- Table of bContents
- Foreword III
- 1. Executive summary V
- Part One 1
- 2. Introduction 1
- 2.1. Objectives and Organization of the Study 1
- 2.2. Process of Conducting the Comparative Study 2
- 3. Theoretical, Methodological, and Terminological Considerations 3
- 3.1. Theoretical and Methodological Framework 3
- 3.2. Official Terms and Categories 4
- Part Two 9
- 4. Enrolment of Migrants and Minorities in Education 9
- 4.1. Comparison of Education Enrolment Figures (General) 9
- 4.2. Enrolment Trends 10
- 4.3. Comparison of Education Enrolment Figures in Primary Education 13
- 4.3.1. Nationality and Ethnic Minority Group Size (aggregate data) 13
- 4.3.2. Largest Nationality and Ethnic Minority Groups 14
- 4.4. Comparison of Education Enrolment Figures in Secondary Education 19
- 4.5. Comparison of Enrolment Figures in Special Education 28
- 4.6. Comparison of University and Higher Education Enrolment Figures 34
- 5. Achievement and Underachievement 43
- 5.1. Educational Achievement of Migrants and Ethnic Minorities 43
- 5.2. Reasons for Academic Underachievement of Migrants and Ethnic Minorities 53
- 5.2.1. Factors relating to Minority Pupils, their Parents, and the Cultural Group 54
- 5.2.2. Factors of Institutional Discrimination 54
- 5.2.3. Factors related to Teachers or Peers 55
- 5.2.4. Other Factors 56
- 6. The Educational Situation of National Autochthonous and Indigenous Minorities 57
- VII Migrants, minorities and education u0097 European Monitoring Centre on Racism and Xenophobia
- 7. Language Programmes, Intercultural Education, and "Good Practices" 71
- 7.1. Native Language Programmes 71
- 7.2. Second Language Programmes 79 7.3. Intercultural, Multicultural, and Anti-racist Curricula 87
- 7.4. Good Practice Examples for Reducing Racism, Xenophobia and Anti-Semitism and for Fostering Diversity 95
- 8. Discrimination and Anti-Discrimination 103
- 8.1. Legislation and Monitoring of Ethnic Discrimination, Racism, and Inequalities 103
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