LeaCoMM's State of the Art Report in the field of Migration, Migrants & Ethnic Minorities in Teache

538562-LLP-1-2013-1-DE-COMENIUS-CMP

LeaCoMM Consortium

June 2014

State of the Art Report

LeaCoMM's State of the Art Report in the field of Migration, Migrants & Ethnic Minorities in Teacher Education

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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LeaCoMM© Consortium

Soros International House (SIH), Lithuania

Desmos NGO, Greece

State School Board, Stuttgart, Germany

Exchange House National Travellers Service, Ireland

Anton Martin Slomšek Institute, Slovenia

Bilkent University, Turkey

The Common State of The Art Report/Summarized version is edited and presented by Desmos NGO/Sofia Argyropoulou, project manager

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Table of content

Migration in Europe /Ethnic Minorities - Existing Conditions.......................................................................................4 Migration/ Ethnic Minorities in partner's countries - Current situation.......................................................................4 Brief statistics on migrants/ethnic minorities........................................................................................................4 General migration Policy in the EU........................................................................................................................8 General migration Policy for each participating country.......................................................................................8 Intercultural education in Europe...............................................................................................................................10 European legislation.............................................................................................................................................10 General description of the Education System in partner countries.....................................................................11 Intercultural education per country (applications, intercultural education schools, etc)....................................17 Statistics of the foreign student population per country.....................................................................................22 Teachers Education.....................................................................................................................................................25 Quality standards of Teaching and Education in partner countries.....................................................................25 Technology and Education- Online services for teachers in partner countries...................................................29 Intercultural competences of teachers................................................................................................................32 current assessments / valuations................................................................................................................................36 Particularities per country...................................................................................................................................36 bibliography / Literature.............................................................................................................................................39

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State of the Art Report 1.

Migration in Europe /Ethnic Minorities - Existing Conditions

Migration in Europe involves Europeans who immigrate to other countries inside or outside Europe and asylum seekers from countries of other continents. However the issue that concerns European countries and mainly the EU member states is the entry, stay and establishment of nationals from third world countries.

From the 2nd World War until the 1970s the European countries could be divided in countries of sending and receiving migrants and over the last thirty years this separation does not exist because they are simultaneously sending and receiving migrants countries.

The migration to each country varies in relation to countries origin, the host system and installation, migrant rights, etc.

The increasing economic inequalities and the conflicts around the world have intensified migration, while the EU member states have adopted strict measures for the entry of immigrants and have reduced the number of migrants qualified as refugees. This leads to immigrants and asylum seekers to enter informally in the Member States.

Despite the differences in EU Member States and the synchronic and diachronic common points of migration policy of the EU Member States at national level, it appears to be the exclusive link between migration and the labor market needs and the twofold reason for migration.

The first relates to problems that emerged on the breadth of the rights of migrants, the exclusive association of ethnicity with citizenship, the recognition of cultural and ethnic identity of immigrant groups and their position in the society.

The dual reason means that the status of migrants and their rights are inextricably linked to the years of their establishment. Separating rights between recent migrant and asylum seekers and long-term resident migrants and refugees, we exclude the firsts of a series of rights, the permanent establishment of equal treatment and participation in the host society by adopting strict control of arrivals from on one side and measures against discrimination and measures for their integration of the other.

2. Migration/ Ethnic Minorities in partner's countries - Current situation 2.1. Brief statistics on migrants/ethnic minorities LITHUANIA Lithuania joined the European Union with nine other new member states on 1st May 2004. It’s the largest (territory: 65301 km², population: 3.043.000) among the three Baltic countries which (re)gained their independence in 1991 as a consequence of the events which led to the collapse of the Soviet Union.

Lithuania had a significant role in the region’s history in the Middle Ages and later on in union with Poland. Lithuania shares border with Russia (Kaliningrad) and Poland in the west, Belarus in the south and Latvia in the north.

In terms of demography, Lithuania is relatively homogeneous country. On 1 March 2011, the population of Lithuania totaled 3 million 43 thousand. Over the recent decade, the population decreased by 12.6 per cent (440.6 thousand). The largest decrease was due to migration (338.7 thousand or 77 per cent).

Statistics Lithuania, based on the 2011 Population and Housing Census of the Republic of Lithuania results, informs that citizens from 108 countries were living in Lithuania in 2011. 2 million 864 thousand (94.1 per cent) residents of Lithuania were born in Lithuania. 179.6 thousand, or 5.9 per cent of the population, were born abroad; the major part thereof (92.3 per cent) were born in European countries: those born in the EU Member States – 10.5 (out of them, the largest share accounted for persons born in Latvia and Poland), in other European countries – 81.8 per cent (out of them, the largest share accounted for persons born in Russia, Belarus, and Ukraine).

Lithuania is de facto a country of emigration. Around 788 thousand people or one fourth of the population have left the country since independence in 1990.

The immigration of foreigners to Lithuania remains very low with the annual average of 2000 - 2500 people. At the beginning of 2014, there were around 35000 foreign residents in Lithuania, representing around 1,2 per cent of the country’s population. In 2013, three thousand foreigners immigrated to Lithuania – 700 of them from EU and 2300 from non EU countries. Most third country nationals come from Belarus, Russian Federation and Ukraine.

In 2011, Lithuania was inhabited by people of 154 ethnicities. Lithuanians made up 84.2, Poles 6.6, Russians 5.8, Belarusians 1.2, Ukrainians 0.5 % of the resident population; residents of other ethnicities accounted for 0.6%. They attributed themselves to 59 religious communities. 2 million 350 thousand (77.2 per cent of the population) residents

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5 indicated being Roman Catholics, 125.2 thousand (4.1 per cent) Orthodox, 23.3 thousand (0.8 per cent) Old Believers, 18.4 thousand (0.6 per cent) Evangelical Lutherans, 6.7 thousand (0.2 per cent) Evangelical Reformists; 24.9 thousand (0.8 per cent) residents attributed themselves to other faiths.

GREECE Greece has been gradually evolving from a country of emigrants to a country of immigrants, and this change was noted after 1989. Greece's migration policy was exclusively oriented in issues of Diaspora, the emigration of its labour force and the return to Greece.

By the end of the 80s, the structure of the Greek society, coupled with a series of changes around the world, led to the increase in the entry of migrants and has put an end to the role of Greece as a country of temporary residence or intermediate station. These changes had to do with Greece's participation in the European Union and the prevailing practice of strict measures for the entry of new immigrants from third countries in the frame of immigration policy harmonization.

Based on the analysis of the data of the first legalization program, the countries of origin vary widely. However the main countries of origin are Albania, Bulgaria, Egypt, Rumania, the Ukraine, Poland, Georgia, India, the Philippines, Bangladesh, Syria and Nigeria.

1 The legal and illegal immigrants in Greece are estimated at 1.300.000-1.500.000 . According to Frontex, 120 to 350 persons try every day to cross the Greek-Turkish borders. The below table containing official data of the UNHCR Refugee Agency - Global Trends 2010 indicates the numbers of migrants and asylum seekers in Greece for the year 2 2010.

Ethnic minorities in Greece: The Muslim minority in Western Thrace is protected by the Treaty of Lausanne and various special laws executing it. It is the only minority officially recognized by the Greek state. The Muslim minority is made up of three ethnic groups with the following percentage representation: 50% are of Turkish origin, 35% are Pomaks and the remaining 15% is Roma. Each one of these groups maintains its own language and traditions and for this reasons the authors of the Treaty of Lausanne identified the minority as religious and not ethnic. Nowadays, the Muslim minority enjoys full equality with the Greek majority, whereas non-discrimination and freedom of religious worship are expressly provided for by articles 5 and 13 of the Constitution of Greece.

POMAKS: The origin of the Pomaks, the oldest Muslim ethnic grop, is undetermined. The Turks claim that they are remains of Turkman raiders who settled in the region since the beginning of the Byzantine era. Bulgarians, on the other hand, claim that they are Islamized Bulgarians. Most probably they are indigenous population of the Rodopi Mountains with roots from ancient Agrianians. th th ROMA: Roma settled in Thrace around 10 or 11 century B.C. Based on their dialect, which is similar to Sanskrit and the languages of Northern India, it is possible that they originate from that region, which they abandoned with consecutive migrations, going as far as present Iran. Then they crossed Armenia and the Caucasus and came to settle 3 in Greece.

GERMANY Internationally, Germany ranks number two as an immigration country, right behind the United States. Since the start of the economic crisis in Europe, immigration of workers from countries particularly affected by the crisis has risen significantly. In addition, the conflicts in the Arab world countries led to an increase of refugees and asylum seekers.

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These figures were given by Mr. Evripidis Stylianidis, Minister of the Interior, during his welcoming speech at the conference "Dual challenge: Economic Crisis and Migration" http://www.real.gr/DefaultArthro.aspx?page=arthro&id=162023&catID=3 2 UNHCR's Global Trends report for 2010: refugees, asylum-seekers, internally displaced persons, stateless persons and others of concern to the UNHCR. http://www.unhcr.gr/fileadmin/Greece/News/2011/Global_trends/2010/UNHCR_GLOBAL_TRENDS_2010.pdf & http://www.unhcr.gr/genikes-plirofories/statistika.html 3

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(http://greeknation.blogspot.gr/2010/07/blog-post_6358.html)

6 In terms of the number of offenses, Xenophobia and right-wing extremism in Germany have declined. However, the brutality of offenses committed with extreme right-wing background has increased. In 2012, more than one million people immigrated to Germany or applied for asylum. Baden- Wuerttemberg's state capital, Stuttgart, formed a specific “Pact for Integration”. Over 40 per cent of the total population in Stuttgart has a migration background.

In the Federal Republic of Germany, immigration and integration are regulated by the Immigration Act, which was implemented in 2005. Immigrants have the right to attend German language and integration courses. At the same time, the successful completion of these courses is tied to the guarantee of residence permits.

Despite all positive progress regarding successful integration and social as well as economic participation of immigrants in Germany, ethnic and social minorities are still facing prejudice and disadvantages. This is particularly true in the areas of employment and education. Unemployment of migrants and minorities is twice as high as compared to natives. Children and youth from migrant families continue to attain a lower education because educational success, in Germany, depends heavily on the social background of the parents. In addition, migrants have a much higher risk of poverty in Germany.

IRELAND Ethnic and Cultural Diversity in Ireland During the period 2000- 2008 Ireland experienced a significant growth in immigration which has given rise to a greater awareness of cultural diversity. The most recent Census in Ireland was carried out in 2011 and recorded that the number of non-Irish nationals living in Ireland was 544,357 representing 199 different nations. This is an increase of 143% over a nine year period. It is also estimated that there are approximately 5000 Roma in Ireland, mostly from Romania, Slovakia, Poland & Bulgaria.

However, it is important to note that Ireland has long been culturally diverse, having an indigenous minority ethnic group, the Irish Traveller community. There are an estimated 30,000 Travellers in Ireland. 49% are between the ages of 15-64 compared to the general population of 65% and 50% are under the age of 14 in comparison to 24% of the general population. Due to many factors there has been a history of high unemployment and low educational attainment in the Traveller community. As documented in Citizen Traveller (2000), 90% of Traveller respondents stated that their biggest desire for the future was more access to formal education and mainstream employment alongside their non-Traveller counterparts. Current data suggests that this is a slow process as more recently, 40% of Travellers reported that they would have difficulty or be unable to fill out job application forms (Our Geels: All Ireland Traveller Health Census, 2010).

Travellers fare poorly on every indicator used to measure disadvantage: unemployment, poverty, social exclusion, health status, infant mortality, life expectancy, literacy, education and training levels, access to decision making and political representation, gender equality, access to credit, accommodation and living conditions. (ESRI Report, 1999).

The Irish Government’s Report of the Task Force on the Travelling Community, 1995, identified that Travellers are a distinct ethnic group in Ireland but, to date Travellers are not a recognised ethnic minority in Ireland. Travellers long shared history, cultural values, language, customs and traditions make them a self-defined group, and one which is recognisable and distinct. Furthermore, as recently as April 2014, a report from the Joint Committee on Justice, Diversity & Equality which undertook an examination on the recognition of Traveller Ethnicity recommended that the Irish State recognises the ethnicity of the Travelling Community. The Government is considering these recommendations.

Other ethnic and racial minorities make up about 12 percent of the population of Ireland—a proportion that doubled in the first decade of the 21st century. Immigration from the rest of Europe, Africa, and Asia has been significant since the last two decades of the 20th century. The key factors in increased immigration have been the more-open labour market provided by the European Union and the globalised nature of the contemporary Irish economy, both of which have attracted a wave of new residents. Many European countries experienced significant political, economic and social change during the last decade whereby migration became “normalised” and due to wider global political unrest Ireland has experienced an increase in refugees and those seeking asylum.

A range of legislation has been enacted which has fundamentally changed the education landscape. This has included the Education Act (1998), the Education (Welfare) Act (2000), the Equal Status Act (2000 - 2004), the National Qualifications Authority Act (2001), the Teaching Council Act (2001) and the Education for Persons with Special Education Needs Act (2004) (not yet fully commenced).

In Ireland, in keeping with our equality legislation intercultural education prescribes discrimination on the basis of nine grounds: age, gender, ethnicity/race, religion, marital status, family status, disability, Traveller identity and sexual orientation.

The most recent Census in Ireland was carried out in 2011 and recorded that the number of non-Irish nationals living in Ireland was 544,357 representing 199 different nations. This is an increase of 143% over a nine year period. Census

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7 2011 enumerated 29,573 Travellers, 26.4 % of Irish Traveller households had 6 or more persons compared with only 4.4 % of all households in the State. The family composition of Irish Traveller households was different to those of the general population. There were proportionally more lone parent households (20.5% compared with 11.9%), fewer cohabiting couples without children (2.1% compared with 5%) and more households with more than one family (2.5% compared with 1.1%).

SLOVENIA The characteristic of the Slovene model for the protection of minorities is that it doesn't state a definition of a national / ethnic minority. It has appeared since the post-war period (World War II) in constitutions and legal acts only by mentioning so-called »other national communities«, where only Italian and Hungarian minorities were being listed.

Definitions have been developed by the appearance of characteristics typical for Hungarian and Italian minorities in Slovenia.

The Republic of Slovenia has two national minorities – the Italian and the Hungarian National Communities - and a special Roma Community. All three communities are protected by the Constitution (Articles 64 and 65 of the Constitution of the Republic of Slovenia) « (Office for National Communities, Government Office of the Republic of Slovenia, 2014).

Both »recognised« and »autochthonous« minorities - this very important expression in Slovenia isn't recognised by international documents – in Slovenia have ensured the right to their own educational system, media, financial support, bilingual businesses in municipal administrations and administration of justice, right to have bilingual documents, bilingual inscriptions, including the right to give names to streets, even the right to use national symbols (flags of neighbouring countries), double the right to vote with a special seat for the deputy of the minority and similar.

They are neither the sole minorities in Slovenia nor the largest or only »indigenous« ones. In a professional background we also talk about »unrecognised« national communities, which are indigenous in their surroundings, namely Germans, Jews and the Uskok population in Bela Krajina.

There is certainly another, even larger, group, so-called “new” minorities, formed by immigrants from ex-Yugoslavia.

