How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey.

Autor/inn/en	Crul, Maurice; Lelie, Frans; Biner, Özge; Bunar, Nihad; Keskiner, Elif; Kokkali, Ifigenia; Schneider, Jens; Shuayb, Maha
Titel	How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey. Gefälligkeitsübersetzung: Wie unterschiedliche Politiken und Bildungssysteme die Inklusion syrischer Flüchtlingskinder in Schweden, Deutschland, Griechenland, dem Libanon und der Türkei beeinflussen.
Quelle	In: Comparative migration studies, 7 (2019) Art. 10, 20 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2214-594X; 2214-8590
DOI	10.1186/s40878-018-0110-6
Schlagwörter	Bildungschance; Bildungssystem; Bildungspolitik; Kind; Schulbesuch; Schulpflicht; Allgemein bildendes Schulwesen; Schullaufbahnentscheidung; Inklusion; Sprachförderung; Migrationshintergrund; Integration; Ausländer; Flüchtling; Deutschland; Griechenland; Herkunftsland; Libanon; Schweden; Syrien; Türkei
Abstract	"Since the war in Syria started in 2011, many children left their war-torn country, alone or together with their families, and fled to neighboring countries in the Middle East, to Turkey or to Europe. This article will compare how Syrian refugee children are included - or not - in school systems both in Europe (Sweden, Germany and Greece) and outside Europe (Turkey and Lebanon). These five countries represent very different ways of receiving children in their educational system. We will compare national institutional arrangements like access to compulsory school, access after compulsory school age, welcome or immersion classes, second language education and tracking mechanisms. Including children as soon as possible in regular classes seems to provide the best chances for school success, whereas educating refugee children in a segregated parallel school system for extended periods often results in early school leaving or not attending school at all." (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2019/4