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Third Way Communique



THE RISE OF ANTI-EUROPEANS

United Kingdom
Nigel Farage's UKIP has risen from being the laughing stock of British politics to a genuine force. With opinion/observer polls giving them 17% of the vote, the party looks set to win big in next year's European elections.

Belgium
The Flemish far-right party, Vlaams Belang, campaigns on an anti-immigration platform, putting them on a collision course with EU freedom of movement laws, and wants independence for Flanders, home to six million dutch speakers.

Germany
Once the only European country without a major party with an openly Eurosceptic agenda. But times have changed. Current polls put Alternative für Deutschland at 6%, enough to guarantee them entry into the European parliament.

France
Marine Le Pen's Front National triumphed in a minor election in Brignoles, a small city in the south of France. The victory comes a little more than a year after the election of a socialist president, Francois Hollande.

Italy
In national elections earlier this year, the Five Star movement won 28% of the vote for the lower house of parliament. Beppe Grillo, the movement's uneleceted figurehead wants a referendum on Italy's membership of Euro.

Austria
In the recent general elections, Austrian Eurosceptics garnered as much as 30% of the vote. Karinthia in the south of the country has traditionally been the strongest of the FPO, founded by the late Jor Haider.

Netherlands
Established in 2006 by Geert Wilders, the Freedom party endorses a Euroscepetic, anti-immigration platform. Wilders is currently in talks with fellow far fight leader Marine Le Pen to form an anti European alliance to create upset in the May elections. The party is expected to secure around 24% of the vote in May and six seats.

Greece
The Greeks have become increasingly hostile towards Brussels on the back of austerity meted out in the wake of their economic melt down. Eurosceptism is likely to be voiced at the ballot box through support for Syriza, the radical left opposition party and political groupings to the left of that.

--o0o--


PASSPORT UPDATE

Passport update - Don't get taken for a ride

Too many people are paying unnecessary fees to renew their passports.

Anyone typing "passport" into Google is offered links to several companies advertising at the top of the page. They charge up to £99 to provide unnecessary fees just to check that your form is correct - they provide no other service. THEY ARE NOT LINKED TO THE OFFICIAL PASSPORT SERVICE.

If you are renewing or applying for a passport, use only the www.gov.uk/browse/abroad/passports website.

How many wives are you bringing?

The following are serious inquiries foreign visitors had to answer when seeking entry to countries around the world:

  • Describe your moustache/beard

  • Have you been to a farm in the past six weeks?

  • How many wives do you intend to bring?

  • What side of the bed does your wife sleep?

  • Foreigners please sing in the box - asked by Mexico (should have said "sign")

  • In times of peace or war has an applicant been involved, or suspected of involvement in war crimes, crimes against humanity or genocide? (standard question to overseas students applying to study in the UK)

  • Has the applicant ever been involved in, supported or encouraged terrorist activities in any country (variations of these question are asked by both UK and US authorities)

  • Name three things about........... (this was asked to potential students to ensure that they were were knowledgeable about the subject they claim to be planning to study)


--o0o--


Did you know

Almost 25% of UK and French respondents and 19% of Italians are likely to vote for a Eurosceptic party.

--o0o--


YOUR VIEWS

Opinions and comments expressed on this page are not necessarily the views of European Multicultural Foundation (EMF)

Exam Factories

Almost all children now believe they go to school to pass exams. The idea that they may be there for an education is irrelevant. Leading companies are struggling to recruit teenagers with basic skills because schools have been turned into “exam factories”, business leaders have warned. Many employers had been left “disheartened and downright frustrated” by poor levels of literacy, numeracy, communication and timekeeping among school leavers and graduates. Overemphasis on sitting exams and hitting targets throughout compulsory education had robbed children of the chance to develop the “soft” skills needed in the work place. Business leaders believed the emphasis on passing exams at school meant children failed to develop other skills, including the ability to hold a conversation, display good work ethic, turn upon time and apply basic literacy and numeracy.