In addition, our country is especially »protective towards interactive data about the ethnic and social structure of its population (Žitnik Serafin, 2010, page 69). The advisory committee of the framework convention for the protection of national minorities offered the Third opinion about Slovenia in March 31st, 2011, yet »regrets that, due to the decision for a register census, there won't be information about the status of national minorities (Advisory committee of the framework convention for the protection of national minorities, 2011, page 10-11). On the other hand, they also expect that the authorities will still continue to gather data about the status of members of national minorities.

TURKEY Turkey’s key minority groups include ethnic, linguistic and religious minorities. The number of people in each group is unknown since the state does not ask citizens to declare their ethnic, religious or other origin in censuses. There is no scientific research on minorities in Turkey. The list below is non-exhaustive; it includes the main minority groups, irrespective of whether they self-identify as ‘minorities’, and non-conclusive information about each. The quantitative estimates below should be read with caution.

Main ethnicities: Caucasians, (Y) Ezidis, Kurds, Laz, Roma, Turks Main languages: Arabic, Kirmanji and Zaza Kurdish, Laz and Turkish – the only official language.

Main religions: Alevism, Armenian, Assyrian and Greek (Rum) Christianity, (Sunni) Islam and Judaism.

In the base of the International Report on Religious Freedom of USA (2013), the populations of minority communities in Turkey are as follow: 2 500 Greeks, 60 000 Armenian citizens and 30 000 Armenian immigrants, 22 000 Jews, 15-20 million (or 20-25 million) Alevi, 20 000 Syriacs, 500 000 Shii-Jafari, 10 000 Bahai, 5 000 Ezidi, 5 000 Witnesses of Jehova, 7 000 Protestants, 3 000 Chaldeans, 25 000 Catholics (Africans and Philipinees)

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8 15 000 Russain Orthodoxes.

2.2. General migration Policy in the EU A forward-looking and comprehensive European migration policy, based on solidarity and respect of diversity, is a key objective for the European Union. Migration policy is intended to establish a balanced approach to dealing with both regular and irregular migration. The legal basis of the EU is based on articles 79 and 80 of the Treaty on the Functioning of the European Union (TFEU).

The competences of the EU in this field are: Legal migration: the EU has the competence to lay down the conditions of entry and residence for third-country nationals entering and residing legally in one Member State for purposes of employment, study or family reunification.

Integration: the EU may provide incentives and support for measures taken by Member States to promote the integration of legally resident third-country nationals.

Fight against illegal migration: the EU is required to prevent and reduce irregular immigration, in particular by means of an effective return policy, with due respect for fundamental rights.

Readmission agreement: the EU is competent to conclude agreements with third countries for the readmission to their country of origin or transit of third-country nationals who do not or no longer fulfil the conditions for entry, presence or residence in one of the Member States.

Objectives Defining a balanced approach to migration: the EU aims to set up a balanced approach to dealing with legal migration and fighting illegal immigration. It is the EU’s aim to develop a uniform level of rights and obligations for legal immigrants, comparable with that of EU citizens.

Principle of solidarity: according to the Treaty of Lisbon, immigration policies should be governed by the principle of solidarity and fair sharing of responsibility, including its financial implications, between the Member States (Article 80 TFEU).

The role of the European Parliament: The European Parliament actively supports the introduction of a European immigration policy. On the admission of third-country nationals, it has called for the development of legal means, and, in particular, measures to reduce incentives for irregular immigration.

In its resolution on the Stockholm Programme, adopted on 25 November 2009, Parliament urged that integration, migration and asylum policies be built on full respect for fundamental rights.

2.3. General migration Policy for each participating country LITHUANIA The main Lithuanian institutions shaping and implementing migration policy are as follows: Ministry of the Interior, Migration Department under the Ministry of Interior, Refugees Reception Centre, Ministry of Foreign Affairs and Lithuanian Labour Exchange at the Ministry of Social Security and Labour policy.

The rights of persons belonging to national minorities are regulated by the Constitution of the Republic of Lithuania and by several other laws such as The Law on Education, also by the key international agreements ratified by Lithuania.

The new revision of the Law on National Minorities which will soon be adopted by the Lithuanian Parliament will stipulate a person’s right freely to choose to be treated or not to be treated as such and no disadvantage shall result from this choice. It will also prohibit forcing someone to prove their belonging to a national minority or to publicly disclose their religion, origin, minority language or belonging to a national minority.

The Ministry of Culture of Lithuania is responsible for coordination of issues concerning the protection of rights of persons belonging to national minorities. The Ministry of Education and Science co-ordinates the educational issues of national minorities.

GREECE In order to tackle the issue of non-legal migration, Greece’s migration policy tends currently to focus on two axes. At national level, Greece launches an effort to enhance the voluntary repatriation of the illegally staying foreign nationals and at the same time tries to prevent illegal entry of new migrants.

Enhancing the asylum-granting system is also top priority of the new migration policy, because up to now granting asylum has been disproportionate to the numbers of applications, and the whole procedures has significant problems.

Therefore, recently new asylum-granting committees were set up with an exclusive competence to manage asylum applications.

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9 The application of Dublin II Regulation concerning the examination of asylum applications by the first country the applicant enters into is quite problematic, because it puts disproportionate pressure on the Mediterranean countries, including Greece. All in all, Greece wishes to turn the issue of non-legal migration into an issue that must be tackled at European level with common policies of the EU partners.

GERMANY Immigration and integration in the Federal Republic are regulated by the Immigration Act, which was implemented in 2005. Immigrants have a right to German language and integration courses. At the same time the successful completion of these courses is subject to the guarantee of residence permits.

Despite all positive progress regarding successful integration and social and economic participation of immigrants in Germany, ethnic and social minorities are still facing prejudice and disadvantages. This is especially true in the areas of employment and education. Unemployment of migrants and minorities is twice a high as compared to natives. Children and youth from migrant families continue to achieve a lower education attainment because educational success in Germany depends heavily on the social background of the parents. In addition, migrants are more likely at risk of poverty in Germany.

IRELAND The principal legislation governing the entry and residence of non-nationals in the State is the Aliens Act, 1935 and the Aliens Order 1946 as amended, together with the regulations implementing the EU Rights of Residence Directives. In addition, the Immigration Act, 1999 sets out the principles and procedures which govern the removal of non-nationals from the State. This legislative framework provides that all non-EEA nationals require the permission of the Minister for Justice and Equality to reside in the State. Certain non-EEA nationals require a visa prior to entering the State and it is the function of the Department of Foreign Affairs to process visa applications through its network of Embassies and other consular posts abroad. In view of the responsibility of the Minister for Justice and Law Reform for immigration matters generally, the overall policy parameters in relation to visa matters are, however, set by him. Embassies have been granted delegated sanction to decide on certain categories of applications but others are referred to the Department of Justice and Equality for decision.

Non EEA nationals, whether visa required or not, are subject to Immigration controls upon arrival in the State. These controls are applied on an occasional basis on persons arriving from within the Common Travel Area between Ireland and the UK and systematically on persons arriving from outside the Common Travel Area. Generally speaking, a person can be granted up to 90 days permission to remain as a visitor upon arrival, provided they can satisfy an Immigration Officer that they have sufficient funds to support themselves, that they have a valid visa if one is required and that they will not breach Irish immigration or other laws.Non-EEA nationals seeking permission to enter in order to take up employment will generally require a Work Permit. Work Permit applications are processed by the Department of Enterprise, Trade and Innovation and non-possession of a permit if intending to take up employment is grounds for refusal of entry.

Persons who wish to reside in the State for longer than 90 days must register with their local Garda Registration Officer and apply for further permission to remain before their initial leave to enter expires. The main grounds upon which further permission to remain can be obtained are: for the purposes of employment, to study, to operate a business or as a dependant family member of an Irish or EEA national residing in the State. Certain other categories of person are also granted permission to remain, including persons granted humanitarian leave to remain by the Minister. Particular criteria must be satisfied in order to obtain permission to remain in any of the above mentioned categories and, in the case of visa required nationals, further permission to remain will generally not be extended to persons who entered on short visit category visas.

SLOVENIA 4 The National Assembly of the Republic of Slovenia accepted the resolution on the Immigration policy of the Republic 5 of Slovenia and the resolution about the Emigration policy of the Republic of Slovenia . Both resolutions contain some

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Accepted on 28. 11. 2002, Resolution on migrant politics of the Republic of Slovenia (Uradni list RS, št.

106/02).

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10 basic integration principles of the EU. Other documents also contain respect towards multiculturalism, which is the first principle of integration. (Žitnik Serafin 2010, page 68). »Basic principles and values of integration policy are equal status, freedom and reciprocal cooperation. When we deal with equal status, we talk about ensuring equal social, economic and civil rights. It is also guaranteed to have the right to express ones cultural identity along with respect for the integrity and dignity of every individual and their culture In accordance with the laws and basic values of the Republic of Slovenia. Reciprocal cooperation is emphasised as a right to participate and be responsible in all social procedures» (Vrečer 2007, page 76).

Nevertheless, from European and Slovene documents as well as from documents about the integration of immigrants in Slovenia and the protection of minorities, as Žitnik Serfin mentioned (2010), it is visible that »linguistic integration of immigrants means the equal inclusion of immigrant and other minority languages in national languages. Their cultural integration means the equivalent inclusion of immigrant and other minority cultures (traditions, customs, achievements, values, behaviour patterns, mentalities and lifestyle) in national subculture and general social norms.

The institute of the Republic of Slovenia for the educational system also issued guidelines for inclusion of immigrants' children in kindergartens and schools in 2012. Guidelines for participation of immigrants’ children determine measures in the field of education for integration of immigrants' and strategies for the participation of children, pupils and students in the system of education of the Republic of Slovenia (accepted on collegium of the minister in May 2007) as component part of national strategy for integration of immigrants' children . They are intended for different educational institutes, which run programs of preschool education, primary and high-school education and dorms in the Republic of Slovenia.

TURKEY Turkey’s former role as a “migrant-sending country” is now supplemented with the role of a “migrant-receiving country”. The total number of expatriates equaled 3.3 million which implies 5% of the nation’s total population living outside of Turkey. By 2010, the number has increased to 3.7 million, while the migrant stock in Germany has decreased over the years. Fifty years past the beginning of extensive migration from Turkey to Europe, the number of migrants to Turkey exceeds that of the number of migrants from Turkey. Added to this is an increase in the number of returnees (Icduygu, 2010).

International migration is an inseparable part of the social and economic development of practically all countries worldwide. For many decades, Turkey was seen as a predominantly migrant-sending country, but during the last 20 years Turkey has increasingly turned into a destination for regional economic migration. Many of these migrants, usually interregional migrants, continue or at least wish to continue their journey further westwards through Turkish territory. Turkey's geographical position, integration with the European Union and dynamic economy are amongst the driving factors for today's migration flows in the region.

The issue of migration has become central to EU-Turkish relations. Particularly in the run-up to the EU membership negotiations, which were formally opened on 3 October 2005, Turkey came under increasing pressure to reform its legislative system and control irregular migration flows The Turkish government has begun negotiating readmission agreements with third countries. Agreements with Syria, Greece, Kyrgyzstan and Romania have already been signed.

3. Intercultural education in Europe 3.1. European legislation "Intercultural education is the pedagogical response to the reality of a multicultural society. In other words, intercultural education is the procedure and the result of educating all members of a multicultural society under specific and historically formed conditions. Intercultural society a) is based on the belief that all people are equal; b) believes that cultural diversity enriches society; c) is based on equal opportunities (acceptance that all people are equal) and d) is against discrimination. (multiculturalism: coexistence of groups/ interculturality: interaction of groups (aim).

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Vrečer, N. (2007). Integracija kot človekova pravica: prisilni priseljenci iz Bosne in Hercegovine v Sloveniji. Ljubljana: Založba ZRC. Pridobljeno na http://books.google.si/books?id=tCMWAQAAMAAJ&lpg=PA76&ots=JH6lgjxbc&dq=INTEGRACIJSKA%20NA%C4% Npr. Svet Evrope, 2003 in 2006.

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11 Intercultural education is a beginning (equal opportunities), a procedure (interaction of groups) and a movement 6 (transformation of educational and social structures). (Papachristos, 2011)"

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Green Paper The number of children of migrant families who face language and cultural barriers and are in a weaker socioeconomic position has drastically increased in recent years. Hence, this poses a big challenge for the European education systems. The education systems must continue providing high-quality, equal education and at the same time cover the needs of a population with bigger differences. Education is the key for integration and employability.

A failure of the systems to live up to this challenge might cause deeper social differences, cultural separations and conflicts among ethnic groups. The high number of children of migrant families poses challenges for education at various levels: class and school: it is necessary to cover more mother tongues, cultural views and skills; to adjust teaching skills and create links between migrant families and societies; school systems: the differences between schools due to separation based on socio-economic relations, must be avoided.

How policies react to the challenge The policies and approaches identified as the best possible for facing the challenge are those giving priority to equal education and covering overall all levels and all aspects of the education system.

The Member States have adopted concrete strategies for specific aspects of the educational challenge, such as: measures promoting the learning of the language of the host country and country of origin; specialized support in the form of quotas, scholarships and subsidies to migrants and schools; supplementary educational support, second chance schools and adult education; prevention strategies for securing single education; teacher training in order to secure quality standards; intercultural education.

The role of the EU While educational policy still falls under the competences of the Member States, Member States have shown an interest in cooperating between them in the issue of integrating migrant children. To this end, the Commission may undertake a facilitating/ mediating role. Actually, the EU has already adopted measures affecting the Member States policies, especially through: the European Year of Equal Opportunities for All (2007) the European Year of Intercultural Dialogue (2008) the Common Agenda for Integration (2008) the programme on Life-long Learning / Erasmus + the programme Youth in Action Structural Funds

3.2. General description of the Education System in partner countries

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LITHUANIA The present-day Lithuanian educational system covers pre-school development, general child and youth education and junior college training, higher education and adult education. There is a binary higher education system in Lithuania, that is, HE institutions are of two types: universities and colleges. A higher education is acquired after the completion of undergraduate studies, which last four or five years in an institution of higher education. Upon completion of the undergraduate studies, a specialized professional or Master degree programme, lasting one and a half to two years, can be undertaken only at the Universities. Doctoral studies in Lithuania last for four years.

The educational system in Lithuania is comprised of: formal education non-formal education (preschool, pre-primary, and other non-formal children and adult education) self-education aid to children (informational, psychological, social and special aid, and health care at the school)

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http://paroutsas.jmc.gr/diapolit.htm

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aid to teacher and school (informational, consulting, competence improvement and other).

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Formal education is organized according to approved study programs. Under the ISCED 97 classification, educational system may be divided as follows: ISCED 0. Preschool and pre-primary education.

ISCED 1. Primary education.

ISCED 2. Lower secondary education.

ISCED 3. Upper secondary education.

ISCED 4. Vocational training.

ISCED 5. Higher education studies.

ISCED 6. Doctoral, residence studies and postgraduate art studies.

Start date of a school year is September 1 and it lasts until May 30 (for younger schoolchildren) or end of June (for elder schoolchildren and students).

