Solidarity as one of the main values of the European Union is also recognizedamong the guiding principles of the EU asylum policy. In the period of the migrationcrisis, this principle was the most important for the EU Member Statesand very difficult to implement. The purpose of this article is to analyze the concept of solidarity, as enshrined in the Lisbon Treaty, as well as in the positions of the Member States and EU institutions. The article highlights the current debate, initiated by the Visegrad group under the Slovakian Presidency in the Council, around the proposed “flexible” or “effective solidarity” in asylum policy. Thus, the author contributes to understanding the ways, problems and prospects of refugees’ relocation, as well as the upcoming reform of the Dublin system. Based on the study of the summits conclusions, Council meetings in its various formats, the EU leaders’ statements, the author considers that divergence not only of the Member States positions, but also those of the EU institutions on the specific forms of participation in managing migration and asylum could entail more fragmentation and differentiation within the Union. At the same time, the author reveals the contradiction in the Visegrad countries’ position: while dreaming about re-nationalization of asylum and engaging in confrontation with the Commission the CEE countries by no means intend to introduce and maintain border control within the Schengen area.

Several factors are responsible for attaining the academic success of the learners, but more importantly, the home environment, the school location, and other environmental factors surrounding the school go a long way in determining the teaching and learning outcome. The environment under which learning takes place influences, to a greater extent, the attainment of the students’ achievement. Therefore, this study interrogated the school environment as a determinant of students’ academic achievement in Government with detailed reference to the Atiba Local Government Area of Oyo State. Students studying Government as a school subject were the population of this study. Six (6) Senior Secondary Schools were drawn as samples. Twenty (20) students were selected from each school, totaling One Hundred and Twenty (120) participants. The questionnaire was adopted for data collection, while data analysis was by rank order, percentages, and mean. The study availed itself of both primary and secondary sources of data gathering and consequently discovered that the parents’ education and home environmental factors significantly impact students’ achievement in Government. It was recommended that the home and other environmental factors determine academic achievement, as this can accelerate the rate at which students learn and achieve their educational pursuits.