3. Prospects of integration of Muslims in Europe

Since it became clear to the European politicians that immigrants are not going to return home that their number will only grow and that their inclusion in social life will not happen "naturally", the problem of integration of ethnic minorities rose on the agenda. More or less thoroughly started dealing with this issue only 15-20 years ago, and the general strategy was developed about 10 years ago. For understanding of how this problem is solved, it is required to review briefly a political and ideological context within which work policy of the European Union, and also the mechanisms of the solution of questions operating at the level of the EU. Main model and mechanisms of realization. The last official act in which the ideological principles of the European Union are enshrined, the Treaty of Lisbon signed on October 19, 2007 is. In this contract basic values of the EU, in particular "recognition of human dignity, freedom, democracy, equality, the power of the law and respect for human rights" are specified; thus it is emphasized that human rights include "the rights of the people belonging to minorities", and activity of the EU has to be based on pluralism, lack of discrimination and tolerance. For realization of these general and abstract principles concrete mechanisms are involved. In a case with ethnic and religious minorities these mechanisms have to provide integration in such areas as education, labor market, housing market, etc. The main task of the EU political institutes — is elaboration of adequate strategy, support of all initiatives of realization of strategy at the local level, and also stimulation of political activity in these or those directions. Some managements of the European commission are concentrated on problems of a social involvement and integration of ethnic minorities. In labor market the General management on employment, social problems and equal opportunities is engaged in problems of employment and discrimination. The General management by training and culture is engaged in cross-cultural dialogue and education. The General management on health care and protection of consumers deals with issues of health care. Wider area of competences becomes covered by General management on regional policy which is engaged in improvement of the cities, housing market and ecology. It is important to note that in work of all managements the emphasis is placed not on religious, and on ethnic minorities. But as the vast majority of the European Muslims are connected with ethnic minorities, they in general get to the sphere of competence of managements. Besides managements of the European commission, integration and immigration strategy develop also ministerial conferences. The first meeting of ministers of integration took place in 2004 in Groningen; on it the fundamental document concerning the general basic principles of integration (see below) was accepted. The second conference took place in 2007 in Potsdam; here the emphasis was placed on cross-cultural dialogue as the instrument of integration. The third conference took place in 2008 in Vichy; in the final declaration six priority areas were allocated: advance of fundamental values of the EU; integration; access to labor market and advance of variety; integration of women and education of children; use of cross-cultural dialogue for integration advance; development of integration policy. At last, the fourth conference took place in 2010 in Zaragoza; on it the latest version "Grants on integration for politicians and executive power" was developed. Concept of integration. The official act "The general basic principles of integration" was adopted at the first ministerial conference in 2004. The main attention in it is paid to integration of immigrants, which are natives of those countries which are not members of the EU. However, as it was noted by authors of the document, integration strategy has to affect also ethnic and religious minorities, regardless of existence or lack of nationality at their representatives. About a third of the Muslims living in EU countries are not citizens of these countries therefore integration initiatives affect them directly; at the same time the most part of the remained Muslims, despite nationality existence, are badly integrated into social life and therefore the accepted initiatives affect them indirectly. For fuller understanding of the all-European strategy we give further our translation of the program text "The general basic principles of integration"

It is possible to note some important principles recorded in the program document. The most essential innovation of the document is the specific understanding of integration. According to widespread opinion, it is necessary to understand full inclusion of immigrants in life of this society as integration of immigrants, thus the emphasis is placed on the adaptation of immigrants to norms and secret rules of this society. Contrary to it, in "The general basic principles" immigration is understood in more liberal key; it is treated as "dynamic bilateral process" which assumes "the mutual adaptation between all immigrants and residents of the states"; in fact, integration demands not only activities from immigrants, but also from society. The thesis about that immigration — is bilateral process of the mutual adaptation, turned into the real spell which cited constantly by the European politicians. If earlier the full-fledged inclusiveness of immigrants in society was considered as result of integration, in the new document the understanding of became less certain to what result integration has to conduct and whether she in general assumes achievement of the certain fixed result. According to "The general basic principles", integration is more likely process of mutual transformation, than a final state.

