The Urban Development Network

ENDING SCHOOL SEGREGATION IN EUROPEAN CITIES

Outcomes of the assessment of theSUDs analysis

ESZTER SOMOGYIMETROPOLITAN RESEARCH INSTITUTE

Brussels, Belgium12 December 2017

Structure of the presentationContent of the assignmentThe scope of the assessmentGeneral context: education systems in different countriesSustainable Urban Development Strategies (SUDS) –comprehensive approachThe main findings related to the diagnosis part of SUDSThe main findings related to the planned actionsMain conclusions of the assessment

The content of the assignmentPurpose: to support local authorities in addressing educational segregation of marginalised communities (children with Roma and migrant background) in the scope of the Sustainable Urban Development Strategies (SUDS)Main focus:Cities with substantial proportion of population with migrant backgroundSpecific objectives:to assess how cities identify school segregation and develop actions to tackle it in the SUDS provide specific methodological support, contributing to future developments of SUDS with the aim of desegregating and preventing segregation in the field of education

Assessment criteria 1.

What degree the SUDS deal with the following issues• Demographic trends and socio-ecomonic composition of

population and their impact on the educational system• Spatial distribution of marginalised/ethnic groups • Public service (health, social, education) provisions – national vs

local competencies, marginalised groups’ access to public services (any additional services for marginalised groups)

• School segregation:• Physical barriers in accessing mainstream education • Segregated facilities and their quality compared to the

mainstream schools – test results, share of students continuing studies in higher education, etc.)

• Link to spatial segregation• Data used in SUDSs

Assessment criteria 2.

Local actions to address school segregation in SUDS: • Any education related action is planned• aiming at mainstream services or additional services • types of funding • scope of actions compared to the revealed needs • main actors (governmental, non-governmental organisations).

List of the citiesGermany Berlin 20 cities were

addressed

14 answered(Spanish cities, someGerman, two NMS didnot answered)

13 cities’ documentswere analysed

Italy BolognaMilanPalermo

France MarseilleParisLille

Netherlands AmsterdamUK Glasgow

BirminghamCzech Republic PragueSweden GothenburgGreece AthensBelgium Brussels

National Education SystemCentralised and decentralised system, substantial differences in municipalities’ responsibilities in education France, Italy, Greece, Netherland – centralisedUK, Belgium, Czech Republic - decentralised

Central state Region/ Land MunicipalityFranceItaly (though some

responsibilities were transferred to regions)

UKBelgiumGermanyNetherlands though schools enjoy

large autonomyorganized by local level, anybody can establish schools: municipalities, private entities, organisations

Czech Republic (some special schools)

Greece

Stucture of SUDS in the selected cities Large variety of types and quality of SUDSVery few SUDS of comprehensive and integrated natureDefinition - Comprehensive: • Strategy is backed by a thorough diagnosis, problem assessment• Covers different sectors (society, economy, public policies, environment,

housing) and also their spatial dimension

Definition - Integrated:• Sectoral policies are linked to each other• Sectoral policies and spatial planning are linked together

4 main types of SUDS• Comprehensive strategies linking sectoral policies with spatial planning• Comprehensive strategies but without link to spatial planning

• ITI – follow the logic of the given OP

• French cities – Contrat de Ville (CdV) strategies-districts withdeprived areas

City level Metropolitan Area level

SUDS Other type of IS

ITI other documents as well

Amsterdam X X CDP

Brussels X XBerlin X XParis X X X CdV, othersMarseilles X X CdVLille X X CdVBologna X X ITI action plan, City

Development Strategy for Regional OP

Milan X X ITI action planPalermo X X ITI action planGlasgow X X CDPBirmingham X XAthens X XPrague X XGothenborg CDP, Regional ESF OP

Main findings – diagnosis part of SUDSs 1.The depth of analysis varies a lot, very different fields are coveredFew SUDSs have a comprehensive assessment on the situation/ problems:• Berlin and Brussels SUDSs cover a whole range of sectoral and spatial issues• French cities’ CdVs have a systematical assessment as well• ITIs cover only those issues that they plan interventions – depending on the

relevant OPs• Glasgow economic strategy has no systematic assessment part. Education related problems are more accentuated in those cities’ strategies• Growing population• Mismatch between demand and supply side of the labour marketGrowing population: Migrant groups – higher fertility rate – additional capactiyneeds in education especially in early childhood, pre-school, primary schooleducation.• Berlin, Brussels, Paris. Prague - no significant immigration, Roma are not

mentioned. Birmingham – lack of school capacity but ITI does not mention.

