SNUipp-FSU, in collaboration with the NGO Solidarité Laïque and the parents’ association FCPE  just released a child-friendly booklet entitled « We’re above all children: stop false myths about migrants and refugees ».

The union used to support the project « Ecole Laïque du chemin des Dunes » providing education and training opportunities to refugees in the Calais Jungle before its dismantlement.

As prejudices about refugees spread across Europe following the so called 2015 « crisis », the union decided to step up its efforts in favour of refugees’ and migrants’ rights.

The objective of this publication is to improve inclusion by informing and sensitising  elementary-aged children and their families concerning real facts and figures about migration, migrants’ - and especially children’s - rights and in particular, their right to education.

The booklet was developed with a team of different partners bringing in different perspectives and expertise. It was tested with children and finalised according to their feedback, to come up with a simple resource, that is easy to understand for them and fit for classroom activities.

So far, 10 000 copies have been printed and distribution is starting to reach out to local structures and partners.

An accompanying leaflet is being developed for parents and teachers willing to deepen their knowledge of the essential concepts, procedures and actors involved in refugees’ and migrants’ integration.

Audiovisual material is also being assembled to present the project to a broader audience online and in training activities directed to grassroots members.



The European region of EI, ETUCE, and EFEE join forces to develop a new project called ‘European Sectoral Social Partners in Education promoting effective integration of migrants and refugees in education’. The project, co-funded by the European Commission, and carried out from 2017 to 2019, is a direct answer from education social partners to the crisis of migrants and refugees, and the ensuing deprivation of access to quality education for migrants and refugees. The new two-year project is aimed at creating a sustainable framework for social partners in education to support schools and education institutions, teachers, trainers and school leaders dealing with students of migrant origin. The project is to be overseen by an advisory group, composed by employer organisations from the European Federation of Education Employers (EFEE), ETUCE and its member organisations in Denmark (DLF), Belgium (ACOD-CSGP), Cyprus (OELMEK), Slovenia (SVIZ-ESTUS), Spain (FeSP-UGT) and Serbia (TUS).

According to a 2017 Eurostat study, in 2016, around 32% of the total number of first time applicants for asylum in Europe were minors aged less than 18 years old. Additionally, a 2016 Eurofound study reports that “although the school-age children of asylum seekers are entitled to attend compulsory education in all Member States, special arrangements for these children are not always guaranteed. Some countries reported that schools are ill-prepared to receive these children.” Social partners in education have grown increasingly alarmed with this situation, as it furthers unacceptable inequalities for these vulnerable groups, and inherently hinders the integration of migrants and refugees in society in the longer term.

Through a research on existing practices and policies regarding the integration of migrants and refugees in education systems in Europe, case-study visits in those countries who have received a sudden and large influx of migrants since 2015, as well as through a series of training seminars, education social partners will work towards developing a set of practical guidelines and a quality framework of effective practices and policies for the integration of migrants and refugees in education. A video documentary will further raise the attention of the wide public on the situation experienced in schools by learners of migrant origin. All the outcomes are to be disseminated at a conference to be held in 2019.

“Crossing the doorstep of a school is no guarantee of quality learning”, said Susan Flocken, ETUCE European Director, “ETUCE and EFEE are committed to work together for a successful educational experience of migrant and refugee students across Europe. This implies undertaking measures to cater for the specific needs of those students, but also for the needs of schools and the teaching personnel working with young migrants and targeting issues such as language acquisition, psychosocial counselling and intercultural competences.”

To see the dedicated webpage for the project, please click here.

Education should be at the core of the new Global Compact for Migration, according to Education International, commenting on the importance of a whole-of-society approach to migration at the local and national level.

UN member states, and indeed all governments, are obliged to guarantee the human rights of all migrants. That’s according to Education International (EI) Dennis Sinyolo. “These rights are encapsulated in existing United Nations (UN) Covenants and Conventions.”

Sinyolo made his remarks during a panel on national perspectives of the whole-of-society approach to facilitate safe, orderly and regular migration. The panel was held during informal multi-stakeholder hearings before the Global Compact for migration and the intergovernmental conference on international migration. This was held on 18 December at the United Nations (UN) headquarters in New York, USA.

The hearing provided an opportunity for participants to discuss the need for cooperation and partnerships between different segments of society, including civil society, the private sector, diaspora communities, migrants, local and national authorities, schools, academia and others to develop and implement a coherent and whole-of-society approach to migration.

The President of the UN General Assembly, Miroslav Lajcak, explained that “we are here to look at how migration affects local authorities. We want to go beyond the national level, and look at the examples of good practices at the local level, and how migrants can contribute to local communities, e.g. through their skills”.

The intergovernmental negotiation process on the Global Compact on Migration, he reminded the audience, will start in February 2018, and demands that “listen to many different actors, especially those who implement migration laws and policies such as nurses, teachers and law enforcement”.

Stressing that on International Migrants Day, there is no better way to celebrate it than to present proposals on how to address the challenges affecting migrants, he emphasised the need for a whole-of-society and whole government approach and to listen to everyone.

Social dialogue 

The point of departure in ensuring an effective whole-of society approach to managing migration is two-fold, Sinyolo explained:

(1) All governments, including those of host and transit countries, should ratify and fully implement the provisions of UN and International Labour Organisation (ILO) migrant, labour and other relevant Conventions.

