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Journal articles on the topic 'Adult Migrant Education Program'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Stevenson, Alma, and Scott Beck. "Migrant Students’ Emergent Conscientization Through Critical, Socioculturally Responsive Literacy Pedagogy." Journal of Literacy Research 49, no. 2 (December 28, 2016): 240–72. http://dx.doi.org/10.1177/1086296x16683418.

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This article analyzes data from a summer literacy program for intermediate and middle-level children of migrant farmworkers. The program was grounded in a sociocultural perspective on literacy, stressing the importance of interaction and collaboration within socioculturally responsive pedagogy, using enabling literature to empower students. Adaptations of readers’ and writers’ workshop methods, emphasizing the significance of valuing students’ individual responses, were used throughout. The students were presented with a documentary, young adult novels, and more than two dozen children’s picture storybooks representing the lives of migrant farmworkers. Then, using their own responses to these enabling mentor texts as scaffolding, the students collaborated to create illustrated narratives about growing up as migrants. The program provided a safe space that encouraged migrant students to express their experiences and concerns—normally silenced in classrooms—during literacy tasks and empowered them to ask for support. The program demonstrated the benefits of combining socioculturally responsive critical literacy pedagogy with enabling instructional materials in the development of emergent conscientization among the students. Finally, this article shows how the migrant students’ perspectives and experiences can inform and challenge teachers, citizens, and policy makers to address the systemic injustices in the lives of migrant children.

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Tang, Dan, and Jiwen Wang. "Basic Public Health Service Utilization by Internal Older Adult Migrants in China." International Journal of Environmental Research and Public Health 18, no. 1 (January 1, 2021): 270. http://dx.doi.org/10.3390/ijerph18010270.

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Since 2009, the Chinese government has launched a basic public health services (BPHS) equalization program to provide the same BPHS to all the citizens. However, utilization of BPHS among older migrants is still low. The purpose of this paper was to explore the determinant individual and contextual factors of older migrants’ utilization of BPHS, and to provide suggestion for the government to improve BPHS utilization. Based on Andersen’s model of health services use, data from the China’s Regional Economic Statistics Yearbook 2014 and National Health and Family Planning Dynamic Monitoring Survey on Migrant Population 2015 were analyzed using a hierarchical random intercept model for binary outcomes. Results showed that the percentage of migrant older adults receiving free physical examinations, which is an important item of BPHS, was 36.2%. Predisposing (education, hukou, living duration in the host city, and scope of migration), enabling (health insurance and social networks), and need (self-rated health and chronic conditions) factors of individuals’ characteristics had significant impact on the use of BPHS. The proportions of both migrant children enrolled in public schools and people with established health records had a positive impact on an individual’s chance of receiving free physical examinations. These findings suggest that economic development and improvement at the level of the city’s health resources cannot effectively improve access to BPHS by older adult migrants. Instead, the driving force appears to be supportive policies for the migrant population.

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Dallimore, Clare. "Improving Adult Migrant English Program (AMEP) outcomes for the Afghan community in South Australia." International Journal of Training Research 16, no. 2 (May 4, 2018): 182–91. http://dx.doi.org/10.1080/14480220.2018.1501891.

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4

Burns, Anne. "Collaborative Research and Curriculum Change in the Australian Adult Migrant English Program." TESOL Quarterly 30, no. 3 (1996): 591. http://dx.doi.org/10.2307/3587701.

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Burton, Jill. "Participative research." Australian Review of Applied Linguistics 10, no. 2 (January 1, 1987): 114–27. http://dx.doi.org/10.1075/aral.10.2.08bur.

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Abstract This article describes the methodology underlying the National Curriculum Project. This project, established in response to recommendations of the Committee of Review of the Adult Migrant Education Program (AMEP), is expected to generate curriculum guidelines and teacher support resources for AMEP teachers in Australia by mid-1988. The participation of all levels of the AMEP workforce – professional, administrative and support – is advocated for a project involving research and resources provision for teachers who are responsible for all aspects of the learner-centred, needs-based curriculum process of the AMEP.

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Oh, Jihye, Sangmin Sim, and Mihyang Lee. "Developing KIIP Textbooks for Immigration and Social Integration Education - The Case Study of AMEP (Adult Migrant English Program) in Australia -." Korean Language Education 164 (February 28, 2019): 227–62. http://dx.doi.org/10.29401/kle.164.8.

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Xu, Julia Z., Meghan Foe, Wilaslak Tanongsaksakul, Thidarat Suksangpleng, Supachai Ekwattanakit, Suchada Riolueang, Marilyn J. Telen, Bonnie N. Kaiser, and Vip Viprakasit. "Identification of Optimal Thalassemia Screening Strategies for Migrant Populations in Thailand: A Mixed-Methods Approach." Blood 134, Supplement_1 (November 13, 2019): 2112. http://dx.doi.org/10.1182/blood-2019-131805.