Main findings – diagnosis part of SUDSs 2.Labour market angle: population with migrant background disadvantagedposition in the labour market – often not related to the problems of thelocal education system• High unemployment, low qualification, low employability, much higher

than in the rest of the population• Labour market paradox – cities with growing economy, high

proportion of population with migrant background/ethnic minoritiesEducation segregation:• Some cities explicitly mention it: Berlin, Brussels, French cities CdV (less in

the ITI)• Those who admit it always link it to spatial segregation, and free school

choice right• But not all cities who admit spatial segregation, high share of population with

migrant background examine school segregation in SUDS• Amsterdam, Birmingham, Glasgow, Bologna, Milan, Palermo and Athens, do

not deal with education related problems

Most common education related problems in SUDSRelated to employability of population with migrant backgrond: • higher early school leaving, and higher level of school

absenteeism• lower qualification, and qualification that cannot be used in the

labour market• lack of appropriate employability skillsOther:• start to attend day-care facilities at a later age• lack appropriate language competence both in early education

and primary school• are increasingly affected by the problem that the current

education system cannot efficiently reduce inequalities of children’s opportunities deriving from parents’ social status.

-+

Data used in the diagnosisData on school segregation - limited:Only in France, there is national list on priority schools. Complex indicator, high share of pupils: • with parents falling into disadvantaged socio-professional categories • living in sensible urban zones (where low-income households are concentrated)• having repeated a school-year before the first year of college (at the age of 11) • receiving social bursary.

Berlin, Brussels identify those schools that are located in deprivedneighbourhoodsThere are more data to identify deprived neighbourhoods – maps:- UK, France have national indicators/ Czechia socially excluded localities- Berlin, Amsterdam also identify such areas with social indicators. Data on migrant population vary a lot: mostly data on foreign citizens areused, then foreign born citizens, few data on the whole population withmigrant background. UK – black and minority ehtnic population (BME).Demographic trends, social composition – more frequent

Good example - Berlin Status Report 2013Table of Contents1 Order for a City Development Concept Berlin 2030 1.1 Reason and state of affairs 1.2 Purpose 1.3 Structure, structure and spatial reference ..1.4 Preparation process 1.5 Implementation and Controlling 2 Status determination and trends for the city of Berlin 2.1 Capital and Metropolitan Region 2.1.1 Starting position and activities of Berlin 2.1.2 Situation and trends 2.1.3 Outlook 2.2 Population structure and demographic trends 2.2.1 Initial situation and activities of Berlin 2.2.2 Situation and trends 2.2.3 Outlook 2.3 Economy .2.3.1 Initial situation and activities of Berlin 2.3.2 Situation and trends ...2.3.3 Outlook 2.4 Science and Research .2.4.1 Initial situation and activities of Berlin 2.4.2 Situation and trends 2.4.3 Outlook 2.5 Living 2.5.1 Initial situation and activities of Berlin 2.5.2 Situation and trends 2.5.3 Outlook ..2.6 Transport and Mobility

2.6.1 Initial situation and activities of Berlin 2.6.2 Situation and trends 2.6.3 Outlook 2.7 Health 2.7.1 Initial situation and activities of Berlin 2.7.2 Situation and trends 2.7.3 Outlook 2.8 Sport 2.8.1 Starting position and activities of Berlin 2.8.2 Situation and trends 2.8.3 Outlook 2.9 Education 2.9.1 Initial situation and activities of Berlin 2.9.2 Situation and trends .2.9.3 Outlook 2.10 Environment, energy and climate 2.10.1 Initial situation and activities of Berlin 2.10.2 Situation and trends 2.10.3 Outlook 2.11 Urban landscape and open space .2.11.1 Initial situation and activities of Berlin 2.11.2 Situation and trends .2.11.3 Outlook 3 Summary consideration .3.1 Structure for integrated urban development planning 3.2 Integrated Analysis 3.3 Conclusions for the Strategy 4 Next steps 5 Literature

Figure 6: Share Residents with a migration background all inhabitants in Berlin am December 31, 2012 after Districts in percent [Source: Office of Statistics Berlin Brandenburg

Figure 11: Share of children and adolescents under the age of 18 with a migration background in 2010 (in: Monitoring Social Urban Development 2011)

Figure 14: Monitoring social urban development: Development Index 2010 with action areas plus

Figure 15: Change in "child poverty" in the forecasting areas, 2006 –2010

Figure 46: Enrolled Children with Immigrant background, Language deficit or at risk situations at schools in Berlin-Mitte in 2009 in percent. Source: Education Report 2010Language deficit, Parents with low education, Both risks

Brussels – Status Report of Capital Region Development Plan

How is the state of affairs made? . .. . 9 Which form of participation? .. . . 10 Economy - Employment The economic situation in Brussels 17 Economic competition from the edge. . . .. . . 19 The sectors in Brussels: observations.. . . 21 The employment situation in Brussels. 25 Unemployment in the Brussels Region. . . . 33 The missions of the regional public actors. 37 Finance - budget The financing of the Region. 64 Income in the Brussels Region 66 Taxes, Expenditure, Income in the Brussels Region Housing The demand for and supply of housing 93 Main evolutions in the regional population 93 The existing housing stock of the Region. . . . 95 The price and production of housing.. . 99 Characteristics of the internationalization of the city Living environment Demographic context. . . . 168 Urban renewal and the living environment: district contracts 170 Why neighborhood contracts? 170 The development of neighborhood contracts towards sustainable neighborhoods..171 Determine the priority of the interventions... 173Overview of the socio-economic actions from the district contracts. . 175

