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LEARNING FROM EXPERIENCE GUIDELINE FOR SCHOOL INTEGRATION COMENIUS PROJECT “Mind the Gap: Migration Needs Integration” (2008-2010) MINT TEAM

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Guidline for school integration

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Page 1: Learning from experience

LEARNING FROM EXPERIENCE

GUIDELINE FOR SCHOOL INTEGRATION

COMENIUS PROJECT “Mind the Gap: Migration Needs Integration”

(2008-2010) MINT TEAM

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Project Number: 2008-1-PT1-COM06-00029 1

Institution-Coordinator : ESOB-Oliveira Do Bairro, Portugal

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INTRODUCTION

“Mind the Gap: Migration Needs Integration” is a project involving nine

European schools from Bulgaria, Finland, Germany, Italy, Latvia,

Lithuania, Netherlands, Portugal and Turkey. Its aim is to develop a

program to facilitate school integration of migrant students and students

from different ethnic groups of secondary schools, together with their

families, through the identification of new strategies and tools to support

school integration and the elaboration of a theoretical instrument for a

general understanding of this issue. In a logic of trans-national objectives

and results, thanks to the setting up of a network between the European

partners, with the aim of defining integration models the project points at the

elaboration of a Guideline for School Integration addressed to school

workers, students and families.

Migrant students are increasing constantly , they are from a lot of

countries, so we need a new way to program in order to compare exchanges

among cultures and promote a pacific and democratic cohabitation.

Mind the Gap: Migration Needs Integration/MINT

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Project Number: 2008-1-PT1-COM06-00029 1

Institution-Coordinator : ESOB-Oliveira Do Bairro, Portugal

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Mind the Gap: Migration Needs Integration/MINT

OBJECTIVES OF THE PARTNERSHIP

“Mind the Gap: Migration Needs Integration” seeks to deal

with the following issues:

educational policies relating to migrant populations;

Possibilities and limitations of accessibility to education;

Trends in participation;

The role of different agents;

Learning from experience;

Analyzing accessibility from specific case studies and examples of “good

practice” in education.

Project work was developed in six modules: “Survey” (module1);

”Lows and Rules” (module 2); ”Experience” (module 3); “Theories” (module 4);

”New Ideas” (module 5) and “Integration Guideline” (module 6).

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Gergana Manova

IV Language School, Varna

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SURVEY

On the basis of available survey, was described the present position of

migrant students in partner schools, was presented explanations for the

situation and proposed ideas and measures for improving the integration

process. The situation of migrant students in partner schools was described according

to the School’s Profile: type of school; duration of attending school;

indicators of achievement; school diploma reached and ethnic-migrant

segregation of schools.

The Survey was oriented to the single school as an organization and its

environment. as well as to the individual and small group actors and their

interrelations, definition of the situation, their needs, goals and resources.

The key parts of the Survey are:

Interviews with migrant students and teachers with the help of special

Questionnaire created by the Partnership.

Biographies (presentations of the migrant student’s/teacher’s history of

integration in the host country)

Mind the Gap: Migration Needs Integration/MINT

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The Questionnaire consists of 27questions concerning:

migration background; hosting country; hosting school; relations to native

and other migrated students and a perception of own integration level.

A procedure of the Survey:

Find out four students with an interesting migration background at your

school

Interviews have to be done by groups of other students

Each question (1 to 27) has to be one short mobile phone video clip

Questions must be numbered and be named in each video clip

One clip should not be longer than 60 sec.

Prepare a good script before starting producing the video clip

The main aspects of the answers must be analyzed by the students

The teachers facilitates the process of analyzing

The students have to point out the main results in an abstract .

Mind the Gap: Migration Needs Integration/MINT

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Structure of the students “biographies”:

Family (short presentation)

Immigration (when? / map)

Curriculum vitae

Family life (language / religion...)

Special support in kindergarten / schools / problems at school?

Friendships

Advantages / disadvantages for migrants?

Can you identify with the country where you are (Germany, Italy, Portugal,

The Netherlands, etc.../ or can you identify with your homeland?

Mind the Gap: Migration Needs Integration/MINT

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The Guideline content is based on the outcomes of two-years common

project works: six transnational meetings and workshops hosted by partner

schools, survey including both teachers and pupils point of view and good

practices drawn from the experience of the Partnership.

The following guide provides a small aid in the integration of migrant/

minority students into host school communities as well as to contribute for a

more inclusive classroom.

We hope it will be a helpful resource for school administrators and

teachers in the integration process of these students. For many immigrant

students, the school office is their first contact with the bureaucracy of host

country’s schooling. All school personnel, especially those, who personally

greet and receive students and their parents, must be aware of their critical

role for it depends on the education system to promote literacy, in order to

achieve success to obtain people skills, as well as social and cultural

integration.

Your Own Humanity is

the Main Factor!

