Book contents
- Frontmatter
- Contents
- Introduction
- PART ONE NEW AREAS IN THE SCOPE OF LIFELONG LEARNING
- PART TWO INSTITUTIONAL CONTEXT OF LIFELONG LEARNING
- Chapter 3 The place of adult education in education policy at the local level
- Chapter 4 Education in non-governmental organizations and formation of a local identity
- Chapter 5 Students with an immigrant background in the Slovenian education system
- Chapter 6 Practical training of students and the realisation of lifelong learning
- PART THREE LIFELONG LEARNING PRACTICES IN FAMILY AND SCHOOL BACKGROUND
- Contributors
- Name index
- Subject index
Chapter 5 - Students with an immigrant background in the Slovenian education system
from PART TWO - INSTITUTIONAL CONTEXT OF LIFELONG LEARNING
Published online by Cambridge University Press: 05 September 2014
- Frontmatter
- Contents
- Introduction
- PART ONE NEW AREAS IN THE SCOPE OF LIFELONG LEARNING
- PART TWO INSTITUTIONAL CONTEXT OF LIFELONG LEARNING
- Chapter 3 The place of adult education in education policy at the local level
- Chapter 4 Education in non-governmental organizations and formation of a local identity
- Chapter 5 Students with an immigrant background in the Slovenian education system
- Chapter 6 Practical training of students and the realisation of lifelong learning
- PART THREE LIFELONG LEARNING PRACTICES IN FAMILY AND SCHOOL BACKGROUND
- Contributors
- Name index
- Subject index
Summary
Introduction
The issue of the education of students with immigrant background has gained importance in the late 1990s, with the inflow of third country nationals into the EU, and especially after 2000, when the PISA study revealed a persistent gap in educational achievements of students with immigrant background compared to their peers (Commision of the European Communities, 2008; OECD, 2011).
In the EU, the question of the education of students with immigrant background is a meeting point of two policies: the integration policy and the educational policy. In each EU member state, integration policy is developed at the national level according to the subsidiary principle, but is closely linked to the European integration policy. Similarly, educational policy is instituted nationally according to the subsidiarity principle and in compliance with the European education policy. Both policies have to comply with certain directives – mostly those regarding the issues of non-discrimination – adopted by the European Parliament (Carrera, 2008).
However, the education of students with immigrant background is not only a legal and political question, but also a matter of pedagogy. Each school, each teacher has to ensure that the immigrant students' rights in education are respected. Moreover, the question of pedagogic response to the presence of the population with immigrant background in the education system has to be raised: how the cultural heterogeneity of the student body should be reflected in the pedagogic theory and practice?
- Type
- Chapter
- Information
- Lifelong Learning TodayNew Areas, Contexts, Practices, pp. 71 - 82Publisher: Jagiellonian University PressPrint publication year: 2013