In Lithuania, education is compulsory for pupils until they reach 16 years of age. Compulsory education is usually provided up to the 10th form (2nd form of the gymnasium). After completion of the 10th form, pupils must take the basic education achievement test in the Lithuanian Language, Mathematics, and an elective basic education achievement test in Mother Tongue (Belarusian, Polish, Russian or German).

After acquiring basic education and obtaining the basic education certificate, they may continue learning under the programmes for secondary education or vocational education and training or under the combined programme for secondary education and vocational education and training in order to acquire their first qualification.

Upper secondary education is not compulsory and usually lasts two years (11th-12th forms of the secondary school (3rd-4th forms of the gymnasium). Pupils study according to individual education plans; the programme may include the modules of the programme for vocational education and training. Upper secondary education is provided in secondary schools, gymnasiums, and vocational education and training schools. Pupils must pass two matura examinations: a compulsory examination in the Lithuanian Language and Literature and an elective examination. In total, school leavers can select no more than five examinations and take six examinations.

Vocational training is designed to develop or acquire skills. Vocational training is provided by vocational schools. Apart from vocational training, vocational schools can provide basic and secondary education. Duration of the programmes may be from two to three years. The duration of training for secondary school graduates is from 1 to 2 years.

The purpose of higher education is to assist an individual in the attainment of a higher education level and acquisition of a respective qualification. This level of education is available for persons who have attained a secondary education level and are able to study independently. Higher education studies are of two types: university studies and non-university studies and are implemented by schools of higher education: universities, academies provide university studies and colleges provide non-university studies.

Non-university studies are undergraduate studies focused on practical activities. The graduates obtain vocational qualification. Duration of non-university studies is 3-4 years.

University studies are organized in three stages. First stage studies are undergraduate studies. It lasts 4 years. The graduates obtain Bachelor degree or/and a vocational qualification. Those who have a Bachelor degree may continue their studies of a second stage. Second stage studies are of two types: specialized studies and Master studies. The duration of specialized studies is 1-1.5 years; the graduates obtain the professional qualification (e.g. Dipl. Eng.). The duration of Master studies is 1.5-2 years; the graduates obtain the Master degree.

Doctoral studies, residence studies and post-graduate art studies are the third cycle studies provided by universities.

Doctoral studies are designed to train the researchers. Individuals who have a Master degree may continue their studies as doctoral students. Duration of doctoral studies is 4 years. At the end of studies a student has to present his doctoral thesis, defend it in a public session, and after he/she is awarded with the Doctor’s degree.

Residence studies are designed specifically to help to prepare for independent practical activity for individuals who have obtained respective qualifications in the subject areas defined by the Government (e.g., medicine, deontology, veterinary medicine, etc.). The duration of residence study is 2-6 years.

Post-graduate art studies are designed to train art teachers for higher education institutions and facilitate the specialization of artists. The duration of studies is 2 years. Students must work on, develop and present an art project.

After it is presented and defended the qualification degree of Art Licensee is awarded.

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13 GREECE The Greek education system is governed by the legislation and legislative acts (decrees, ministerial orders), while the basic responsibility for education lies on the Ministry of Education and Religious Affairs. Until recently, the Greek education system has been mainly centralized. However, in the frame of Greece adjusting to international standards, there are efforts to enhance decentralization. The curricula for all types of school units of primary and secondary education are centrally elaborated and their implementation is compulsory for all schools in Greece.

Organizational Variants and Alternative Structures  Ecclesiastical Schools, Ecclesiastical Institutes of Vocational Training (EIVT) and Higher Ecclesiastical Schools (HES) The Greek education system includes ecclesiastical education, which aims at educating and training students who will staff the Orthodox Church as clerics.  Minority Schools Minority secondary education schools are operating in order to cover the educational needs of the Muslims living in the geographical department of Thrace. These schools operate in accordance with the Treaty of Lausanne (1923) and based on the regulations and regulatory decisions issued under the international agreements on education. These schools implement a bilingual curriculum in Turkish and Greek. Thrace has currently 222 minority schools, 218 schools of primary education and 6 schools of secondary education (2 Gymnasiums, 2 Lyceums, 2 Madrasas).

Furthermore, as of 1997 minority schools implement a special educational program “Education of Muslim Children” with the aim to improve the educational data of the Muslim minority.  Intercultural Education Schools In order to facilitate students coming from abroad (foreigners or repatriated Greeks) to participate in the education system, Intercultural Education Schools have been operating since 1996 in selected regions. Furthermore, schools with a large number of foreigners have reception classes and extra tuition. The objective of Intercultural Education is to organise and operate primary and secondary education schools so as to provide education to young people with educational, social or cultural particularities. Intercultural Education Schools implement the curricula of the respective public schools, which adjust to the special educational, social or cultural needs of their students. For a school to be regarded as "intercultural", the number of repatriated Greeks and/or foreign students must make up approximately 45% of the total number.

Teachers teaching in these schools receive training and the ones selected to fill the gaps created are chosen according to their knowledge of intercultural education and teaching Greek as a second or foreign language. To be precise, there are 12 primary education schools, 9 Gymnasiums and 4 Lyceums of Intercultural Education.  Music Schools  Music Schools (secondary education schools) aim at preparing and training young students who wish to pursue a career in music, without leaving behind general education, if they eventually select another scientific or vocational field.  Artistic Schools Artistic Schools were founded in 2004 with the aim to encourage and support students' interest in arts and prepare students who wish to embark on a carrier in theatre and cinema, dance (classical or modern) or Fine Arts without leaving behind general education, if they eventually select another scientific or vocational field.  Experimental Schools Experimental Schools serve the practical and educational training of teachers and the experimental implementation of teaching programmes and methods as well as the experimental use of school books, audiovisual and other means of educational technology.  Special Education Schools There are secondary education schools, technical vocational schools and special education classes for students with special educational needs.  Second Chance Schools Second Chance Schools started to operate during school year 1999-2000 for people who have completed their 18th year of age but have not yet completed the nine-year compulsory education.

GERMANY School and education in Germany is different in its 16 federal states, because the area of school and education policy falls under the sovereignty of the individual Federal States. Thus, there are differences in parts of the education system.

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In all 16 federal states the structure of education is consistent at the following levels:  Pre-School-Education  Primary level (Primary school)  Secondary level I (different types of schools and educational programmes)  Secondary level II (school education and vocational training)  Tertiary level (universities, colleges, vocational colleges)  Continued education Education is compulsory from age 6 to age 18. All children of school age attend primary school and acquire the basics for secondary education. The general schools of secondary level I and secondary level II provide general basic education or in-depth general knowledge, respectively. They are supplemented by vocational schools, which impart specialized knowledge and lead to professional qualifications. General qualifications can also be 7 acquired at vocational schools.

In the Federal Republic of Germany, vocational training for many professions is organized by means of a dual system: Private companies mainly provide the practical part of the training while vocational schools provide the theoretical part. Vocational school consists of a basic level and advanced level(s) builds on it (see Standing Conference 1991). Because of the structural change in the employment system and the therewith associated changes in job requirements, the significance of a broad vocational education has become increasingly clear in recent years. Since 1996, the Standing Conference’s focus has been the further development of the dual vocational training system. The aim is to increase the efficiency of the system in cooperation with all partners of the dual vocational training and to encourage the companies to create more positions for apprentices.

In general, school success opportunities of migrant children are lower than those of German children and they depend on the children's or their parents’ country of origin. (see 3.3.)

The focus of this report is on the federal state of Baden-Württemberg and its capital Stuttgart.

In Baden-Wuerttemberg the percentage of migrants is considerably higher than the national average. The resolutions of the Standing Conference of Ministers of Education and Cultural in the Federal Republic of Germany (Kultusministerkonferenz KMK), on intercultural education, are in the implementation phase. For all children and young people, school attendance is governed by laws and regulations. The School Act of BadenWuerttemberg [Schulgesetz für Baden-Württemberg(SchG)] is the main foundation for educating children and adolescents in Baden-Wuerttemberg. The obligation to attend school is not bound to criteria such as nationality, origin or membership to any particular groups.

During school year 2012/2013 the total number of students in Baden-Wuerttemberg was 1.163.652. These 8 students attended 53.414 classes in 4.185 schools Around 10 % of the students were holder of foreign citizenship.

The total number of students in Stuttgart was 65.878, among them were around 18 % holders of foreign 9 citizenships.

In Baden-Wuerttemberg school years start on August 1 and end on July 31. There's a summer break lasting about 6 weeks, the date is changing from year to year.

Legal bases of education, curricula and data are published and available online.

IRELAND Currently, all children residing in Ireland are entitled to one free pre- school year and primary and post primary education. Education in Ireland is compulsory from age 6 to 16 or until students have completed three years of second level (post-primary) education. While there is no national provision for pre-schooling in Ireland, first level schools accept children on or after their fourth birthday. Prior to this, there are private crèches and Montessori pre-schools that people can access if desired. The typical first level school enrols pupils by age into eight year-groups or classes, ranging from junior infants to sixth class. The vast majority of schools are state funded, privately owned "all-through"

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To compare the qualifications see [http://www.bmbf.de/pubRD/Erklaerung_SpitzengespraechKMK_BMBF31_1_12logos..pdf (as of 31.05.2014)] 8 http://www.statistik-bw.de/BildungKultur/Landesdaten/abschulen.asp 9 http://www.statistik-bw.de/SRDB/Tabelle.asp?H=BildungKultur&U=03&T=13015175&E=GE&K=111&R=GE111000 and http://www.statistik-bw.de/SRDB/Tabelle.asp?R=GE111000&H=BildungKultur&U=03&T=13013005

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15 schools, catering for pupils from 4 to 12years of age. The curriculum followed is a child-centred one and it allows for flexibility in timetabling and teaching methods.

The great majority of pupils transfer to second level school when they have completed the full first level course – generally at about 12 years of age. For registration in second level school, students must be aged 12 on 1 January in the first year of attendance. The second level education sector comprises secondary, vocational, community and comprehensive schools. While each category of school evolved from a distinctive historical context, and have different ownership and management structures, they have a great deal in common. They are largely State funded and follow the same State prescribed curriculum and take the same State public examinations. The second level school span is predominantly a six-year cycle, taken by ages 12 to 18.The terminology of "lower secondary" and "upper secondary" is not used in Ireland, but the terms "Junior Cycle" and "Senior Cycle" are commonly used. Apart from internal school tests, there are two key public examinations taken by students – the Junior Certificate (age 15/16) and the Leaving Certificate (age 17/18).

These are external examinations set by the State Examinations Commission. A great deal of public attention is focused on the Leaving Certificate Examination as entry to third level education is closely dependent on the results of this exam and the points obtained.

Ireland has an action plan for educational inclusion, DEIS (Delivering Equality of Opportunity in Schools) provides for a standardised system for identifying levels of disadvantage and an integrated School Support Programme (SSP).

The Traveller Education Strategy Advisory and Consultative Forum (TESACF) established by the Department of Education in 2009 oversee the development and implementation of a Traveller Education Strategy based on the ‘Report and Recommendations for a Traveller Education Strategy. However, the TESACF which meets four times a year; has no resources with which to ensure the implementation of the report; and Roma children are not understood to be included under its terms of reference. The Irish education system has yet to develop a culturally appropriate response to specific issues relating to Roma.

The Intercultural Education Strategy 2010–2015 which was developed by the Department of Education and Skills and the Office of the Minister for Integration aims to ensure that all students experience an education that ‘respects the diversity of values, belief, languages and traditions in Irish society and is conducted in a spirit of partnership (Education Act 1998) whereby “all education providers are assisted with ensuring that inclusion and integration within an intercultural learning environment become the norm”. The Department of Education and Skill’s policy on the provision of education for Travellers is based on this report which was launched in 2006, following wide ranging consultation with stakeholders including Traveller representatives, Teacher Unions, Parent and Management Bodies. The Report covers all aspects of Traveller Education from pre-school right through to further and higher education within a lifelong learning context. The primary aim of the Strategy is to ensure a quality, integrated education for Travellers underpinned by the principles of inclusion and mainstreaming with an emphasis on equality and diversity and the adoption of an intercultural approach.

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SLOVENIA Education is important for almost every Slovene family with children who attend kindergarten or school, for adults who want to be professionally trained or more qualified for life and work, or elderly adults that may be engaged in university in the third life period. The goals of education and training are determined with laws and educational 10 curricula. The basic structure is taken from the web page of the Institute for Employment of the Republic of Slovenia : Kindergarten or preschool education Primary school High-school education (divided in vocational, high professional and technical education andgeneral education gymnasium).

Higher professional education Third-level Studies – academic education The system of education is presented in the White book about education in the Republic of Slovenia, published in June 11 2011

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ZRSZ, education and training in Slovenia. Available at (12. 5. 2014) http://www.ess.gov.si/tujci/izobrazevanje_in_usposabljanje_v_sloveniji.

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(Nacionalna strokovna skupina za pripravo Bele knjige o vzgoji in izobraževanju v RS, MŠŠ, 2011)

16 The system of education in nationally mixed ranges – For recognised national communities The component part of education in the Republic of Slovenia is also education in nationally mixed ranges. Nationally mixed areas are located in Prekmurje and Slovene Istria. These areas are established as a base for the implementation of the equal position of two recognised minorities – the Hungarian and Italian national communities and their language and culture. Each of them has its own educational model, which follows special educational and social goals, besides general goals of education. (National professional group for preparing the White book on education in the Republic of Slovenia, MŠŠ, 2011, page 347) »Models mostly differentiate in linguistic organisation« (National professional group for preparing the White book on education in the Republic of Slovenia, MŠŠ, 2011). The model, carried out in Slovene Istria, thus in the Italian nationally mixed range, is performed in one language. This means that in a school with Slovene didactic language it is performed in Slovene, and in a school with Italian didactic language in Italian. In practice this means that they have syllabus adjusted to schools with Slovene didactic language, where the obligatory second foreign language is Italian and vice versa (MIZŠ, 2014).

According to the model carried out in Prekmurje, thus in a Hungarian nationally mixed area, schools are bilingual. This means that a class is conducted in two languages; in Slovenian and Hungarian. »Besides this, pupils from both linguistic communities, Slovene and Hungarian, take part in bilingual classes in linguistically diverse departments« (National professional group for preparing the White book on education in the Republic of Slovenia, MŠŠ, 2011).

At this point we should mention the opinion given by The Advisory committee on the Framework convention for the protection of national minorities, written down in their Third opinion about Slovenia, on March 31st, 2011. Under Act 154 it is said: »There is a lack of qualified teachers for work in bilingual (Hungarian and Slovene schools and schools with Italian didactic language), especially for teaching vocational subjects. Opportunities for learning the Romany language or in the Romany language stay limited in the educational system (The Advisory committee on the Framework convention for the protection of national minorities, 2011).

TURKEY Education in Turkey is governed by a national system which was established in accordance with the Atatürk Reforms after the Turkish War of Independence.

Children are obliged to take 12 years of education between the ages of 6 and 18, Annually, about 1.5 million students graduate from Turkish high schools. About 95% of students attend public schools, but inadequacies of the public system increasingly motivates middle-class parents to seek private education.

By 2012 there were over 167 universities in Turkey. Except for the Open Education Faculty (Turkish: Açıköğretim Fakültesi) at Anadolu University, entrance is regulated by a national examination, LYS, after which high school graduates are assigned to university according to their performance The basic structure of the National Education system is outlined by the Basic Law. Now that the new system of 4+4+4 has been implemented on 12 April 2012.

