrimination among others. Ethnological, cultural, and anthropological perspectives should be included. Social and learning environments should be considered as well as strategies to promote resilience, avoid segregation and to enhance children's skills and well-being. Proposals can take an integrated approach, looking at how access to adequate housing, a decent standard of living, protection from all forms of abuse and exploitation, healthcare and psychosocial support, alternative pedagogical approaches and arts affect successful integration in schools. Proposals should also address (several of) the following issues: the time elapsed between arrival to Europe and access to education; year(s) spent out of education as a child; experiences of detention and deportation; governance and funding; roles and attitudes of families, communities, educational centres, civil society and local services, also from a gender perspective; preparedness of schools and teaching staff; language learning and multilingualism; educational and vocational opportunities for those who arrive past the age of compulsory schooling, as well as the role of extra-curricular activities (including sports and leisure) in promoting integration. Refugee and migrant children’s lived experience and voice must be taken into account in line with Article 12 of the UN Convention on the rights of the child. Best practices supporting equal life-chances should be identified with the involvement of stakeholders, maximising the potential of existing experiences, including those developed in cooperation with refugee and migrant scholars and scientists.
The Commission considers that proposals requesting a contribution from the EU in the order of EUR 3 million would allow this specific challenge to be addressed appropriately. Nonetheless, this does not preclude submission and selection of proposals requesting other amounts.
Through informing policymakers, families, children themselves, teachers and other stakeholders, the action will support the advancement of effective practices for integrating migrant children in schools. The action will enhance synergies and cooperation amongst the relevant stakeholders, thereby promoting the uptake of innovative practices as well as improving monitoring and data collection. The action will also contribute to the development of the research agenda on education.
Delegation Exception Footnote
It is expected that this topic will continue in 2020.
- Socio-economic science and humanities