Page 11 - IO1-Report

KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

however, is that refugee children don’t have access to regular education while they are living temporarily
in an initial (reception) facility or emergency shelters and therefore get delayed access to school. (El-
Mafaalani/Massumi 2019)
The main focus of school attendance is the acquisition of the German language in order to be able to
follow the lessons. (Deutsches Jugendinstitut 2020) Due to the federal system in Germany, the individual
federal “states” are responsible for the school and higher education system. This is why different models
are pursued and schooling of refugee children may differ between each federal state. (Gambaro et al.
2020) In some federal states, refugees are taught directly in regular classes together with pupils of the
autochthonous population with additional language support, while in other federal states many newly
arrived pupils are first taught in so called separated “Welcome classes”, preparatory classes or so called
“DaZ centers” (DaZ: abbreviation for “German as a second language”). (Pagel et al. 2020)
Looking at developments regarding refugee children within the German educational system, first of all
it should be noted and positively emphasized that, according to empirical findings, the majority of
teachers have been highly committed to working with refugee pupils (El-Mafaalani/Massumi 2019) and
more than 90 percent of 12-year-old refugees have indicated to talk to their friends mainly in German.
(Gambaro et al. 2020) One third of refugee pupils has identified themselves with their schools, which
ultimately also speaks for positive developments with regard to their subjective feeling of participation
and recognition. (ibid) Especially the latter is important because students who feel accepted and
supported in their school show higher motivation to learn and higher self-confidence. (Pagel et al. 2020)

Nevertheless, the German education system also faces several challenges. In addition to language
barriers, these concern lack of resources in the fields of care and teaching, management and
administration: Scholars identified a lack of pedagogical concepts, didactical material as well as the lack
of qualification of teachers. (Gambaro et al. 2020; Massumi et al. 2015) As further empirical findings
reveal, many teachers do not feel adequately prepared for the presence of newly arrived refugee pupils.
(El-Mafaalani/Massumi 2019) Furthermore, although all-day school offerings are being expanded in
Germany most schools in Germany only hold classes in the morning (usually 08:00 a.m.-01:00 p.m.)
and there is often still a lack of offers to support the refugee pupils in the afternoons if necessary (Pagel
et al. 2020) But also in terms of social and spatial segregation, an uneven distribution of refugee
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students becomes visible, both in terms of neighbourhoods and types of schools . (Massumi et al. 2015)
It can be summarized, that several positive developments can be noted with regard to the formal
participation of refugee children in the education system. In order to improve the school integration,
the educational success and thus also the future opportunities of newly immigrated children and
adolescents, further development is - without doubt – required. With a view to future further
development the German government here emphasizes the improvement of following four areas in
particular (Integrationsbeauftragte 2018): 1.) Language support (children must be enabled to follow
the lessons when they come to school), 2.) Intercultural competence and anti-discrimination in daycare
centers and schools (Teachers must be supported in solving intercultural challenges and conflicts in

5 As already mentioned, the “Gymnasium” qualifies for the transition to university, whereas pupils from “Hauptschule” may start
an apprenticeship (Ausbildung) or enroll in a vocational school (Berufsschule).
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