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BACKGROUND: Severe thalassemia is common in Southeast Asia (SEA) and can lead to transfusion dependent anemia, growth retardation, and perinatal death. Prevention and control of thalassemia can be approached either preconceptionally (through carrier screening, reproductive planning, or preimplantation diagnosis) or antenatally (through prenatal screening and diagnosis and termination of pregnancy). Thailand's national thalassemia program focuses on antenatal interventions, provided free to citizens. However, there is a growing population of migrant workers from neighboring countries who face barriers to healthcare and likely have varied beliefs towards pregnancy termination. We conducted a mixed-methods study using survey, interview, and focus group data to identify key barriers to and optimal strategies for thalassemia screening in migrant communities in Thailand. METHODS: Myanmar and Cambodian migrant workers and agents, Thai healthcare providers, and Thai adults (aged 18-49 years) at Laem Chabang Hospital (Chonburi, Thailand) participated in a knowledge, attitudes, and practices (KAP) survey, interviews, and focus groups. All sessions were conducted in Thai or English, audio recorded, transcribed and translated into English, and analyzed thematically using MAXQDA. Codes were developed iteratively and used to answer key explanatory questions arising from the KAP survey. Ethical approval for the study was obtained from Mahidol and Duke Universities. RESULTS: Both quantitative and qualitative data showed dramatically lower thalassemia awareness in migrants vs Thai (Table 1). Furthermore, providers perceived migrants to be disinterested in thalassemia screening, though migrant narratives illustrated significant language barriers, economic barriers, lack of health literacy, and competing social stressors - all of which may contribute to perceived indifference towards thalassemia screening. Both Thai and migrants had misconceptions about thalassemia, believing it to be contagious and sexually transmitted, or equating thalassemia carrier status with disease and vice versa (Table 1). These misconceptions may contribute to the stigmatization and isolation of individuals with thalassemia and disincentivize carrier screening for fear of discrimination. Participants supported thalassemia prevention and identified antenatal care (ANC) as the main access point for thalassemia education, screening, and prevention. However, they described key limitations of this antenatal approach, including the inability to offer termination in pregnancies presenting late to ANC; couples' hesitation to terminate; cost of prenatal testing (for migrants); and reliance on male partners to present for prenatal testing. In addition, migrants expressed more negative attitudes towards termination of pregnancy on the survey (Table 1). Participants associated this attitude with the perception that migrants were more religious, less educated, less knowledgeable about genetic disease risk, and more eager to have children. Participants proposed a number of solutions, including targeted education, delivered in migrants' native languages through ANC or public media, and universal carrier screening as a more acceptable approach to thalassemia prevention and control in migrant communities. Recommended settings for screening include schools or universities, hospitals, and workplaces. Migrants also reported relying heavily on employers for access to healthcare. Therefore, employer engagement in thalassemia education and screening efforts is critical, though employment discrimination remains a concern. CONCLUSION: This study provides insight from a variety of stakeholders into potential barriers and strategies for thalassemia screening in SEA migrant populations. Findings highlight a profound lack of thalassemia awareness among migrants leading to apparent disinterest in thalassemia screening, misconceptions and stigma surrounding thalassemia, and negative attitudes towards termination of pregnancy. Promotion of public education and carrier screening is an optimal strategy for migrant populations in Thailand. Furthermore, this approach can be adopted regionally and cooperatively by member states of the Association of SEA Nations (ASEAN) to better address the shared public health problem of thalassemia. Disclosures Telen: Pfizer: Other: Member of a clinical trial steering committee; Novartis: Other: Member of a safety monitoring committee; Forma Therapeutics: Research Funding.

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8

Nagasa, Keno. "International Migrants, Family Literacy and Pact." International Journal for Innovation Education and Research 8, no. 5 (May 1, 2020): 378–92. http://dx.doi.org/10.31686/ijier.vol8.iss5.2353.

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The purpose of this study is to examine the components of a family literacy program that brought international migrants into Primary Classrooms in the Rocky Mountain Region in the US. The literacy program included four components: 1) Children's Education of direct child instruction of literacy and language skills; 2) Adult Education of parent instruction of English as Second Language (ESL); 3) Parent Time of parent education and support group; and 4) Parent and Child Together Time (PACTT), where the parents get to be an interactive part of their child’s classroom with the teacher present. PACTT is a unique opportunity in facilitating cultural integration and parental engagement, while providing participants opportunity to observe first-hand the reality of education in the United States as well as being active ELLs. Drawing on multiple social and educational theories and research, data from interviews, observation, and focus group yielded data that contributes a more inclusive discourse and new knowledge to the educational community regarding international migrants and their dreams and hopes for the success of their children.

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Vasudevan, Deepa, Angela L. Stotts, Sreedhar Mandayam, and L. Anabor Omegie. "Comparison of BMI and anthropometric measures among South Asian Indians using standard and modified criteria." Public Health Nutrition 14, no. 5 (January 20, 2011): 809–16. http://dx.doi.org/10.1017/s1368980010003307.

