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But the tendency towards segregation in many systems is strong. Migrant pupils are often concentrated in schools that are de facto segregated from the mainstream and which are in a downward quality spiral, reflecting, for example, high teacher turnover.

PISA shows lower performance of pupils in schools with high concentrations of migrant pupils. All forms of school segregation will weaken the ability of education to deliver on one of its main objectives — to build social inclusion, friendships and societal bonds between children of migrants and their peers. Educational approaches may contribute to the problem of low expectations referred to above. Expectations formed, for instance, in respect of less verbal pupils likely, for language reasons, to include many migrant pupils may underestimate their potential.

Research and exchanges have identified policies and approaches that are likely to foster educational success for migrant pupils. In general, research shows that migrant pupils perform better where socio-economic status and educational achievement are less correlated. In other words, those systems which strongly prioritise equity in education are likely to be most effective in responding to their particular needs.

Comprehensive strategies across all levels and strands of the system will work best; partial measures may simply transfer problems of inequality or poor attainment from one segment of the system to another. Furthermore, policies to build equity in education will work best within a broader framework to build an inclusive society. There are also a range of policy approaches which address specific aspects of migrant pupils' educational experiences.

Other practices promote language proficiency as early as possible - early language testing for all children; pre-school language training; and equipping teachers with the competence to teach the host language as a second language. There is some evidence that reinforcing the heritage language can be educationally advantageous. Fluency in the heritage language is valuable for the cultural capital and the self confidence of children of migrants and it may also represent a key asset for their future employability.

Furthermore, an eventual return to the country of origin may be a desirable option for some migrant families; education in the heritage language will ease this. While not directed at migrant groups per se , such measures are likely to be highly relevant to them. These may be aimed at individuals — scholarships and possible quotas for participation in prestigious educational institutions quotas are often highly controversial.

Others are aimed at families, in the form of grants conditional on school attendance or performance; there is evidence that these have had some success. Targeted support is also allocated to schools with a high proportion of migrant pupils but results seem modest, perhaps due to lack of critical mass or from being poorly targeted. Mentoring and tutoring of children, for example by higher education students, is provided.

Adult education , in particular language training, is widely promoted among migrant communities as a means to help to break the intergenerational transmission of disadvantage highlighted earlier and to ease communication between school and families. As segregation is difficult to eliminate once it has developed, countries newly experiencing large-scale migration may have an interest in a prevention strategy , to ensure that socio-economic and ethnic balance is maintained right from the start.

Schools and services can be networked to spread migrant pupils and so avoid concentrations. Building quality can involve policies to build bridges with parents, improve infrastructure, broaden extra-curricular activities and establish an ethos of respect.

Above all practices have focused on teaching and leadership. Training and professional development of teachers on how to deal with diversity and motivate children in vulnerable situations is increasing. Increasing the number of teachers from migrant backgrounds is an explicit goal in some systems.

Such intercultural education in no way needs to weaken the primary focus on the identity, values and symbols of the host country. It involves above all building mutual respect, developing understanding of the negative effects of prejudices and stereotypes and cultivating the ability to take different viewpoints[32], while increasing knowledge of and seeking respect for the core values and fundamental rights of the host society. The content and organisation of education and training are national competences.

It is at the national or regional level that strategies need to be defined and implemented. Member states have expressed an interest in co-operating on inclusion of children of migrants. The European Commission can facilitate such co-operation. The shared nature of the challenge and of the factors which lie behind it, coupled with the range of approaches being implemented in different Member States, regions and cities, suggests that there is scope for a fruitful dialogue.

The European Union already undertakes a number of different types of activity which impact, directly or indirectly, on Member States policies on these issues. The European Commission already supports a number of programmes and actions which relate, inter alia, to this issue. In addition, the European Fund for the Integration of Third-country Nationals is further facilitating integration measures for migrant youth and children.

