community. Fourteen local projects are foreseen, with one in France, three in Spain and three in Italy already underway. At the time of publication of this reader, preparation started for local projects in Belgium, Germany, The Netherlands, Poland, Hungary, and Greece. Each local project is modelled around the needs and circumstances of the school, its students, and teachers. Various initiatives, such as workshops to improve and enhance capacity building, and integration events aimed at bringing schools and neighbourhoods together, will help break down barriers inside the classroom and out. It is expected that families and communities play a significant role in creating the positive living and learning environments for all children. The second, “Teacher Unions activate for education quality and equity for refugees through schools�, addresses the role which unions can and do play in providing their teachers with the training and tools to ensure quality education to refugee children. This project involves national surveys of OECD countries to not only better understand what unions have done to prepare their members in order to adapt to migrant and refugee children, but how the unions have advanced since EI last carried out such studies in 2010. In addition to the surveying of EI affiliates, case studies have been undertaken in Italy, Spain and Sweden in order to provide an in-depth analysis of how unions and education ministries are handling the arrival of refugees in schools. Preliminary results of the case studies will be distributed during the Stockholm conference, with completed reports expected by January 2017.
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