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AbstractObjectiveTo compare the prevalence rates of obesity based on BMI/anthropometric measures, using WHO standard and ethnicity-specific criteria, the National Cholesterol Education Program–Adult Treatment Panel III (NCEP-ATPIII) and the International Diabetes Federation (IDF) definitions, among a migrant South Asian Indian population.DesignCross-sectional study conducted in October 2007.SubjectsA total of 213 participants of South Asian descent over the age of 18 years. Measures included a questionnaire with basic demographic information and self-reported histories of diabetes, coronary artery disease and/or hypercholesterolaemia. Height, weight, waist and hip circumference and blood pressure measurements were obtained.SettingHouston and surrounding suburbs.ResultsWHO-modified (WHO-mod) BMI and IDF waist circumference (WC) criteria independently identified higher numbers of overweight/obese participants; however, when the WHO-mod BMI or IDF WC criteria were applied, nearly 75 % of participants were categorized as overweight/obese – a proven risk factor for the future development of metabolic syndrome.ConclusionsObesity is likely under-diagnosed using the standard WHO and NCEP-ATPIII guidelines. Stressing the use of modified criteria more universally to classify obesity among South Asian Indians may be optimal to identify obesity and help appropriately risk stratify for intervention to prevent chronic diseases.

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Asis, Maruja M. B., and Alan Feranil. "Not for Adults Only: Toward a Child Lens in Migration Policies in Asia." Journal on Migration and Human Security 8, no. 1 (March 2020): 68–82. http://dx.doi.org/10.1177/2331502420907375.

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Executive Summary Having experienced substantial international migration since the 1970s, countries in East, South, and Southeast Asia have developed laws, institutions, policies, and programs to govern various aspects of international migration. Children, however, who comprise a significant share of the world’s international migrants, have not received as much policy attention as adults. Children are part of the region’s international migration experience (e.g., children left behind in the countries of origin when their parents migrate for work, children as migrants, and children as members of multicultural families). This article provides an overview of the challenges faced by children as migration actors, and the policy responses and programs that select countries in the region have developed to address children’s experiences and concerns. The Global Compact for Safe, Orderly and Regular Migration and the Global Compact on Refugees, which many Asian countries have endorsed, set forth objectives, commitments, and actions, informed by the principle of promoting the best interests of the child and child protection, which specifically address the needs of children. These include actions to promote universal birth registration, enhance access to education and health and social services regardless of migrant and legal status, and otherwise create inclusive and socially cohesive societies. Most countries in Asia have yet to meet these standards. Endorsing the two compacts was a first step. The good practices that have been implemented in a number of countries provide a template for how to translate these objectives into action and how to ensure that the full protection and best interests of migrant children, the left-behind children of migrant workers, and those who are part of multicultural families remain a priority.

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Kloubert, Tetyana, and Chad Hoggan. "Migrants and the Labor Market: The Role and Tasks of Adult Education." Adult Learning 32, no. 1 (February 2021): 29–39. http://dx.doi.org/10.1177/1045159520977713.

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The process of migration to a new country brings with it a host of challenges, and therefore also learning needs. Some countries have systems in place to facilitate the transition of migrants into society, often including adult education programs. Those programs, however, cannot be effective if blithely designed in ignorance of the interrelationship between established systems for facilitating integration and the experiences of migrants during the integration process. Focusing on the transition into the labor market and drawing on the expertise of adult educators who work in these systems in Germany, this article explores several stumbling blocks that make a successful integration for migrants more difficult and describes three strategies to address them: challenging the logic of the labor market, dealing with failure, and acknowledging multiple forms of discrimination. The analysis of Germany can provide insights that are useful in other national contexts.

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Salend, Spencer J., and Catharine J. Reynolds. "The Migrant/Special Education Training Program." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 14, no. 4 (October 1991): 235–42. http://dx.doi.org/10.1177/088840649101400404.

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Araujo, Blanca. "The College Assistance Migrant Program: A Valuable Resource for Migrant Farmworker Students." Journal of Hispanic Higher Education 10, no. 3 (April 26, 2011): 252–65. http://dx.doi.org/10.1177/1538192711406282.

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Nuñez, Anne-Marie. "Creating Pathways to College for Migrant Students: Assessing a Migrant Outreach Program." Journal of Education for Students Placed at Risk (JESPAR) 14, no. 3 (November 17, 2009): 226–37. http://dx.doi.org/10.1080/10824660903375636.

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Kukovetz, Birgitte, and Annette Sprung. "Is adult education a ‘white’ business? Professionals with migrant backgrounds in Austrian adult education." European Journal for Research on the Education and Learning of Adults 5, no. 2 (October 9, 2014): 161–75. http://dx.doi.org/10.3384/rela.2000-7426.rela9051.

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Khandale, Dr Mrunali. "COVID 19 Disease: Effects on Health of Children." Psychology and Education Journal 58, no. 2 (February 4, 2021): 605–12. http://dx.doi.org/10.17762/pae.v58i2.1889.

