Buch Monografie

Migration, displacement and education : Building bridges, not walls

Herausgegeben von: UNESCO
Paris: 2018 , 416 S.
Weitere Suche mit:
Migration
Flucht
Flüchtlinge
Bildung
Diskriminierung

Weitere Informationen

Einrichtung: TERRE DES FEMMES | Berlin
Signatur: I 00 229
Herausgegeben von: UNESCO
Jahr: 2018
ISBN: 923100283X
List of content:
  • Chapter 1 • Introduction\[W9]\The framework: Migration and displacement interact with education in multiple, often mutual ways\[W9]\The context: The world is starting to address the education needs of moving and hosting populations\[W9]\The contents: Guide to the report
  • Chapter 2 • Internal migration\[W9]\One in eight people live outside the region where they were born\[W9]\Education plays a key role in the decision to migrate\[W9]\Migration improves education outcomes for some but not all\[W9]\Migration challenges education planners in villages and cities\[W9]\Conclusion
  • Chapter 3 • International migration\[W9]\International migration affects all regions\[W9]\Migration influences – and is influenced by – education\[W9]\Immigration and citizenship policies hamper access to school\[W9]\Education policies can support migrants’ access to school\[W9]\Conclusion
  • Chapter 4 • Displacement\[W9]\Displaced populations are concentrated in a few countries.\[W9]\Displacement reduces access to education\[W9]\Refugees need to be included in national education systems\[W9]\Several obstacles to inclusion need to be overcome\[W9]\Teachers are the key to successful inclusion\[W9]\Conflict has severe negative impacts on the education of the internally\[W9]\Natural disasters and climate change require education systems to be prepared and responsive\[W9]\Conclusion
  • Chapter 5 • Diversity\[W9]\Immigrants and refugees are subject to stereotypes, prejudice and discrimination\[W9]\Education influences attitudes towards immigrants and refugees\[W9]\Inclusion should be at the centre of education policies and systems\[W9]\Non-formal education is a critical but neglected aspect of building resilient societies\[W9]\Conclusion
  • Chapter 6 • Mobility of students and professionals\[W9]\Internationalization of tertiary education takes many forms\[W9]\Recognizing academic qualifications maximizes the benefits of student and labour mobility\[W9]\Recognizing professional qualifications is also needed to maximize the benefits of mobility\[W9]\Loss of talent can be detrimental to poorer countries\[W9]\Conclusion
  • Chapter 7 • Monitoring education in the Sustainable Development Goals\[W9]\The SDG 4 monitoring framework\[W9]\The SDG 4 reporting framework\[W9]\Data focus 7.1: Monitoring the education status of migrants and displaced populations presents numerous challenges
  • Chapter 8 • primary and secondary education\[W9]\Data focus 8.1: Estimating completion rates for the Education 2030 Agenda\[W9]\Policy focus 8.1: Recognizing the right to education of migrants, asylum-seekers, refugees and stateless persons
  • Chapter 9 • early childhood\[W9]\Data focus 9.1: Few countries have national systems to monitor school readiness\[W9]\Policy focus 9.1: Providing early childhood education and care for the displaced
  • Chapter 10 • technical, vocational, tertiary and adult education\[W9]\Data focus 10.1: Aligning labour force survey questions on adult education and training with the global indicator\[W9]\Data focus 10.2: Defining and measuring affordability of higher education\[W9]\Policy focus 10.1: Offering tertiary education opportunities to refugees\[W9]\Policy focus 10.2: Addressing the technical and vocational education needs of migrants and refugees
  • Chapter 11 • Skills for work\[W9]\Data focus 11.1: Defining and assessing digital and entrepreneurship competences\[W9]\Policy focus 11.1: Supporting migrants with financial education
  • Chapter 12 • equity \[W9]\Data focus 12.1: Analysing education in slums remains challenging\[W9]\Policy focus 12.1: Refugees with disabilities need support to overcome multiple education barriers
  • Chapter 13 • Literacy and numeracy\[W9]\Data focus 13.1: Diversity in disadvantage – the phenomenon of isolated illiterac\[W9]\Policy focus 13.1: Literacy and language programmes are one pillar of inclusion for adult migrants and refugees
  • Chapter 14 • Sustainable development and global citizenship\[W9]\Data focus 14.1: Attitudes towards equality and diversity are linked to school processes\[W9]\Policy focus 14.1: Education’s role grows in efforts to prevent violent extremism
  • Chapter 15 • education facilities and learning environments\[W9]\Data focus 15.1: Attacks are a scourge on education systems\[W9]\Policy focus 15.1: Technology can support education for displaced people
  • Chapter 16 • Scholarships\[W9]\Data focus 16.1: Measuring student mobility in Europe and beyond\[W9]\Policy focus 16.1: Mobile students, mobile policies? Academic exchange programmes in Europe and Asia
  • Chapter 17 • teachers\[W9]\Data focus 17.1: Teacher attrition is hard to estimate accurately\[W9]\Policy focus 17.1: Teacher migration brings benefits and risks
  • Chapter 18 • education in the other SDGs – a focus on decent work, cities, police and justice\[W9]\Education is integral to decent work, sustainable urban development and social cohesion\[W9]\Education helps build professional capacity
  • Chapter 19 • Finance\[W9]\Public expenditure\[W9]\Data focus 19.1: The fiscal impact of immigration and immigrant education is often exaggerated\[W9]\Policy focus 19.1: Funding schools where immigrant students are concentrated\[W9]\Aid expenditure\[W9]\Policy focus 19.2: Using aid as a tool to manage migration\[W9]\Policy focus 19.3: A turning point in the financing of refugee education\[W9]\Household expenditure\[W9]\Policy focus 19.4: Remittances boost household education spending
  • Chapter 20 • Conclusions and recommendations\[W9]\Monitoring SDG 4 holds great promise for education systems – but international coordination mechanisms\[W9]\need support\[W9]\Migration and displacement are a test case for international cooperation – and for the role of education\[W9]\How should governments approach the education aspects of migration and displacement?
    • Sprache: Englisch
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