In the pre-2012 system, students were eligible to begin secondary studies after graduating from eight years of primary school at the age of 14. Under the new structure, students enter secondary school after four years of primary school and four years of middle school. Under both structures, secondary school lasts four years (grades 9 through 12). In the post-2012 era, secondary school is compulsory. Before the 2005-06 academic year, secondary programs were three years in length (grades 9 to 11).

Students can study at a general, technical or vocational high school. Some high schools have an additional year of preparatory classes in a foreign language. Under the new system, students can enter the technical or vocational stream at the start of the new four-year middle school stage.

There are several different types of schools in the general high school stream. These include general high schools, fine arts high schools, religious high schools, science high schools and foreign language high schools. These schools are academically focused and prepare students for higher education and the university entrance examinations.

In 2010-11, there were 4,748,610 students enrolled in secondary schools. Of those, 2,676,123 were enrolled in the general secondary stream (56 percent). Just 130,397 of all secondary students were enrolled at private schools (3 percent).

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17 3.3. Intercultural education per country (applications, intercultural education schools, etc) LITHUANIA The Lithuanian law guarantees the national minorities residing in Lithuania the right to State or State-supported preschool institutions, general education schools and classes in their native language.

If the national groups are sparse and they constitute a minority of the population in the locality, classes and optional courses as well as Sunday schools may be established in State general education schools with a view to enabling the persons belonging to these national minorities to learn and improve their native language.

According to the data of 2009-2010, there were total 153 secondary education schools in Lithuania in which the education process was being conducted in one or several national minority/foreign languages (62 in Polish, 36 in Russian, 1 in Belarusian, 16 in Lithuanian and Polish, 21 in Lithuanian and Russian, 11 in Russian and Polish, and 6 in the Lithuanian, Russian and Polish languages).

Enhancing the quality of teaching Lithuanian as a state language in the schools of national minorities was pointed to as one of the main tasks for integration of national minorities into the society to become successful.

In 2013-2014, total number of schools in the Republic of Lithuania reached 1208, the number of schools with Lithuanian as a language of instruction – 1075, schools with Polish as a language of instruction - 54, Russian as a language of instruction – 33, Belarusian as a language of instruction – 1, and 43 combined schools.

There are private schools for national minorities as well. Certain ethnic minorities such as Latvians, Russians, Poles, Belarusians, Ukrainians, Germans, Armenians, Karaites, Jews, Tatars and Greeks have established their Sunday schools.

The program of education in such schools or classes contains lectures of mother tongue of national minorities.

GREECE Facilitating the access of vulnerable social groups to all levels of the education systems has been top priority for the operational programme "Education and Lifelong Learning". More concretely, targeted interventions are planned for population groups with language and cultural particularities (foreigners, repatriated Greeks, Roma, Muslims of Thrace, Greeks living abroad) that will help students integrate into schools and prevent dropouts.

The promotion of intercultural education is achieved mainly by enhancing the teaching of the Greek language, developing student skills, providing psycho-social support to the students and their families as well as by strengthening teachers through educational programmes.

In the 80s, the first Reception Classes were founded for the children of migrants returning to Greece from Germany and extra tuition classes came to life. Their aim was to integrate these students into the Greek education system and help them with their learning difficulties.

The objective of intercultural education is to organize and operate primary and secondary education schools in order to provide education to young people with educational, social and cultural particularities. Intercultural Education Schools implement the curricula of the respective public schools, which adjust to the specific educational, social and cultural needs of their students.

Intercultural Education Schools In order for a school to be considered as intercultural, the number of repatriated and/or foreign students must make up approximately 45% of the total number. All teachers teaching in these schools are trained and the ones called upon to fill the gaps created, are chosen based on their knowledge of intercultural education and teaching Greek as a second or foreign language.

Reception Classes change and provide learning support in the Greek language and courses of history and culture, parallel to attending courses in regular class.

The aim of the institutional framework is to educate repatriated and foreign students so as to become more effective and participating-active in order for these students to integrate smoothly and balanced into the Greek education system in the frame of intercultural education.

GERMANY The resolutions of the Standing Conference of Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (Kultusministerkonferenz KMK) on intercultural education are in the implementation phase. For all children and young people school attendance is ruled by laws and regulations.

Every child and adolescent whose domicile or place of habitual residence is in Baden-Wuerttemberg is obligated to attend school. Also obligated to attend school is the child or adolescent whose residence in Baden-Wuerttemberg is tolerated or permitted due to an application for asylum. The obligation to attend school must be complied with by attending a German school.

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The teaching language in public schools, in Baden-Wurttemberg, is German. Not all children and adolescents possess the German skills necessary to participate in the regular classes. As far as possible, children and adolescents with a non-German language of origin attend the class appropriate to their age and performance in the respective school type. This applies in particular to children in primary school, whose linguistic development is supported by integration into the class. If this is not possible, they participate in special support measures.

Pupils who, in their home country, attended a school comparable to an intermediate secondary school [Realschule] or a grammar school [Gymnasium] can be admitted, on a trial basis, to an intermediate secondary school or grammar school if, the school comes to the conclusion that the pupil will be able to comply with the requirements of the class in regard to a sufficient command of the German language, in the foreseeable future.

Young people who continue the vocational training they began in their home country and whose command of the German language is sufficient are admitted to vocational school. If necessary in addition, they take part in a year of pre-vocational training to increase their German skills during their special preparatory year or first year of professional training respectively. The entrance to other full-time schools is only possible at the beginning of the course and if the knowledge of German is sufficient.

The prior goal of academic support is to provide the pupils with sufficient knowledge of the German language in order to integrate them into the classes of the various school types and to give them the opportunity of acquiring an academic qualification.

The connection to the language and culture of their home country is to be preserved. The legal guardians decide, under their own responsibility, if the children participate in the voluntary programmes for mother-tongue education in the language of origin.

According to these guidelines, in Stuttgart, immigrant children and adolescents, regardless of their residence status, who are by age obligated to attend school are admitted to preparatory classes and schooled there until their German skills are sufficient to attend a regular class.

Various reasons for migration have increased the number of pupils in the preparatory classes significantly in the last and current school year.

In addtition there are also a variety of programs and services of the local authorities and other agencies to support and encourage children and young people with a migration background. The regulations for the mother tongue teaching and the Islamic religious instruction in Baden-Württemberg are different from those you can find in the other states.

The recognition and support of the ethnic minority group Sinti and Roma is governed by a special contract.

Islamic religious education (IRE)  Sunni confession (IRE) From the beginning of school year 2006/07 confessional Islamic religious education for Muslim pupils has been offered (table 8) in ten different locations, that is in primary schools in Baden-Wuerttemberg - two of them in Stuttgart.

In 2010 the decision was made to continue the IRE model project for another four years and to extend it to lower secondary schools [Hauptschule]. On 20 May 2014, a positive decision of the cabinet for the next stage in the development of Islamic religious education was reached. As of September 2013, Islamic religious education can also be offered at intermediate secondary schools [Realschule] and grammar schools [Gymnasium] as far as the school committees and education authorities agree on it and a teacher for Islamic religious education is available. (Tab.1) From the beginning, the Islamic religious education has been evaluated and accompanied scientifically by the University of Education Karlsruhe. Qualification opportunities for fully trained teachers are available as an extension course at four universities of education in Baden-Wuerttemberg. For future grammar school teachers the teaching degree "Islamic religious education" has been established at the University of Tübingen for the winter semester 2013/14.

Islamic religious education (IRE) in Baden-Wuerttemberg and Stuttgart Baden-Wuerttemberg* Stuttgart** Project phase Schools offering IRE Pupils attending IRE Schools offering IRE Pupils attending IRE I / 2006-2010 10 259 2 55 II / 2010-2014 31 about 2000 4 305 III / 2014-2018 Table 1: Ministry of Education and Cultural Affairs of Baden-Wuerttemberg and State Education Authority Stuttgart (internal query)

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A press release of the Ministry of Education and Cultural Affairs states: "The model project sparks a lot of interest. Many Muslim parents want their children to receive Islamic religious education in German. Therefore, the state government is very interested in expanding the successful programme", stated Primier Minister Winfried Kretschmann. "Islamic religious education offers a good foundation for the coalescence of society and religions. Hence, the model project is an important offer for Islamic-Sunni children and adolescents in our country", emphasised the minister of education and cultural affairs Andreas Stoch. (Ministry of Education and Cultural Affairs 2014).  Alevi confession (ARE) Since 2006/07, Alevi religious education (ARE) is also offered at two primary schools in Baden-Wuerttemberg. The Alevitengemeinde Deutschland e.V. [Alevi Community of Germany] with the support of local religious communities helped to expand ARE to more than 12 schools already.

The Alevi religious education, in Stuttgart, started in March 2011 with 12 children at one primary school. Meanwhile ARE is taught at 4 primary schools to 35 children. The classes are held by teachers whose teaching qualifications in ARE were awarded by the Alevi Community of Germany. In May 2014 the Pedagogic University Weingarten started the extension course “Alevi religious education/pedagogics”. In this extension course students can prepare themselves for teaching Alevi religious education in schools.

Lessons in mother tongue, in Baden-Wuerttemberg In print matter 14/512, Landtag von Baden-Wuerttemberg [Parliament of Baden-Wuerttemberg] from 2006 the foundations of mother-tongue education are described as follows: "... The guideline of the council 77/486/ EWG on the academic support of migrant workers’ children of July 25th, 1977 is the legal basis for mother-tongue education. Accordingly, the EU member states are obliged to take appropriate measures, in cooperation with the countries of origin, to support the mother-tongue education of the children concerned, in coordination with their regular classes. The guideline applies especially to children of employees from other EU member states. Appropriate to certain decisions and agreements, the guideline is also applied to non-EU countries. As the guideline takes into account the nationality of the legal guardians, it also applies to German children with parents of foreign nationality.

Mother-tongue education in Baden-Wuerttemberg is organised and carried out in terms of so-called "consulate lessons" under the sole responsibility of the diplomatic and consular representation of the respective country of origin.

Since the 1970s Baden-Wuerttemberg has supported mother-tongue education of consulates by means of subsidies.

As extracurricular mother-tongue education is under the responsibility of the countries of origin, the federal state government does not have full insight into the extent of these classes. To the knowledge of the Ministry of Education and Cultural Affairs, mother-tongue education is offered for the following languages: Arab, Greek, Italian, Croatian, Portuguese, Serbo-Croatian, Slovenian, Spanish and Turkish.

The following table (Tab. 2) contains the number of pupils participating in mother-tongue classes in the school year 2005/2006 according to selected countries of origin: Country of origin Bosnia-Herzegovina Greece Italy Jordan Croatia Macedonia Portugal Serbia/Montenegro Slovenia Spain Tunisia Turkey In total Tab.2

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Participants in the mother-tongue classes in school year 2005/2006 191 5,623 10,059 12 2,044 68 2,246 756 139 1,017 192 32,122 54,469

20 No data on how many pupils make use of this offer in the individual school types is available in the official school statistics. Also the consulates' data on the numbers of pupils, teachers and courses of the respective home country which must be submitted annually to the Ministry of Education and Cultural Affairs, does not classify the individual school types.

IRELAND Ireland’s Intercultural Education Strategy 2010-2015 aims to ensure all students experience an education that respects the diversity of values, beliefs, languages and tradition in Irish Society and is conducted in a spirit of partnership (Education Act 1998) and all education providers are assisted with ensuring that inclusion and integration within an intercultural learning environment becomes the norm. The Strategy has identified ten key components that are necessary for the creation of an inclusive, integrated and intercultural learning environment. These are leadership; knowledge of the language of instruction; mainstreaming; rights and responsibilities; high aspirations and expectation; enhancing the quality of teaching; partnership and engagement; effective communication; data collection and research; and implementing the strategy, monitoring and evaluation. It is estimated that approximately 10 – 12% of students in school in Ireland are emigrants.

The statistical basis for gauging the situation and experience of immigrant students and comparing them to native students is less well-developed and robust in Ireland than in many other countries because immigration patterns in Ireland shifted relatively recently and suddenly. A decade ago, the immigrant share of the population in Ireland was well below the median for the OECD; today, it is well above. Though certain issues regarding immigration are more visible now than before, the arrangements for collecting relevant survey and administrative data have not kept pace with the sudden inflows. Thus there are gaps in the evidence that might shed light on developments and the current situation of immigrants and education for immigrants.

The recent and sudden shifts in immigration patterns have also resulted in a more complex mix than in other countries. The population of immigrant students is segmented into two distinct groups: those whose mother tongue is English (typically from United Kingdom, Australia, New Zealand, or the United States), and those whose mother tongue is either another language or English but requiring English language support. Students from the first group comprises roughly a third of today’s immigrant population and has been a long-standing presence in Ireland. The second group includes mostly children of immigrants who came over since the economic boom, starting in the mid1990s and accelerating after EU enlargement in 2004, and a much smaller group of asylum seekers who are seeking residency rights (less than one in ten of all immigrants), Asians and Africans. Because of the late arrival of the second group (the group that transformed the nature of the immigrant population in Ireland), Ireland does not yet have many second-generation immigrant students (students born in Ireland to one or more immigrant parents). These facts make it difficult to get statistically significant survey-based measures of experience and performance for the distinct immigrant groups. Because of gaps in the administrative data much of the description and analyses depend heavily on sources such as PISA and the work carried out by Economic and Social Research Institute (Smyth et al., 2009). (OECD Review of Migrant Education 2009) SLOVENIA Interculturalism does not suggest special didactic concepts and approaches. So it will be good to talk about an intercultural curriculum in the framework of the educational process. The focus of intercultural education is the creation of a school environment based on the principles of cultural pluralism. In this way an intercultural curriculum takes the minority out from history, therefore the school must provide possibilities for other national, religious and other communities that have lived and settled here permanently, to participate in the school curriculum. With such openness, the school proves that it cares about the members of the minority culture (Resman, 2006, page 211). The question which occurs is how to create an intercultural curriculum, so that nobody will be deprived of gaining new knowledge.

The questions, opened by an intercultural curriculum are as follows: learning the mother tongue, learning Slovenian, cognition of minority cultures.

Yet it would be good to mention that knowledge should be equal, but not that it is equivalent for everyone. Due to different needs and interests, people's right to different types of knowledge, however, gaining knowledge should be under the same criteria for all pupils (Ermenc Skubic, 2009). The teacher's approach to intercultural communication in

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21 class depends upon his attitude to diversity. An interculturally directed teacher, who works with pupils from different cultural backgrounds, should place particular importance on his communication sensibility to those pupils, whose mother tongue is not the official language. In intercultural communication, we relate to foreign speakers, their lifestyle as well as with our minds and behavioural patterns. Communication among speakers is often difficult, the reason is in bilateral stereotypes, prejudices or fears and unconscious expectations (Auerheimer 1997 and Ermenc Skubic, 2009, page 23).

Conditions in the Republic of Slovenia The characteristics of intercultural educational policy on a national level partly summarise European educational policy, where the key feature of documents is the following: it encourages greater success of immigrant pupils through measures such as mentoring, tutorship, stimulation of the language of origin and emphasising knowledge of the official language (Komotar, 2011).