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COVID-19 disease outbreak was first reported in Wuhan china and was later reported to have spread throughout the world. As a global pandemic declared by WHO in march 2020 as of dated 24th December infected patients are 74.4million and recovered 44.3million and deaths are 1.73million . This is an global emergency which forced people to go into lockdown this lockdown helped to reduce the virus lode but it also caused many consequences like it affected children far from parents and families migrated for work because of restriction for social gathering all school , colleges ,offices ,industries are shut down this made peoples to lost their jobs and also give rise to trend of work from home and study from home entire education system is now online .according to UNICEF nearly 1.5 billion children out school and some 99%children are living with restriction on movement. this isolation has caused many disruption in daily routine of every single person not only economically poor but also economically sound are also suffered .some of the working peoples lost their job and those who travelled to metro cities lost their source of income and they have to leave these cities and return to their native places because of lockdown all the district borders are closed which land them in great trouble .also they don’t have any transportation so most of the people travel by walking which made lots of adult and also children suffer because of dehydration and fatigue many suffered this also land in death of many migrants and this include some of the children .this huge migration of people from their work place to villages made impact on minds of children they have to go through lot of trouble during this travel which may cause mental trauma for them and adjusting in new life in their village is difficult for them. Halted vaccination program has impacted child health and increase chance of vaccine preventable disease . children already suffering from diseases like mental diseases has lost access to physician this impacted adversely their treatment .also blood disorders in children who require regular blood transfusion are under danger during this pandemic . the pandemic has huge impact on health care system because of increased work strain .this halted the pediatric health care .

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Jang, Juyoung, Seori Choi, Chang Won Lee, and Stella Go. "Transnational financial education for Filipino migrant workers." Asian and Pacific Migration Journal 28, no. 4 (December 2019): 457–68. http://dx.doi.org/10.1177/0117196819900420.

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This exploratory study sought to identify relevant topics for financial education programs for Filipino Employment Permit System (EPS) workers in Korea. EPS workers are temporary migrant workers who return to their home countries after their contract of employment ends. The study reviewed existing financial education programs for migrants in Korea and the Philippines and collected primary data through surveys and focus group interviews to develop a suitable financial education program for Filipino EPS workers. The results revealed that Filipino EPS workers were passive users of Korean financial services and often lacked financial literacy. Also, they did not have much communication with their families in the Philippines about financial management. A forum about transnational financial education was organized to discuss the implications of the study findings and a pilot financial education program was developed.

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ALVAREZ, STEPHANIE, JOSÉ L. MARTÍNEZ, ANNABEL SALAMANCA, ERIKA SALAMANCA, and ROBERTO C. REYNA. "Cosecha Voices: Migrant Farmworker Students, Pedagogy, Voice, and Self-Determination." Harvard Educational Review 91, no. 3 (September 1, 2021): 319–40. http://dx.doi.org/10.17763/1943-5045-91.3.319.

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In this article, Stephanie Alvarez, José L. Martínez, Annabel Salamanca, Erika Salamanca, and Roberto C. Reyna share the impacts of Cosecha Voices, a pedagogical approach used with college students from migrant farmworker backgrounds at one of the largest Hispanic-Serving Institutions in the United States. They argue that Cosecha Voices affirms, validates, and humanizes the migrant farmworker experience and can help students not only unpack and document their migrant farmworker experiences but also strengthen their sense of self-empowerment. Utilizing testimonio, students are able to affirm and find strength in their migrant farmworker lifestyle that helps support them through their college journey. This Voices: Reflective Accounts of Education essay centers the voices of former program participants in its analysis of program impact and offers a program description, personal reflections from participants, and future considerations for similar research.

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Waddell, Benjamin. "Migrant Remittances." Sociology of Development 1, no. 4 (2015): 463–89. http://dx.doi.org/10.1525/sod.2015.1.4.463.

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Untapped resources are hard to come by in the realm of international development. Migrant remittances, however, represent a relatively unexploited resource bank for developing countries. Still, researchers often debate the degree to which migrant remittances actually incite community development in practice. I rekindle the this theoretical discussion by comparing the development effects of household remittances with investments made through the remittance-channeling program 3×1 para migrantes in Guanajuato, Mexico. Regression analysis demonstrates that household remittances repress development outcomes across Guanajuato's 46 municipalities, while remittances invested through the 3×1 program have a positive effect on indicators of municipal wellbeing, including healthcare, education, and income. To my knowledge, this is the first attempt to systematically compare the development effects of household remittances with the development outcomes of remittances transferred through a government-supported program like 3×1 para migrantes. This research has meaningful implications for policy makers in migrant-sending regions around the world as well as agents of international development such as the International Monetary Fund and the World Bank.

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Shah, Qasir. "Citizenship education in the United Kingdom and the adult migrant." Education, Citizenship and Social Justice 15, no. 3 (March 29, 2019): 213–26. http://dx.doi.org/10.1177/1746197919837829.

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This article explores the policy reasons behind Adult ESOL Citizenship Education in the United Kingdom and then examines whether Adult ESOL Citizenship Education adequately prepares migrants for active citizenship in T.H. McLaughlin’s ‘ maximal’ sense: involving active political participation premised upon a shared concept of democratic culture underpinned by rights and obligations. It argues that Adult ESOL Citizenship Education, as envisaged by Bernard Crick and Terence McLaughlin, has fallen short of its maximal conceptualisation due to the watering down of citizenship education and Adult ESOL Citizenship Education in preference to Fundamental British Values, and the Crick reports’ ‘light touch’ to their implementation. The article calls for a need to reassert the reality of the modern nation as pluralistic and rejects the current drive towards monism. It also argues that Adult ESOL Citizenship Education is unlikely to deliver social cohesion and integration, or an actively participatory citizenry, unless issues of social justice and equity are addressed.