It is interesting that despite so sharp jump in treatment of integration, "The general basic principles" underwent considerable criticism as insufficiently liberal and too exacting to immigrants. The criticism promoted elaboration of more certain interpretation of the first point which was recorded in the subsequent documents. Let's give some important excerpts from them: "Integration is the dynamic, long-term and proceeding bilateral process of the mutual adaptation, but not static result. She demands participation not only immigrants and their descendants, but in general all inhabitants. Integration process assumes adaptation from the immigrants (both men, and women) having all rights and opportunities concerning the new country of their stay. This process also assumes activity of the accepting society which has to create conditions for full economic, social, cultural and political participation of immigrants. Respectively, the State Parties have to support an involvement of immigrants and citizens into policy of integration and to report about their mutual rights and duties"; "Integration is dynamic bilateral process which included both immigrants, and the accepting society, thus duties are distributed between both parties... The most important task connected with realization of successful integration policy and ensuring long-term social unity is inclusion of the accepting societies in this process". It should be noted that the abundance of the various documents, reports and protocols developed by EU institutes promotes emergence of different treatments of the matter and opens a field for a cabal.

In the program document also other important ideas concerning position of immigrants are formulated. Now there is no opportunity to stop on them in detail therefore we will not only the most general tendencies. In the first, the statement about need to respect basic values of the European Union is expressed by more or less neutral language; it is addressed not only to immigrants, but also to citizens of the states; thereby it is emphasized that "basic values" are the uniting beginning on the basis of which there is a mutual adaptation; in other document it is explained what exactly means under basic values: "human rights, a freedom of speech, democracy, tolerance, equality between the man and the woman, compulsory school education". Secondly, need of the differentiated approach to different groups of immigrants that allows pursuing more flexible and accurately focused policy admits. Thirdly, it is considered that integration process has to affect not only immigrants in narrow sense, but also ethnic minorities in a broad sense (including those representatives who have nationality of this country).

Thus, in "The general basic principles" long-term strategy of integration policy of the EU is reflected. As it was already told, this document was criticized in the different directions by many authors; in particular ambiguous interpretation of "integration", insufficient attention to participation of the accepting societies, blurring of concept of "the value of the European Union", etc. was noted. Despite it, the concept "General basic principles" is undoubted advance in comparison with early representations. Perhaps, some ambiguity of concept of "integration" is even successful circumstance as in modern transitional conditions thin political maneuvering between the set model of integration and unpreparedness of the European majority to perception of elements of alien culture is required (to what materials of polls testify). The European politicians can appeal, depending on circumstances, to one of two versions of "integration" — to the "strong version" assuming the adaptation and cultural transformation of the accepting society or to the "weak version" speaking only about creation of conditions for inclusion of immigrants in the existing social model. Similar conceptual flexibility — it what the European integration policy now needs. For support of the project of integration numerous initiatives were undertaken. One of the priority directions — collecting and exchange of information which is necessary for creation of adequate idea of a situation. Since 2004 the detailed reference books on integration containing relevant materials and recommendations for officials of all levels are issued.

The first volume left in 2004, the second — in 2007, the third volume — in 2010. Since 2003 National contact groups on integration are also established; they promote exchange of information and practicing between the separate State Parties. For more free exchange of experience the special website is created. Along with it also the forum on the European integration for which the widest tasks are set was started. At last, financial support of the project is provided with Fund of the European integration and Fund for support of refugees. Activity of Fund of the European integration is concentrated on creation of suitable conditions for immigrants; support from Fund is not only by the registered immigrants. The total amount of means for 2007-2013 made 825 million euro’s. From them 768 million euro’s are distributed between the State Parties according to number of the registered immigrants. The remained 57 million euro’s are directed on implementation of specific programs. Among the priority directions for 2009 the following is noted: collection of information about moods in society and among immigrants, development of more detailed understanding of integration processes; acceptance of the integration measures aimed at youth and specific gender problems; stimulation of activity of the civil organizations and local authorities for formation of strategy of integration. Besides these basic tasks, the Fund also finances projects on the widest areas connected with problems of immigrants.

General tendencies. If in the most general view to characterize education level among immigrants and children of immigrants, it is possible to tell that it is much lower, than at representatives of the dominating ethnos. Excessive representation of immigrants on the lowest education levels takes place, and at the same time they are insufficiently presented in the sphere of the higher education. Among the children who left school before obtaining qualification immigrants dominate. Despite this well-known situation, follows from OFS that there are some positive tendencies.