State, independent and faith schools have become exam factories and are only interested in A to C Grades. They do not educate children. The result is that anti-social behaviour, gun and knife culture, racism, drug addiction. binge drinking, high rate of teenage pregnancies and abortions, high divorce rate are common in society. Exam results do not reflect a candidate’s innate ability. Employers have moaned for years that too many employees cannot read or write properly. According to a survey, school leavers and even graduates lack basic literacy and numeracy skills. More and more companies are having to provide remedial training to new staff, who can’t write clear instructions, do simple maths, or solve problems. Both graduates and school leavers were also criticised for their sloppy time-keeping, ignorance of basic customer service and lack of self-discipline.

Even Muslim schools have also become Exam Factories, only interested in A to C grades just like state schools. There is a positive co-relation between faith, culture and language. Faith needs culture and languages to flourish. According to a research, children who study the language and culture of their parents may achieve more and become more involved citizens. Migrant Muslims speak variety of languages. State schools as well as Muslim schools give lip service to the community languages but majority of Muslim schools completely ignore or discourage community languages. The ex- chairman of the Association of Muslim Schools Mr.Idrees Mears, a native revert totally rejects the teaching of Urdu and other languages. The same opinion was expressed by the head of state funded Islamia School as well as by the ex- Chairman of the Nida Trust. They are not in a position to understand the needs and demands of the bilingual children because they are themselves monolinguals. It is a well known fact that social and emotional education comes with ones own language, literature and poetry. Pakistani children suffer more than other children. They speak different languages at home and when they go to the Masajid they are exposed to Urdu and Arabic. At schools they are exposed to English and at the age of 11 are exposed to European languages. Now European languages are introduced at Primary level, but Urdu is totally ignored and discouraged by the state as well as by the Muslim schools. English, Arabic and Urdu must be introduced at nursery level so that the children can grow up with three languages. We have already lost three generation and the fourth one is in the process of losing its linguistic and cultural identity by not learning Urdu. The Muslim community is suffering because of social and cultural problems of high rate of divorce, run away young girls, low academic achievements, drug addiction, drinking, teenage pregnancies, disrespect for their parents and elders, forced marriages and honour killings. It is all because our youth are cut off from their cultural roots and languages. I blame state schools because they have never been serious in the teaching of Urdu, Arabic and other community languages.

An American research reveals in 2005 that bilingual learners with no education in their first language take longer to learn English and a bilingual learner with a good education in their own language do best of all. Muslim schools are committing the same mistake by ignoring community languages. Even OFSTED is not serious about the importance of bilingualism and bilingual education. Their priority is the teaching of English language. No body is denying the importance of English as an economic language but equally important is the first languages of the children for social and emotional literacy.

The Muslim community has been passing through a phase of fourth Crusades. The battleground is the field of education, where the young generation will be educated properly with the Holly Quran in one hand and Sciences in other hand to serve the British society and the world at large. A true Muslim is a citizen of the world, which has become a small global village. We are going to prepare our youth to achieve that objective in the long run. A true Muslim believes in Prophet Moses and the Prophet Jesus and without them one cannot be a Muslim. My suggestion is that in all state, independent and Christian based school special attention should be given to the teaching of Comparative Religion and Islam should be taught by qualified Muslim Teachers to make the children aware the closeness of Islam to Christianity and Judaism which will help them to think about Islam, as “A Pragmatic and Modern Way of Life,” during their life time.

British schooling and the British society is the home of institutional racism. The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leave schools with low grades. Racism is deeply rooted in British society. Every native child is born with a gene or virus of racism, therefore, no law could change the attitudes of racism towards those who are different. It is not only the common man, even member of the royal family is involved in racism. The father of a Pakistani office cadet who was called a "***" by Prince Harry has profoundly condemned his actions. He had felt proud when he met the Queen and the Prince of Wales at his son's passing out parade at Sandhurst in 2006 but now felt upset after learning about the Prince's comments. Queen Victoria invited an Imam from India to teach her Urdu language. He was highly respected by the Queen but other members of the royal family had no respect for him. He was forced to go back to India. His portrait is still in one of the royal places.

