Table 1 Overview of systemic differences in the education of refugees in selected EU countries
From: Young refugees in education: the particular challenges of school systems in Europe
Reception education | ||||
Model of reception education | Reception classes exist | No reception classes/refugees enrol directly in mainstream classes | ||
Country | Austria, Belgium (Flanders), Germany, Finland, France, Italy, Sweden, Denmark, Greece, Hungary, The Netherlands, Poland | Bulgaria, Slovakia, Spain, UK, Greece (since school year 2017/18) | ||
Reception classes as separate classes | Option to enrol directly in mainstream classes | |||
Belgium (Flanders), Denmark, Hungary, Finland, France, Germany, The Netherlands, Greece (in 2016) | Austria, Italy, (parts of) Germany, Greece, Sweden, Poland | |||
Tracking | ||||
Model of tracking | First ability tracking with 10 years | First ability tracking with 12 years | First ability tracking with 15/16 years | No tracking |
Country | Germany (but regional differences)a | The Netherlands, Greece, Belgium (Flanders) | Sweden, Finland | UK |
Additional support for refugees and asylum seekers in mainstream schools | ||||
Model of additional support | No obligation to assign a person for additional support | Obligation to assign a person for additional support | ||
Country | Germany, Belgium (Flanders), The Netherlands, Greece | Sweden | ||