Existence of a gap in the level of education has to speak complex factors: problem of language competence, numerous forms of discrimination, bias, tendency to a segregation, difficult situation of parents etc. Thus it is important to mean that, contrary to ordinary opinion, ethnic and religious minorities, as a rule, have accurate installation on education. For example, as appears from the report of Muslim council of Britain, Muslims consider a problem of level of education of the most important for them; poll shows that this problem is even more important, than a problem of living conditions. Professor Tarik Modud fairly believes that the religion plays a positive role in maintenance of educational aspirations of young Muslims of Britain: "For many young Asians Islam is a source of educational inspiration and motivation of self-improvement, it promotes the disciplined and responsible way of life... Islam in Britain it is thin balances between religion of a ghetto and religion of social mobility which, like "Protestant ethics", is capable to be a support of determination and discipline, and these qualities are necessary to manage to use in time the chance"

Preschool education and language competence. In long-term all-European research of intellectual, social and behavioral development of 3000 children aged from 3 till 7 years which was executed by K. Silva and colleagues, it is shown that early training and preschool education play an important role in the course of socialization. Authors claim that "preschool training can play an important role in fight against a social segregation and in development of integration by granting to children from adverse families of the best start at elementary school". Municipal authorities and the national governments are more and more occupied with a problem of support of preschool education; this idea is key in integration strategy of several cities. In Belgium financial incentives for kindergartens are entered to include children from poor and defective families. In Hamburg one year prior to acceptance language skills of the potential pupil and in case the level of proficiency in language is low are estimated at school, to the child special linguistic courses are appointed. In Leicester the active policy on increase of language competence of children of early age and their parents is pursued. In integration policy of Berlin (Integrations concept) much attention is also paid to early education that is shown in financial stimulation of kindergartens.

Language competence is vital for achievement of success in education. The policy of all studied cities is focused on training in a state language. In Germany there is a national ForMig program within which support in training in the diploma of ethnic minorities is carried out; "Rucksackprojekt" developed in Berlin has special success. According to this project, and tutors of kindergartens instruct the elementary school teacher with parents migrants in their native language concerning a subject to which the following occupation will be devoted; parents, in turn, advise own children in the native language. Some of parents can become "family assistants" (Elternbegleiter), holding consultations with other immigrants, and also helping them to establish communication with teachers. In France support of language is shown in the form of introduction classes for children with limited knowledge of French. It should be noted that development of language competence is of importance both at early grade levels, and at later stages. As a result of research it became clear that progress of pupils in the senior classes is directly connected with increase of language competence. It is noted that the bilinguals which acquired language of school training often surpass in education level of the contemporaries of monolingv. The Ministry of standards of formation of Great Britain is not casual, having investigated progress of Bengalese children, drew a conclusion on need to concentrate efforts on training in a state language.

Segregation and discrimination. Within OFS it is shown that in relation to children of migrants the phenomenon of selective approach from teachers takes place. Selective approach is that already at early stages of education the teacher is inclined to carry migrant children to weak group of pupils and thus to block for them a way to higher steps of education; it occurs even in case of lack of the objective reasons concerning progress. In the Netherlands 60% of ethnic Dutch’s and only 30% of migrants get higher education. The research of the all-European situation conducted by the TIES project (Integration of the European Second Generation) showed that the large number of the Turkish and Moroccan graduates who graduated achieved it despite a failure during the school courses giving the chance on receipt; they had to achieve receipt in HIGHER EDUCATION INSTITUTION not directly, and through other courses. The thesis about selective approach is supported also with research of uniform high schools in Germany and Great Britain. The uniform school (comprehensive school) — is public school in which arriving are accepted without selection examinations; it can be as elementary school, and average. The general tendency is that migrants study at such schools much better and achieve within similar system more good results. Specially studied this question F. Hekmann notes: "It is possible to declare with confidence that uniform schools show efficiency in increase of educational prospects for migrant students, they also allow to resist to selectivity at an early stage". Thus, a uniform school is the good instrument of integration, and into OFS is shown that in some cities municipal authorities start paying to this question special attention. Other problem revealed in sociological researches is represented by existence of low level of expectation from teachers in relation to children of migrants. Pupils, as a rule, answer expectations of teachers, and very often specifics of expectations are caused by ethnic and religious factors. Let's review some examples. The informant from Marseille reports: "Two years ago I had a schoolmate. His father was a bricklayer, and the teacher knew about it. Having looked at the child's hands, the teacher told: yes, you have definitely the bricklayer's hands!". In other example the girl wanted to gain a third degree knowledge of German, but the teacher advised it does not worry as second degree, in his opinion, it is quite enough for the Turkish woman. About a half of representatives of focus group could give similar cases of low expectation in Germany. In France 39% of the parents having the North African origin consider recommendations of teachers of an occasion of further education of their children doubtful. Skepticism of the same sort was found and in Hamburg. As it was already noted, the low level of expectation conducts to selective approach which is directly connected with educational opportunities and further situation in labor market. A good illustration is the experiment made in the Netherlands here: before pupils started passing examinations in high school, the recommendations concerning specifics of further education asked to train their teachers; after passing an examination it appeared that recommendations for representatives of ethnic minorities (unlike recommendations for Dutch’s) are considerably underestimated in comparison with their real indicators at examination.