Children should be taught about the contribution Muslims have made to civilisation in order to combat threats of extremism and discrimination. It will help native children to develop positive attitudes towards Muslims. It will bring divided communities closer together, by teaching children about debt west owe to Muslims - coffee and pinhole camera to the three - course dinner and advancement in maths. The teaching will bring together science, history,RE, citizenship and community cohesion - some of the most pressing problems for the minister responsible for the curriculum.One of the major reasons for the alienation of British Muslims is a lack of clear identity. It is crucial for the British society to understand the hugely positive impact that Islamic inventors have had upon the world, and for Muslims to take pride in it. At present there is a widespread misconception among many people worldwide that the state of science and technology during the period known as "The Dark Ages" was that of stagnation and decline. The Muslim civilisation flourished and contributed to thousands of essential inventions that still affect western life style. The open recognition of the contribution of the Muslims should be reflected in the National Curriculum. The mainstream history of scientific ideas has failed to acknowledge numerous Islamic scientists and their great efforts and achievements throughout the centuries.

A report by the Institute for Community Cohesion found that native parents were deserting some schools after finding their children out numbered by pupils from ethnic minorities. Schools in parts of England are becoming increasingly segregated. The study focused on 13 local authorities. Many of the schools and colleges are segregated and this was generally worsening over recent years. This is RACISM because British society is the home of institutional racism. My statement regarding Muslim schools where there is no place for non-Muslim child or a teacher is based on educational process and not on racism. Muslim children need Muslim teachers during their developmental periods. For higher studies and research, Muslim teacher is not a priority.

I have been campaigning for Muslim schools since early 70s because there is no place for foreign cultures, languages and faiths in state schools. Muslim children are victim of racial abuse and discrimination. Neither Muslim community nor the DFE paid any attention to my proposal. Muslim community kept on setting up Masajid for worshiping and for the education of their children. Masajid help Muslim children to recite the Holy Quran without understanding and teach them how to perform their prayers. DFE introduced Multicultural education for the integration and assimilation of the Muslims.

I regard Muslim schools not just Faith schools but more or less bilingual schools. I set up the first Muslim school in Forest Gate London in 1981. Special attention was given to Standard English, Arabic and Urdu languages along with National Curriculum. But due to its closure, it could not become a model school for others to follow. Islamia School, founded by Yusuf Islam became the model school where there is no place for the teaching of Urdu and other community languages and only Arabic is taught.

The sound knowledge of ones owns language would appear to help – not hinder the acquisition of a second language and bilingual children may even have cognitive advantages and that the ability to speak more than one language is going to be increasingly important for the world of the future. Therefore, Muslim children and young Muslims have potentially a major educational advantage, although sadly this is not being developed well at present. British policy makers now recognise bilingualism as an educational asset rather than a problem. Education plays a central role in the transmission of languages from one generation to the next. The teaching of mother tongues is essential in terms of culture and identity. Arabic is a religious language for the Muslims but for Pakistanis, Urdu is also essential for culture and identity. Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille, by a blind teacher who travelled from Pakistan. Now blind Muslim children are not going to miss out on culture, religion, language and the social aspects and integration into their own community and identity.

Majority of Muslim children are from Pakistan, Bangladesh and India They need to learn Arabic and Urdu to keep in touch with their cultural roots and enjoy the beauty of their literature and poetry. Urdu is a lingua frankua of the Muslim communities from the sub-continent. The young generation learn Urdu from Indian/Pakistani films, more than two dozens TV Channels and couple of radio stations broadcasting round the clock in Urdu/Hindi. They can speak and understand but are unable to read and write Urdu literature and poetry. Bilingualism and bilingual education should be part and parcel of each and every Muslim school. The problem is that most of Muslim schools are running by British educated Muslims who are made monolinguals by state schools. They do not feel the charm of bilingualism. They have never been given the chance to learn Arabic and Urdu along with English. An English man is proud of his language, culture and faith or no faith. In the same way a Muslim should be proud of his faith, languages and cultures. In my opinion at least three hours a day must be given for the teaching of English, Arabic, Urdu and other community languages from nursery level. The teaching of Standard English will help them to follow the National Curriculum and go for higher studies and research to serve humanity.