Integration Guideline

Mind the Gap: Migration Needs Integration/MINT

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Structure and principles of the Integration Guideline

Improving integration on:

1. Relation Student < > Teacher (Respect and Care)

2. Relation Teacher < > Teacher (Sharing)

3. Relation Student < > Student (Emotional involvement)

4. Classroom atmosphere (Partners & Friends)

5. Subjects (Intercultural topics)

6. Social work (Building Social Networks)

7. Relation School < > Parents (Families in Action)

8. Relation School < > Companies (Cooperation)

9. School Profile (Opportunities for everyone)

Special Workshop “Meet me Half Way” was held at the

Fourth Language School “Frederic Joliot-Curie” in Varna, Bulgaria.

Teachers from the ninths partner schools , students, parents and

associated partners thought up new ideas and shared their

experiences and initiatives for a successful integration of migrant/

minority students in school.

http://www.youtube.com/watch?v=LcVsA3TvNSk

http://www.youtube.com/watch?v=Y-cRIoNBlfo

http://www.youtube.com/watch?v=gMZLyVXZQeY

http://www.youtube.com/watch?v=lOWmGpMGWe0

Key roles and relationships of the school system and school

environment were used to build the structure and to define

the main principles for the end project MINT product

“Guideline for School Integration”

Mind the Gap: Migration Needs Integration/MINT

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The Student-Teacher Relation

RESPECT AND CARE

Find out about the students life through an

informal interview or a brief biography

presentation;

Parents-teachers conferences and

involvement of family in the student’s

progress;

Identify the student’s host language needs

and set up an appropriate educational

program;

Find out what are the students’ interests,

goals and aspirations.

Mind the Gap: Migration Needs Integration/MINT

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“ Our School understands itself as a Life Long Learning Institution! ” (Mercator Berufskolleg)

“Mercator Berufskolleg”, Germany

Project Number: 2008-1-PT1-COM06-00029 1

Institution-Coordinator : ESOB-Oliveira Do Bairro, Portugal

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Mind the Gap: Migration Needs Integration/MINT

Teacher-Teacher Interactions

SHARING And OPENNESS

Appoint a class teacher as contact person to

interact with family;

Regular class conferences to discuss

teaching process, integration theme, class

problems;

Subject related tutoring classes;

To hire more teachers with a minority and

migration background at school;

Dissemination information about Comenius

project works, products, meetings between

teachers.

March 2009, Turkey

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Student-Student Relationship

EMOTIONAL INVOLVEMENT

Assign peer mentors or buddies;

Encourage students to collaborate on

biographies;

Assign group work to students, in order to

motivate, encourage active learning and

develop communication;

Discuss the critical points of integration;

Encourage sharing extra-curriculum and

leisure activities.

Mind the Gap: Migration Needs Integration/MINT

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Promotion team for Intercultural Talent: “Cultural

differences are an added value; A positive role

model for everyone” (KW1C, The Netherlands)

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Classroom Dynamics

COOPERATION AND TEAM WORK SKILLS

Under the guidance of a class teacher the

group gets to know each other in an intro-

ductory period, working on methods and

mutual help;

(http://www.youtube.com/watch?v=nfPLC9taJhs)

Value students know-how and ability to use

two languages;

Encourage common activities outside of the

school;

Observe students’ interacting with peers

and take note of their behavior and

performance in different tasks.

Sigulda, Latvia

Mind the Gap: Migration Needs Integration/MINT

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“Creativity, Innovation, Competence, Caring, Joy”

Vocational College, LUOVI

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Curriculum/Subjects

COMMUNICATION AND MULTICULTURALISM

Assess initial language proficiency and program

placement by specialized teacher;

Persuade immigrant/minority students to talk

about themselves, their country and their

traditions;

Discuss different topics/subjects: history, law,

religion, language.

Integrate elements of the cultures of minority

into school life, in the curriculum, textbooks,

and in other school materials.

Programs for talented students among

migrants/minorities.

Raise Human Rights Awareness to students –

collaboration with NGOs

Central Mosque, Duisburg

Mind the Gap: Migration Needs Integration/MINT

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Vaasa, June, 2009 Vaasa Adult Education Centre

“The objective is to promote a balanced development of

the pupils:

healthhealth--care, social welfare,care, social welfare, cooperation with those who cooperation with those who

make the social integration plan” (LUOVI, make the social integration plan” (LUOVI, Finland)Finland)

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Mind the Gap: Migration Needs Integration/MINT

Social Work

BUILDING SOCIAL NETWORKS

Interact with class tutors, guidance

counselors or support centre professionals;

Collaborate in activities that involve social

commitment

Identifying “risk factors” in low income and

minority family socialization in relation to

adaptation to and performance in schools.

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“The Face of Fear” by Milena and Slavena Simeonovi,

IV language School, Varna

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School-Parent Interaction

FAMILIES IN ACTION

Involve migrant families in school

activities, conferences, trips, parties, fairs

and diners;

http://www.youtube.com/watch?v=3BgGFO4UUD8

Schedule regular meetings with parents to

give them information on their child’s

academic achievement and behavior;

Encourage families to be part of parents’

associations;

Improve communication with parents

through courses in the host country’s

language.

