'European Policy Brief' (2011) EDUMIGROM Policy Brief,
No. 4. Budapest: Central European University, Center for Policy Studies (Download)
EDUMIGROM has published its fourth Policy Brief, European Policy Brief, which summarizes the EDUMIGROM project results in the European educational policy context. The Brief concludes that ethnically differentiated educational practices are crucial determinants of social inclusion, but in Europe’s case, these educational differences are forging inequalities that challenge the European Union’s fundamental values and chip away at the foundations of social order. The Brief gives an overview of the key observations how social and ethnic differences are manifested and reinforced in the daily working of schools. Evidence shows that children of marginalized groups, especially children of poor families of minority ethnic background, are most at risk of educational exclusion. Social alienation induces feelings of insecurity and lowers mobility aspiration among ethnic minority youth. Many children from migrant backgrounds regard the downgrading tendency in the educational system as a manifestation of institutional discrimination. The Brief lists several recommendations for the policy makers that have been developed from the EDUMIGROM research findings. These concern the access to education for all children, reducing the risk of dropping out, comprehensive early language programmes, extracurricular activities, differences in the conditions and quality of schooling and a multicultural approach to teaching.
Messing, Vera (2010)
'Interactions between the Ethnic Composition in School and Students' Performance, Self-esteem and Future Aspirations' EDUMIGROM Policy Brief,
No. 3. Budapest: Central European University, Center for Policy Studies (Download)
EDUMIGROM has released its third Policy Brief, Interactions between the ethnic composition in school and students’ performance, self-esteem and future aspirations, which gives a summary of the results of the comparative analysis of survey data in eight countries participating in the project. It examines on the one hand how structural and policy forces overtly and covertly manipulate educational systems in some of the old and new member states of the EU and lead to various constellations of differentiation between minority and majority ethnic students, and on the other, how these constellations then affect one’s school performance, self-esteem, inter-personal relations and future aspirations. As it has been revealed, there are major differences between the old and new member states in terms of the quality of systemic, built-in inequalities as well as the significance of ethnic background in both inter-group relations and the formation of identity. Most probably, these results could be explained with the dissimilar structures of educational systems; the differing histories of inter-ethnic relations; the differences in the effectiveness of minority rights protection and in the conception of democratic practices and civic life; the nature of ethic separation, and in part, with methodological reasons. The Brief argues that ethnically mixed school environments seem to be the best for students of both ethnic majority and minority. These schools provide opportunities for future school carrier, set the ground for developing inter-ethnic personal relations and contribute to the well development of self-esteem and identity.
Zentai, Violetta (2009)
'How do Schools in Old and New Member States of the EU Treat Minority Ethnic Youth and Shape their Performance?' EDUMIGROM Policy Brief,
No. 2. Budapest: Central European University, Center for Policy Studies (Download)
EDUMIGROM has delivered its second Policy Brief, How Do Schools in Old and New Members States of the EU Treat Minority Ethnic Youth and Shape Their Performance? Authored by Violetta Zentai of the Center for Policy Studies at Central European University (Hungary), the Brief focuses on European education policies for minorities in new and old EU member states in a comparative perspective. Drawing from EDUMIGROM background and comparative reports and other sources in the field of education for minorities, it sheds light on how educational structures and dominant school practices impact the daily lives and prospects of minority ethnic youth in selected countries. The Brief's comparative lens brings together new and old EU member states, despite their differing histories, social environments, and political and policy developments regarding the integration of minority youth. The analysis offers opportunities to discuss and adjust policy responses on social inclusion and justice at different levels. This approach is a primary aspect of EDUMIGROM research and the presentation of its outcomes.
Szalai, Julia et al. (2008)
'Ethnic Differences in Compulsory Education.' EDUMIGROM Policy Brief,
No. 1. Budapest: Central European University, Center for Policy Studies (Download)
The project published its first Policy Brief on the topic of Ethnic Differences in Compulsory Education, exploring the state of compulsory education in contemporary Europe by focusing on the mechanisms and processes by which children of certain socio-economic groups are placed at risk within the existing structures and practices of some of Europe’s educational systems. The Brief exposes increasing signs of malfunction and worrying trends in schools in different European welfare states. It argues that sizeable groups of children are unable to receive even primary education, formally complete compulsory schooling without learning even the basics, leave school early or drop out prior to acquiring any formal degrees usable on the job market, or are diverted to schools or tracks that channel youths into low status and low paying jobs. Evidence shows that these phenomena are loaded with social and ethnic/racial implications: across Europe, children of marginalised groups, and particularly of poor families of minority ethnic background, are the victims of apparent shortcomings in education systems. The Brief aims to initiate a European-level dialogue on principles and practices that may assist in (re)establishing children’s unconditional and equal rights to meaningful education all across the continent.