OECD Thematic Review on Migrant Education

Claire Shewbridge

12 May 2009

What policies will promote successful education outcomes for first and second

generation migrants?

Early childhood education and

care

Primary education

Lower secondary education

Upper secondary education

Transition to tertiary education

A collaborative review (1)

1. Countries provide background report to OECD with an overview of1. General contextual information; quantitative data and research

evidence2. School policies and practices3. Role of the community4. Government policies and approaches

2. OECD visits each country to interview selected stakeholders to consolidate the evidence base

1. Statistical and research institutes2. National and local authorities3. Teacher training colleges4. School visits5. Parent associations; teacher unions6. Non-governmental organisations

A collaborative review (2)

1. OECD drafts preliminary diagnosis of priority areas and possible policy options and visits each each country to consult with stakeholders to test

1. Feasibility; timeliness; sustainability; cost and robustness2. OECD prepares country note

1. Priority areas; strengths/challenges and policy recommendations

Outputs so far

Literature review What works in migrant education? Consolidating the research

evidence (Deborah Nusche) Reducing segregation; allocating resources for migrant education; recruiting and

retaining effective teachers for migrant education Language learning; Intercultural education; parental involvement in schools

Country background reports for Austria, Denmark, Ireland, the Netherlands, Norway and Sweden

Access – do immigrant students have the same opportunities to access quality education as their native peers?

Participation – Do immigrant students participate (enrol and complete) as much as their native peers?

Learning outcomes – Do immigrant students perform as well as their native peers?

Outputs so far

Countries participating in the review highlighted various outcomes from the review so far

Stimulate policy dialogue and discussion around evidence Establish networks of relevant stakeholders Identify many initiatives to improve migrant education Share information among countries

Future outputs of the review Background information for Finland, Hungary, Korea and the United

Kingdom International comparative report (December 2009) Analysis of international data sets OECD’s PISA and IEA’s PIRLS and

TIMSS