Page 6 - IO1-Report

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

correctly. Migration’, however, is not only one single phenomenon of moving from one county to
another. Mobility and ‘Migration’ is an inherent aspect of human being and appears in various voluntary
but also involuntary forms: labour migration, migration the purpose of study or vocational training,
nomadism, marriage migration, family migration, mass migration, human trafficking or flight. Even in
terms of flight there are several concepts that are used in this context: Deportation, evacuation, flight,
resettlement or displacement. In the following we mainly refer to two terms, ‘migrants’ and ‘refugees’,
the difference between which should be clarified here once again:
When speaking about ‘migration’, ‘migrants’ or ‘foreigners’ within this report, we refer to all
persons that were not born in the country where they are living at the moment and who moved
for familial, educational or economic reasons. We therefore referring to people who have entered
the country holding a working visa, or who are pupils, or even who were recruited by governments
for permanent or temporary labour contracts. In the case of Europe, we refer to both, migration
to Europe as well as internal migration within Europe.
1
We use the term ‘refugees’ not in the legal sense, but address all persons regardless of their
legal status who have left their countries of origin because of war, conflicts, persecution, violence
or disasters and who cannot return home safely and who require international protection. We
therefore address persons who have been recognised as persons entitled to asylum and refugees
under the Geneva Refugee Convention or another protection status, but also to persons who have
not yet been registered as asylum seekers or who are in the asylum.

Not least, we would like to emphasize that by using the terms "migrants", "foreigners" or "refugees" we
do not consider people as homogeneous groups. Rather, we underline that people differ greatly in terms
of language, origin, social status, etc., and it is therefore important to consciously and clearly refrain
from generalizations about "the" migrants or "the" refugees. In the following, however, we do not deal
with individual life situations of refugees, but reflect on structures and institutions in connection with
flight and migration.
This report aims at providing insights to national situations in contexts of flight and refuge focusing
newly arriving children and to share examples of good practice on formal education. The first three
chapters focus the situations in Germany (Chapter 1), Italy (Chapter 2.) and Turkey (Chapter 3.). All
three chapters follow the same structure and include the same subchapters: First, general information,
facts and figures and policies on the national situations in Germany, Italy and Turkey regarding
migration and flight will be provided (Chapters 1.1., 2.1. and 3.1.). Based on this, the situation of newly
arriving children focusing national education systems will be explored more in detail (Chapters 1.2., 2.2.
and 3.2.). Finally, examples on good practices in integrating refugee pupils into national educational
system will be presented (Chapters 1.3., 2.3. and 3.3.). Based on this, key competences for professionals
such as teachers and pedagogical staff working with pupils were identified in Chapter 4. Chapter 5.
concludes with a brief summary.

1 In 2015, 21 million persons from Non-EU-member-states lived permanently in Europe, while 17 million persons from EU-
member-states were registered as residents in another EU-member state (Eurostat 2016)
3