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Dissertations / Theses on the topic 'Migration, Remittances, Education, Integration'
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FALCO, CHIARA. "Essays on International Migration." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2015. http://hdl.handle.net/10281/95498.
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The thesis is composed by four chapters on International Migration.
The first chapter examines how the educational level attained by individuals affects their migration propensity. Using an original 2006 Ecuadorian survey, we implement a Regression Discontinuity Design and we control for potential endogeneity of the education explanatory variable with the 1977 school reform in Ecuador. We find that an increase in the educational level affects positively the migration propensity. Considering both country-specific characteristics and gender differentials, there is a positive and significant effects on the female migration propensity while no impact on male migration behavior. The results are consistent with theoretical models related to positive self-selection in response to labor market distortions.
The second chapter inquires empirically how migrants' desire to send remittances back home fosters integration at destination. Starting from a model by Stark and Dorn (2013) in which the aspiration to remit is shown to induce migrants to acquire costly host-country specific social and human capital in order to obtain higher income, we measure migrants' integration effort by social participation. Our results confirm the theoretical model.
The third chapter presents a theoretical framework to explain how cultural traits affect willingness to migrate, focusing in particular on the role played by radical Islam. In our model, more radical values imply a higher psychological cost of migrating deriving from the fact that connections with socio-religious friends and neighbors are not maintained
after migration, thus deterring individuals from migrating (Mayers, 2000). We test the prediction of the model by using micro-level data from the Arab Barometer. The results indicate that, ceteris paribus, more radical individuals are less willing to migrate. This finding is robust to alternative specifications of the model and to the use of econometric
techniques aimed at addressing the potential endogeneity of radical Islam. The result is also qualitatively unchanged when using aggregate data on actual outows of migrants.
This paper contributes to the literature on the individual-level determinants of the willingness to migrate and the cultural determinants of economic outcomes.
The fourth chapter aims to find how education is related to the probability to remit (i.e., extensive margin) and the level of remittances (i.e., intensive margin). Using the Spanish National Immigrant Survey from 2007 and selecting migrants from Ecuador. Our findings indicate that, after controlling for a wide set of individual covariates, there exists a negative association between remittances and migrants' educational level both at the extensive and intensive margin.
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Santos, Edmiges Claudino Borges dos. "The link between remittances and and education in Cape Verde." Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/11601.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Economics from the NOVA – School of Business and EconomicsIn this study I examine the impact of remittances in school attendance in Cape Verde. Using the data from a household survey carried out in Cape Verde, I found that there is a positive and statistically significant relationship between remittances and education and that this relation gets stronger as the level of education increases. Poor institutions appear to be a constraint for families to fully benefit from the high potential of remittances.
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Carrasco, José Ignacio. "Economic integration and ties to origin as determinants of migrant remittances among Senegalese immigrants in Spain: a longitudinal approach." Thesis, Stockholms universitet, Sociologiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-115844.
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Background: The increased amount and diversification of migration flows to Europe are shaping new contexts forthe study of determinants of remittance-sending. Senegalese migration in Spain is one important case,because has increased its presence among other groups in the country and has different characteristics(e.g. younger age structure) compared to Senegalese migrants in Europe. This paper addresses aresearch challenge which can be framed in the three following aspects. First, it analyzes the migrant’sremittance behavior of a particular group of migrants in a specific national context. Second, itacknowledges remittances as transnational practices determined by factors related to incorporationinto host society and ties at origin. Thirdly, the paper provides a longitudinal approach which looks atmigration histories and changes in remittance-sending over time. Objective: The main objective of this paper consists on disentangling the way in which migrant’s remittancebehavior is affected by changes, over time, in individual characteristics (e.g. gender, education),economic integration, (e.g. employment status), and their ties at origin (e.g. family reunification).Thus, there are two research questions to be answered, namely: how are the trajectories of migrantremittances deployed since their arrival into Europe? And, how are these trajectories affected byindividual and family characteristics, as well as economic integration over time? Methodology: The paper is based on retrospective data from the Migration between Africa and Europe (MAFE) andthe Migrations Between Senegal and Spain (MESE) projects. The analysis of determinants ofremittance-sending is divided in two parts. First, a multivariate logistic regression which analyzes theodds of sending remittances (or logit) at any year since arrival into Europe is carried out. Secondly,event history analysis is used to explore the risk of initiating remittance-sending for the first time andthe risk of remittance-sending termination, respectively. In particular, a discrete-time logistic model isperformed to analyze these two processes. Results: Results indicate that despite having arrived relatively recently to Europe, lower educationalattainments and less access to the labour market, compared to other important destinations (e.g.France, Italy), the great majority of Senegalese migrants in Spain start sending remittances duringtheir first years of arrival. Once initiated, international money transfers are kept over time, as morethan two thirds of remitters maintain this economic flow over their stay. In this sense, empiricalevidence of this paper confirms remittances as an important aspect in South-North migration flows,both in terms of the proportion of migrants sending remittances and as a sustained transnationaleconomic practice.
