Transcript Insert title here - Organization of American States

Education of migrant children and youth
Office of Education and Culture
Dep. of Human Development, Education and Culture
Executive Secretariat for Integral Development
March 23, 2011
Policy framework
• Inter-American Program for the Promotion and Protection
of the Human Rights of Migrants – Adopted by the General
Assembly in resolution AG/RES. 2141 (XXXV-O/05)
• Inter-American Program on Education for Democratic
Values and Practices – Approved by the Fourth Meeting of
Ministers of Education within the framework of CIDI
(OEA/Ser. W/I.18/05) and ratified by the General Assembly
in resolutions AG/RES 2164 (XXXVI-O/06), AG/RES. 2423
(XXXVIII-O/08), and AG/RES. 2481 (XXXIX-O/09)
• Objective:
To document, systematize, and promote lessons learned
from successful policies, programs, and practices geared
towards providing quality educational experiences to
migrant children and youth.
• Expected impact:
To increase knowledge and capacity within Ministries of
Education in order to develop, implement, and evaluate
programs to improve educational opportunities and
outcomes for migrant children and youth.
Beneficiaries:
• Migrant children and youth in OAS member states, families of migrant
children and youth, policy makers, program coordinators, and educators
working with migrant children and youth.
Territories:
• All OAS member states
Funding:
• Canadian International Development Agency (CIDA)
Duration:
• 3 years: 2009 - 2011
2009
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2010
10 11 12 1 2
Phase 1: Mapping of Public Policy
and Program at the national levels
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2011
10 11 12 1 2
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Phase 2: Case Studies
Phase 3: International Seminar
Final Report
Activities Phase 1:
Policy recommendations for the
education of migrant children and youth
Literature review about education of migrant
children and youth in the region
Survey of the Ministries of Education about
existing policies and programs. 23 countries
have answered the survey.
Analitical report about national policies and
programs
Activities Phase 2: Case Studies
Visits to selected countries: Surveys and interviews of key
actors (students, parents, teachers)
Country reports.
Analitical report about demands on education for immigrant
children and about ongoing practices detected in the countries
(as appropriate)
Phase 1: General results of the surveys
performed for the mapping of Public Policies
• 9 countries reported that they had no policy or program geared
towards migrant children and youth.
• 7 countries replied that while they had no policies, they did have
activities that included the target populations of this study. Many of
these measures are programs that also benefit another type of
vulnerable population (Indigenous peoples or children that have
dropped out of school or are at risk of doing so, persons with
disabilities, etc.)
• 7 countries replied that they do have an education policy in place for
migrant children and youth. However, some of these countries had
no specific law, resolution, or institutions, or a specifically-allocated
budget.
Phase 1: Preliminary Conclusions
• Specific needs: Language issues, cultural integration, the
uprooting from the country of origin, family separation and
reunification, the interruption in the studies, the
recognition of educational certificates.
• These problems are aggravated in the case of populations
with low resources or in a situation of poverty and
marginality.
• The lack of accurate and updated data on migrants
suggests that the issue of education of migrant children
and youth is not a high priority on the region’s public
agenda.
Phase 1: Preliminary Conclusions
(cont’d)
• Achievements: International cooperation actions,
exchange of methodologies and information on
students, particularly among countries with a
shared border such as Bolivia and Argentina, the
United States and Mexico, and Colombia with
Venezuela and Ecuador
• Problems: Ability to measure and assess the
population of immigrant students in the different
countries, so as to better define policies and
programs.
Phase 2: Rationale for the Case Studies
• Despite the increase of migrants in countries of the
continent and with the expected increase in diversity of
nationalities and cultures in the classrooms, this
phenomenon has not been matched by a
commensurate interest in public education policy
regarding migrant students in education in most
countries.
• The hypothesis is that there is a potential demand
from migrant families to have programs and policies
that focus on the education of their children.
• Second stage: Develop case studies in immigrant
communities in 4 countries in the region.
Phase 2: Selected Countries
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Latin American immigrant students in the US
Immigrant students in Costa Rica
Immigrant students in Argentina
Immigrant students in Antigua and Barbuda
Phase 2: Field Work
Schools
Argentina
4
Costa Rica
Antigua &
Barbuda
3
3
Students
Parents
92 surveys, 19
interviews
55 surveys, 1
focus group, 13
interviews
68 surveys, 22
interviews
6 surveys and
interviews
Teaches
2 focus
groups, 4
interviews of
principals, 3
interviews
Min. of Education
Interview EIB Method
Interview Office of
5 surveys and
Education and
interviews
2 focus groups
Intercultural affairs
6 surveys and
Interview Director of
interviews
2 focus groups
Education
Some images
Educadem Portal- Mapping
THANK YOU
More information at www.educadem.oas.org
[email protected]
Music:
-Quilapayun, El paso del ñandú [instrumental]
-Grupo Cantares, El sueño que habrá de ser
-Olomana, Ku’u Home O Kahalu’u