According to a recent report, Muslim schools performed best overall, although they constitute only a fraction of the country's 7000 schools. Muslim schools do well because of their Islamic ethos and a focus on traditional discipline and teaching methods. They teach children what is right and what is wrong, because young children need structured guidance.
Bilingual Muslims children have a right, as much as any other faith group, to be taught their culture, languages and faith alongside a mainstream curriculum. More faith schools will be opened under sweeping reforms of the education system in England. There is a dire need for the growth of state funded Muslim schools to meet the growing needs and demands of the Muslim parents and children. Now the time has come that parents and community should take over the running of their local schools. Parent-run schools will give the diversity, the choice and the competition that the wealthy have in the private sector. Parents can perform a better job than the Local Authority because parents have a genuine vested interest. The Local Authority simply cannot be trusted.

The British Government is planning to make it easier to schools to “opt out” from the Local Authorities. Muslim children in state schools feel isolated and confused about who they are. This can cause dissatisfaction and lead them into criminality, and the lack of a true understanding of Islam can ultimately make them more susceptible to the teachings of fundamentalists like Christians during the middle ages and Jews in recent times in Palestine. Fundamentalism is nothing to do with Islam and Muslim; you are either a Muslim or a non-Muslim. Muslim children suffer from identity crises because their parents teach them Islam and their schools teach them something else. There must be a positive co-relation between school and home, otherwise, children will suffer academically, spiritually , socially and emotionally. They are also unable to develop self-confidence and self-esteem.

You better teach your children in your own schools and let migrant communities teach their children according to their needs and demands. British Establishment and society should concentrate on the evils of their own society and stop trying to change the way of life of Muslims. Muslim community does not want to integrate with the British society, indulging in incivility, anti-social behaviour, drug and knife culture, binge drinking, teenage pregnancies and abortion. Prince Charles, while visiting the first grant maintained Muslim school in north London, said that the pupils would be the future ambassadors of Islam. But what about thousands of others, who attend state schools deemed to be "sink schools"? In education, there should be a choice and at present it is denied to the Muslim community. In the late 80s and early 90s, when I floated the idea of Muslim community schools, I was declared a "school hijacker" by an editorial in the Newham Recorder newspaper in east London. This clearly shows that the British media does not believe in choice and diversity in the field of education and has no respect for those who are different. Muslim schools, in spite of meager resources, have excelled to a further extent this year, with couple of schools achieving 100% A-C grades for five or more GCSEs. They beat well resourced state and independent schools in Birmingham and Hackney. Muslim schools are doing better because a majority of the teachers are Muslim. The pupils are not exposed to the pressures of racism, multiculturalism and bullying.

There are hundreds of state primary and secondary schools where Muslim pupils are in majority. In my opinion all such schools may be opted out to become Muslim Academies. This mean the Muslim children will get a decent education. Muslim schools turned out balanced citizens, more tolerant of others and less likely to succumb to criminality or extremism. Muslim schools give young people confidence in who they are and an understanding of Islam’s teaching of tolerance and respect which prepares them for a positive and fulfilling role in society. Muslim schools are attractive to Muslim parents because they have better discipline and teaching Islamic values. Children like discipline, structure and boundaries. Bilingual Muslim children need Bilingual Muslim teachers as role models during their developmental periods, who understand their needs and demands.

Iftikhar Ahmad
London School of Islamics Trust
http://www.londonschoolofislamics.org.uk

--o0o--



DID YOU KNOW

Facts & Figures on the free movement of people in the EU

A report by the European Commission shows that the vast majority of EU citizens move to another EU member state to work.

Overall, most recent data do not suggest that "welfare tourism" or exploitation of the benefits system is a significant problem among mobile EU citizens.

In most Member States mobile EU citizens represent less than 4% of the total population. In 4 Member States (Ireland, Belgium, Spain and Austria) they represent 5-8% of the total population.

