Education: Hope for newcomers in Europe
5. Conclusions
German school systems differ in the country’s 16 states, with additional discretion at city or school level. Therefore, it is not possible to give a comprehensive overview of a ‘German’ approach towards the integration of refugee children and youth. Education authorities in the different states have devoted considerable efforts to defining and supplying good education to refugees. However, on the basis of the above identified challenges, several central areas of actions can be identified. This report’s key findings are summarised below. The authors have also added what they consider the most important demands of stakeholders to be discussed by governments, schools and unions.
Access to education
The right of refugee minors to school education – as in accepted national and international law – is uncontested in Germany, although it is not always interpreted as a right to attend a general public school. In general, the right to education is often only granted when education becomes compulsory, which may involve a waiting time of several months. There is no regular education in preliminary reception centres. Waiting times for regular school places differ – they have reduced with declining numbers of newcomers, but they still exist. Moreover, access to education before and after the age of compulsory schooling is characterised by multiple barriers. Access to education must be granted by state governments and realised by local schools. In order to improve access to education for all, the authors consider the following points as vital: • The right to education – whether schooling is compulsory or not and regardless of a minor’s residential status – has to be realised in all states at all levels. • Classes in preliminary reception centres need to be strictly limited (to a maximum three months according to international law) and improved in quality with regards to curricula and staff if they serve as substitutes for access to regular schools. A 33