Service Facilities in the living environment. 179 Overtaking the backlog from the past and preparation for the demographic 'tree'. .. . . . 179Children and youth. . 180 Raising and education .. . . . 182 Public space in the service of the living environment 184 Architectural quality, Protecting heritage The urban landscapes. . . . 193 The green and blue heritage. 193 Environment Introduction: the context 209 The issue of quality of life in the city 211 The quality of life: the occupation of space 211 Quality of life: air quality, noise sustainable building and sustainable neighborhoods 221 The environmental management of natural resources 222 Mobility Characteristics of mobility in Brussels. 249 Travel by car, public transport, bicycle, freight transport. .. Balance policies of mobility authorities 256 Spatial Planning The Regional Development Plan (GewOP). 279 The Regional Landing Plan (GBP) of 2001. 288 Strengths and weaknesses of PPPs. . 291 The special zoning plans. . . . 297 The regional planning regulation. .. . . 297 The reform of the socio-economic permit. 298

Brussels – map of deprived neighbourhoods

at least 40% of inhabitants is affectedby discrimination based on synthesisindex, and 30% has disadvantaged situation• on labor market • housing market • quality of living• or their combination

Brussels – need for additional school capacity

Paris – Contrat de Ville: Priority neighbourhoods

Paris – priority school map, referred but not included in the CdV Source: Paris Education Prioritaire

Main findings related to planned actions in SUDSs 1General findings

Having competence in education and planning education related interventions in urban development strategies do not correlate stronglyMore strong relation appears between the type of the strategies and planning education related interventions• ITI strategies tend to include less education related interventions – related to

OPs – focus is on specific measures. • Italian cities: OP for 13 metro areas, social inclusion related actions are

included, they only cover the restructuring of the social and health services integrated but education isnot included.

• Birmingham ITI related to HS2 investment/ Amsterdam similar. • Prague and Athens includes only education infrastructure development.• Education related measures included in national OPs

• French cities: CdV strategies include wide range of education relatedmeasures but in ITIs there are less measures. Lille ITI no education relatedaction, Paris, Marseille have soft measures.

• Comprehensive SUDS not linked directly to EU funds have more educationrelated measures. Berlin (Strategy 2014), Brussels

Main findings related to planned actions 2.Adressing education segregation

Education segregation is explicitly addressed in the strategies of Brussels and Berlin, and the CdV strategies of French citiesEven in these cases cities emphasize that they have no room of maneuver to counteract directly against school segregation –independent of cities competence in education:• Education segregation derives from spatial segregation• National legislation on „free school choice” of parentsTwo types of measures in addressing school segregation:• Creating more mixed neighbourhoods

• Housing policies have a great importance in this approach: more affordable and social housing, more even allocation inthe city

• Stronger link with regeneration programmes• Increase the quality of education in the affected schools also ba

providing more funding for methodological and human development

Main finding related to planned actions 3.Link to employment, early childhood/pre-school

educationIn most of the strategies education is addressed through employment and labour market problemsSupporting economic growth is a major development priority in everySUDS, having qualified labour force is a mustYouth unemployment is a major problem in several cities, especially incase of young people with migrant backgrounds• More efficient development of skills in the whole education system• Only related to adult training system• Language skills of migrant populationBerlin, Brussels, French cities strategies have strong focus on earlychildhood and pre-school education• Reach higher attainment of children with migrant background• Skills and language skills development of high importance• This helps parents to find work, language teaching to parents

Main findings related to planned actions 4.Improving the quality of education

Interventions in the school systems:• Prevention of early school leaving, school absenteeism program • mentoring the transition between different school levels, mentoring education

pathways • Language and IT competence development• develop pedagogic methods • Training for teachers• Increase coordination and cooperation between different government levels,

horizontal networking between schools, and other institutions

Non-formal education measures• Extra-curricular activities: mainly cultural and sport activities• more intensive inclusion of parents in the school life, mediation between school

and parents• providing language courses to parentsEducation segregation• Open up schools to the local community• Increase the interaction of families with different social background (community

development outside the school) in order to strengthen social cohesion

Education related actions in SUDSs

Conclusions

Lack of comprehensive sustainable urban development strategies Education segregation is rarely addressed in SUDS even if spatial segregation and /or high share of disadvantaged groups with migrant background are revealed Cities do not see their competence in addressing education segregation in an effective way, and this is independent from the education system whether it is centralized or decentralizedCities use EU fund to address segregation only in a limited way at least as far as it can be seen from the urban development strategiesIt seems that there is a lack of data related to education segregation, at least they are not presented in the SUDSs, more data are available to reveal spatial segregation