Low level of expectation, selectivity, and also objective social and economic conditions promote a congestion of children of immigrants in a number of schools that actually designates a segregation of these schools. Education level at such schools is, as a rule, lower, than in the usual. Discussions in focus groups showed that parents are seriously anxious with a segregation problem in education: they consider that schools with a large number of immigrants give bad education and enjoy smaller support from the authorities. In a number of the cities measures for fight against a segregation were taken. In Great Britain in 2006 the "Act of examination of education" forcing the management was entered to support close connections with other schools. In Leicester for increase of level of interaction between pupils from different ethnic and religious communities special groups in which pupils could meet and spend time were created. In Antwerp "The decree about equal prospects in education" which limited the rights of schools on refusal to children in reception was adopted and allowed to transfer children to other schools in case at this school the number of representatives of ethnic minorities exceeds an average value on the city in 10%. But despite a number of measures for a solution of the problem of segregation, this question as shows OFS, still is sharp. For example, in Antwerp numerous cases of creation of indirect barriers against transfer in school are testified: the management of school can intimidate parents that at school the heavy curriculum which their children will not be able to master that the school does not show due consideration to ethnic and religious features of behavior that the school uniform is the road, and excursions expensive, etc.

Examples of direct discrimination based on religion are added to all mentioned types of oppression. Within OFS it is shown that the level of such discrimination is not too great: only 6% of respondents noted that for the last 12 months they at least once were exposed to religious discrimination at school. But results between the countries are distributed unevenly. The most difficult situation, apparently, takes place in Germany. The majority of the complaints received by association on prevention of discrimination in Berlin (Anti Discrimination Network Berlin, ADNB), were connected with an education system. Almost all participants of focus group in Berlin confirmed existence of the high level of discrimination caused by arrogance and stereotypic thinking of teachers. One of representatives of focus group in Antwerp mentioned a remarkable case: his son Osama came running home in tears; as it appeared, the teacher during a lesson declared that he would feel small if had the name "Osama"! In spite of the fact that similar stories are frequent, authors of OFS note existence of the positive tendencies testifying to reduction of level of discrimination. In general adults and conservative teachers who are not in time behind quickly changing multicultural society are inclined to discrimination. The young participants of focus groups who recently graduated schools stated in general more positive characteristic of a situation. Partly, perhaps, it is also connected with introduction in a number of the cities of special measures, including trainings for teachers, on prevention of discrimination.

In some cities the aspiration to wide recognition of Islamic religious identity is testified, and also introduction of the educational materials concerning Islam to an educational program is noted. In Berlin the representative on integration demanded wide recognition of that contribution which was made by immigrants and Muslim communities in the German and European culture. The municipal council took active part in preparation by Agency on development and support of schools (SDSA) of the special educational material concerning Islam and a way of life of Muslims in Leicester. Similar initiatives are noted in Amsterdam and Antwerp. It is necessary to tell that schools still make the independent decisions concerning satisfaction of religious needs of pupils. In focus groups parents noted that lack of uniform policy or at least the minimum standards connected with ensuring religious practice almost does not leave them options at a choice of school for the child; it, certainly, is one of factors of development of a segregation.

In all cities the question of wearing a hijab by schoolgirls and teachers is still debatable. In OFS some positive shifts are noted. So, a half of non-Muslim participants of focus group in Berlin scarified a ban on wearing a hijab by teachers, having seen in it manifestation of xenophobia and not political correctness. But in general in society the disapproving relation to carrying scarf takes place. Most of Muslim respondents of Berlin claimed that tradition of Muslims do not respect. One of respondents told the following story: "At high school we had a teacher who differed in extreme xenophobia. He treated girls in scarf especially badly, saying to them that they have to put on as the German and to adapt". In Rotterdam mother of one of schoolgirls told the following story: "My daughter had to replace four schools because she carries a scarf. Where it came, to it said that it in principle is admissible, but the director against it". Similar stories are much presented in reports on the certain cities.