Competences numbers 6 Social and Civic Competences and 9 Cultural awareness are particularly relevant in the context of a high incidence of migrant pupils and may be useful as a framework for developing national educational approaches. The Lifelong Learning Programme, especially the actions Comenius school education , Leonardo da Vinci vocational training and Grundtvig adult education and the Youth Programme support projects related to intercultural education, school integration of migrant pupils and social inclusion for disadvantaged youth.

Examples are listed in the Annex. Social inclusion of migrant youth has a high priority. The Community programme for employment and social solidarity, Progress, also provides scope for trans-national co-operation.

The European Year on Equal opportunities for all and the European Year on Intercultural Dialogue provide a framework for promoting a European debate on inclusion and on migrant youth. The Open Method of Coordination for Education and Training provides a forum for co-operation and exchange between Member States on common educational challenges.

The Commission will make proposals for a new framework for this process in December , which could, inter alia , accommodate policy exchange on this issue.

This could include an exploration of the possible development of indicators or benchmarks related to the gaps in educational attainment and enrolment of migrant pupils. The European Commission works closely with international organisations who also address education and migration as part of their work, such as the OECD and the Council of Europe.

This co-operation will continue to be a priority. Transposition, implementation and monitoring of the Directive have proven difficult,[36] at least in part because the context of managed migration through bilateral agreements between Member States, in which the Directive was conceived, was not current anymore by the time of its adoption. Given the difficulty experienced in generating the bilateral cooperation needed for formal implementation within the then EC of nine member states, it is not clear how implementation can now be meaningfully improved within an EU of 27 Member States.

There is, secondly, a question of the Directive's scope. The challenge now concerns to a considerable extent the education of children coming from third countries.

Their situation is not covered by the Directive. Finally, the added-value of the Directive's provisions for educational policy-making should be assessed. The Directive's first provision — that Member States shall "ensure that free tuition to facilitate initial reception is offered in their territory [to the children of migrant workers], including, in particular, the teaching of the official language or one of the official languages of the host State " — seems to have had little impact in shaping Member States' policies in the face of the complex set of challenges described in this text.

Member States have all developed their own approaches to the teaching of the host country language. Looking to the wider questions regarding the teaching of children from a migrant background, the question must be asked whether Member States are likely to be helped more by the Directive or through a mix of policy exchange and programme support for policy development. The Directive's second provision — that Member States shall "in cooperation with the States of origin, take appropriate measures to promote in coordination with normal education, teaching of the mother tongue and culture of the country of origin" — allows a large degree of flexibility in the way the obligation is to be achieved.

It has had some patchy impact[37] and can, in the circumstances as outlined in section 3. Moreover, the volume of intra-EU mobility of workers from EU Member States has increased sharply in recent years in the wake of the and enlargements. This, potentially, may bring about a renewed interest in the promotion of heritage language learning among children of migrants in general.

Whether this is best implemented via legislative instruments based on the Treaty's different legal regimes for EU and third-country nationals or via the promotion of voluntary arrangements — which might be within or outside the formal school system — is unclear.

Reflecting the Directive's requirement to deliver this objective in cooperation with the Member State of origin, the creation of networks, school twinning could be used to develop teaching of the heritage language in particular schools or localities with the support of the Lifelong Learning programme. Teacher training could also be developed to support such teaching. The Commission feels that it would be valuable to undertake a consultation with interested parties about education policy for children from a migrant background.

Interested parties are invited to make their views known about:. Respondents are invited to use the following broad questions as a guide when framing their contributions.

What are the important policy challenges related to the provision of good education to children from a migrant background? In addition to those identified in this paper, are there others that should be taken into account?

What are the appropriate policy responses to these challenges? Are there other policies and approaches beyond those listed in this paper that should be taken into account? What actions could be undertaken via European Programmes to impact positively on the education of children from a migrant background?