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Matz, Marcia S. "Impact of an Adult Education Program." Jewish Education 53, no. 1 (March 1985): 36–41. http://dx.doi.org/10.1080/15244118509412123.

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Champagne, Delight E. "Disadvantaged Adult Learners: Can Career Counseling Enhance Adult Education Program Effectiveness?" Adult Education Quarterly 37, no. 2 (June 1987): 63–77. http://dx.doi.org/10.1177/0001848187037002001.

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Nirwan, R., and D. Singh. "Distribution of Lipids and Prevalence of Dyslipidemia among Indian Expatriates in Qatar." Journal of Lipids 2021 (March 5, 2021): 1–9. http://dx.doi.org/10.1155/2021/8866784.

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Background. Dyslipidemia is a significant risk factor for cardiovascular diseases (CVD). If detected and managed in the early stages of life, can reduce morbidity and mortality associated with CVD in a vulnerable population. Out of the 94 expatriate nationalities in Qatar, Indians constitute the most prominent single nationality, accounting for 21.8% of the total population (2,773,885 in 2019). This study aims to determine the status of the lipid profile among Indians in Qatar. Study Design. We conducted an observational retrospective study on lipid profile test data of Indian expatriates visiting a private healthcare facility in Qatar from Oct 17 to Oct 2018 to evaluate the gender and age-specific distribution of lipids and the prevalence of dyslipidemia. Results. Among the total 4483 Indian expatriates (3891 men and 592 women), the mean (SD) mg/dL levels of total cholesterol (TC), triglycerides (TG), and low-density lipoprotein cholesterol (LDL-C) were higher in men TC 196.9 (40.6), TG 168.9 (114.6), and LDL-C 122.9 (37.2) mg/dL compared to women TC 185 (38.1), TG 117.7 (78.2), and LDL-C 114.1 (31.1) mg/dL, p value < 0.0001. Utilizing predefined National Cholesterol Education Program-Adult Treatment Panel III (NCEP ATP III) limits to categorize dyslipidemias; the greater prevalence of elevated TC, TG, and LDL-C was noted in men 44.7%, 45.8%, and 40.9% than women 31.6%, 22%, and 28.7%, respectively. However, women had higher levels of mean high-density lipoprotein cholesterol (HDL-C) as 47.1 (9.8) mg/dL vs. 40.6 (8.3) mg/dL in men, p value < 0.05, the prevalence of dyslipidemia, low HDL-C was also more 65.7% vs. 48.9% in women than men. With age, men showed a declining trend while women showed a rising trend for mean lipid levels as well as for the prevalence of dyslipidemia, high TC, TG, and LDL-C ( p value < 0.0001). The mean HDL-C cholesterol increased, and the prevalence of dyslipidemia, low HDL-C decreased with age in both the genders. Conclusion. Our results demonstrate the higher mean lipid levels and prevalence of atherogenic dyslipidemia among Indian expatriate men than women counterparts at the younger age group. The screening programs and awareness campaigns must be initiated to prevent the early onset of dyslipidemia induced atherosclerosis leading to CVD. Future controlled studies are needed to estimate the prevalence of dyslipidemias among Indian migrants in Qatar.

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Malau, Waston. "Pengarusutamaan Gender dalam Program Pembangunan." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 6, no. 2 (January 10, 2015): 125. http://dx.doi.org/10.24114/jupiis.v6i2.2292.

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Many issues of gender inequality surrounding us still not yet seriously solved by all elements of society. Women have more experience in disadvantages rather than men in the fields of education, health, employment, having and using science and technology. As may be seen with the still frequently occur violence against women, trafficking of women and children, pornography, the employment of women as problems of migrant workers and migrant workers abroad, lower participation of women in politics, and in the field of education, especially at the senior high school and higher education. For solving that, efforts in eradicating gender discrimination and developing potency which can support gender equality must be conducted continuously. Despite Constitution of 1945 ensures equality between men and women in accessing the fields, but in application still faced by many obstacles, for instance culture of patriarchy still remained and perpetuated by most of Indonesian people. Therefore increasing the women’s role in gender-based development as integral part of national development, has important meaning as effort to realize harmonious equal partnership between men and women, which in other word, to realize gender equity and equality in various fields of life and development.

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Nam, Ji Young, and Hye-Jung Park. "Fashion education as a lifelong education program for adult learners." Research Journal of the Costume Culture 20, no. 6 (December 31, 2012): 838–53. http://dx.doi.org/10.7741/rjcc.2012.20.6.838.

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Ji Young Nam and 박혜정. "Fashion education as a lifelong education program for adult learners." Research Journal of the Costume Culture 20, no. 6 (December 2012): 838–53. http://dx.doi.org/10.29049/rjcc.2012.20.6.838.

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Vuković, Snežana. "Managing stress in migrant children in school." Nastava i vaspitanje 70, no. 2 (2021): 239–53. http://dx.doi.org/10.5937/nasvas2102239v.