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Speciale, Biagio. "Essays on the economics of education and migration." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210637.
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This thesis consists of three essays on the economics of education and migration. The first essay analyzes the effects of remittances on public education spending in migrants’ source countries. The second essay studies the impact of migration on public education expenditures in migrants’ destination countries. The third essay investigates the effects of public education expenditures on subsequent human capital inequality.Doctorat en Sciences économiques et de gestion
info:eu-repo/semantics/nonPublished
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LUCH, Likanan. "The Economic Impacts of Migration and Remittances on Sources of Income, Variations in Income, and Children's Education: Case Studies of Rural Cambodia." Kyoto University, 2012. http://hdl.handle.net/2433/161033.
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Kyoto University (京都大学)0048
新制・課程博士
博士(農学)
甲第17167号
農博第1961号
新制||農||1006(附属図書館)
学位論文||H24||N4717(農学部図書室)
29906
京都大学大学院農学研究科生物資源経済学専攻
(主査）教授 福井 清一, 教授 加賀爪 優, 教授 栗山 浩一
学位規則第4条第1項該当
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David, Anda. "Interactions entre migration et emploi - le cas des pays de la région MENA." Thesis, Paris 9, 2015. http://www.theses.fr/2015PA090029.
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La migration façonne la manière dont les sociétés évoluent dans les pays de destination, mais également dans les pays d'origine. Dans un contexte où l'attention des chercheurs se tourne progressivement de l'impact de la migration sur les pays d'accueil vers son impact sur les pays d'origine, cette thèse propose quatre aperçus des liens entre la migration internationale et les marchés de travail dans les pays d'origine. Chaque essai illustre ces interactions entre l'emploi local et la migration dans plusieurs pays de la région Moyen Orient et Afrique du Nord, combinant l'analyse micro et macroéconomique, les données quantitatives et qualitatives, la modélisation en équilibre général calculable et la microéconométrie. Le premier chapitre présente un modèle d'équilibre général calculable original qui permet de mettre en évidence les principaux canaux à travers lesquels la migration a des répercussions sur le marché du travail: l'offre de travail, les transferts de fonds et l'éducation. Dans les trois chapitres suivants, j'analyse en profondeur les fondements microéconomiques et les implications de chacun de ces canauxMigration shapes societies in both origin and destination countries. With scholars' focus progressively turning from the impact of migration on receiving countries towards its impact on sending countries, this thesis offers four insights on the interlinkages between international migration and labour markets in origin countries. Each essay illustrates these interactions between local employment and migration in several countries of the Middle East and North Africa region, combining micro and macroeconomic analysis, quantitative and qualitative data, computable general equilibrium modeling and microeconometrics. The first chapter presents an original computable general equilibrium model which allows us to capture the broad channels though which migration impacts labour market outcomes: labour supply, remittances and education. In the following three chapters, we explore in depth the microeconomic foundations and implications of each of these channels
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Miftah, Amal. "L'impact de la migration internationale sur l’économie marocaine." Thesis, Paris 9, 2013. http://www.theses.fr/2013PA090015.