How should these issues be addressed within the Open Method of Coordination for Education and Training? Would you recommend that it be maintained as it stands, that it should be adapted or repealed? Would you propose alternative approaches to support Member States' policies on the issues it addresses?

The European Commission will analyse the results of this consultation and publish its conclusions in early Please note that contributions and the names of the authors may be published, unless the authors explicitly refuse their consent to publication when sending the contribution.

This constitutes a fundamental difference in comparison to the conditions third-country nationals have to fulfil under the existing EU and national immigration rules, before they can reside in a EU Member State. Finally, the text makes no reference to groups of non-migrant EU citizens with a distinct ethnicity or cultural identity and who also have a high tendency to social exclusion e. However, many aspects of the analysis and of the set of educational challenges described here would also apply to them.

It should improve the transparency and transferability of qualifications earned in any Member State and make this less of a problem for migrating EU citizens. A seminal work is Ogbu Farley has reviewed more recent research on the influence of peers on academic achievement and his conclusions basically support the earlier findings. The consequences of early tracking for equity in education have already been dealt with in the Commission Communication on Equity and efficiency in education and training systems.

See also EUMC The European Agency for Special Needs Education is currently carrying out a comparative analysis of the situation of migrant pupils in special education in 23 Member States.

Results should be published by early The principle is to attract pupils from a variety of middle class neighbourhoods in a metropolitan area through the provision of interesting and rare curricula and activities. This may redress socioeconomic balance in the school while strengthening the educational programme in vulnerable quarters. Skip to main content. This document is an excerpt from the EUR-Lex website.

EU case-law Case-law Digital reports Directory of case-law. Quick search. Use quotation marks to search for an "exact phrase". Use a question mark? Search tips. Need more search options? Compressori a secco a spirale con tenuta a soffietto e pompe a vuoto a secco a spirale con tenuta a soffietto.

Camere schermate per la manipolazione, lo stoccaggio e il trasporto di sostanze radioattive celle calde. A1 Materiali, prodotti chimici, «microrganismi» e «tossine». Attrezzature ad uso personale per la rilevazione di radiazioni di origine nucleare, compresi i dosimetri personali. Nota: Questa voce non contempla i sistemi di rilevazione nucleare definiti in 1A Alluminio e sue leghe, diversi da quelli specificati in 1C Nota: Questa voce non contempla i materiali fibrosi o filamentosi definiti in 1C Fibre impregnate di resina o di catrame preimpregnati , fibre rivestite di metallo o di carbonio preformati o "preformati di fibre di carbonio", come segue:.

I "materiali fibrosi o filamentosi" al carbonio impregnati in una "matrice" di resina epossidica preimpregnati , specificati in 1C Tungsteno, tantalio, carburo di tungsteno, carburo di tantalio e relative leghe, aventi entrambe le caratteristiche seguenti:.

Nota: Questa voce non contempla il tungsteno, il carburo di tungsteno e le leghe di tungsteno definite in 1C Sistemi di collaudo a vibrazioni, apparecchiature e loro componenti, diversi da quelli specificati in 2B Nota: Questa voce non contempla le macchine utensili di rettifica definite in 2B Componenti e dispositivi di controllo numerico, appositamente progettati per le macchine utensili specificate in 2B, 2B o in II.

Macchine di bilanciamento progettate o modificate per apparecchiature dentistiche o altre apparecchiature mediche, aventi tutte le caratteristiche seguenti:. Teste indicatrici progettate o modificate per essere utilizzate con le macchine specificate in a. Le teste indicatrici sono conosciute talvolta come strumentazione per il bilanciamento. Manipolatori a distanza che possono essere usati per azioni a distanza nelle operazioni di separazione radiochimica o nelle celle calde, diversi da quelli specificati in 2B, aventi una delle caratteristiche seguenti:.