The following documents have been accepted in Slovenia: The strategy of inclusion of children, pupils and migrant students into the system of education in the Republic of Slovenia (2007), Guidelines for the education of children of foreigners in kindergartens and schools (2009, supplemented in 2012), the White book on education in the Republic of Slovenia (2011), etc A multicultural stimulative didactic environment is developing more directly in our country with different projects and training courses, coordinated by the Educational Institute of the Republic of Slovenia.

TURKEY Turkish identity and nationalism are promoted as fundamental values. Because Turkey recognizes only Armenians, Jews and Rums as minorities, no other minorities have the right to open their own schools. No minority language can be used at public schools as the language of instruction at public or private schools Turkey still welcomes diversity by allowing dozens of private or public schools and universities to teach in languages such as English, French, German and Italian. No public school uses a minority languages the language of instruction.

Regarding the terms of Lausanne Treaty (July 1922), only three minority communities (Greeks, Armenians and Jews) are recognized by the Turkish State who guaranteed their religious freedom and education in their mother languages.

The schools of minorities exist only in Istanbul: 16 Armenian schools, 5 Greek schools and 1 Jewish school (with private school status).

These schools are suffering from lack of students (some schools have just 1 or 2 students) but the Turkish law does not permit these schools to take foreigner students.

An estimated 700,000 Syrian refugees have poured into Turkey since the start of the Syrian war. Many refugees have benefited from Turkey’s “temporary protection” policy and have received services ranging from food and shelter to education in camps along the border. However, as the conflict has intensified, far greater numbers of Syrians populate makeshift camps or reside in host communities. This has important ramifications for education: The United Nations High Commissioner for Refugees (UNHCR) estimates that of the one million Syrians that will reside in Turkey in 2014, 795,000 will be children, half-a-million of whom will be of school-going age.

In camps, the government partners with UNHCR and UNICEF to provide educational services. Many Syrian children have lost between one and three years of education. In 2012 and 2013, only 60 percent of primary school-aged boys and girls in Turkish camps were enrolled in school. Additionally, UNHCR reports that there are some vocational training courses, language courses, or extra-curricular activities offered in Turkish camps.

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22 3.4. Statistics of the foreign student population per country LITHUANIA In 2013-2014, total number of schools in the Republic of Lithuania reached 1208, the number of schools with Lithuanian as a language of instruction – 1075, schools with Polish as a language of instruction - 54, Russian as a language of instruction – 33, Belarusian as a language of instruction – 1, and 43 combined schools: Schools and students according to the language of instruction, as of 2013-2014 Number of schools

Language of instruction

Number of students

Total number

1208

357 477

Lithuanian

1075

322 513

Polish

54

8446

Russian

33

11 837

Belarusian

1

180

French

1

112

Lithuanian and Polish

11

2956

Lithuanian and Russian

14

4039

Russian and Polish

9

3206

Lithuanian and English

3

1971

Lithuanian, English and Polish

6

2021

Two schools, Sholom Aleichem Jewish Gymnasium in Vilnius and Herman Zuderman German Gymnasium in Klaipėda, are the exceptions in the education system of national minorities in Lithuania. They differ from the common model of schools of national minorities. In these schools education is based on ethnic identity and culture, though almost all classes are instructed in Lithuanian language.

There are private schools for national minorities as well. Certain ethnic minorities such as Latvians, Russians, Poles, Belarusians, Ukrainians, Germans, Armenians, Karaites, Jews, Tatars and Greeks have established their Sunday schools.

The program of education in such schools or classes contains lectures of mother tongue of national minorities.

GREECE People who have been close to the educational reality in recent years note the spectacular change of the "chemistry" of our school classes. Based on the figures of the Ministry of Education, approximately 128.000 foreign students attend primary and secondary education schools (Gymnasiums, Lyceums). For some years now, it has been a new reality for the Greek school, which has undergone a significant differentiation, above all in the composition of the student population.

Based on the most recent figures, the number of foreign and repatriated students is as high as 128.000 in a total of 1.2 million students in the public primary and secondary school education. For example, in the City of Athens one out of five students (around 22%) is foreigner.

22

23 During school year 2013-2014, 715 students came to Greek schools, out of which 211 originate from Albania, followed

by Germany, Bulgaria, Cyprus, Romania and Russia. 204 out of 715 attend schools in Attica and 160 attend schools in 12 Central Macedonia.

GERMANY Exemplary data from the State Capital Stuttgart The City of Stuttgart, as responsible body for the schools in Stuttgart, publishes a "school report" with an extensive part about school statistics, on a yearly basis.

To some extent, projections on the topics "German without migration background", "German with migration background" and "foreign" can be found in it and in other places differentiations between "German" and "non13 German". Pupils with a dual citizenship are counted as Germans . For "Non-German pupils" see table 3 (also compare table annex 1 and table 2 in long version).

Table 3: School Report 2012 [Schulreport 2012] (Landeshauptstadt Stuttgart 2013:103) Ethnic minorities in Baden-Wuertemberg In the Statistical Office of the Federal State of Baden-Wuerttemberg [Statistisches Landesamt Baden-W端rttemberg] statistics and in the City of Stuttgart school report, "minorities" are not separately recorded.

In awareness of the historical responsibility towards Sinti and Roma, a state agreement between the Federal State's government and the State Association of German Sinti and Roma [Landesverband Deutscher Sinti und Roma] was signed in November 2013. Key points of the agreement are the right of the German Sinti and Roma to be recognised, the conservation, support and promotion of their culture and language, the embedding of the history and presence of Sinti and Roma in the curriculum and the set-up and expansion of complementary educational and cultural programmes for young Sinti and Roma. (see Landtag von Baden W端rttemberg 2013) The following overview (table 4) shows the development of the student numbers in preparatory classes since the school year 2009/2010. The State Education Authority of Stuttgart [Staatliches Schulamt Stuttgart] published the current student numbers in the preparatory classes, classified according to the school types; primary school, lower secondary school (LSS) or, respectively, technical secondary school (TSS) [Werkrealschule]. For children of primary school age, two distinct types of preparatory classes are listed: Children just starting school without sufficient German language skills attend starter classes, so called "SchA-classes", offering special language support programmes. Children

12

http://xenesglosses.eu/2014/06/2471/ "The information on the ratio between Germans and non-Germans is only comparable to a limited extent to data from former years, due to the new nationality law. Applicable since 1st Jan 2000, pupils with a dual citizenship are counted as Germans. Furthermore, the pupils' classification, according to citizenship, loses significance because more and more former non-Germans become dual citizens or German citizens due to the changed requirements for obtaining German citizenship." (Landeshauptstadt Stuttgart 2013:65) 13

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24 who are already literate attend the 2nd-4th grades of the preparatory classes. Children and adolescents from 5th 4 5 grade and upwards attend the preparatory classes of LSS and TSS together (also compare table annex 6 and 7).

Number of preparatory classes (VKL) in Baden-Wuerttemberg und Stuttgart

14

Table 4: Landtag von Baden-Wuerttemberg (2014) and State Education Authority Stuttgart [Staatliches Schulamt Stuttgart] (intern location list preparatory classes).

In Stuttgart the biggest growth of preparatory classes can be observed on the secondary level (5th to 10th grade). The percentage of refugees and asylum seekers increased from about 3.8 % in October 2009 to about 12.4 % in February 2014 (Landeshauptstadt Stuttgart 2014).

Since 2013 the number of young people without knowledge of the Latin script has strongly increased, but they were partly alphabetised, for example, in the Arab or Cyrillic alphabet. At the moment, two alphabetisation classes are provided for them.

IRLAND Students Immigration is a relatively new phenomenon in Ireland. Between 8 and 10% of students in Irish schools have an immigrant background representing many countries, cultures and languages. Their education outcomes are, on average, similar to their Irish-born peers. (OECD Review of Migration Education 2009) Though there is a wealth of outcome data available at varying levels of the Irish schooling system, rarely are migrant students made visible in them. Collecting data from schools on applicants and enrolments would make it possible to differentiate between the experience of immigrants and native Irish students.

There were 49,915 non-Irish national students and pupils aged 15 years and over resident in Ireland in 2011 accounting for 10.7 per cent of all non-Irish nationals in this age group. This compared with 11.2 per cent for Irish nationals. The largest group were UK nationals (8,277 persons) followed by Poles (4,586), Chinese (3,533) and Nigerians (2,860). American continentals accounted for one in four non-Irish national students in 2011. African (22.6%) and Asian (21%) students were next while students with EU nationality (6.9%) had the lowest share.

SLOVENIA In the school year 2012/2013 there were 3185 students enrolled in Slovene higher and third-level educational institutions. Prevailing students are from the states of former Yugoslavia (Croatia, Macedonia and Bosnia and Herzegovina), neighbouring Italy follows which has a recognised minority in the Republic of Slovenia. With approximately the same number as the Italian students, there are students from other member countries of the EU. TURKEY Two kinds of foreign students enroll in Turkish Universities: fee-paid/scholarship students and Erasmus (exchange) students. OSYM (Student Selection and Placement Center) statistics indicate that the number of foreign students studying in Turkey is gradually increasing: The number of foreign students was 16,445 in the 2006-2007 academic year, increasing to 25,545 in 2011-2012.

There has been a significant increase in the number of students opting for Turkish universities in the Erasmus Programme since 2004 when 299 students came to Turkey. The number of Turkish students travelling to Europe for educational purposes skyrocketed to approximately 3,000, as the number of incoming Erasmus students boomed to 1,400 only in three years. A further 25% increase in the number of incoming students brought this number to 3,336 in the 2009-2010 term.

14

24

GS: Primary School; HS/WRS: Sekundary School without Gymnasium

25 4.

Teachers Education

4.1. Quality standards of Teaching and Education in partner countries

  -

-

LITHUANIA Teacher Training in Lithuania is regulated by Lithuanian legislation. The Ministry of Education and Science is responsible for education. In accordance with the Law on Education the following shall have the right to work as a teacher in Lithuania: a person who has a degree from a university or college as well as the qualification of a pedagogue; a person whose qualification in pedagogy/ education is approved/ certified: a person who has attained a higher education level before 2009 or a specialised-secondary education level attained before 1995, completed a course in pedagogy, psychology, subject didactics (not less than 240 hours, 6 credits, 9 ECTS credits) with not less than 6 years of teaching experience; a person who has a degree from a university or college and completed a course of 1600 hours (40 credits, 60 ECTS credits) in pedagogy, psychology and subject didactics and has passed the examinations or final tests.

As specified in the Law on Education (2011), teachers must upgrade their professional qualifications and are entitled to at least five days a year for attending in-service training (professional development) events.

In Lithuania, teachers are trained at universities and colleges, studies normally last for four years.

Teacher training studies are integrated into the university first-cycle (Bachelor) or college study programmes the main objective of which is the training of teachers and which are registered as programmes of the study fields 'Pedagogy' or 'Andragogy'. Upon completion of studies like that, graduates are awarded a Bachelor's or Professional Bachelor's degree in the main field pedagogy or andragogy or may be awarded a Bachelor's or Professional Bachelor's degree in the neighbouring (other) field and the teaching qualifications in the relating subject attested by a Bachelor's or Professional Bachelor's Diploma. Teacher training studies may be integrated into the second-cycle (Master) study programmes.

The volume of teacher training studies in Lithuania must constitute not less than 60 ECTS credits. The teacher training studies embrace the theoretical part not less than 30 ECTS credits and the school (teaching) practice of not less than 30 ECTS credits.

The recommended areas in the general education part of teacher training study programmes include the philosophy of education, improvement of the use of foreign languages for profession-specific purposes and the culture of professionrelated language.

The purpose of school practice is to help future teachers acquire the necessary professional competences and experience, perform practical educational activities working as a teacher for a definite period of time at a setting provided and performing various functions of the teacher's professional activities under the guidance of a mentor and school practice supervisor.

Upon completion of teacher training studies, graduates are awarded a corresponding degree and a teaching qualification in the relating subject or subjects studied.

In Lithuania teacher educators must meet the specific requirements, which are slightly different for college and university teachers. Teacher educators have to continually improve their teaching skills and professional qualifications related to the field of studies and to participate in the activities of schools where students undergo their teaching practice, as required by higher education institutions.

The implementation of the teacher professional development programmes in Lithuania is regulated by the Teacher Training Concept approved by the Minister of Education and Science in 2012. During an academic year, teachers shall allocate 5 days for their professional development and/ or improvement of their skills. Programmes are offered by colleges and universities, and also by different educational institutions (both formal and non- formal). The participants of such programmes get accumulative points (credits) for their qualification assessment.

15 All teachers in Lithuania are entitled to qualification assessment. The Teacher Certification Regulations specify four teacher qualification categories: teacher, senior teacher, teacher-supervisor, and teacher-expert.

15

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http://www3.lrs.lt/pls/inter3/dokpaieska.showdoc_l?p_id=332784&p_query=&p_tr2=

26

           

GREECE The Operational Programme “Education & Lifelong Learning” co-financed by the European Social Fund, implements the strategy of the Ministry of Education and Religious Affairs by financing projects on Teachers Education.

The Teachers Education Programme aims at making teachers aware of the new educational needs and challenges of st the 21 century, the high quality of the education provided, the utilization of education technology and the educational utilization of information and communication technologies.

The programme is innovative and includes: (a) teachers education with the use of new adult education methods in topics such as: application of modern education methods [namely group works, exercises, case studies, projects, role play, simulations, debates, education through art, etc.], (b) linking school with lifelong learning procedures, (c) development of the students’ multiple intelligence and horizontal competences (creativity, critical thinking, communication, cooperativeness, action programming, familiarization with art, taking initiatives, Learn to Learn skills and (d) educational utilization of the interactive whiteboard in the classroom.

Teachers Education combines all training methods (lifelong and distance) and contains successive seminars, while securing a constant support of the trained teacher, training within school and methods of self-education.

The New School The Operational Programme “Education & Lifelong Learning” co-financed by the European Social Fund, implements the strategy of the Ministry of Education and Religious Affairs by launching the implementation of the vision on the st New School-School of the 21 Century. st This endeavour with the name “New School” corresponds to the new educational needs and challenges of the 21 century and puts the student at the centre of the changes aiming at an overall improvement in the students’ level of studies as well as in the quality of the education provided.

Protagonist is the student without social, economic, educational, religious or cultural discriminations and inequalities with the involvement of an active teacher in the classroom.

The aim is to create a creative and open educational environment, which brings about innovation, makes use of modern teaching tools and responds to various needs of the students. The realization of the New School starts from st kindergarten and continues with primary and secondary education. The New School-School of the 21 Century aims at preparing the new generation in order for them to: pursue values and principles that make any young person “above all HUMAN”; continue acquiring knowledge during their whole life; successfully participate in the economic life and have chances to socially advance; take on the role of responsible citizens; actively participate in social and cultural life; develop autonomous action, collective social spirit and environmental awareness; The strategic goals in the frame of the new school are supported by: securing access to pre-school education and increasing participation since the age of 4; securing access to primary education; reducing the number of students completing compulsory education with poor performance in reading, mathematics and science; reducing the number of dropouts from compulsory education; certifying knowledge of foreign language and use of PC; drastically increasing the number of teachers who use technology in their teaching.

