Finding effective inclusion measures in mainstream education – comparative research in ten European countries
Author(s):
George Muskens Francesca Gobbo
Albina Nećak Lük
Danielle Zay
Dorothee Peters
Pal Tamas Francesca Galloni Rae Condie Ann Grieve Lio Moscardini Graciela Padoani David Roberta Ricucci
Conference:
ECER 2009
Network:
23. Policy Studies and Politics of Education
Format:
Symposium

Session Information

23 SES 10 B, Finding Effective Inclusion Measures in Mainstream Education – Comparative Research in Ten European Countries (Part 1)

Symposium, to be continued in Session 23 SES 11 B

Time:
2009-09-30
14:45-16:15
Room:
HG, HS 7
Chair:
Ramon Flecha

Contribution

IThe symposium introduces the European comparative results of the national reports written by ten research teams for the international project supported by the European Commission Lot 3 in tender n° EAC/10/2007: Strategies for supporting schools and teachers in order to foster social inclusion (Partner organisation : DOCA Bureaus, The Netherlands). It will conclude the comparative meta-assessment of measures that should enhance the inclusion of pupils in mainstream education – primary and secondary. The countries are : France, Germany, Hungary, Italy, The Netherlands, Poland, Slovenia, Spain, Sweden and the United Kingdom. The theoretical background deals with the main European stakes the national policies have to face in a globalised world (facing or not an economic crisis) which challenges their cultural democratic and Christian models : which EU member State can ignore or neglect such questions as how to live together in the same soil with both growing inequality between citizens from a same country, and a growing number of new immigrant populations arriving for economic or political reasons ? Which is the role to play by school ? Which factors are more relevant relatively to school failures in specific cases: social exclusion based on poverty or ethnic community ? Fostering social inclusion and preparing it by school inclusion is it not a main challenge ? In July 2009, after a meeting in Brussels in June, the consortium of the ten research teams representatives will intend to select best strategies and practices and necessary conditions to disseminate them where it would be possible. Measures are aimed at different target groups, i.e. special need children in mainstream education (e.g. Porter 2004; Persson 2005; Mooij & Smeets 2006), minority members, immigrants, bullied and harassed pupils, and others. They are related to policy frames such as those for dropout prevention, priority education, inclusive education, diversity management in schools, safe education, and support measures for teachers. At the symposium to which two sessions were to be allocatede we will focus the attention on a main common theme to introduce by the papers : various factors of exclusion and strategies of inclusion linked to the educational success of pupils from minority backgrounds : ethnic, linguistic, religious, regional, etc.++ Continues in References

Method

Aim:International and comparative knowledge base as needed 1.Review of ongoing comparative research on education and social inclusion measures,1998 onwards 2.An inventory of relevant scientific publications 3.A database of available comparative statistics and data,2000 onwards The evidence base of the national reports and the comparative analyses includes secondary materials from national research as well case studies. 4.Case studies illustrating specific strategies and practices. A guidelines has been elaborated for the case studies. The exchanges between the consortium research teams, national and international audiences are developed through several websites. For instance, the French association Prisme, with an average of 700 visits a day and some peaks up to 2000, disseminates in French the DOCA results through national, regional and local decisions makers, educative staff (inspectors, heads of schools, teachers), social workers, other associations. The research team use the feedback to check the report conclusions in the field and make them understandable widely.

Expected Outcomes

The theoretical focus of the researchers regards both the debate on functional inclusion as opposed to possibly unavoidable exclusion mechanisms and functions, e.g. in relation to the selective functions of schools in society. The assessment's focus regards the comparative effectiveness of measures as reported in national research and case studies. Conclusions and recommendations refer to the frames of priority education, inclusive education, and/or safe education. Reintegration measures are partly part of educational correction and improvement measures to get lost pupils back on track. They are also part of national and European policies and strategies with regard to the labour markets and qualification as appropriate for functioning on the labour markets. Teacher support regards sets of second-line measures to keep pupils in their schools. One of the key issues then is teacher training. ++++Continues in References