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Starting from basic theoretical insights into stress, the paper presents some techniques and ways of recognizing stress in migrant students, the competencies teachers need in order to work with children who are in a state of stress due to their migrant situation, and also some strategies, techniques and activities that should be implemented in the process of managing stress in migrant students in the education system. Particular emphasis is placed on the various forms of support for schools developed by the Ministry of Education, Science and Technological Development of the Republic of Serbia. In this context the paper presents: The Professional Guidelines for the Inclusion of Refugee Students into the Education System, The Training Program for Reducing Stress in Migrant Situations through the implementation of these guidelines, as well as some results of the evaluation of the Program. In view of this, the paper highlights the importance of support for work with migrant children which the education system needs to provide to schools, and maps out some future activities that could contribute to this.

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Mishina, Olga A. "ACTUAL PROBLEMS OF SOCIAL ADAPTATION, EDUCATION AND FORMATION OF MIGRANT CHILDREN IN SCHOOL GENERAL EDUCATION INSTITUTIONS OF THE REPUBLIC OF MORDOVIA." Historical Search 2, no. 1 (March 25, 2021): 73–81. http://dx.doi.org/10.47026/2712-9454-2021-2-1-73-81.

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The Russian Federation has been and remains attractive to foreign citizens, especially for the CIS countries and the former republics of the Soviet Union. The main goals of voluntary migrants coming to Russia are primarily to improve their financial situation, as well as to provide material assistance to families and parents who have remained in their homeland. Recently, migrant parents who come to a foreign country bring their children with them. If for a young child it is easier to adapt to the language, culture and life of a foreign country, then school-age children from 7 to 18 years often have problems. In the article, the author considers the main activities of general education schools of the Republic of Mordovia in solving actual problems of social adaptation of a school-aged child from a migrant family in an educational institution in a socio-cultural space which is new for him. Migrant schoolchildren represent a special category of citizens who, due to their age, unformed psyche, and peculiarities of psychological perception of the educational and cultural environment, are subject to various stresses and involvement in complex conflict situations. Adaptation of migrant schoolchildren is a long time period, as it is a complex social process in which they face certain difficulties, including: a foreign language, a new school educational program, the socio-cultural environment, the peculiarity of climatic conditions, and much more. There is no doubt that migrant parents who come to Russia and bring their families and children with them want to stay here for a long time. As a rule, the head of the family is mainly employed, and the spouse does housework. Their children receive education, attend preschool institutions, schools, and sections. It is not uncommon for migrant families to receive Russian citizenship under the state program «Compatriots» and to stay in Russia forever.

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Jeong, Nam Kung. "Program Development and Application for Adult Safety Education." Korean Association for Adult and Continuing Education 8, no. 2 (December 30, 2017): 75–101. http://dx.doi.org/10.20512/kjace.2017.8.3.75.

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Patterson, Margaret Becker. "Learning Disability Prevalence and Adult Education Program Characteristics." Learning Disabilities Research & Practice 23, no. 1 (February 2008): 50–59. http://dx.doi.org/10.1111/j.1540-5826.2007.00262.x.

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Rudich, Kenneth S. "Marketing the telecommunications‐based adult continuing education program." American Journal of Distance Education 5, no. 1 (January 1991): 36–42. http://dx.doi.org/10.1080/08923649109526730.

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Murphy, Michelle L. "Asthma: Guidelines for Establishing an Adult Education Program." Cardiopulmonary Physical Therapy Journal 6, no. 3 (1995): 18–23. http://dx.doi.org/10.1097/01823246-199506030-00005.

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Mendez, Julian J., and Sheri Bauman. "From Migrant Farmworkers to First Generation Latina/o Students: Factors Predicting College Outcomes for Students Participating in the College Assistance Migrant Program." Review of Higher Education 42, no. 1 (2018): 173–208. http://dx.doi.org/10.1353/rhe.2018.0037.

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Corbu, Luminița-Claudia. "Erasmus+ programs-the need to create a competitive space of the Romanian education system." Proceedings of the International Conference on Business Excellence 14, no. 1 (July 1, 2020): 1071–82. http://dx.doi.org/10.2478/picbe-2020-0101.