Conclusions. Educational progress of ethnic minorities is ambiguous. In general they have lower education level, than at representatives of the dominating ethnos. The reasons of current situation are numerous, but key, apparently, socio-economic factor is. There are certificates of that for Muslims the religion plays the stimulating role in the course of education. The understanding of a role of preschool education educational and integration process increases further in all cities. Measures are taken for more broad support of preschool education. Measures against a straight line and an indirect segregation of children of migrants are also taken. Among parents (Muslims and not Muslims) there is a request for ethnically mixed schools which would allow overcoming oppressions and a segregation. Despite development of a number of initiatives, the situation in general remains difficult. Representatives of ethnic minorities continue to suffer from racism and discrimination in their diverse forms (selective approach, low level of expectation, identity non-recognition, lack of conditions for religious practice etc.). Wider measures in training of teachers, and also, perhaps, standardization of political standards on this matter are required.

Qualification. Low education level and qualifications is usually specified as the main reason for adverse provision of ethnic minorities. It is known that many Muslims come to Europe for performance of the unqualified or low-qualified work. Data from Amsterdam (the area Slotervaart) testify that unemployment is directly connected with low education level: from 1789 people who were looking for work in 2007 1181 had no basic qualification; contrary to it, the report for 2008 shows that the employment rate among highly skilled Turks and Moroccans (80%) is close to the level of educated Dutches (85%). Other reason of unemployment as materials from Hamburg testify, the structural changes in labor market which led to reduction of the low-qualified vacancies are. Despite strict correlation between low qualification and unemployment, as a result of research of the Soros fund it became clear that positions of the low-qualified Muslims are much worse, than positions of the low-qualified not Muslims. Thus, at an assessment of position of Muslims additional factors have to be considered. The data on 11 cities obtained within OFS

— Muslims three times more often are the unemployed, than not Muslims; among Muslims of 19.8% of the unemployed, while among not Muslims — 6.8%.

— 64,8% of the Muslims who graduated the university take professional positions, among not Muslims this figure is higher — 85,3%; therefore, not Muslims 1,6 times more often take highly professional positions, thus distribution of professions of average and low levels between Muslims and not Muslims is approximately identical.

— 55, 5% of Muslim men are involved in the low-qualified areas with low payment.

— not Muslims 2,3 times more often are occupied in modern professional areas: 22,4% of not Muslims in comparison with 9,9% of Muslims.

— from 72,1% of the working Muslim women the considerable part is occupied in office work (21,4%), in routine handwork and services industry (17,8%), modern professional area (15%), and also in semi-professional work (12%); only 1,8% are middle managers and only 1,3% are chief managers.

— also there is a lot of unemployed among the Muslims born in the state of the EU, as well as among the Muslims born outside the EU; thus it is, less, than unemployed among not Muslims born in the EU than among Muslims in general regardless of the birthplace.

At discussion of a problem of a low skill level of Muslims in focus groups it became clear that young people insufficiently well possess information on available professions. According to young Muslims, the list of vacancies for which they could apply, is very limited. One of participants of the German focus group as follows comments on this situation: "According to official data, in Germany there are 455 professions, but girls are guided only by 5 professions, most often it is the nurse, the seller or the hairdresser. For guys this number is also limited". Some public organizations in Berlin take measures for fight against this problem. In particular, such groups as KUMULUS, provide education: available professions are lit and concrete specialized institutions where it would be possible to gain the diploma about the corresponding professional education are specified.

Discrimination. There are numerous certificates of that some role in the bad provision of ethnic and religious minorities in labor market is played by discrimination on an ethnic and religious sign. If in a case with the immigrants having low qualification, it is more difficult to reveal this phenomenon, in a case with children of immigrants (the second and third generation) who got a good education and qualification, simpler to make it. The special research conducted by His and his colleagues shows that the educated children of immigrants who were born in the EU face unemployment much more often and less often aboriginals apply for good vacancies, than; according to authors, the ethnic barrier is the main reason, "in least advantage there are representatives of the second generation of Turks (Belgium, Germany and the Netherlands), Moroccans (Belgium, France and the Netherlands), Pakistanis (Great Britain) and (Netherlands)"

Along with discrimination on an ethnic sign, also forms of discrimination based on religion are noted. Clark and Drin voter found "certificates of lower employment rate among Muslims in comparison with representatives of other religions or in general not religious people". In other research it is noted that "religiousness, but not ethnicity, is connected with adverse situation in labor market... By consideration of various religious groups in ethnic minorities it was revealed that all Muslim groups are in the most adverse situation from the point of view of employment, thus does not matter, what ethnic minority they treat". So, for example, the Indian Muslims face with boo? Is difficulties at employment, than Hindus, Sikhs or Christians; similarly Pakistanis and Bengalese experience difficulties, than the North African Christians. The only plausible explanation of this situation is prejudice of employers against Islam.

