Integration at our schools – Speech

Today on the 25th of September we met at the Gymnasium Rheindahlen in Germany, to talk about the  integration at our schools, their similarities and differences.

In the first part, the schools from Wavre, Barcelona, Rosolini, Rybnik and of course Mönchengladbach gave a short presentation about their schools and how they deal with Migrants and Refugees. We also got a look into the number of refugees and migrants and the number of extra lessons for foreign students on each school and as well into the pedagogical supports for foreign students.

For a better and more detailed understanding, each country explained their situation below:


On the Belgium school in Wavre,  isn’t much support for migrant’s children. An option which is offered are ”FLE” ( French and foreign languages lessons), but the refugees still follow the same lessons as Belgian students. In functions of the hours that Miss Evrard (a French teacher) disposes and with the director’s permission, she can givefrench and foreign languages lessons to the refugees who don’t speak French. At the moment we have got 5 migrants at school, but the teacher can’t help the Belgian students in French because they miss hours.

Erasmus+ students from Belgium


The german school in Mönchengladbach has a cooperation with the neighbour school Hauptschule Rheindahlen which has a lower level and a lot of migrants at the age of 11-17, who teaches them german on the level A1-B1. Good students who are integrated well and are motivated to learn german have the opportunity, to join a Migrant class on the Gymnasium. Migrants are entitled to get 12 hours extra german lessons a week, if there are signs of improvement they can also join normal classes on a “gymnasial” level. Mostly it turns out that many got problems in their math and english skills and can’t do their graduation on a gymnasium, so they go back to Hauptschule or change the school.

Ähnliches Foto

Welcoming of the new students


The Catalan school Jesuites – El Clot is a religious one (as you could imagine, it is a Jesuit school). In Catalonia, Jesuit centres have the particularity to be half public and half private. They call it a “concerted” school.

Reading class in Clot school

In their school, there is approximately a 6% of immigrant students, which means that now there are 168 migrants in total. In this moment, there are no refugees in the school, but they have evidence about at least 5 refugees that were attending classes the previous scholar course. Also, the number of refugees is not very clear because of the privacy policy, that says only the teachers of that student can know he o she is a refugee.

In the school there exist two types of post-obligatory education: One, called Batxillerat, is the one to access directly to University. The other one consists in vocational studies focused on getting a job. This second option is where almost all the migrants go because they need a job to get money. Also, because the level is lower than Batxillerat and it is easier for them to adapt at the rhythm of work.

Finally, it is important to mention that the school disposes of a special pedagogical following for migrants called DOP (Department of Pedagogical Orientation) for everyone who needs it.


At present, the Polish government do not formally accept refugees. There are extra lessons of Polish language given to the foreigners. Depending on language level there are from 1 to 4 lessons a week. In Polish law there are not any regulations about educational help for migrants. In Rybnik’s school there is a person who moved from England. She is not considered a migrant, because she was born in a Polish family. For her, the extra help depends on a good will of a teacher and headmaster.


 In Rosolini’s high school there are 90 migrants divided in three address: Liceo, ITIS and IPCT. Lots of them go to the last two because those are professional school and after they can go to work and earn money for them and their family.

The young migrants can go to school and learn Italian with special teacher, the old can’t so in the city there are groups in evening  for them. They are part of the society and almost everyone accept them.

The refugees can’t go to school because they stay all day in social centre and they are less integrated.

Group of students in Rosolini


All in one we come to the point that there are big differences between the school system in the European countries when talking about the integration of migrants and refugees. We arrived to the conclusion that there should be an European law that regulates the situation . It should support overtaxed schools to deal with the problems economically and also it should compel all the schools to admit migrants and refugees.  On the other hand there should be more trained teachers who know how to deal with this people. All European countries would be required to follow this law, and they could learn from each others how to properly manage the situation.


Take over