I manipolatori a distanza consentono di effettuare una traslazione delle azioni di un operatore umano ad un braccio operante a distanza e a dispositivi terminali. Attrezzature e componenti industriali, diversi da quelli specificati alla voce 2B Pompe dotate di tenuta multipla e senza tenuta, diverse da quelle specificate alla voce 2B Separatori centrifughi, in grado di effettuare una separazione continua senza la propagazione di aerosol e costruiti con:. Nota: Questa voce non contempla i separatori centrifughi definiti alla voce 2B Alimentatori in corrente continua ad alta tensione aventi le due caratteristiche seguenti:.

Nota: Questa voce non contempla gli alimentatori definiti alle voci 0B Spettrometri di massa, diversi da quelli specificati alle voci 3A o 0B Nota: Questa voce non contempla gli apparecchi e i componenti da ripresa definiti alla voce 6A Nota: Questa voce non contempla gli specchi definiti alle voci 6A Nota: Questa voce non contempla i laser ad argon ionizzato definiti alle voci 0B Questa voce non contempla i laser definiti alle voci 0B Questa voce non contempla i laser a semiconduttore definiti alle voci 0B Laser accordabili allo stato solido come segue, e loro componenti appositamente progettati:.

Nota: Questa voce non contempla i laser in titanio-zaffiro e in alessandrite definiti alle voci 0B Laser diversi da quelli a vetro drogati al neodimio, con lunghezza di onda di uscita superiore a 1 nm ma non superiore a 1 nm ed energia di uscita superiore a 10 J per impulso.

Nota: Questa voce non contempla i laser diversi da quelli a vetro drogati al neodimio definiti alla voce 6A Apparecchi da ripresa resistenti alle radiazioni o loro lenti, diversi da quelli di cui alla voce 6A Amplificatori e oscillatori laser a coloranti accordabili ad impulsi aventi tutte le caratteristiche seguenti:.

Questa voce non contempla gli amplificatori e oscillatori laser a coloranti accordabili ad impulsi definiti alle voci 6A Nota: Questa voce non contempla gli amplificatori e oscillatori laser ad anidride carbonica ad impulsi definiti alle voci 6A Nota: I parametri di cui ai punti I.

Sistemi di teodoliti in cui sono incorporate apparecchiature inerziali appositamente progettate per rilevamenti a uso civile e progettati per avere una precisione di puntamento azimuth, rotta o nord uguale o inferiore a migliore di 6 minuti di arco RMS a 45 gradi di latitudine, e loro componenti appositamente progettati.

Apparecchiature inerziali o altre apparecchiature che utilizzano accelerometri specificati in 7A o 7A dove tali accelerometri sono appositamente progettati e sviluppati come sensori per la misura durante la perforazione MWD Measurement While Drilling nelle operazioni di manutenzione di pozzi con martello. Organizzazione delle industrie della difesa DIO. Fajr Industrial Group. Farayand Technique. Kala-Electric alias Kalaye Electric.

Mesbah Energy Company. Pars Trash Company. Dawood Agha-Jani. Behman Asgarpour. Funzione: direttore operativo Arak. Bahmanyar Morteza Bahmanyar. Altre informazioni: persona coinvolta nel programma iraniano riguardante i missili balistici. Ahmad Vahid Dastjerdi.

Reza-Gholi Esmaeli. Ali Hajinia Leilabadi. Funzione: direttore generale della Mesbah Energy Company. Jafar Mohammadi. Ehsan Monajemi. Funzione: direttore dei progetti di costruzione, Natanz. Mohammad Mehdi Nejad Nouri. Titolo: ten. Mohammad Qannadi. Yahya Rahim Safavi. Titolo: magg. Altre informazioni: persona coinvolta nel programma iraniano riguardante i missili balistici e in quello nucleare. Hosein Salimi.

Titolo: generale. Skip to main content. This document is an excerpt from the EUR-Lex website. EU case-law Case-law Digital reports Directory of case-law. Quick search. Use quotation marks to search for an "exact phrase".

Use a question mark? Search tips. Need more search options?