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Les transferts des migrants sont devenus une source importante de financement pour les pays en développement. Le premier objectif de cette thèse est d’expliquer les motivations individuelles à l'origine des transferts. Le second étant de mesurer leur impact sur le bien-être des ménages, évalué par le niveau de la pauvreté monétaire et humaine. Nous trouvons que ces flux réduisent le nombre de ménages pauvres et vulnérables. Ils peuvent également accentuer les inégalités de revenus par rapport à la situation contrefactuelle de non migration. D’après nos résultats, ces transferts influencent positivement la décision des parents de scolariser leurs enfants en particulier s’ils sont de sexe masculin. Le troisième objectif de cette thèse est celui de l’examen de la migration de retour. Nous montrerons le rôle des certains facteurs sociodémographiques et économiques dans la prise de la décision de retourThe remittances have become an important source of finance in developing countries. The main objective of this thesis is to explain the reasons for making remittances. The second issue is to measure their impact on the household's well-being, as evaluated by the monetary and human poverty. We conclude that these flows reduce the number of poor and vulnerable households. They also can have fuelled a rise in income inequality compared to the counterfactual situation of no migration. Our results also indicate that remittances have a positive influence on parents' willingness to continue the schooling of their children especially if they are male. The third objective of this thesis is related to the return migration. We show the role of socio-demographics and economics factors in taking the decision to return
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Shaik, Farah Jeelani. "Education, governance and frames of political membership : migrant 'integration' policy as discourse in the Swiss case within Europe." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5708.
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This study looks at Switzerland as an example of Western-European nation states` strategic efforts to create migrant `integration` agendas, which attempt the convergence of different, largely statist economic interests. According to the Swiss Federal Government`s overarching agenda, education is a key arena for advancement of the `integration` of migrants in Swiss systems and society. I explore whether this statist strategy conceals and contains pre-existing power relations in relation to definitions of the ‘political membership’ of migrants. This study understands public policy as a carrier of shared ideas and ideologies transgressing national borders. It attempts to map the socio-political dimensions of policy discourses. ‘Dominant` discourses of neo-liberalism and New Public Management in education policy reform in Switzerland in 2008 are examined. The examination connects arguments related to `soft` governance in processes of Europeanisation and the emergence of a European shared space of education - in which Switzerland positions itself in particular ways - as policy through governance. It explores how this policy is referenced in a national normative context. I investigate the use of education standards drawn from comparative studies, such as the Programme for International Student Assessment (PISA), and how these are related to the migrant `integration` mandate of the Swiss Federal government and the Canton of Zurich education authorities specifically for education agenda-setting. The study engages with the `problematisation` of migrants in Swiss education discourses, (re-) triggering a national response which constructs, diffuses and institutionalises shared ideas of European policies within the logic of pre-existing normative ideologies about `migrants`, nation-building, `national identity`, `culture` and norms of political membership. I examine discourses in policy texts, media texts and policy actors` narratives, in order to map the framing of a structural migrant `integration` policy reform and a loose policy `network` of `integration`. Moreover, I approach this discursive evidence in its relation to the historical and economic developments of migration within Europe in the last few decades; an account of Switzerland`s developing relationship to the EU; the integration and citizenship conceptions issuing from these developments and `political membership` as understood in this study. Methodologically, I use eclectically a Critical Discourse Analysis (CDA) approach to researching Europe through the social bases, which are to be found in the national sociopolitical policy contexts: in other words the `translation` of deterritorialised politics into national policy `solutions`. These deterritorialised policies frame and address socialdemocratic ideas such as `equality of opportunity`/`equity`/`inclusion` through standards introduced in education in what is termed an `integration` framework. Integration however is directly related to issues of `political membership`. This study deals with how the use of social-democratic education standards as ‘flags of convenience’ may serve the liberal state in maintaining power relations. Lastly, it highlights the potentially cosmetic instrumentalisation and misapplication of education and its role in perpetuating pre-existing normative exclusionary principles of political membership.
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Mwambetania, Tusekile. "Exploring the experiences of refugees in the Western Cape, South Africa with regard to their integration into society." Thesis, UWC, 2008. http://hdl.handle.net/11394/2875.
