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![Page 1: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/1.jpg)
OECD Review on Migrant Education - Draft handbook for policy makers
OECD Review on Migrant Education
27 October 2009
![Page 2: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/2.jpg)
History and economic factors affecting migrant education policy
• Common pattern: increasing & more mixed migration
• The effect of the crisis on the pattern and implications for migrant education
• Changing immigration policies
• Other contextual factors affecting migrant education
![Page 3: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/3.jpg)
Education outcomes: evidence and policy implication
• Facts about education outcomes of immigrant students
- performance, participation, and access to quality education
• Major factors linked to education outcomes
• Policy implication
![Page 4: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/4.jpg)
Performance – secondary education
• marked performance differences in reading between native and immigrant students at age 15 in many countries
400
450
500
550
600
Score Native students Second-generation immigrant students
First generation immigrant students OECD average performance in reading
Roughly equivalent to one year of schooling
![Page 5: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/5.jpg)
Performance – primary education
• Differences in average reading performance in primary education (less pronounced than those of secondary education)
Native students Second-generation immigrant students
First generation immigrant students International average
400
450
500
550
600
Score
![Page 6: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/6.jpg)
200
250
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350
400
450
500
• A larger share of 1st-generation with very low reading skills than their native and 2nd-generation peers
Native Second generation First generation
Proficiencylevel 1
• Immigrant students are an academically diverse group: both top performing and low performing immigrant students. BUT
![Page 7: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/7.jpg)
Participation
• 1st-generation immigrants are less likely to attend preschool compared to their native and 2nd-generation immigrant peers.
0
10
20
30
40
50
60
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80
90
100% Native students Second generation immigrant students First generation immigrant students
![Page 8: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/8.jpg)
• Immigrant students are more likely to repeat a grade in primary or lower secondary education than native students.
Native students (primary) Native students (secondary)
Immigrant students (primary) Immigrant students (secondary)
05
10152025303540%
• In some countries both native and immigrant students repeat a grade, while in other countries this practice is rare. BUT
![Page 9: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/9.jpg)
• In most OECD countries, immigrant students are more likely to attend schools in big cities than native students.
Access to quality education
0
10
20
30
40
50
60
70
80
90
100% Native Second generation immigrants First generation immigrants
![Page 10: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/10.jpg)
• Immigrant students attend schools with higher levels of concentration of immigrant students than their native peers.
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Native Second generation immigrants First generation immigrants
![Page 11: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/11.jpg)
• In majority of countries, immigrant students are more likely to attend schools with low average SES than their native peers.
-1.0
-0.8
-0.6
-0.4
-0.2
0.0
0.2
0.4
0.6
0.8
1.0
Index points
Less advantaged school average socio economic composition
More advantaged school average socio economic composition
Native Second generation immigrants First generation immigrants
![Page 12: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/12.jpg)
Major student-level factors• Low SES backgrounds and speaking a different language at home largely
explain the performance gap between the two groups.
Accounting for students' socio - economic backgroundAccounting for students' socio - economic background and language spoken at home
Performance difference in reading
Immigrant students have HIGHER reading score than native students
Immigrant students have LOWER reading score than native students
-100
-80
-60
-40
-20
0
20
Score point difference
• Additional student factors: availability of educational resources at home, reading at home at a young age, and participating in ECEC
![Page 13: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/13.jpg)
• Schools with low proportions of immigrant students
Major school- /system-level factors
• Schools with students from more advantaged SES backgrounds
• Schools offering more hours of language learning in regular lessons
• Accountability measures
- informing parents of the student performance results against some standards
- making achievement data available in public and tracking the achievement data over time
![Page 14: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/14.jpg)
• Preparing school leaders and teachers for diverse student groups
• Language learning at an early age/more opportunity to learn language in regular school lessons
• Supporting students from low SES backgrounds• Flexible learning opportunities for adult
immigrants• Encouraging family support for their child’s
education• Increasing compensatory education support
outside regular school time• Managing school composition and concentration• Effective use of student performance data
Policy implications
![Page 15: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/15.jpg)
Cross-cutting issues affecting implementation
• Setting clear objectives of migrant education within the broader goals of education system
• Applying lessons from research to policy and practice
• Finding the right balance: universal and targeted measures
• Building capacity and facilitating implementation
![Page 16: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/16.jpg)
Questions to the GNE
• Is the structure clear? Are the most important issues addressed? Is anything missing?
