INTO Press Release

In the framework of the INTO project a literature review and a gap analysis was conducted by the project partners from UK, Cyprus, Italy, Spain and Poland, on migrant students peer support programs in the formal education system of the above mentioned countries. Please follow the link bellow to access INTO Press Release.

INTO Press Release

In the framework of the INTO project a literature review and a gap analysis was conducted by the project partners from UK, Cyprus, Italy, Spain and Poland, on migrant students peer support programs in the formal education system of the above mentioned countries. All the data were collected through desk research and focus groups. Below is an overview of the major findings in each partner-country.

In Italy the path of integration is slow and continues to show barriers, halts and setbacks. In addition the application of a mentoring system as an approach to help students with a migrant background to maintain their motivation and to continue with their studies, in Italian schools of all kinds and grades has been defined by EU researches, "not systematic" or "random". In Spain the teachers´ awareness of the importance to receive training and tools to use with their students has considerably risen. Regarding peer education at school in general and with migrant students in particular, according to Spanish teachers and other educative experts, peer education is a methodology with an incredible amount of advantages but unfortunately no used as often as it should. As far as Cyprus is concerned, the methodology of peer tutoring is used in different levels of education depending on teacher´s method, activity, teaching goals. Also, it is important to know that in Cyprus foreign speaker students are placed in normal classes with Cypriot students. Thereby, they study the same curriculum, except a few exceptions. Moreover in Poland only 0,06% of all students is immigrants. Unfortunately the motivation of refugee students to learn in Polish schools is small, as most refugee families treat their stay in our country as a “stop” on their way to Western states. As a sequence students who have problems with learning Polish usually do better in subjects which don’t require language proficiency, which are mostly exact sciences, such as Mathematics or Physics. Finally in United Kingdom the actual number of migrant in schools is actually difficult to judge as not all children attend school; furthermore schools do not record the migrant status of the child. Instead they record the child as EAL students (English an Additional language). To further support the integration of migrant students schools in the UK have been given local autonomy to adjust their curricula, textbooks, dress codes, and religious holiday observances in line with their school demographics. Peer education is used in schools in England. The term is rather broad and refers to a range of activities where support is given to one another through appropriate training.

Based on the findings of the Literature Review and Gap Analysis Partners will develop the peer support training material addressed to teachers and students. The developed material will be pilot tested in all partner countries among the target and by finalize for implementation by the end of the project’s life cycle in October 2015.