In 2 Member States (Cyprus and Luxembourg) mobile EU citizens represent >10% of the total population (Luxembourg = 39%).

78% of all the 14,1 million mobile EU citizens were of working age (15 to 64), compared to a share around 66% amongst nationals (European Commission).

More than 77% of working-age EU mobile citizens were economically active, compared to less than 72% amongst nationals (European Commission).

68% of working-age mobile EU citizens were in employment, compared to 65% amongst nationals (European Commission).

GDP of EU-15 estimated to have increased by almost 1% in the long-term as a result of post-enlargement mobility (2004-2009) (European Commission).

Recent intra-EU mobility flows generated an overall income gain of around 24 billion euros for EU citizens (European Commission).

There is no evidence of mobile EU citizens representing an excessive burden on social security systems in the host Member States.

In the period 2005-2009 citizens from EU-8 (central and eastern European) countries living in the UK experienced a higher fiscal burden than the native population. At the same time, they claimed lower tax benefits or credits, and received lower social housing benefits (European Commission).

A recent study by the Centre of European Reform shows that just 1.7% are on Jobseeker’s Allowance, half the rate of the host population. A far smaller proportion of A8 immigrants receive disability, pension, and child benefits than British people.

Very few European migrants live in social housing, and only 5% receive housing benefit.

The proportion of the NHS budget spent on non-active EU migrants is between 0.7% and 1.1%.

According to a recent study by the OECD, immigrants to the UK have made a positive fiscal contribution.

A study by the UCL’s Centre for Research and Analysis of Migration, found that in the year to April 2009 workers from Eastern Europe contributed £1.37 in taxes for every £1 of services they used. Native Britons on the other hand contributed just 80 pence for every pound of services they consumed.

As of February 2011, 16,6% (over 5.5 million) of working age UK nationals were claiming a working-age benefit from the Department for Work and Pensions (DWP) compared to 6,6% (371.000) for non-UK nationals. Just 1,6% of all claimants are mobile EU citizens.

According to DWP estimates, of 1.44 million people claiming Jobseekers Allowance in 2011, 8.5% of these were non-UK nationals, of which fewer than 38,000 claimants were from EU countries, approximately 2.6% (European Commission Report).

The 600.000 figure mentioned in the UK press refers to non-active migrants, a category which includes as well as job seekers, older schoolchildren, students, retired people, people taking time out of the labour market to bring up children and other direct family members.

64% of non-active EU migrants in UK have previously worked in the UK. The study by the Centre of European Reform shows that just 0.2% of migrants claim unemployment benefit but have never worked in the UK.

The proportion of EU migrants in this non-active category is far lower - 30% - than the 43% in the general population.

The share of non-active EU migrants from the total population in the UK was 1.2% in 2011 and stayed the same in 2012.

The vast majority of non-active EU migrants (79%) live in economically active households.

Employment rates are relatively higher for non-UK EU-born citizens and this group of workers is estimated to account for 4,3% of UK employee income taxes.

According to the Office for National Statistics the employment rate among EU migrants is 77% and, while that of British nationals is 72%.

According to the study by the OECD, EU mobile workers main motivation for moving to another EU member state is work.

According to the European Commission report, migrant workers from other Member States, not only in UK but EU-wide, pay more in taxes and social security than they receive in benefits and services because they tend to be younger and more economically-active than host countries' own workforce.

The Fiscal Sustainability Report, published by the Office for Budget Responsibility in July 2013, found that if there was a complete ban on immigrants, UK borrowing would rise from 75% of GDP in 2012 to 174% of GDP in 2062.

A report by Centre for Economics and Business Research argues that curbing EU immigration could cost the UK £60 billion in lost GDP by 2050 and drive up national debt.

Note: The European Commission report does not include evidence of ‘welfare tourism’ in the UK because the British Government was unable to provide any.

--o0o--



The European Multicultural Foundation (EMF) is politically and religiously nonaligned. It does not propagate any political or religious party’s philosophy or dogma.


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