GERMANY 16 The much differentiated school system in Germany is reflected in the distinction of teacher training, which is further enhanced by the federal states' competence for education and school policies: According to the definition of the

16

"After primary school, there are three courses of education in the secondary level: the lower secondary school c education, intermediate secondary schoold education and grammar schoolb education. These three courses of education are either offered in especially oriented school types, namely Hauptschulec (lower secondary school), Realschuled (intermediate secondary school) and Gymnasiumb (grammar school), or in school types that combine two or three of these courses of education "chain under one umbrella". There are federal states that only offer two different school types for the three courses of education on the secondary level, others have three or four. Another difference may be the name for the respective type of school. The only school type that exists in all federal states with the same name is the Gymnasiumb." [http://www.kmk.org/bildung-schule/allgemeine-bildung/uebersicht-schulsystem.html"(as of 5/30/2014)]

26

27 Standing Conference of the Ministers of Education and Cultural Affairs (KMK), the state-specific school types are 17 assigned to six groups , the vocational training is a consistent education in form of university studies (KMK 2014) - a special feature of the federal state of Baden-Wuerttemberg is the formation at "pedagogical university“, only students b who want to teach at grammar (Gymnasium) or vocational schools attend the university (this applies to all teaching professions in all other federal states). In addition, the art and music colleges, the College of Jewish Studies and the e "Independent University of Stuttgart", which educates teachers for Rudolf Steiner schools (Waldorfschulen) in BadenWuerttemberg participate in teacher education (commission of experts) 2013:16). Another contrast to other federal states is that Baden-Wuerttemberg replaces the state examination only in the winter semester 15/16 by BA/MA degrees and, with exception of the teaching profession for primary schools (still 8 semesters), introduces 10 semesters of study (cf. Expertenkommission ... 2013:56f).

Regardless of the school type, an 18-month preparatory service follows the study ("internship") as second phase of teacher education. Again, the organisational formation differs in the individual federal states (KMK 2014). Common to all forms is that the prospective teachers give lessons at a school, and are supported in a theoretical way - in BadenWuerttemberg through "seminars for didactics and teacher education".

18 Furthermore, so called "lateral transfer teachers", without a previous teacher training , work in all federal states.

For this group of people who have successfully passed professional studies (e.g. physics or chemistry), or completed a qualified vocational training, the educational report states: "In the future, it will be important to work on relevant upgrading qualifications of applicants without a university teacher training, so that the reform attempts for the school reform is fully effective." (Bildung in Deutschland 2012:83). Apart from the teachers, non teaching pedagogical staff works in schools with different qualifications and tasks (e.g. social educators, school psychologists, assistants) (Demmer/Saldern 2010:38).

Just like the teacher training, further education is (3. phase of teacher training) regulated and structured differently in the federal states: As in most federal states, there is a state institution in Baden-Wuerttemberg for continuing education qualification ("federal state academies"), apart from that there are school type specific and overlapping training opportunities provided by school administrations, as well as training in the personal responsibility of individual schools. Offers of these state carriers are complemented by offers of non-governmental organisations (e.g. professional associations, churches) and commercial providers. Oftentimes, they also appeal to other educational professions or groups of persons (e.g. parents). A supervision of educational training offers is hardly possible due to 19 the diversity of providers and the largely voluntary participation of teachers.

The outlined sophistication of the organisation of teacher education corresponds to the limited general government regulatory possibility of curricular design of individual phases. Instead there are standardising resolutions of the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) which are formulated as standards in the key areas of teacher education. Of particular importance are: 2000 Tasks of teachers today - professionals for learning (together with education and teachers' unions and their umbrella organisations) (KMK 2000) 2004/ Standards for teacher education: Education sciences (KMK 2004/2014) 2014 The standards’ implementation happens firstly on federal state level with different emphases, and secondly on the level of individual educational institutions (universities, seminars) within their room for manoeuvre. The effort to increase standardisation of teacher education is carried out with the aim to allow mobility, both within Germany as well as international. This affects the adjustment of training periods and diplomas/certificates (see above), as well as the synchronisation of the teaching professions aligned to still different school types in the federal states.

Considered as professional expertise are knowledge, conviction, motivation and professional self-regulation of the teachers; professional competence describes those requirements that teachers need to address their professional tasks. "The concept of competence implies here the consideration of characteristics that can be acquired within the framework of teacher education and professional training." (Expertenkommission ... 2013:33). This understanding of

17

Teaching profession types see [http://www.kmk.org/bildung-schule/allgemeine-bildung/lehrer/anerkennung-derabschluesse.html (as of: 29.05.2014)] 18 In addition, in Baden-Wuerttemberg specialist teacher for musical and technical subjects are trained under the responsibility of the Ministry for Education and Culture in five pedagogical seminars; however, this is not a university study. (expert commission 2013:16) 19 Cf. for training by the example of language development and German as a second language, see Baumann/Becker Mrotzeck (2014:40 ff)

27

28 competence is part of the international debate around the concept of teacher competencies (Gräsel 2012; Frey/Jung 2011). Also, within the German-speaking area, the use of the term is combined with different concepts: There are differences among others in the importance and weighting of multiple scientific, pedagogical content and educational scientific knowledge (Expertenkommission ... 2013:41), apart from knowledge, professional and subject-related convictions, interests and motivations (Blömeke 2012), in the views on the role and importance of personality characteristics (Mayr 2012; Mohr/Ittel 2012), on the function of subjective theories and beliefs (Nauser 2012) as well as the "relationship of scientific knowledge and practical competence" (Bosse 2012:9). At the same time, there is a broad consensus about the need to build up "reflected expert knowledge" IRELAND In Ireland, The Teaching Council established on a statutory basis in 2006, is the regulator of the teaching profession and promotes professional standards in teaching with regard to initial teacher education, induction into the profession and early and continuing professional development. It acts in the interests of the public good while upholding and enhancing the reputation and status of the teaching profession. It has significant powers with regard to teacher education as prescribed in the Teaching Council Act, 2001 (‘the Act’). In exercising these powers, the Council works within the framework of its Policy on the Continuum of Teacher Education. The policy highlights the evolving and dynamic context for teaching and the increasingly complex role of teachers in Ireland today. The Teaching Council is obliged under the Teaching Council Act, 2001 “to establish, publish, review and maintain codes of professional conduct for teachers which shall include standards of teaching, knowledge, skill and competence”. Ireland’s education system has undergone major changes since the 1990s. There have been significant changes to, and reform of, the curriculum at both primary and post -primary levels with issues such as social inclusion, the early identification of children with learning difficulties, multiculturalism, partnership with parents and ICT all coming to the forefront in recent years.

Nonetheless, fragmentation of the system remains and a continuing and noteworthy challenge is the need to develop the links between the early year’s sector and the infant classes of primary school and between the child-centred primary sector and the more subject based and exam driven post primary sector.

The National Council for Curriculum & Assessment publishes a wide range of diversity related documents to support inclusive teaching in both primary and secondary schools. The Irish National Teachers Association (INTO) has also published intercultural guidelines for Primary Schools. However, policy implementation depends on teachers having the necessary knowledge, skills and resources to integrate policy into practice.

SLOVENIA Education is a developed system in the Republic of Slovenia, where universities with doctoral study are on the top, and preschool education in public and private kindergartens is the starting point. It involves difficult organisation and funding, types of teachers and other professional workers, arranged with systemic laws and many regulations. The goals of education are determined with laws and educational programs. They are set up on a high level and are comparable with other educational systems in the developed countries of Europe and the world.

In order to reach demanding goals, the law determines higher education for professional workers of kindergartens and schools as a dominant standard, while it only partially suggests a lower level of education. For all teachers, the law demands pedagogical and andragogical education and a state qualifying examination.

Officially valid education is gained according to official educational programmes, accepted by the Minister in cooperation with a professional council (summarised by MIZŠ, 2014).

The tradition of teacher training in Slovenia is dual which means that primary teacher education is separated from special teacher training. Each Faculty of education (there are three in Slovenia) can offer teacher training independently or in co-operation with other faculties. This means that each faculty can be autonomous and can develop different teacher education study programmes.

- The beginning of teachers' education: The initial training of teachers is conducted by universities (University of Ljubljana, University of Primorska, University of Maribor). The form of initial education is prescribed by the higher education legislation and education regulations regarding requirements for teachers.

- The syllabus of the initiative teachers' education: The content of initial education programmes is determined by the lecturers or professors who are responsible for their academic subjects (the syllabus for each subject is written by the professors). This syllabus with the complete study programme stipulates what kind of teacher we wish to create through the academic years. This means that the professors should write the syllabus in order to follow the paradigm of the educational system in Slovenia.

28

29 Basics about teachers’ attitudes and values to support inclusive practice are set within academic subjects. Some suggestions and basic information on how to act, teach and behave are designed for some groups of children. There is not any prescribed document or guidelines at national/local/institutional level. (Kogovšek, 2010).

TURKEY Under the Basic Law of National Education, the Ministry of National Education (MoNE) is responsible for evaluation and assessment of the education system. According to an OECD study, integrated evaluation and assessment frameworks for improving school outcomes should align with educational goals and student learning objectives.

System evaluations are carried out by the Board of Education, which is responsible for development of national curricula, grading criteria and general guidelines. Situation Assessment Studies, carried out by the MoNE is a sample survey to track student achievement at various grades and in different subjects and to collect student information, such as socio-economic status. Using the survey results, the MoNE can compare regions, schools and programmes to develop education policy. International studies, such as PISA assessments, are also used to evaluate achievement at the system level. In addition, comparable statistical information is collected at the national level and, in some cases, at the school level.

4.2. Technology and Education- Online services for teachers in partner countries LITHUANIA Teachers in Lithuania can find suggestions, lesson plans, practical support, information, and materials through the Internet. In Lithuania there are good preconditions for Open Educational Resources (OER): advanced ICT infrastructure established for distance learning resource development and broadband connection provided.

Though within some of the various initiatives on ICT use in education in Lithuania repositories of educational content were established, not all educational materials maintain characteristics of OER. There are few examples of existing OER repositories for higher education and a large national online OER repository for secondary education, funded by the Ministry of Education and Science. This repository is suggested by the portal eschool (http://portalas.emokykla.lt) and is extremely useful for secondary school teachers, as it offers teaching plans, teaching tools for teachers from primary school to gymnasium for all subjects. This initiative is very well organized and supported by the Ministry of Education and Science, the Centre for Information Technologies at the Ministry, as well as

by Microsoft Corporation.

       

GREECE Digital School: The Digital School strategy aims at fully integrating Information and Communication Technologies (ICT) into the curriculum and everyday education practice. This can be for teachers a means of supporting modern educational approaches for learning, exchange of good practices with their colleagues in a “globalized school” as well as for possibilities for continuous training; for the students a useful tool for learning, problem solving, developing their critical thinking and creative skills; for the entire school community (students and teachers) a tool for co-operation of its members and communication with the rest of the world through the establishment of many “digital learning communities”; Particular targets of the digital strategy for schools are: the establishment of various educational practices in all schools that will be based on and make use of the many possibilities provided by a modern digital educational environment; the creation of equal opportunity conditions in developing digital competences and accessing digital contents for all students and teachers; the possibility for a full and immediate integration into educational praxis of constant technological novelties and innovations; the creation of permanent structures that will contribute to the establishment of an efficient, constantly improving and decentralized education system without a constant need for centralized bodies and education departments to intervene.

The national Greek School Network offers a wide range of trainings and digital initiatives and facilities for teachers, trainers, educators and school counsellors.

GERMANY Teachers have access to a broad amount of possible information and materials from the net:

29

30 "The approximately one million offers between which teachers can or must choose, have not been subject to systematic analysis so far. However, it is not only of scientific but also of public interest what materials are offered by which provider with what intentions to the teachers for their lesson framework, in other words: Who thrives with certain - not infrequently political and ideological - aims, contents and methodological proposals for implementation for the access into our students’ minds. Essential is also the question whether the materials provided in the Internet comply with current the professional scientific, didactic and pedagogical level of knowledge, in other words: Of what quality are these services."(Matthes/Schütze 2013:7).

In the context of the research project "educational media online" initial results (Matthes/Sagittarius/Wiater 2013) are available, which direct the focus on the provider (government/public/private/commercial), on the access (free/fee required), but in particular on the question of quality criteria and control of the materials provided. Of particular importance are therefore, in the context of schools and teacher education, the offer of public/governmental providers - in Germany the Federal State Education Server (overview: http://www.bildungsserver.de/Landesbildungsserver450.html (as of 31.05.2013)] or the German Education Server [http://www.bildungsserver.de/ or English version: http://www.eduserver.de/ (as of 31.05.2014)].

The use of the offers through teachers can be assigned, with the exception of e-learning or blended learning, to "informal learning" or "informal exchange". In particular, on context-sensitive linking of particular materials, and "social tagging platforms" such as EduTags [www.edutags.de], where sources, comments can be evaluated, commented, tagged and shared (!), an informal and "crowd-motivated" secondary education takes place. For years, increasing numbers of hits show that teachers use these offers to an ever growing extent: The Federal State Education Server Baden-Wuerttemberg [www.schule-bw.de] currently records some 50,000 users daily). However, a training strategy is not primarily implied.

In Baden-Wuerttemberg the specifically to teachers addressed website of the 'Federal State Academy for Training and Staff Development in Schools' ("Teacher Training Server") (www.lehrerfortbildung-bw.de) offers an overview of current training events at national level, and also numerous archives that are dedicated to interdisciplinary topics such as legal aspects, use of media, and much more. Here the numbers of daily users are approximately 5,000 to 10,000.

More and more universities, in particular pedagogical universities, also maintain their own e-learning platforms, but these are mainly used by students or teachers during the second phase of training (internship). The German Institute for International Educational Research (DIPF) plays an important role, as it directs its focus on "Open Science and Education", free access to the results of scientific work and educational resources [http://www.dipf.de/de/imfokus/open-science-and-open-education (as of 31.05.2014)], and performs research projects on the topic "educational related information search on the Internet and the German Education Server“ [(see [http://www.dipf.de/de/forschung/projekte #c3=all&c10=&c8=&c6=&b_start=0 (as of 31.05.2014)] The German Institute for International Educational Research (DIPF) plays an important role, as it directs its focus on "Open Science and Education", free access to the results of scientific work and educational resources [http://www.dipf.de/de/imfokus/open-science-and-open-education (as of 31.05.2014)], and performs research projects on the topic "educational related information search on the Internet and the German Education Server“ [(see [http://www.dipf.de/de/forschung/projekte #c3=all&c10=&c8=&c6=&b_start=0 (as of 31.05.2014)] IRELAND The Department of Education & Skills Accessing Intercultural Materials (AIM) Education Repository has a range of online resources for teachers including the following;         

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Síolta- the National Quality Framework for early Childhood education Primary school assessment kit Intercultural education in the primary school English as an additional language: Guidelines for Teachers(for all primary teachers) Up and Away; a resource book for language support in primary schools Toolkit for diversity in the primary school Post- primary school assessment kit Intercultural education in the post- primary school Integrating non-English speaking students into the school and curriculum (for all post- primary teachers) A resource book for language support in post- primary schools The Professional Development Service for Teachers (PDST) was established in 2010 to provide high quality professional development and support that empowers teachers and schools to provide the best possible education for all pupils/students. The PDST supports teachers as reflective practitioners by providing a range of professional

31 development initiatives that support teacher learning, collaboration and evidence-based practice with an emphasis on curriculum, pupil learning and welfare; learning and teaching methodologies; information and communications technology and school self-evaluation and school improvement. There is a National induction programme in place for teachers at http://www.teacherinduction.ie/. Scoilnet which is part of PDST contains a database of over 10,000+ online resources including websites, quizzes, lesson plans, notes, video/audio, games and other multimedia. It has been developed as a support for teachers at both primary and post-primary levels and, as of 2014, provides teachers with the option to share and upload their own teaching and learning resources. They have a specific Technology in Education team bringing technical and pedagogical knowledge and skills to the organisation to provide a wide array of supports for schools - see www.technologyineducation.ie SLOVENIA These online services are available for teachers in Slovenia: Arnes, SIO web portal, etc.