One of the remarkable facts is that by consideration of the questionnaire the employer pays attention addressed to the competitor. The experiments made in 2000 in Belgium, Germany and the Netherlands showed that chance to receive a positive comment (with other things being equal) much above at competitors with the European names. According to data from France, natives of the countries of Maghreb have 5 times less chances to get a job, than French. In Denmark the probability of receiving work fluctuates depending on a name: use of the Turkish, Arab or Pakistani name in the questionnaire can sometimes promote decrease of chances by 32 times. The participant of focus group of Leicester remembered a situation at which he had to have repeatedly interview with an assumed name after refused to it on the first interview where it used the real name. As show discussions in focus groups, similar situations are frequent.

The discrimination level assessment in labor market is interesting by ethnic and religious minorities. It is difficult to predict the accuracy of similar reports as respondents can both exaggerate, and to underestimate discrimination level; nevertheless, it is one of important sources for an assessment of this parameter. According to materials OFS from Antwerp, by job search every tenth Moroccan and the Turk often experiences discrimination; thus 33% of Moroccans and 20% of Turks experience discrimination "from time to time". The last all-European information on this problem is provided by Evrobarometr in 2012: according to 23% of the interrogated Europeans (both Muslims, and not Muslims), demonstration of religious accessory on interview significantly reduces chances of receiving work. The indicator decreased in comparison with previous years a little. Despite rather small indicators, It should be noted that data on the different countries strongly differ: the highest interest was drawn in Sweden — 61%, go further Denmark — 51%, the Netherlands — 50%, Belgium — 48%, Germany — 42%, France — 34% thus 35% of the interrogated managers told that at the competitor chances of receiving work if he mentioned the religious accessory considerably would decrease.

Identification of the reasons of discrimination represents complexity that is noted by specialists of the Soros fund who, commenting on results of own polls, write: "At interpretation of results it is necessary to remember that the nature of discrimination which Muslims face, is specific; borders between such characteristics as ethnic identity, religion and a floor are less exact and stable, than can seem at first sight. It is impossible to define the main reason of discrimination often when the person possesses several signs which can make him by object of discrimination". Let's provide the bright description which well illustrates this thesis; it was made by one of the Marseilles respondents: "I came up against very difficult situations. I had interviews by phone with firms, and they passed very well. When I came to office, the look of their representatives changed. My name is Moussa Said, at me the Arab name — is also the first problem. I come: it appears, I black — and it already the second problem. "Besides, he also the Muslim, and it lives in the poor area. We cannot suffer it any more" — so they argue. I met so many barriers by job search that I promised myself: when any organization takes me, I will achieve the tops in it. I have been through a lot so much that if it will be necessary, I will work 65 hours instead of 35 to prove to be to the colleagues. I will make it!". Most the problem of synchronous discrimination on several signs affects the Muslim women wearing a hijab. This topic is in detail covered in mass media and numerous researches therefore we on it will specially not stop. Let's note only that the dress code demanding refusal of wearing a hijab now became a mainstream in the European labor market that, certainly, has impact on level of economic activity of Muslim women.

Conclusions. Activity level in labor market among Muslim minorities is lower than an average. Unemployment in their environment is several times higher, than average over the country. Also there are certificates that minorities are more sensitive to economic crises. One more problem is low compensation of immigrants, low compensation acts as the main reason of poverty of ethno religious minorities. Muslims in general differ in a low skill level that causes their involvement at unqualified works. They face with numerous to types of discrimination in labor market: first of all, it is discrimination on ethnic grounds, but belonging in itself to Islam also considerably reduces chances of receiving work. Muslim women suffer from widespread dress codes that promotes decrease in their economic activity which already is low. Despite a difficult situation, at all levels initiatives of activization of ethno religious minorities act on labor market and on fight against discrimination. When comparing a current state with a situation of 10-year it is possible to tell that these initiatives already yield the first fruits.

Chapter2. Features and prospects to the European policy to Muslim communities of Europe