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Refugees in the German Educational System (ReGES)

What conditions promote the integration of refugees into our society? For young refugees, integration into the German education system is vital. This topic is the subject of the ReGES study “Refugees in the German Educational System”, which infas carries out on behalf of the Leibniz Institute for Educational Trajectories (LIfBi).

The research project funded by the Federal Ministry of Education and Research focuses on two key stages of education: early childhood education and the transition from lower secondary education to the education system. For this purpose, a panel will be set up with two refugee cohorts. The first cohort includes preschool children from the age of 4, the second cohort includes boys and girls from the age of 14 in lower secondary school. The diversity of the German education system has different institutional conditions, which are taken into account through the inclusion of several Federal States. The surveys are conducted in the Federal States of Bavaria, Hamburg, North Rhine-Westphalia, Rhineland-Palatinate and Saxony.

By 2020, there are up to two CAPI and CASI surveys in families each year in refugee shelters or private homes. Written surveys of contextual persons such as employees in municipalities and group accommodations, as well as of facility management and pedagogical specialists in kindergartens and schools complete the study’s design.The surveys are conducted in German, English, French, Arabic, Kurdish, Pashto, Dari, and Tigrinya. In both cohorts, a total of about 4,800 children are to be included in the initial survey, which will start in autumn 2017. In the first cohort of pre-school children, the parents are interviewed, in the second cohort of students aged 14 years or older, the young people and parents are interviewed. In addition to the surveys, a competency test for German language proficiency, takes place in both cohorts with the children and adolescents.

Refugees in the German Educational System (ReGES)

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