Page 12 - IO1-Report

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

everyday school life and curricula and textbooks must reflect diversity in the immigration society.), 3.)
Upgrading the educator and teacher profession (Educators and teachers make an irreplaceable
contribution to the future of children and thus to our entire society. That's why the educator and teacher
profession must become more attractive - through good framework conditions and appropriate pay.)
and 4.) Parental work (Teachers and parents are equally responsible for the educational success of their
children. We must therefore take responsibility for parents, strengthen them and enable more parental
involvement). (ibid)

1.3. Examples of good practice from Germany

In the previous chapter 1.2. on the school situation of migrant and refugee children in Germany, it has
become clear that the German education system faces many challenges: How, for example, can the
need for qualified teachers be met and how can they be prepared more specifically than before to work
with - not only culturally - heterogeneous learning groups? How can the necessary socio-educational
support be ensured, such as psychosocial support for traumatized children? Or how can coherent
pedagogical concepts and clear structures be developed and the corresponding resources be provided?
As already mentioned above, the integration of immigrated pupils in general is not new for the German
education system. Building on existing experience, the commitment of teachers, schools, pedagogical
staff and volunteers has also enabled the implementation of new practice-oriented projects in recent
years that focus specifically on the education of refugee children. Because the arrival of a large part of
the refugee children happened only a few years ago, there are no longitudinal studies available, let
alone comparisons across several countries that would be based on thorough research designs.
(Koehler/Schneider 2019) However there are national reports and meta-analyses from EU-member
states as well as reports on good examples from the field. Due to the size of this report, it is not possible
for us to provide in-depth analyses from the individual countries. Three examples of best practice are
presented below to give an impression of developments in Germany how refugees can be successfully
integrated into everyday school life.

Good Practice 1: The first example aims is the checklist system “migration and school” (Teepe 2017)
created by the coordination office of the local integration centres in North Rhine-Westphalia, one of the
16 federal states of Germany. Around 50 questionnaires and checklists that focus on different areas
inside and outside the school have been designed in order to evaluate possibilities and demands of
schools to integrate refugee pupils. Teachers and pedagogical staff can fill out the questionnaires
together with the pupils and identify specific needs at their school with regard to an interculturally
sensitive education. Two checklists are presented as examples to illustrate this point:

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