Tools for Prior Assessment
(Phase 1)



The Prior Assessment concentrates on knowing the expectations of children and young migrants in relation to their school experience as well as their needs, difficulties, feelings, and emotions that anticipate this process. The knowledge of these aspects will be essential in understanding the initial conditions of these students and, based on these, to plan a focused and individual intervention.


Watch the video to learn more about Prior Assessment contents.

Previous Ethical Considerations:


The Guide Assessment for newly arrived students from refugee and migrant backgrounds intends, among other things, to provide tools for a successful integration of these students into the context of host country schools. Hence, research activities that that require data collection and knowledge production with and by people must be conducted.

As recognized (Clark-Kazak[H1] , 2017), there are several ethical challenges with respect to researching people in situations of displacement (e.g., forced migration is a broad concept that also includes individuals with refugee status as well as other situations of displacement), therefore, not only the general ethical rules underlying research with vulnerable human beings should be considered, but also the particularities of displaced people (e.g., considering the impacts of the realities/life paths experienced) should be taken into account in one’s approach.

Following the ethical guidelines for research with refugees and displaced people (Clark-Kazak[H2] , 2017; 2018[H3] ), the collection of data for the Guide Assessment by using interviews for students’ assessment as well as for images will consider the guiding principles of equity (e.g., awareness of the risks of abuse of power), right of self-determination (e.g., respect for people’s own decisions concerning its participation in providing information); competence (e.g., our commitment to conduct the collection of data as well for using images in a competent way) and partnership (e.g., design of appropriate protocols supervised by researchers and partners of TEACHmi project).


The applications of research tools mentioned above will be preceded by a voluntary informed consent form, obtained from the participants (e.g., parents of students[H4])(models below) and respecting issues of confidentiality and privacy (e.g., personal information).


Good practice


Once arrived in the host country, students with migrant background will be faced with a new culture, language, with an entire new reality, and will thus need special support in four main areas: language, learning, involvement of families and community, intercultural education.

Mentorship is a tailored learning methodology based on the guidance given by a mentor (a person with a certain level of experience) to a mentee (a person new to an experience/context). In the educational field, the entire process is generally monitored and supervised by a teacher.

The project TANDEM NOW was recognised as a Good Practice by the EU ET 2020 Working Group on Common Values and Inclusive Education 2016-2020, as part of the Compendium of Inspiring Practices on Inclusive and citizenship education. TANDEM NOW is a Transfer of Innovation project, funded by the EU’s Leonardo da Vinci programme. Implemented between 2007-2014, it was based on the transnational mentoring project TANDEM, which matched 60 youngsters, aged between 13-25 with some mentors having the same cultural background, in order to support their educational and training path.

TANDEM NOW was implemented by an international partnership, including organizations from: Austria, Turkey, Italy, Germany and Spain. The project responded to a common problem of many EU societies: youngsters with migrant background or from an ethnic minority tend to lack appropriate role models, which may limit their opportunities for educational and professional success.

More specifically, TANDEM NOW departed from two basic principles:

  1. Mentor and mentee are from the same ethnic/migration background: mentor and mentee were matched based on shared language and culture, which facilitated the mentor’s empathy and strengthened the mentee’s possibility to identify with his/her “guide”. 

  2. Blended mentoring: both face-to-face and online activities were implemented, to overcome spatial and temporal barriers and ensure the continuity of work. 


As a result of the project, mentors could enrich their personal qualifications and mentees could improve their self-esteem and their knowledge on their education and employment opportunities. Moreover, both mentors and mentees could strengthen their digital skill.