References

++ Thus the papers deal with ethnic segregation in the Netherlands and in other countries, inclusive policies and projects addressing the educational needs of immigrants’ pupils in Italy, Strategies of Roma Minority Education in Central Europe, the case of bilingual education in Slovenia in comparative perspective, the French mainstream model about differences and other countries. Muskens' paper will give an introduction in the project. ++++The meta-assessment include research conclusions both at the school level and that of national or regional politics, as well ass the level of European co-ordination and action, as appropriate. References: (2007). Access to education and employment for people with intellctual disability. Summary. Budapest: Open Society Institute. Arnesen, A.-L., & others, a. (2008 October). Policies and practices for teaching socio-cultural diversity. `report on the survey in initial education of teachers in sociocultural diversity. Strasbourg: Council of Europe Publishing. Brandsma, J. Education, equaliy and social exclusion. Enschede: University of Twente, NL. Comer, J. P. (2004). Leave no child behind. Preparing today's youth for tomorrow's wordl. London and New Haven: Yale University Press. Commisison of the European Communities. (2008). Improving competencies for the 21st Century: an agenda for European cooperation and schools. Commission of the European Communities. Commission of the European Communities. (2008 July 3). Migration and mibility: challenges and opportunites for the EU education system. Brussels: Commission of the European Communities. Committee on Increasing High School Students' Engagement and Motivation to Learn. (2004). Engaging schools. Fostering High School Students' motivation to learn. Washington D.C.: The National Academies Press. Condie, R., & others, a. (2008 May). Interim report UK. Glasgow: Faculty of Education, University of Strathclyde. Council of Europe. (2006 October). Achieving social cohesion in a multicultural Europe. Strasbourg: Council of Europe Publishing. Dinku, E. (2008 June). Interim report, Sweden. Stockholm: Kyrklunds’ Consulting / Stockholm University. Dronkers, J. (2008). Can educational systems compensate for societal features? Fiesole: EUI. Dronkers, J., & Robert, P. (2008). School choice in the light of the effectiveness differences of various types of public and private schools in 19 OECD countries. Journal of School Choice , 2 (3). ECMI. (2006). The Aspect of Culture in the Social Inclusion of Ethnic Minorities Evaluation of the Impact of Inclusion Policies under the Open Method of Co-ordination in the European Union: Assessing the Cultural Policies of Six Member States. Flensburg: ECMI. Enguita, M. F. (2008 June). INTERIM REPORT ON SPAIN. Salamanca: University of Salamanca. EUROSTAT. (2007). Living conditions in Europe. Data 2002-2005. Luxemburg: EUROSTAT. EUROSTAT. (n.d.). Youth education, lifelong leaning, early school leavers - Annual data 1995-2007. Retrieved March 2009 from www.eurostat.org (2007). Experiences of the Roma Education Initiative. Education Support Program of the Open Society Institute. Budapest: Open Society Institute. Federowicz, M. (2008 June). Inclusion and education in Poland. Preliminary review and assessment of available sources. Warsaw: Institue of Philosophy and Sociology of the Polish Academy of Sciences. Gobbo, F. (2008). The global politics of educational borrowing and lending. European Educational Research Journal , 7 (1), pp. 134-146. Gobbo, F., & others, a. (2008 June). Italian interim report. Turin: University of Turin. Gogolin, I. (2008 June). Interim report. Hanburg: Institute for International and Intercultural Comparative Education Research. Grima, A. (2007). Promoting linguistic diversity and whole-school development. Council of Europe. Hoekstra, E., & Slofstra, B. How majority languages influence minoroty languages. XIIth Conference of the Foundation for Endangered Languages. Leuwarden: Fryske Akademy. INCLUD-ED. (2007 December). Report 2. Theories, reforms and outcomes in the European educational systems. University of Barcelona CREA. Luciak, M. (2004). Migrants, minorities and education. Documenting discrimination and integration in 15 Member States of the European Union. EUMC. Mesic, M. (2004). Perspectives of multiculturalism - western and transitional countries. Zagreb: Croatian Commission for