The present project, by consolidating and expanding the existing network of EDINA (2015-2018) through a consortium that consists of local/provincial authorities, schools and researchers from The Netherlands (Utrecht and Rotterdam), Belgium (Ghent and Liège), The United Kingdom (Leeds) and Spain (Oviedo), aims 1) to promote the exchange of good practices by developing an innovative methodology, 2) to draw a more precise picture of the reception of newcomer students in Europe, by writing and updating country reports, 3) to fully exploit the toolset already available on the EDINA website, by designing a training module to develop specific teachers' competencies useful to optimize the reception, observation, transition and differentiation processes for newcomer students and 4) to provide new online tools for teachers. In this perspective, the project will develop supporting material useful for all teachers involved in newcomer education, available online via the EDINA website.

• dr. Marie Steffens

• Jan de Mets
• María González Nosti
• Michalis Kakos
• Deborah Meunier
• Chris van der Voordt
• Dominique van Oirbeck
• Jhardine Farrell

The project EDINA (EDucation of International Newly Arrived migrant pupils) brings together policy makers, schools and researchers from Finland (Helsinki), Belgium (Ghent) and The Netherlands (Rotterdam and Utrecht). The main objective of EDINA is to provide support to municipalities, schools and teachers in the reception and the integration into the school system of Newly Arrived Migrant pupilS (NAMS). The high inflow of NAMS in and within Europe implies that schools are experiencing a constant increase in the numbers of pupils who do not master the school language. This situation creates a heavy challenge for the European school system. Against this background, it is difficult to overestimate the importance of successful reception of NAMS at their new schools in order to facilitate optimal integration. The three Member States provide education for children and adolescents regardless of their residential status. However, criteria regarding the reception, duration of special schooling, transition to regular or to secondary school, constitution of learning environments, and instructional background of teachers greatly vary within and between the countries. At present it is unknown which of these different approaches are the most effective. There is thus a high need to identify the most successful strategies to improve the education of NAMS and to make this knowledge available in order to empower schools across Europe with the ultimate goal to improve the prospects of this vulnerable group of pupils.

• dr. Emmanuelle Le Pichon-Vorstman

• dr. Reinhilde Pulinx
• dr. Jan de Mets
• prof. dr. Fred Dervin

• prof. dr. Sergey Avrutin
• dr. Shalom Zuckerman

• Dr. Nada Vasic; Dr. Esther Ruigendijk; Dr. Joke De Lange