Arnes is the academic and research net of Slovenia, which provides an online service to organisations from the field of research, education and culture and allows their connection and mutual cooperation as well as cooperation with related organisations abroad. Arnes builds, maintains and manages infrastructure, which connects universities, institutes, research laboratories, museums, schools, databases and digital libraries. It offers to its users the same services as the national academic net from other countries, cooperating with them in projects of the European Commission in testing, the development of solutions and the implementation of new Internet Protocols and service. It also carries out services which aren't done by commercial organisations but which is the condition for the work of the Internet in Slovenia. More than 1,000 Slovene organisations are connected in the ARNES network and 200,000 people use the services of Arnes .

Web portal SIO: The web site SIO is intended to connect and integrate projects, activities and services of Slovene educational system. It was developed in a e-Education project. This project lasted for 5 years, more than 90% of kindergartens, primary and secondary schools were involved in this project. The standard of e-competent teacher, principal and ICT coordinator was developed in this project. 117 seminars, 38 virtual classrooms for self-assessment of digital competences were developed and implemented and almost 40.000 teachers were involved in counselling in small groups (Flogie, 2013).

As a conjunctive information point of different e-communities within the frame of former web portal info.edus.si, educational network of web communities will ensure: • access to the catalog of seminars / consultancies • common information service in the field of tenders and of conferences • common place for seminars and consultancies • development and access to the revision control of didactic materials Since contemporary online services are also foundation for successful work in teaching profession, in the frame of Slovene educational network, very diverse services are developed and promoted, such as SIO services: wiki.sio.si, ankete.sio.si, url.sio.si, listovnik.sio.si and skupnost.sio.si, which help teachers to achieve the goals from field of learning and teaching more easily.

TURKEY Anadolu University is an institution, promoting universal higher education values and blazing trails in the Turkish higher education with its 16 faculties (3 of which offer distance education), 4 applied schools, 4 vocational schools, 9 graduate schools, 25 research centers, and 15 research, development and application units.

In 1982, Faculty of Open Education was officially appointed by Higher Council of Education as an institutional body responsible for offering "Continuous and Open Education" models. Open Education Model, which started with two distance education programs in the field of Economics and Business Administration, has expanded its service areas ever since. Now, the Faculty of Open Education has many undergraduate and associate degree programs, as well as many certificate programs for students.

Distance education is a contemporary practice that "allows students to learn via communication technologies". It is a system for people of different age groups, different occupational backgrounds, and different income groups to pursue their studies via distance education, like the ones carried out in many developed and developing countries, without losing their productivity and regulating their studies based on their own capacity and pace. Distance education, which embraces education models congregating students, instructors, and educational resources from different locations with communication technology, is an educational philosophy that makes use of the technology of the age. Anadolu University Open and Distance Education Model is the first institution in Turkey that offers higher education through contemporary education model.

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32 Faculty of Open Education, where printed course material and television broadcasting has been used in course conduct, is in continuous strive for findings ways to integrate advanced technologies like internet, computer assisted teaching and video-conferencing into course conduct to help its students get accustomed to these technologies and create technological interaction. Besides, to support the students needs, the faculty also offers face to face academic guidance and application services in selected areas.

4.3. Intercultural competences of teachers LITHUANIA According to the Description of the Professional Competences of Teachers approved by the Minister of Education and Science the professional competences of teachers include the cultural, professional, general, and special competences.

Cultural competences mean knowledge, skills, capabilities, value attitudes, and other personal qualities that determine a successful activity of a person in a particular culture(s).

Professional competences mean the knowledge, skills, capabilities, value attitudes, and other personal qualities of a teacher which are necessary in order to pursue a successful general educative activity not specified in accordance with the content concentres/areas of education.

General competences mean the knowledge, skills, capabilities, value attitudes, approaches, and other personal qualities that are necessary for the activity of teachers and may be transferable from one type of activity into another.

Special competences mean the knowledge, skills, capabilities, value attitudes, approaches, and other personal qualities of teachers which determine their successful performance within a certain content concentre/area of education.

An initial teacher training in Lithuania is being implemented in accordance with the Description of the Professional Competences of Teachers, students during their pedagogical studies do acquire the knowledge and competences necessary to work in multicultural environment. In addition the current students during their studies are provided with many opportunities to participate in various exchange programmes like Erasmus. Teachers, who are working in this field for quite a long time, might experience lack of knowledge and competence in intercultural communication. To fill this potential gap they can benefit from a range of professional development programmes offered by the Education Development Centre (EDC - a state educational institution which provides educational support for students, teachers and for school), universities and colleges, other certified training providers. Teachers also actively participate in different teacher and school exchange programmes, and intercultural training is always a significant part of these programmes.

GREECE The need for Intercultural Education and the Greek Reality With the entry of thousands of economic migrants and refugees from neighbouring countries, during the past years, the Greek society has been gradually turning into a multicultural, multilingual and multiracial society. Hence, the education policy and the school curriculum must reflect a positive understanding of various cultures and races that currently constitute school and the Greek society.

Through the education procedure, local and foreign students must acquire a universal picture of the Greek society as well as knowledge, skills and competences in order to harmonically live in a democratic society and become aware of and accept differences as social necessity (Georgogiannis, 1997). In Greek education policy, the school’s monocultural orientation that is evident in the curriculum and in the way of teaching seems to be gradually supplemented by positions and stances that promote universality and equal opportunities.

In terms of education policy, Law 2413/1996 recognizes the multiculturality of the Greek society and establishes intercultural education in the Greek education system. According to said law, the aim of intercultural education is to “organize and operate primary and secondary education schools in order to provide education to young people with educational, social and cultural particularities”. (Markou G.P.) Thus, the school must be organized based on the following axes: - Systematic learning of the Greek language –teaching students’ mother tongue; Organized supporting/ individualized teaching in language courses. That is, special programmes in order to provide academic competence in the Greek language as precondition for a successful school career.

- Improvement of the technical infrastructure of all-day schools (canteens, relaxation and activity rooms) and its organization (staffing, resources, programmes) and enrichment with the proper educational and visual material.

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- Enhancing the social character of all-day schools (free meals and materials to students). Promoting and strengthening co-operation and solidarity with students’ parents and families –teaching and learning Greek language in evening classes. Enriching the programme with intercultural activities.

- Presence of a bilingual teacher, specialized and trained in issues of intercultural and bilingual education, from the students’ country of origin. – Reformation and readjustment of the curricula and the philosophy of all-day schools in the direction of creating a single school rather than two types of education, which is the case now.

Teachers’ education must be linked with daily school practice, the experiences and the problems teachers face in the classroom as well as with their needs and interests.

The following is suggested: training teachers (programme of organized activities with the aim to have continuous professional improvement and development of teachers and school directors); self-education (activation of teachers at local level and voluntary basis, encouragement of educational initiatives). The teachers themselves who serve in the same region and have common interests and needs have the possibility to organize self-education. This way nuclei are created for working groups, writing school books, conducting researches, finding topics for lectures; open distance education (independent autonomous learning with no constant or immediate supervision by teachers and replacement of conventional teaching with educational material; educational network (systematic coordination of differentiated education at national and regional level –depending on the needs- and by upgrading the role of ICTs as well as by differentiating types of school training with the aim to promote educational changes and innovations).

Furthermore, the Ministry in its effort to efficiently meet the particular educational and social needs of students speaking other languages must strengthen the concept of supporting teaching through crash courses in Greek, create reception guides, add intercultural elements to new curricula and school books, promote specialized educational material suitable for intercultural education and of course make an effort through specialized seminars to inform thereof the teachers involved.

GERMANY An explicit qualification of teachers for the exercise of their professional activities in Germany as a migration society began at the end of the 1960s: With the compulsory school attendance for "foreign children", the need for teacher qualification aroused. The Federal/State Commission implemented the project "Training of teachers of foreign children" (Boos-Nünning 1981), and in the year 1981, the Standing Conference of the Ministers of Education and Cultural Affairs" adopted the "recommendations for the improvement of teacher education in the field of teaching foreigners", in which the need for a fundamental qualification of all teachers for the "special problems of teaching foreign students, its objectives and tasks are conveyed" as well as a qualification for the subject "German as a second language" were appointed. Furthermore, a "special qualification for teaching foreign children", which was acquired in the first phase, had been "tried and approved" in the second phase of the teacher training, and the need for "special measures in the framework of teacher training" had been pointed out (KMK 1981). In the confrontation with the deficit and problem-oriented view of the so-called "foreigners' pedagogy" unfolded at first a rather (educational) and scientific as well as (social) pedagogical discourse to a "multicultural" society and, considering increased violent racist actions at the beginning of the 1990s, on the urgency of a professional, beyond the general demand for tolerance towards "other cultures" reaching, dealing with conditions and objectives of pedagogical action. This is particularly evident in the 1996 Resolution of the Standing Conference "Intercultural Training and Education" (updated 2013 KMK 2013). Concepts of "intercultural competence" and "intercultural pedagogic" as independent educational science discipline emerged. For teacher education offers including the mediation "intercultural competence" became more and more important - however, the content of the concept remained extremely vague: At first, it recorded the special competence of (teaching) actors in dealing with "the migrants" (see Kalpaka/Mecheril. 2010:77 ff), whereas nowadays it is considered a general core competence "for responsible action in a pluralistic, globally networked society" (KMK 2013:2).

This generalisation requires, regarding the professional competence of teachers, a clarification of not only "academic nature", but has extensive practical importance: Daily commonplace and generalisation of "intercultural competence" relieved of a mandatory, knowledge-based, and reflexive qualification of all teachers, according to professional standards, bear the danger for teacher education that the unconscious-unreflective assumption of "foreign pedagogic" interpretation patterns and concepts remain unprocessed. The current discourse deals among

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34 other things with the consequences of a reduction in migration-related issues regarding questions of "culture" and often used interchangeably: "religion" that complicates or excludes both the examination of the mechanisms of distinction between "we" and "others", and the 'othering' (Said 2009, Castro Varela/Mecheril 2010:42, Yıldız 2012), as well as the mechanisms of institutional discrimination that are the discriminatory effects of e.g. school organisational or classroom rules and routines (summarised by Mecheril et al. 2010).

With the publication of the PISA study results since 2000, the lack of school success with pupils with a migrant background has become a public topic. The associated explanations emphasise the "insufficient German knowledge" of students from migrant families. As a result, measures of compensatory language support are intensified, German as a second language is increasingly included in teacher education. Not least, the growing number of underage refugees in Germany in recent years increases the need for school-based language education. The sense of urgency related herewith causes directly affected teachers in particular to expect "concrete assistance" from teacher education (see below).

The current discourse on "reflective intercultural education" (cf. Fürstenau 2012), approaches of racism critical education, "diversity education" (Gogolin/Krüger Potratz (2013), or "migration pedagogy" (cf. Mecheril et al.), and so on reveals, with emphasis on theoretical-reflexive approaches, a state of tension to the subjective theories of teachers in dealing with migration and minorities (see Edelmann 2006; Rangosch-Schneck 2013).

Challenges of migration pedagogical teacher training The consideration of migration, interculturalism or heterogeneity in teacher education is fragmentary (cf. RangoschSchneck 2014).

- Basic courses (regardless of a teacher training program) - Supplementary courses/offers - Qualifications as part of projects at universities - Modules/events in the elective or compulsory area of training of universities/seminars A majority of these offerings primarily or exclusively relate on language education/promotion or German as a second language (cf. monitor teacher education).

Due to the constitutionally embedded religious education in schools, a range of Islamic religious education lessons came to existence in the last years, besides Christian and Jewish religious education. The teachers required for these lessons receive their training in Baden-Wuerttemberg at pedagogical universities (additional subject), or basal for the b profession as grammar school teacher "Islamic Religious Education".

Within the framework of teacher training (3rd phase) you can find governmental, non-governmental and commercial providers, a systematic overview is complicated by the related diversity and enormous regional differences. Part of the teacher training is generally directed to educational professions and includes parents among other actors. Last but not least, universities and other institutions contribute to the development of teacher training in 20 the area of migration and minorities with their theoretical and empirical research : Online offers on the topic migration and minorities Systematic content offers on the topic of migration and minorities are rare in the Federal State Education Servers, 21 exceptions are e.g. the education servers of Berlin, Brandenburg or Lower Saxony . Corresponding content can be

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An example of this (all links as of 30.05.2014): Working area Migration and Education at the University Oldenburg [http://www.unioldenburg.de/paedagogik/migration-und-bildung/], Working area Intercultural Education Science at the University Münster [http://www.unimuenster.de/EW/ife/arbeitsbereiche/interkult_paed/paeda_interkult.html], Working area Intercultural and International comparative Education Science at the University Hamburg [http://www.ew.uni-hamburg.de/de/einrichtungen/ew1.html], Working area Intercultural Education Research at the Institute for comparative Research in Education and Social Sciences at the University Cologne [http://www.hf.uni-koeln.de/30555], Georg Eckert Institute for International Textbook Research in Braunschweig [http://www.gei.de/forschung/abteilungreligion/migrationsbedingte-vielfalt.html] 21 [http://bildungsserver.berlin-brandenburg.de/interkulturelle_bildung.html(as of 29.05.2014)]; [http://www.nibis.de/nibis.php?menid=189 as of 29.05.2014)]

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35 retrieved from other Federal State Education via the search function; this also applies to the German Education 22 Server or further non-public or commercial online services for teachers.

An important role - but not specifically aimed at the target group of teachers - play offers from institutions and organisations in the range of migration and minorities. The abundance, and hence complexity, of the offers complicates the teachers' search for appropriate information and materials on the one hand, and existing offers do not always comply with the requirements of teacher training or for the use of materials in the classroom on the other hand. The combination of intercultural pedagogy in teacher education with media pedagogy, structural and didactical opportunities is described by Mandy Schiefner-Roh (2014).

A combination of the criteria 'professional competence of teachers' and 'migration-related tasks and issues in teaching, school and education system' will not least take practical effect at the level of the individual school. The provision of such facilities, the promotion of a „Learning Community“ is much the responsibility of school principals and administrators. Therefore, challenges and tasks for all parties involved in teacher education are outlined under the focus of migration and minorities.