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AbstractThe need to create a competitive framework of the Romanian education system and the current needs of the labor market have aroused the interest of the human resource in the pre-university education, which manifests its interest towards the European funds that can be attracted in the field of education and which are necessary for the creation of a context that raises the education system to the standards of the European Union, a fact also demonstrated by the legislation in force. By the Government Decision no. 76 / 27.01.2005 and the Government Decision no. 67/2007 has been designated the National Agency for Community Programs in the Field of Education and Vocational Training (“Agency”, AN), as an agency for implementing the community programs “Lifelong Learning” (LLP), “Youth in action” (YiA) and Erasmus Mundus from 2007-2013. This document included the Europass National Center, the Eurydice National Unit and the Eurodesk National Office in the AN. In 2013, through the Government Memorandum no. 10988/ 09.12.2013, AN was designated as the Implementing Agency for the Erasmus + program, from 2014-2020, having as a mission the administration of the European Union program that supports the national project for the better change of communities, attitudes and mentalities of individuals. Erasmus + is the EU program in the fields of education, training, youth and sport for the period 2014-2020. Education, training, youth and sport make a significant contribution to combating socio-economic change, to Europe’s greatest challenges by the end of the decade, and to the implementation of the European policies for growth, jobs, equity and social inclusion. Combating the rising unemployment rate - especially among young people, has become one of the most urgent tasks of European governments. Too many young people leave school prematurely, thus risking becoming unemployed and socially marginalized. The same risk threatens many low-skilled adults. The technologies change the way the company operates, so their full use is necessary. European companies need to become more competitive through talent and innovation. Europe needs more cohesive and inclusive societies that enable citizens to play an active role in democratic life. Education and youth activities are essential elements for preventing radicalization through violence and by promoting common European values, social inclusion, enhancing interculturality and a sense of belonging to a community. Erasmus + is an important tool for promoting the integration of people from disadvantaged backgrounds, of newly arrived migrants, responding to critical events affecting European countries. The Erasmus + program aims to help the countries participating in the program to effectively use Europe’s talent and social capital, in a lifelong learning perspective, by linking the support provided to formal, non-formal and informal learning in the fields of education, training and youth.

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Simpson, James. "Navigating Immigration Law in a “Hostile Environment”: Implications for Adult Migrant Language Education." TESOL Quarterly 54, no. 2 (December 12, 2019): 488–511. http://dx.doi.org/10.1002/tesq.558.

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Andrews, Frank. "The Carter Observatory Education Program." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 174. http://dx.doi.org/10.1017/s1323358000025479.

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AbstractOver the past ten years a comprehensive educational program has been developed at Carter Observatory which covers every level from pre-school to PhD. A great deal of time also is expended in a varied adult education program. Every effort has been made to co-ordinate the various parts of the program in such a way that people will be encouraged to take a productive interest in astronomy.

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Mengistie, Tilahun Adamu. "Challenges Facing Women’s Empowerment through Adult Education: The Case of Ethiopia’s Integrated Functional Adult Education Program." Asian Women 36, no. 4 (December 31, 2020): 85–112. http://dx.doi.org/10.14431/aw.2020.12.36.4.85.

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G. Ryan, Thomas, and Martha J. Alger. "Tutoring in Canadian Adult Education Settings: A Program Overview." International Journal of Education 3, no. 1 (June 19, 2011): 11. http://dx.doi.org/10.5296/ije.v3i1.727.

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Brush, Kathleen H., Donna M. Woolcott, and George F. Kawash. "Evaluation of an affective-based adult nutrition education program." Journal of Nutrition Education 18, no. 6 (December 1986): 258–64. http://dx.doi.org/10.1016/s0022-3182(86)80163-7.

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Robertson, Trina, Yue Liao, and Genevieve Fridlund Dunton. "“Activity & Eating”: An Interactive Adult Nutrition Education Program." Journal of Nutrition Education and Behavior 42, no. 4 (July 2010): S85. http://dx.doi.org/10.1016/j.jneb.2010.03.041.

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Thistlethwaite, Linda. "Literature for all ages in the adult education program." Reading Research and Instruction 34, no. 2 (December 1994): 136–48. http://dx.doi.org/10.1080/19388079409558177.

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Bauer, Barbara A. "Self-directed learning in a graduate adult education program." New Directions for Adult and Continuing Education 1985, no. 25 (March 1985): 41–49. http://dx.doi.org/10.1002/ace.36719852506.

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Harroff, Pamela, and Thomas Valentine. "Dimensions of Program Quality in Web-Based Adult Education." American Journal of Distance Education 20, no. 1 (March 2006): 7–22. http://dx.doi.org/10.1207/s15389286ajde2001_2.

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Burnham, Byron R. "Program Planning As Technology In Three Adult Education Organizations." Adult Education Quarterly 38, no. 4 (December 1988): 211–23. http://dx.doi.org/10.1177/0001848188038004003.

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Martono, Trisno, Baedhowi Baedhowi, Hery Sawiji, Salman Alfarisy Totalia, Budi Wahyono, and Dini Octoria. "The Effectiveness of High School Affirmations (ADEM) Repatriation: Empirical Evidence from Central Java and Special Region of Yogyakarta, Indonesia." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (November 9, 2020): 1841–47. http://dx.doi.org/10.33258/birle.v3i4.1380.

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The ADEM repatriation program is one of the government's commitments to address the education problems of children of Indonesian migrant workers (TKI) abroad who have difficulty obtaining access to education services. This study aims to determine the effectiveness of the implementation of the Repatriation ADEM program in the provinces of Central Java and Yogyakarta Special Region. This study uses primary data obtained from questionnaires and interviews. The research sample consisted of four secondary schools (one school in DIY and three schools in Central Java). The results showed thatThe existence of the ADEM Repatriation program is a government policy that is quite effective in overcoming the education problems of children of Indonesian migrant workers (TKI) who have difficulty obtaining access to education services. However, in some areas the implementation is not optimal, both in management management, learning implementation, and monitoring and evaluation.