UNESCO. Mullis, I., & others, a. (2007). PIRLS 2006 International Report IEA’s Progress in International Reading Literacy Study in Primary Schools in 40 Countries. Lynch Scool of Education. Mullis, I., & others, a. (2008). Trends in International Mathematics and Science Study (TIMSS). Lynch Scool of Education. Mooij, T, Smeets, E. (2006). Design, Development and Implementation of Inclusive Education, in Theoretical and Methodological Significance of Information and Communication Technology in Educational Practice, Guest Editor: Mooij, T., EERJ, vol. 5, number 2, p. 94 109. Munoz, V. (2007 February 19). The right to education of persons with disabilities. report of the Special rapporteur on the right to education. New York: Unieted Nation. Muskens, G. (2008 June). Inclsuion and education. General overview, further steps. Lepelstraat: DOCA Bureaus. Muskens, G. J. (2009 May 9). Wat kan Nederland leren van het VSV-beleid in andere Europese landen? Eerste bevindingen van een internationale vergelijking [What can The Netherlands learn from other European countries? First results of an international comparison. Miniconferentie voorstijdig schoolverlaten [Mini-conference early school leaving]. The Hague: WRR & SCP. Muskens, G., & Peters, D. (2008 June). Inclusion and education in the Netherlands. Lepelstraat: DOCA Bureaus. Necak Lük, A., Muskens, G., & Lukanovic, N. (2000). Managing the mix thereafter. Comparative research into mixed communities in three independen successor states. Ljubljana: Institute for Ethnic Studies. Necak Luk, A., & Novak Lukanovic, S. (2008 June). INTERIM Report: Slovenia. Ljubljana: University of Ljubljana. OECD. (2008). Education at a Glance 2008. OECD Indicators. OECD. OECD. (2007). PISA 2006. Science competencies for romorrow's world. Paris: OECD. Persson, B. (2006). Pathways to inclusion. A guide to staff development. European Educational Research Journal , 5 (5), pp. 152-158. Peters, S. J. (2004 November). Inclsuive education: an EFA strategy for all children. World Bank. Porter, G. (2004). Meeting the challenge. Inclusion and diversity in Canadian schools. Education Canada (Winter). Smeets, E. (2007 November). Speciaal of apart. Onderzoek naar de omvang van het speciaal onderwijs in Nederland en andere Euroese landen [Special or separate. Research into the seize of special education in The Netherlands amd other Euroepan countries. Nymegen: ITS. Tamas, P., & others, a. (2008 June). EFFECTIVENESS OF SOCIAL INTEGRATION IN HUNGARIAN EDUCATION: LIMITATIONS AND RESULTS. A Review of Approaches and the Literature. Budapest: Institute of Sociology of the Hungarian Academy of Sciences. Tilborg, L. v., & Es, W. v. (2006 April). Aanpak van het voortijdig schoolverlaten in zes Euroepse landen [Measures to reduce ealry school leaving in six European countries]. Utrecht: Sardes. UNESCO. (2008). Democracy and human rights in multicultural societies. Paris: UNESCO. UNESCO. (2007). Global monitoring report 2007. Paris: UNESCO. UNESCO Institute of Statistics. (2008). Global Education Digest 2008. Comparing education statistics across the world. Montreal: UNESCO Institute for Statistics. Vaughan, M. (2008 April). Themes for developing inclusion. Bristol: Educational Change and Inclusion Consultancy Ltd. Zay, D. (2005). Prévenir l'exclusion scolaire et sociale des jeunes. Une approche franco-britannique [Prevention of the educational and social exclusion of young people. A French-Brittish approach]. Paris: PUF. Zay, D. (2008 June). Rapport intermédiare français [French interim-report]. Paris: PRISME.

Author Information

George Muskens
DOCA Bureaus
Lepelstraat
157
Francesca Gobbo
Università degli Studi di Torino (University of Turin/Italy)
Dipartimento di Scienze dell'Educazione e della Formazione (Department of Educational Sciences)
Torino
104
Albina Nećak Lük
University of Ljubljana
Comparative and General Linguistics
Ljubljana
189
Danielle Zay
University of Lille 3
Educational Sciences
Paris
72
Dorothee Peters
Knowledge Centre Mixed Schools
Delft
157
Pal Tamas
Institute of Sociology, HAS
95
Francesca Galloni
Independent researcher, Italy
Rae Condie
University of Strathclyde, UK
Ann Grieve
University of Strathclyde, UK
Lio Moscardini
University of Strathclyde, UK
Graciela Padoani David
University of Lille 3 (Charles de Gaulle), France
Roberta Ricucci
University of Turin, Italy

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