Varna meeting, February 2010

Mind the Gap: Migration Needs Integration/MINT

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“Plunges zemes ukio ir verslo mokykla”, Lithuania

LUOVI, Finland

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School-Enterprise/Company

EDUCATION AND BUSINES COOPERATION

Sponsor period of practical training during

school time;

Promote company/factory tours to know

the host country’s job market and economic

system; (http://www.youtube.com/watch?v=xtZvCQeZBqo)

Operate on a dual system: companies’ tutors

meet and discuss problems with school

personnel;

Prepare career education activities by

inviting different representatives from other

schools, institutions and businesses.

ESOB, PORTUGAL

Mind the Gap: Migration Needs Integration/MINT

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“Еach individual is special and deserves to

be treated accordingly!” LUOVI, Finland

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School Profile

OPPORTUNITIES FOR EVERYONE!

Set up courses with percentages of immigrants/

minorities with the smallest possible number of

students;

Focus on a perfectly developed system of consultancy

services regarding career and social skills;

Concentrate on Occupational orientation, job

preparation and mediation of job education places and

work experience;

Provide mandatory courses for students failing in

academic areas;

Promote literacy as well as skills in the areas of new

media and technology;

Employ or train teachers with skills on teaching the

host language as a foreign language

Provide an adult education, which makes it possible to

broaden their professional knowledge and capacities;

Prevent student drop out by equipping the school with

multimedia classrooms, workshops, labs and sports

and leisure facilities;

Help students to be European citizens though projects

and exchange programs;

Establish a multi-cultural advisory board.

Mind the Gap: Migration Needs Integration/MINT

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PROJECT MINT COORDINATORS (2008-2010)

Alberto CARDOSO - project coordinator, „Escola

Secundaria de Oliveira do Bairro”, Portugal

Peter van AMELSFOORT, Koning Willem I College,

The Netherlands

Waldemar SKORCZIK, Mercator Berufskolleg, Germany

Leena PEKKANEN, LUOVI, Finland

Patrizia RIZZO, I.P.S.C.P.T. Sandro Pertini, Italy

Donka GEORGIEVA, Language School “Frederic Joliot-

Curie”- Varna, Bulgaria

Elita VIGANTE, Siguldas Vakara Vidusskola, Latvia

Aldona MOCEVIČIENĖ, “Plunges zemes ukio ir verslo

mokykla”, Lituania

Rahmi DİKİCİ, “Elazig Anatolian Technical and Vocational

High School” , Turkey

Krasimira Dincheva

IV Language School, Varna

Project Number: 2008-1-PT1-COM06-00029 1

Institution-Coordinator : ESOB-Oliveira Do Bairro, Portugal

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IMPRESSIONS DURING PROJECT WORK

“Our MINT Team was performing like a family in harmony. We all

gained new views of cultures and countries. We enhanced our contacts,

exchanged experiences regarding problems of other students with migration

backgrounds having fun doing project work“

Hayat Bazi, Elena Kremer (students at Mercator Berufscolleg“)

“Teachers have learnt a lot from MINT. “For example, integration is often

understood as assimilation, Each individual should be able to keep his or her

own identity and culture, while learning to get along with others. It’s

important to speak honestly about people’s fears. If they are not allowed to

express their emotions you will not arrive at reliable results.”

Andreas Brett(Mercator Berufscolleg)

“Some of the partners have been working together for years, and have

built up a real friendship. It’s like a family, says Mr Waldemar Skorczik, we’re

in e-mail contact every day. We work with the students on the same level.”

“We are so enthusiastic we give our time willingly, it’s not just to get

good grades.” Hayat(Moroco)

“The work on the project MINT was pleasant and beneficial. Meetings

between the participants brought us together with people from different cultures , beliefs and nationalities. During the forum we exchanged options

and impressions as well as ideas for further work. It was an exquisite experience, which helped us learn about other

cultures and, at the same time, meet and communicate with great people!”

Simona (11 class, IV Language School, Varna)

“I am of the opinion that projects like this are a contribution to a new

understanding of integration”. Rasim Toprak (Mercator Berufscolleg)

“When we talk about integration only one reality is possible. We must

do everything we can to create only one society, not different ones. I am

convinced that best ideas will of you to be better schools in the better world”

Acacio ALBUQUERQUE (Principal of ESOB, Portugal)

Mind the Gap: Migration Needs Integration/MINT

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This project has been funded with support from the European Commission.

This publication [communication] reflects the views only of the author, and the Com-

mission cannot be held responsible for any use which may be made of the informa-

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MINT TEAM, December, 2009

Mind the Gap: Migration Needs Integration

MINT TEAM 2008-2010

Drawings: Milena and Slavena Simeonovi; Gergana Manova;

Krasimira Dincheva (IV Language School, Varna)

Photos: MINT TEAM galleries and partners’ presentations

Project Logo: Marcel Prehn (Mercator Berufscolleg)

Booklet producer: Donka Georgieva (IV Language School, Varna)