• Can you identify additional national research to add to the discussion of the facts /factors?
• Do you have additional issues affecting implementation of migrant education policies in your country?
![Page 17: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/17.jpg)
Chapter 2: School level policies
• Policies to ensure– Migrant education strategies are well implemented
at the school level – School leaders and teachers are adequately
equipped to meet diverse learner needs
• Key policy challenges– Provide research-based and coherent language
support across the system– Train teachers for diversity– Support school leaders in developing diversity
policies– Support parental and community engagement
![Page 18: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/18.jpg)
• Issues: Inconsistent language support– Little coherence of language support across grade
levels– Lack of focus on academic language – A deficit-oriented approach to language teaching
• Policy options– Develop materials for diagnostic testing – Ensure stimulation at an early age and follow-up at
the primary and secondary level– Provide curricula for consistent language support
across grade levels– Value and validate mother tongue proficiency
Language support
![Page 19: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/19.jpg)
• Issues: Teachers’ awareness & competencies– Teacher inexperience & attrition– Low teacher expectations– Lack of diagnostic competences– Insufficient preparation & training for diversity
• Policy options– Recruit more teachers with a migrant background /
flexible recognition of foreign qualifications– Train teachers for diversity: focus on formative
assessment, differentiated instruction, second language support
Teaching and learning environments
![Page 20: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/20.jpg)
• Issues: Getting the whole school on board– Lack of guidelines and training for school leaders on
diversity issues– Little whole-school coordination in migrant education – Schools often quite isolated from parents, local
communities, other schools and social service providers
• Policy options– Strengthen leadership through guidelines & training– Encourage evaluation of projects & sharing of
successful practice between schools– Support cooperation of schools with their environment
School leadership and whole-school policies
![Page 21: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/21.jpg)
• Issues: Supporting students’ broader environment– SES and migrant background have a strong impact on
student performance in school– Some school systems expect high levels of parental support
with homework and educational choices– Some migrant parents lack the language & educational
background to provide this support
• Policy options– Support immigrant parents and communities to become
involved– Capitalise on parental and community resources– Provide additional learning opportunities where students
can get help with homework
Parental & community involvement
![Page 22: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/22.jpg)
Questions to the GNE
• Is the structure clear? Are the most important issues addressed? Is anything missing?
• Can you identify additional national research to add to the discussion of policy issues?
• Do you have additional examples of promising policy initiatives in your country?
![Page 23: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/23.jpg)
Chapter 3: System level policies
• Policies to ensure– Consistent offer of educational support– At all levels of education
• Key policy challenges– Manage variation in ed. support provision– Develop an effective funding strategy– Monitor and evaluate system capacity– Manage the concentration of immigrant
students in some schools
![Page 24: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/24.jpg)
Managing variations
• Issues: National goals and local reality– Unequal distribution - schools and regions– Immigrant students are heterogeneous
group– Varied commitment among leaders
• Policy options– Establish a legal and financial framework– Find out what works and share this– Provide incentives to improve
![Page 25: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/25.jpg)
Funding strategy
• Issues: Equity and adequacy of funding– Determining target group– Prioritising level of education– Distributing extra funding– Monitoring use of extra funding
• Policy options– Develop funding strategy with clear criteria– Use funding strategically to engage partners– Evaluate use and cost effectiveness
![Page 26: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/26.jpg)
Monitoring and evaluation
• Issues: Feedback on student, school and system performance– Lack of evidence on outcomes for
immigrants– Need to identify effective policies / practices– Lack of tools and training for assessment
• Policy options– Strengthen school capacity in assessment– Centrally monitor quality and equity– Improve data quality and coverage
![Page 27: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/27.jpg)
Concentration
• Issues: Complex relationship with educational experiences– Need for social interaction v. targeted support– School admittance/ system selection policies– Parental choice and (self-) segregation
• Policy options– Improve quality in high-concentration schools– Inform and support parental school choice– Manage school composition with partners
![Page 28: OECD Review on Migrant Education - Draft handbook for policy makers OECD Review on Migrant Education 27 October 2009.](https://reader036.fdocuments.us/reader036/viewer/2022062417/5514affa550346f06e8b615f/html5/thumbnails/28.jpg)
Questions to the GNE
• Is the structure clear? Are the most important issues addressed? Is anything missing?
• Can you identify additional national research to add to the discussion of policy issues?
• Do you have additional examples of promising policy initiatives in your country?