(2) Governments should ensure the establishment of institutionalised mechanisms for social dialogue.

Genuine consultation and dialogue with migrant workers through their representative organisations, and trade unions in particular, is of paramount importance, given that most migrants move in search of decent work, he underlined.

The advocacy role and actions of trade unions, civil society, and other partners should not be under-estimated, Sinyolo said. These organisations have worked hard to ensure that migrants are not denied access to the basic necessities of life and public services such as health and education, or to justice due to their immigration status.

EI: Defending education rights of migrants and refugees

Education International has been working with national affiliates, youth organisations, students and local communities to defend and promote the education rights of migrant and refugee children and youth in several European and other countries, Sinyolo said.

Educators and their unions have long been fighting for undocumented children to have access to quality education and challenged their detention in camps, he said. EI has also provided training and professional development to local sand migrant and refugee teachers, so that they are able to meet the specific needs of migrants and refugees, including psychosocial support and language training.

“Education is the greatest antidote to the scourge of xenophobia, racism and discrimination as it can help inculcate and foster the values of intercultural understanding, respect, tolerance and peaceful coexistence.” Indeed, education equips migrant and refugee children and youth with the necessary skills for life and work, he said, emphasising that education should be at the core of the new Global Compact.

“The whole-of-society approach can only be achieved if all countries and governments take the lead in creating a migrant and refugee-friendly environment, both legislative and socio-economic,” he said. “We need to take bold and giant steps forward, with none of us stepping out or aside, because the global governance of migration is a mutual endeavour involving all sending, transit and destination countries.”

He concluded by stressing the need for the UN and governments to continue to involve trade unions and civil society in the intergovernmental negotiation process, prompting a response from the President of the UN General Assembly who announced that he would convene two more hearings/consultations in February and May 2018.

Education International calls on governments, the United Nations and other intergovernmental organisations and stakeholders to defend and promote the rights of all migrants and refugees.

Education International (EI) particularly urges governments to ensure full respect for the human, trade union and education rights of migrant children, teachers and education support personnel. Rising xenophobia, racism and discrimination, as well as the unprecedented scale of human displacement during recent years highlight the urgent need for a global commitment to fair migration and coherent, rights-based policies. The recent revelations concerning the enslavement of migrants and refugees in Libya is a wake-up call for the UN and governments to take immediate action to guarantee the protection and safety of migrants.

The UN Global Compact on Safe, Regular, and Orderly Migration, to be adopted by member states next year, represents a historic opportunity to address these issues. Education International insists that migrant and refugee workers and children’s rights should be fully reflected in the Global Compact.

Ensure implementation of UN and ILO Conventions on Migration

Governments should ratify and implement the International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families and ILO migration conventions, thus ensuring that migrant workers have the same rights, terms and employment conditions as local workers, including freedom of association, the right to organize and collective bargaining.

“The Global Compact should be rooted in existing human rights treaties,” said EI General Secretary, Fred van Leeuwen. Van Leeuwen insisted that UN Covenants, Conventions and other instruments are applicable to all human beings, including migrants.

Address the root causes of migration

Education International insists that governments must address the root causes of migration such as global imbalances in economic development, poverty, political instability, conflict, unemployment and climate change. “Addressing these factors will ensure that migration becomes an option rather than a necessity for the majority of migrants and refugees”, opines Van Leeuwen.  

Ensure access to quality education and other public services 

EI calls on governments of transit and destination countries to ensure the right to free quality education for all migrant children, youth and adults. In addition to basic and post-basic education, migrants should have access to quality early childhood, language and technical, vocational education and training programmes.

“Particular measures should be taken to enable unaccompanied minors and undocumented children to have access to qualify education,” stressed van Leeuwen.

Destination country governments should also recognise the qualifications of migrants, including those of migrant and refugee teachers as an important pathway to employment and decent work, he continued.

Today, EI’s Dennis Sinyolo is at the UN participating in the third multi-stakeholder hearing on the Global Compact. He will be calling on the UN and its member states to put education, teachers, education support personnel and children’s rights at the core of the Global Compact on Migration.

The Fundamental Rights Agency (FRA) has published a report on asylum seekers’ and refugees’ opportunities to access education and training in Europe.

Looking at Denmark, Greece, Hungary, the Netherlands and Poland as well as parts of Austria, Bulgaria, Germany, Spain, Finland, France, Italy, Sweden and Slovakia, the report first points out that statistics on asylum seekers and refugees are not collected systematically within EU Member States. The analysis shows that access to education for asylum seekers and refugees remains challenging. Immigrant children living in detention centres do not have access to formal education, or are not obliged to attend school, in nine out of the 14 analysed countries. In three countries, refugees and asylum seekers do not have access to formal education at all.

Although, once enrolled in education, asylum seeking and refugee children profit from the same benefits as nationals of the respective country – and sometimes gain access to additional services, such as language classes – the report highlights the lack of psychological support for traumatised children as well as the lack of teacher training to prepare education personnel for dealing with asylum seeking and refugee children’s special needs.

Other issues that are not sufficiently addressed by EU Member States are the difficulties arising from irregular school attendance of asylum seeking and refugee children before their arrival, the difficulties to introduce newcomers into classes of their age group due to language barriers and schooling gaps, the education of newcomers above the compulsory school age and the recognition of foreign qualifications.