A/HRC/14/25 • Close the lacuna in research, advocacy and awareness of the educational experience and needs of: (i) migrants, refugees and asylum-seekers with disabilities; (ii) women from these groups; (iii) second-generation migrants; and (iv) unaccompanied asylum-seeking children. 84. The Special Rapporteur emphasizes that teachers and other personnel working with migrants, refugees and asylum-seekers are in need of strong support such as new organizational structures and new teaching forms; this requires action beyond the teacher/school meso-level, towards a more active State, and desegregationist measures at the micro- or community level (e.g. housing policies).77 More specifically this will involve: • Increased recruitment of highly competent teachers, and teachers with relevant migrant backgrounds to facilitate more effective individualized pedagogical support (individual curricula), especially at the nursery/kindergarten and primary levels with respect to language acquisition.78 • Multi- and intercultural education (awareness-raising, socio-linguistics, communication skills and intercultural competence) made integral to teacher education curricula. In-service specialist training should be obligatory and take place during working hours to avoid increasing the workload of teachers. • Team-teaching and the support of the classroom teacher by a specialist, as well as mentoring in different forms and by different actors (e.g. higher education students or older role models of immigrant origin),79 which can improve school attainment. • In refugee contexts, training to deal with traumatized learners and psychosocial support and expert counselling for both teachers and refugees. 85. Finally, the Special Rapporteur recommends that, in refugee-specific settings, significantly increased attention should be given to adequately resourcing United Nations agencies to ensure specialized educational personnel and implementation of formal and non-formal lifelong educational strategies. 77 78 79 GE.10-12879 See Education and migration, esp. pp. 18, 48–52. See “What Works in Migrant Education? A Review of Evidence and Policy Options”, pp. 22–25. As the Government of Korea states, immigrants with higher education degrees are targeted to become bilingual teachers to teach in schools with a high immigrant ratio. “The Second Generation in Europe: Education and the transition to the labour market”. 21