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Bernardo, Edson L., Tacilta Nhampossa, Kate Clouse, James G. Carlucci, Sheila Fernández-Luis, Laura Fuente-Soro, Ariel Nhacolo, Mohsin Sidat, Denise Naniche, and Troy D. Moon. "Patterns of mobility and its impact on retention in care among people living with HIV in the Manhiça District, Mozambique." PLOS ONE 16, no. 5 (May 21, 2021): e0250844. http://dx.doi.org/10.1371/journal.pone.0250844.

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Introduction Retention in HIV care is a challenge in Mozambique. Mozambique´s southern provinces have the highest mobility levels of the country. Mobility may result in poorer response to HIV care and treatment initiatives. Methods We conducted a cross-sectional survey to explore the impact of mobility on retention for HIV-positive adults on ART presenting to the clinic in December 2017 and January 2018. Survey data were linked to participant clinical records from the HIV care and treatment program. This study took place in Manhiça District, southern Mozambique. We enrolled self-identified migrants (moved outside of Manhiça District ≤12 months prior to survey) and non-migrants, matched by age and sex. Results 390 HIV-positive adults were included. We found frequent movement: 45% of migrants reported leaving the district 3–5 times over the past 12 months, usually for extended stays. South Africa was the most common destination (71%). Overall, 30% of participants had at least one delay (15–60 days) in ART pick-up and 11% were delayed >60 days, though no significant difference was seen between mobile and non-mobile cohorts. Few migrants accessed care while traveling. Conclusion Our population of mobile and non-mobile participants showed frequent lapses in ART pick-up. Mobility could be for extended time periods and HIV care frequently did not continue at the destination. Studies are needed to evaluate the impact of Mozambique´s approach of providing 3-months ART among mobile populations and barriers to care while traveling, as is better education on how and where to access care when traveling.

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Wang, Chun Lin. "The Value of use Modern Means of Information Technology in Rural Adult Education and Training." Advanced Materials Research 694-697 (May 2013): 3671–74. http://dx.doi.org/10.4028/www.scientific.net/amr.694-697.3671.

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Chinese government increases emphasis on adult rural education and training in areas, but the way of education and training is traditional. The use of modern means of information technology in rural adult education and training can be an effective solution to solve drawback of the mobility of migrant rural adult work and long working hours. It can promote the exchange between teachers and students, adult rural learners each other. Its rich contents meet the needs of the rural adult learning. And multimedia learning resources will help rural adult learners to enhance the learning passion and motivation. Therefore, in the rural adult education and training the government should vigorously use modern information technology.

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Jasis, Pablo, and Douglas Marriott. "All for Our Children: Migrant Families and Parent Participation in an Alternative Education Program." Journal of Latinos and Education 9, no. 2 (March 31, 2010): 126–40. http://dx.doi.org/10.1080/15348431003617814.

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Wagner, Josefine. "“Weakness of the Soul:” The Special Education Tradition at the Intersection of Eugenic Discourses, Race Hygiene and Education Policies." Conatus 4, no. 2 (December 31, 2019): 83. http://dx.doi.org/10.12681/cjp.21073.

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According to Vera Moser, the first professorship of healing pedagogy, Heilpädagogik at the University of Zürich in 1931, established pedagogy of the disabled as an academic discipline. Through the definition of the smallest common denominator for all disabilities, which Heinrich Hanselmann called “weakness of the soul,” a connecting element of “imbecility, deaf-mutism, blindness, neglect and idiocy” was established. Under Nazi rule, school pedagogy advanced to völkisch, nationalist special pedagogy, shifting from the category of “innate imbecility” to a broader concept of disability. As an outcome of these programs and policies, 300,000 people with disabilities were killed as a part of the “T4 Aktion.” Within just a few decades after World War II, special pedagogy expanded its sphere of influence through professionalization and institutionalization in West and East Germany and across Europe. This paper explores how special pedagogy aligned itself with the Nazi regime’s discourse and policy on eugenics and race hygiene, leading to the murder and mass sterilization of “disabled” children and adults. It probes questions regarding the extent to which the professionalization of special pedagogy has drawn from the Nazi-era terminology of the deficient and foreign to legitimate the contemporary migrant bias in German and Austrian special pedagogical care.

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Joshi, Mr S. B., and Dr N. S. Bohra. "Technology Inclusive Adult Education (TIAE) Model for Adult Literacy Programs: An Evidence Based Study." Restaurant Business 118, no. 9 (September 26, 2019): 35–51. http://dx.doi.org/10.26643/rb.v118i9.7923.

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This study is proposing Technology Inclusive Adult Education (TIAE) model of for adult literacy, proposed idea is based on effective outcomes of the existing Adult Literacy Programs (ALP), effectiveness has been measured through the response analysis of two key participants, one as a learner (those to whom this program is made for) and other as functionaries (those by whom this program is executed). An Indian sate Uttarakhand has been taken as a sample state for the study. Objective is to fulfil the gap of skill set acquired and skill set required by the learners through the help of technology, TIAE model of adult literacy program is suggested an effective model of adult education that is executable, desirable, acceptable, functional, result oriented which can be monitored and tracked frequently.

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