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В докладе рассматривается влияние миграции и перемещения населения на образование во всех сферах: внутри и за пределами страны, добровольно и принудительно, с целью трудоустройства и образования. В нем также рассматривается прогресс в области образования в Повестке дня в области устойчивого развития на период до 2030 года. С учетом растущего разнообразия в докладе анализируется, каким образом образование может построить инклюзивные общества и помочь людям выйти за рамки терпимости и научиться жить вместе. Равным образом обеспечиваемое образование наводит мосты; неравноправное обеспечение воздвигает стены между мигрантами и беженцами и принимающими их общинами. В двух новых глобальных договорах о мигрантах и беженцах признается роль образования и ставятся цели, согласующиеся с глобальным обязательством никого не оставлять без внимания. Настоящий доклад является жизненно важным инструментом для этих договоров. Он охватывает вопросы политики, касающиеся сезонных мигрантов, консолидации сельских школ, межкультурных учебных программ, включения беженцев в национальные системы образования и ликвидации сегрегации, признания квалификации, целевого финансирования школ, более эффективной гуманитарной помощи в области образования и готовности учителей к различным классам в чрезвычайных, затяжных и “новых нормальных” условиях. В докладе содержится призыв к странам рассматривать образование в качестве инструмента регулирования миграции и перемещения и возможности для тех, кто в нем нуждается.

Contents

Forewords

Acknowledgements

Contents

Executive summary

Chapter 1 Introduction

The framework: Migration and displacement interact with education in multiple, often mutual ways

The context: The world is starting to address the education needs of moving and hosting populations

The contents: Guide to the report

Chapter 2 Internal migration

One in eight people live outside the region where they were born

Education plays a key role in the decision to migrate

Migration improves education outcomes for some but not all

Migration challenges education planners in villages and cities

Conclusion

Chapter 3 International migration

International migration affects all regions

Migration influences – and is influenced by – education

Immigration and citizenship policies hamper access to school

Education policies can support migrants’ access to school

Conclusion

Chapter 4 Displacement

Displaced populations are concentrated in a few countries

Displacement reduces access to education

Refugees need to be included in national education systems

Several obstacles to inclusion need to be overcome

Teachers are the key to successful inclusion

Conflict has severe negative impacts on the education of the internally displaced

Natural disasters and climate change require education systems to be prepared and responsive

Conclusion

Chapter 5 Diversity

Immigrants and refugees are subject to stereotypes, prejudice and discrimination

Education influences attitudes towards immigrants and refugees

Inclusion should be at the centre of education policies and systems

Non-formal education is a critical but neglected aspect of building resilient societies

Conclusion

Chapter 6 Mobility of students and professionals

Internationalization of tertiary education takes many forms.

Recognizing academic qualifications maximizes the benefits of student and labour mobility

Recognizing professional qualifications is also needed to maximize the benefits of mobility

Loss of talent can be detrimental to poorer countries

Conclusion

Chapter 7 Monitoring education in the Sustainable Development Goals

The SDG 4 monitoring framework

The SDG 4 reporting framework

Data focus 7.1: Monitoring the education status of migrants and displaced populations presents numerous challenges

Chapter 8 Primary and secondary education

Data focus 8.1: Estimating completion rates for the Education 2030

Agenda

Policy focus 8.1: Recognizing the right to education of migrants, asylum-seekers, refugees and stateless persons

Chapter 9 Early childhood

Data focus 9.1: Few countries have national systems to monitor school readiness

Policy focus 9.1: Providing early childhood education and care for the displaced

Chapter 10 Technical, vocational, tertiary and adult education

Data focus 10.1: Aligning labour force survey questions on adult education and training with the global indicator

Data focus 10.2: Defining and measuring affordability of higher education

Policy focus 10.1: Offering tertiary education opportunities to refugees

Policy focus 10.2: Addressing the technical and vocational education needs of migrants and refugees

Chapter11 Skillsfor work

Datafocus11.1:Defining and assessing digital and entrepreneurship competences

Policy focus 11.1: Supporting migrants with financial education

Chapter12 Equity

Data focus 12.1: Analysing education in slums remains challenging

Policyfocus12.1:Refugees with disabilities need support to overcome multiple education barriers

Chapter 13 Literacy and numeracy

Data focus 13.1: Diversity in disadvantage – the phenomenon of isolated illiteracy

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

Data focus 14.1: Attitudes towards equality and diversity are linked to school processes

Policy focus 14.1: Education’s role grows in efforts to prevent violent extremism

Chapter 15 Education facilities and learning environments

Data focus 15.1: Attacks are a scourge on education systems

Policy focus 15.1: Technology can support education for displaced people

Chapter16 Scholarships

Data focus 16.1: Measuring student mobility in Europe and beyond

Policy focus 16.1: Mobile students, mobile policies? Academic exchange programmes in Europe and Asia

Chapter 17 Teachers

Data focus 17.1: Teacher attrition is hard to estimate accurately

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

Education is integral to decent work, sustainable urban development and social cohesion

Education helps build professional capacity

Chapter 19 Finance

Public expenditure

Data focus 19.1: The fiscal impact of immigration and immigrant education is often exaggerated

Policy focus 19.1: Funding schools where immigrant students are concentrated

Aid expenditure

Policy focus 19.2: Using aid as a tool to manage migration

Policy focus 19.3: A turning point in the financing of refugee education

Household expenditure

Policy focus 19.4: Remittances boost household education spending

Chapter 20 Conclusions and recommendations

Monitoring SDG 4 holds great promise for education systems – but international coordination mechanisms need support

Migration and displacement are a test case for international cooperation – and for the role of education

How should governments approach the education aspects of migration and displacement?

Annex

Statistical tables

Aid tables

Glossary

Abbreviations

References