IRELAND The DICE Project is a national strategic educational initiative involving five colleges of education in the Republic of Ireland. The central aim of the DICE project is the embedding of development and intercultural education as essential elements of initial teacher education in Ireland. It works with college lecturers and student teachers of the five colleges of education. By targeting the skills, knowledge and values of people involved in education the project seeks to promote global solidarity, human rights and environmental awareness and it tries to develop the ability to recognise and challenge discrimination and inequality, globally and locally. The project also tries to challenge perceptions and assumptions of those engaged in education in relation to the world and the society we live in.

Both of the Teaching Council’s recent policy documents refer to the social inclusion of difference and respect for diversity. However, the 2011 national budget specifically targeted one of the most vulnerable groups in Irish society – the Traveller Community. With a history of early school leaving and non-completion of state exams, teachers’ efforts to include and motivate Traveller students are seriously undermined by the removal of resource teachers. Equally the removal of language support teachers from newcomer students critically undermines social inclusion. The issue of the preparation of teachers to work in Educate Together schools is a cause for concern. Initial teacher education programmes provide modules in Religious Education, funded by the State, which are targeted at denominational schools. There is no corresponding course for the delivery of The Learn Together Curriculum, the Ethical Education curriculum delivered in Educate Together schools.

SLOVENIA Some intercultural competences are composed in the curricula of the education of teachers. Some of them can be gained in additional trainings or seminars, conducted by the Institute for educational system of the Republic of Slovenia, as well as within different projects, mostly financially supported by the EU. We are focused here on the training for work with children of immigrants and on the social status of Romani community and unrecognized minorities, generally coming from the former common state that are characterized as a group of immigrants.

Nevertheless, intercultural competences, supposed to be elaborately gained by teachers in Slovene didactic area, haven't been clearly defined yet.

TURKEY Academic staff and course material supply is a serious problem in minority schools. Teachers giving courses on Greek language and Greek literature in Greek schools are either graduates of Greek Language and Literature departments or people who know Greek and are qualified to teach it. However, to find a teacher who can teach Armenian or Hebrew is a serious problem. Course materials are quite expensive due to translation into minority language and printing issues.

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[http://www.bildungsserver.de/ (as of 29.05.2014)]

36 5. current assessments / valuations Migrants’ integration is an important element of EU policy, which is progressively developed, and the school system is recognized as an area of integration. In most EU Member States intercultural approach is included in the general targets of the education curricula.

In addition to the revision of the legal framework, the curriculum and the programmes and teaching materials offered, it is imperative to provide teachers with modern knowledge and skills, which will make them capable of using the proper methodology and applying the necessary strategies in order to make their teaching work more efficient.

The implementation of the programmes for the development of language and communication skills will make possible the education and integration of excluded groups into the labour market, while the cultural difference of these groups will pave the way for a multicultural/ intercultural coexistence. The educational procedure will be the one that will allow students to acquire the necessary knowledge and skills in order to “gain” the acceptance of their difference from the locals.

Under the Europe 2020 strategy and more concretely in the frame of the headline goals for Education and Training, measures have been taken in order to combat school dropouts; extended schools are operating, school units have merged, the education priority zones programme is implemented, education of migrants and Roma is promoted.

In the frame of the implementation of the five-sector reforms of the Annual Growth Survey, relevant measures are implemented coupled with an effort towards achieving the goal of increasing the number of people with jobs until 2020. Both Lifelong Learning, supported by Law 3879/2010, the National Organisation for the Certification of Qualifications & Vocational Guidance (EOPPEP) and the Institute for Youth and Lifelong Learning, and the mobility supported by the State Scholarships Foundation take place through the European Programme on Lifelong Learning.

The teachers’ professional development is promoted, while improving the way teachers are selected. It is important to note the effort made in terms of securing equal opportunities in education, regardless of the social/ economic background. Innovation and entrepreneurship are fostered through collaboration. Finally, the most important current reform concerns secondary education (to be precise, secondary vocational education), whereas changes in Higher Education are already underway.

5.1. Particularities per country LITHUANIA The most recent statistics on migration flows shows that Lithuania is currently a country of emigration. Lithuania’s emigration rate is among the highest in the European Union. Around 788 thousand people or one fourth of the population have left the country since independence in 1990. Although emigration in itself is not a negative phenomenon, Lithuania faces great challenges due to the high rates of emigration: changes age composition of the society (ageing of the population), anticipated labour and skills shortages, brain drain (emigrants work in low-skilled occupations while abroad). On the individual level, emigration might have also positive effects: emigrants earn more money, gain new skills, some return after they reach their goals.

In 2012 emigration flows from Lithuania decreased by 2 thousands and constituted 39 thousand persons whereas immigration increased by 2 thousands and constituted 19 thousand persons if compared to 2012. However, in 2013 almost twice as many people left the country than came into the country.

Immigration is usually associated with the arrival of foreigners. However, most of immigrants in Lithuania are returning Lithuanian citizens. In 2013, Lithuanian nationals accounted for 86 per cent of all arrivals. It is argued that significant growth of number of returning citizens may be caused by changes in health insurance regulation. As a result people started to declare both their arrival and departure more diligently. However, there are signs that the increase of returning citizens is influenced also by better economic situation in Lithuania.

The immigration of foreigners to Lithuania remains very low with the annual average of 2000 - 2500 people. In 2013, three thousand foreigners immigrated to Lithuania – 700 of them from EU and 2300 from non EU countries. In 2013 immigration increased and due to the increased labour demand: the number of issued work permits for third country nationals increased. Most third country nationals come from Belarus, Russian Federation and Ukraine. Latvians and Polish were the main nationalities coming from the EU countries.

At the beginning of 2014, there were around 35000 foreign residents in Lithuania, representing around 1,2 per cent of the country’s population. This is one of the lowest numbers across the EU. Only Bulgaria, Poland and Slovakia have

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37 lower rates. Most foreigners in Lithuania are permanent residents. Many of them are of Russian, Belarusian and Ukrainian origin that arrived to Lithuania during the Soviet Union times and remained in the country after the restoration of independence in 1990.

Most of foreigners living in Lithuania (~50%) came on family reunification grounds, around 30 per cent came to work, and around 20 per cent - to study.

Immigration for work purposes is second main reasons why foreigners come to Lithuania (after family reunification).

Third country nationals can only be employed in those sectors, which experience labor shortages and where employers were unable to hire a Lithuanian or EU national. Most of labor immigrants in Lithuania are men.

In the last 10 years, 500 persons on average asked for asylum every year, almost 70 per cent were granted protection.

The vast majority of those who were granted asylum were Russian and Afghan.

Statistics regarding the foreigners in the school system of Lithuania shows that in 2013-2014 school year 975 students were enrolled in primary, basic and secondary education. Less of these students are new arrivals. They face a big challenge to learn Lithuanian language at an adequate level, the teachers and school administrations help them to integrate in the society and school community and to study Lithuanian language.

GREECE It is worth mentioning that in the past years there is an increasing number of students leaving school due to the fact that their families move abroad.

The Ministry of Education has given official figures for school year 2013-2014, according to which there has been a large number of secondary education students who moved abroad. These figures do not contain the actual number of students transferred to schools abroad, because in most countries, in order for a foreign student to be enrolled there is no need to follow an official transfer procedure, it is not even necessary to produce a school certificate from a Greek school. Hence, many students who emigrated have not been recorded.

3.471 primary education student have left Greece together with their families, with 869 out of them going to Germany. On the second place is Albania with 478 students transferred; this shows that due to the financial crisis many Albanian families returned to their homeland. On the third place is Bulgaria with 166 students transferred to its schools and on the fourth place England, where 119 Greek students currently attend classes. The first ten countries th receiving Greek students include the USA, Australia, Romania, Sweden, Russia, Canada. Cyprus is on 11 place, since 43 students were transferred to its schools. Most students studying now in schools abroad originate from the geographical department of Central Macedonia with 737 students or 30% leaving it. Attica is the second region in terms of number of students with 477 students, followed by Eastern Macedonia with 322 students.

GERMANY Germany has experienced a significant increase of refugees and asylum seekers during the first six months of 2014.

Between January and June 2014, the Bundesamt f端r Migration und Fl端chtlinge (Federal Office for Migration and Refuge, short BAMF) registered a total of 77.109 claims for asylum, an increase of about 60 per cent as compared to the same period of time the year before. Asylum seekers came mainly from Syria, Serbia, Eritrea, Albania, Afghanistan and Iraq (BAMF, Asylantr辰ge im ersten Halbjahr 2014).

The ongoing crisis in Ukraine, Syria, Afghanistan and the lasted conflict in the Gaza Strip, new tensions in Mali and Nigeria will result in an ongoing increase of regular and irregular immigration and refuge into Germany. BAMF experts expect numbers to triple or quadruple in 2014 as compared to 2013.

In May 2014, Germany counted 68.000 permanent legally registered refugees from Syria. In June 2014, the ministers for interior affairs of the German states agreed upon an additional quota of 10.000 more refugees from Syria due to the humanitarian urgency of the situation in their country of origin. With this new quota, Germany will admit double as many refugees from Syria in 2014 as originally foreseen in the beginning of the year (Mediendienst Integration, Dossier Syrische Fl端chtlinge, Berlin 2014).

The city district of Stuttgart currently offers shelter and protection to a total of 1.783 refugees. By the end of the year the city will have taken up a total of 4.000 refugees and accepted asylum seekers, 500 of which are unaccompanied minors. The city of Stuttgart follows the strategy of de-centralized housing for refugees. This means that refugees live in smaller groups of families directly in the different city districts and next door to permanent citizens. De-centralized housing has proved to minimize situation of social conflicts and to maximize social integration and psychological wellbeing of individuals after an experience of refuge and post-traumatic symptoms (Stadt Stuttgart, Statistisches Amt, June 2014).

All above mentioned numbers of regular immigration of asylum seekers and refugees to Germany have to be counted in addition to an increase of regular immigration of migrant labor force from crisis-ridden Mediterranean countries

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38 such as Spain, Portugal, Italy or Greece. Internal European migration from Mediterranean countries to Germany of highly skilled and well trained young professionals has been reaching up to 5.000 new immigrants per month nationwide. Between January and June 2014, the City of Stuttgart experienced an increase of young professionals from Spain of 2.814, from Greece 832 and from Italy 504.

In regions of high employment and low unemployment rates, social tensions between permanent citizens and new arriving immigrants have been low. In regions with lower economic indicators, protests and violent street riots formed against the housing of asylum seekers and refugees.

A very recent trend – critically seen by politicians as well as the general public - is the “import” of political conflicts from abroad into Germany. Berlin and other German cities saw violent protests and demonstration of the conflict parties in the Gaza strip, pro- and anti- Israelian as well as pro- and anti-Palestinian violence.

2.

For many years educational policy makers in Germany have put emphasis on successful social participation of migrants in the field of education. Efforts have to be enhanced in order to reach a wider success. The ratification of the UN Disability Convention resulted in a widespread and intense discussion of inclusion in education. It is import to point out the differentiation in German language between “inclusion” with the target group of the handicapped and physically challenged and “integration” for the target group of migrants.

The concept of diversity brought about recent change within educational policy perspectives in Germany and takes into account other indicators of difference such as gender or age: In June 2014 the Standing Conference of the Ministers for Culture (and Education) in Germany (KMK), came up with key decisions for the training of teachers in Germany. They re-defined the federal (nation-wide) “Standards for teachers training: Educational science” from the perspective of diversity. “Intercultural dimensions” no longer exclusively belong to the field of educational competence but all aspect of teachers’ work and mandatory competences such as “teaching practice” or “innovation” will be included. All German states need to integrate these new and obligatory requirements for a professional treatment of diversity in education into their training provision for teachers. Policy makers in the field of education and service providers for teachers’ training now need to include these requirements into their curricula and have to provide new services and materials for teachers’ training and professional qualification.

IRELAND Societies rely on different models to address ethnic, cultural and religious diversity in education, with different potential consequences for the experiences young people have in schools and different implications for policy and identity. For example, Ireland along with Germany & Greece prefer the term interculturalism and intercultural education. These different approaches to accommodating ethnic diversity are also reflected for instance in the ease (or not) with which immigrants can apply for and receive permanent residence and citizenship status. Currently, Switzerland (12 years), Italy (10 years), Austria (10 years) and Denmark (9 years) are among the most difficult countries to obtain citizenship whereas Ireland (5 years), the Netherlands (5 years), Canada (3 years) and Belgium (3 years) have relatively fewer barriers. (Faas 2010 Education Inquiry Vol. 4, No. 1, March 2013, pp. 5–10 Ireland’s educational context Students: Ireland’s performance on the 2009 PISA assessment of 15-year-olds in reading, mathematics and science is close to the OECD average. The government has worked to support the education of 3-6 year-olds through a variety of measures, both in and out of school. In recent years, Ireland has a more diverse immigrant student population, and PISA results show large performance gaps between native and immigrant students. Socio-economically disadvantaged students also face challenges, including higher levels of dropout in post-compulsory education. Enrolment and completion rates in upper secondary and tertiary education are higher than the OECD average, but with the economic crisis, unemployment rates have increased for youth transitioning into the labour market.

Institutions: Irish school leaders and teachers need to meet the particular challenges of learning environments in small schools and to deliver quality education across all schools. The Inspectorate undertakes external school and system evaluations, using various sources of information, including standardised tests and examinations focused on student achievement. School self-evaluations, teacher appraisals and assessments for improvement can be strengthened. An integrated evaluation and assessment framework can help improve teaching and student outcomes.

Governance and funding: The centralised school system is steered by the government and the Department of Education and Skills. Schools are locally owned and managed by private (mainly religious) organisations, and universities are autonomous. Public funding for education has increased to reach the OECD average. In the context of the economic crisis, the government is assessing how to reallocate resources to ensure sustained investment in education.

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39 Key policy issues During the financial crisis, Ireland has had to cope with many difficulties, including an increase in youth unemployment rates and budget cuts in education. In addition, Ireland's immigrant student population and socio-economically disadvantaged students are facing academic challenges. Schools need the capacity to handle these complex challenges – to raise performance and deliver quality education across all schools for all students, with special attention to diversity and the most disadvantaged. (OECD June 2013) As mentioned previously, the capacity for data collection, collation and analysis on the circumstances and experience of immigrant students to enable comparison to native students is under developed and being further refined.

Because of these gaps much of the description and analyses depends heavily on sources such as PISA and the work carried out by Economic and Social Research Institute (Smyth et al., 2009). In addition, due to the relatively small numbers of immigrant students included in the PISA sample and the fact that description and analyses incorporate oral accounts the data needs to be treated cautiously. (OECD Review of Migrant Education 2009) Moreover, the lack of recognition of Travellers as an ethnic group in Ireland has significant implications for the Traveller community and for general policy, planning and service delivery. It also contributes to the lack of a systematic statistical basis for gauging their situation and experience and making comparisons to other groups. We do know however, that only 58% of Traveller children in Ireland make it to post-primary education and their completion of secondary education is far below the national average. Disruption to education for Traveller children may be linked to some degree to the implementation of the Housing (Miscellaneous Provisions) Act of 2002, which has criminalised entering onto either private or public land and limited housing options for Travellers. (CHR Human Rights of Roma & Travellers in Europe 2010)

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