Главная Коллекция "Revolution" Педагогика Підтримка ЄС інтеграції українських дітей і молоді в системи освіти держав-членів в умовах війни РФ проти України: стратегічні орієнтири та успішні практики

Підтримка ЄС інтеграції українських дітей і молоді в системи освіти держав-членів в умовах війни РФ проти України: стратегічні орієнтири та успішні практики

Інтеграція українських дітей-біженців в європейський освітній простір. Задоволення навчальних, соціальних, емоційних потреб учнів-мігрантів. Організація догляду за дітьми раннього та дошкільного віку. Розширення інфраструктури закладів інклюзивної освіти.

Рубрика Педагогика
Вид статья
Язык украинский
Дата добавления 03.04.2023
Размер файла 273,4 K
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Oksana Maksymenko, PhD in Education, Ass. Prof., Research Fellow of the Department of the Comparative Pedagogy, Institute of Pedagogy of the NAES of Ukraine, Kyiv, Ukraine; Associate Professor of Foreign Languages, Vadym Hetman Kyiv National University of Economics, Kyiv, Ukraine. Research interests: comparative and international education, issues of theory and practice of reforming school education management, innovations and trends in school education management in European and North American educational spaces.

Oksana Shparyk, PhD in Education, Ass. Prof., Senior Researcher, Research Fellow of the the Comparative Education Department, Institute of Pedagogy of the NAES of Ukraine, Kyiv, Ukraine.

Research interests: comparative and international education; educational policy of the EU, USA and China; transformational processes and trends in education development; ensuring the quality of education.

The article is devoted to the analysis of EU countries educational policy on the integration of Ukrainian refugee children into the European educational system. It was found out that since the start of russia war against Ukraine, the EU states have been actively supporting our country, including in the field of education. The model of Ukrainian refugee children integration into the educational process of the EU member states was studied and it was found that the model is aimed at meeting educational, social and emotional needs.

In accordance with the integration model, it was researched the key activities, which involve the enrollment of migrant students by expanding the infrastructure and eliminating possible obstacles; preparation of educational institutions and school stuff training; adaptation of education systems for the inclusion Ukrainian teachers; targeted interventions for the integration of refugee children; psychosocial support for students, their families and refugee communities; long-term activities for inclusive education; early childhood education and care. It was analyzed the political decisions of some EU countries regarding the inclusion of Ukrainian migrant students and teachers at the local and highest policy levels.

There is evidence that the initial stage of integration involves the assessment of language competences and the development of further activities to support students with insufficient language skills. It has been established that in some EU countries an assessment of the general level of students' educational achievements is additionally carried out. It was revealed that there is a practice of assessing psychosocial needs in the case of Ukrainian children; in some countries special tools for their satisfaction have been developed. It was determined that the integration of Ukrainian children into the EU countries education systems takes place in the following ways: separate classes for migrant students, where the educational process is mainly aimed at learning the language of study; separate classes for migrant students with the opportunity to attend some subjects (art, music) in general classes; regular classes with additional language courses for migrant students; distance learning on Ukrainian educational platforms. It is emphasized that the vast majority of EU education systems support the regular classroom format, providing migrant students with additional language support. It was established that integration support is also aimed at Ukrainian teachers and ECEC staff, for whom it was developed additional legal regulations of employment in EU countries. It was concluded that the EU education policy provides the opportunity for refugee children from Ukraine to integrate into the European educational area. Continuation the distant mode of education in Ukraine is an open issue that is still being developed by EU states in accordance with national specifics.

Keywords: EU educational policy, integration in education, migrant students, students' needs, refugee children.

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