Humane and dignified conditions in detention facility.345 Bulgaria lays down the right to education only for asylum-seeking children.346 In practice, many Member States do not provide schooling at first reception or pre-removal facilities because the stay is normally short. However, children may stay much longer than planned at these facilities because there is insufficient capacity at specialised facilities. For example, when visiting hotspots in Italy and Greece, FRA observed unaccompanied children staying there for a long time without access to education.347 Teenagers also stay at return houses in Belgium for months without attending school, reports say.348 Ø Preferably, schooling should be provided “outside the detention facility in community schools wherever possible and, in any case, by qualified teachers through programmes integrated with the education system of the country”.349 Only a  few Member States allow children to attend schools outside the detention facilities, although this does not always happen in practice. In the Czech Republic, for example, children may attend catch-up classes at the local elementary school in Bělá-Jezová for the 6–15 age group;350 however, at present, the staff of the school provide classes directly at the facility.351 A  few other EU  Member States offer compulsory education within the detention facility. In Poland, for example, teachers from local schools teach one or more school groups depending on the facility. 345 Hungary, Ministerial Decree No. 27 of 2007 (V.31) IRM on the implementing rules of immigration detention (27/2007. (V. 31.) IRM rendelet az idegenrendészeti eljárásban elrendelt őrizet végrehajtásának szabályairól), Article 17; Latvia, Section 3(3) Education Law (Izglītības likums), adopted on 29 October 1998; Latvia, Order on Accommodation in the FRC (Laikinojo užsieniečių apgyvendinimo Užsieniečių registracijos centre sąlygų ir tvarkos aprašas), 4 October 2007, 18.16. 346 Bulgaria, Asylum and Refugee Act (Закон за убежището и бежанците), 31 May 2002, Article 45e(2). 347 FRA (2016), Opinion on fundamental rights in the ‘hotspots’ in Greece and Italy, Luxembourg, Publications Office. 348 Belgium, Plate-forme Mineurs en exil – Platform Kinderen op de vlucht; Jesuit Refugee Service. 349 UN, Havana Rules, para. 38, this inspired: Council of Europe, Committee of Ministers (2005), Twenty Guidelines on Forced Return, adopted 4 May 2005, Guideline 11; European Commission, Return Handbook, pp. 101–102. 350 Czech Republic, Ministry of the Interior (Ministerstvo vnitra). 351 Czech Republic, Department of Work with Clients of the Refugee Facilities Administration of the Ministry of the Interior (odbor práce s Klienty, Správa uprchlických Zařízení MV). Where basic education takes place in detention, its quality is frequently inadequate because, for example: teaching material is lacking (as a volunteer who regularly visits detention facilities in the Czech Republic told FRA in February 2017); there are no adequately qualified teaching staff (as the Police and Border Guard Board in Estonia noted in March 2016); language assistants are unavailable (e.g. in Poland352); education is limited to certain subjects;353 and school hours are restricted (e.g. 18 hours a week in Poland354). Other obstacles delay or limit children’s access to compulsory education in immigration detention. For instance, in Cyprus children can enrol only at the beginning of the school year and must otherwise wait until the following September,355 and in Latvia access to education is hampered by language barriers and the lack of documentation detailing past level of education received.356 Another issue is the insufficient preparation of traumatised children. For example, some children refuse to return to school after attending for one day in Cyprus,357 or refuse to receive education altogether in Latvia.358 Leisure and recreational activities very between countries and facilities. Usually NGOs or social workers offer such activities, except in Poland, where mainly border guards organise them.359 Leisure and recreational activities are available to children to a different degree, but are often considered insufficient. For example, 352 Poland, Association for Legal Intervention, Helsinki Foundation for Human Rights (2014), Still behind bars. Report on the Monitoring of Guarded Centres for Foreigners by the Helsinki Foundation for Human Rights and the Association for Legal Intervention, Warsaw, Association for Legal Intervention, pp. 37–38. 353 Denmark, Danish Prison and Probation Service, 2016; Finland, Joutseno Detention Unit. 354 Poland, Border Guards, 12 February 2016, WM-SO/270/16. 355 Cyprus, Anti-discrimination Authority (2015), Report regarding the system of protection and representation of unaccompanied minors (Έκθεση της Αρχής κατά των Διακρίσεων αναφορικά με το σύστημα προστασίας και εκπροσώπησης των ασυνόδευτων ανήλικων), Ref. AKR 41/2015, 24 August 2015. 356 Latvia, State Border Guard (Valsts robežsardze), Latvian Centre for Human Rights (Latvijas Cilvēktiesību centrs), 24 February 2016, Letter No. 23.1–1/585. 357 Cyprus, Anti-discrimination Authority (2015), Report regarding the system of protection and representation of unaccompanied minors (Έκθεση της Αρχής κατά των Διακρίσεων αναφορικά με το σύστημα προστασίας και εκπροσώπησης των ασυνόδευτων ανήλικων), Ref. AKR 41/2015, 24 August 2015. 358 Latvia, State Border Guard (Valsts robežsardze), Latvian Centre for Human Rights (Latvijas Cilvēktiesību centrs), 24 February 2016, Letter No. 23.1–1/585; State Border Guard (Valsts robežsardze), Latvian Centre for Human Rights (Latvijas Cilvēktiesību centrs), 6 May 2016, Letter No.23.1–1/1372. 359 Poland, Chief of Warmińsko-Mazurski Border Guard Division (Komendant Warmińsko-Mazurskiego Oddziału Straży Granicznej), Reply to Helsinki Foundation for Human Rights to the request for disclosure of public records, 12 February 2016WM-SO/270/16. 81