Repository of Practices

Primary GCM Objectives

GCM Guiding Principles*

*All practices are to uphold the ten guiding principles of the GCM. This practice particularly exemplifies these listed principles.

Sustainable Development Goals (SDGs)

Dates

2020 - Present

Type of practice

Policy (including law, public measure)

Geographic scope

Summary

The practice updated educational measures implemented in 2016 within the scope of the European Agenda for Migration, to respond to the initiative launched by Greece at the end of 2019 for the voluntary relocation of unaccompanied minors (UAM). In this context, Portugal began to welcome the first UAM in July 2020. The main goal was to provide everything necessary to meet the specific needs of these young people. In this vein, a reception/integration model was specifically designed. The main measures implemented concern:

Specific guidelines both for granting study equivalences (according to the situation of having school certificates or not) and for enrolment in school;
Progressive integration into the Portuguese education system;
PL2 reinforcement learning (according to both the multidisciplinary teams’ and the schools’ pedagogical board analysis, based on the students’ needs).

School attendance should start during the first month after enrolment. In the first stage of their integration, the students only attend the educational activities that the school considers appropriate to their case, without however allowing a complete untying of the group/class. Students also benefit from complementary support, according to their specific situations. For this purpose, the MoE, the municipalities, and other non-governmental institutions provide social assistance regarding accommodation, food support, financial assistance, and educational resources.

The main beneficiaries are unaccompanied and asylum-seeking and refugee children. The key stakeholders engaged in the process include an internal education working group, multidisciplinary teams, bodies of the Ministries of State and Presidency, Justice, Foreign Affairs, Internal Affairs, Labour, Solidarity and Social Security, and NGOs.

Organizations

Main Implementing Organization(s)

Government of Portugal

Detailed Information

Ministry of Education - Directorate-General for Education (7516)

Partner/Donor Organizations

NGOs

Benefit and Impact

The progressive integration into the curriculum and the reinforcement of Portuguese as a Second Language (PL2) learning, as well as being monitored by multidisciplinary teams, have proved to be beneficial for UAMs’ inclusion process in the host country. Furthermore, it is of utmost importance to develop measures to reinforce UAMs’ cultural identity and to promote their sense of belonging to the community. Diversity must be an opportunity and source of learning for all, respecting the multicultural nature of society, as set out in Sustainable Development Goal No. 4, namely in target no. 4.7.

Key Lessons

Apart from the absence of school certificates for granting study equivalences, the main challenges concern UAMs’ late arrival in the education system during the school year.
The integration model is applicable in the school year in which the students enter the education system, and in the following school year, if their entry occurs in the last three months of the previous school year. In addition, UAM only attend the educational activities that the school considers appropriate to their case, without however allowing a complete untying of the group/class.

Recommendations(if the practice is to be replicated)

This reception/integration model can be replicated in any country which embraces the humanitarian mission of welcoming unaccompanied children and asylum seekers and refugees.

Innovation

Implemented at national level since August 2020. The progressive integration into the curriculum and the reinforcement of PL2 learning, as well as being monitored by multidisciplinary teams, have proved to be efficient practices.

Additional Resources

Crianças e Jovens Refugiados – medidas educativas

Date submitted:

01 February 2022

Disclaimer: The content of this practice reflects the views of the implementers and does not necessarily reflect the views of the United Nations, the United Nations Network on Migration, and its members.