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Magister Human Ecology - MHEForced migration is a serious problem worldwide and it is always associated with political, ethnic or violent conflict accompanied by intensive human rights abuses. Africa has the largest number of refugees (more than 15 million) compared to other regions. Many Africans are forced to abandon their homes and go into exile because of ethnic conflicts, civil wars and ongoing violence which in turn cause millions of refugees to be separated from their families and loved ones. The aim of this study was to explore the experiences of refugees in the Western Cape province with regard to their integration into the society. The objectives of the study were (1) to explore the experiences of refugees in the Western Cape, South Africa; (2) to explore the link between their experiences and integration into the South African society. This research employed an exploratory study design that was conducted qualitatively. Semi-structured interviews with refugees were conducted with the aim of understanding personal experiences and challenges that refugees face. The population of the study was refugees who visited two of the refugee centres in Cape Town. A purposive sampling method was used. A total of ten refugees were interviewed and a questionnaire was used to collect the demographic characteristics of the participants. Data was analyzed by thematic analysis method where the data was coded and categorized and discussed according to the aims and objectives of the study in relation to previous studies. The major themes identified were employment and financial independence, education, health, language, culture, emotional sustainability, support and xenophobia. The results of the study were made available to refugees and the centres participating in the study. The main findings were that most refugees are educated and have skills and relevant work experience yet they feel dissatisfied in their current work place because they are underutilized and not using their skills optimally. Emotional sustainability and integration is often challenged and refugees rely on spiritual faith to face their hardships. Issues of cultural differences and language gaps contribute to the lack of well being. Accessing treatment in public health care facilities was described as inadequate by refugees. Xenophobia contributes to the problems of integration. Participants felt to some extent their difficulties could be reduced if proper intervention could be made by the government in terms of support. The main recommendations resulting from the research were 1) government and non governmental institutions should work together to improve services delivery to refugees for integration purposes; 2) policy intervention is needed from the government to address the problems of refugees and 3) nongovernmental organizations should extend their services to community development to improve the interaction of refugees in adopted countries.
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Abdulla, Afrah. "Readiness or resistance? : Newly arrived adult migrants' experiences, meaning making, and learning in Sweden." Doctoral thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-142934.
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This thesis is about newly arrived adult migrants’ meaning making and learning in Swedish society during the two years’ introduction period, after they have received the residence permit. I have specifically studied Arabic speaking adults’ meaning making and learning, by carrying out observations and individual in-depth interviews with 12 migrants. The introduction period consists mainly of three so called introduction measures; the civic orientation course, Swedish for immigrants (SFI), and different work related activities, such as internship at different work places. The results show that etablering is about shaping the newly arrived adult migrants into ”good” citizens, through the introduction measures, among other things in the civic orientation course, which is regulated through the policy documents, and which so to say provides meaning to the newly arrived. The “good” citizen has some specific characteristics, which, roughly, are that he or she is independent (and advocates individuality), free, equality thinking, secularized, law-abiding (which includes being honest), responsible, and a “good” parent. These characteristics are expressed in different ways in the civic orientation course, for instance through the course material. The Swedish society is described as something desirable, and different from what is implied to be ”Arabic” values and ways of thinking. The idea of the “good” citizen appears to aim at constructing the adult migrants’ (and their families’) identity, something which many of the study’s respondents make a resistance to. As concerns the migrant’s new experiences, it is, for example, those which the migrant get through the contact with the Swedish Public Employment Service (SPES) that affect the meaning making in the new society. The meaning which most of the respondents have made of the SPES’s measures for them is that this authority only offers “prepackaged” solutions, and does not provide the help or support that they need. Also the experiences which the migrant has in the civic orientation course, and the meaning which ”old” migrants give to him or her, play a role when he or she makes meaning of Sweden and Swedes, and of his or her new life situation. Further, it has been shown that it is those experiences that the adult individual has been socialized through, and those which he or she has gained through work or education in his or her country of origin, which affect his or her meaning making in Sweden. It is mostly values which concern child upbringing and religion that lead to a certain understanding and construction of one’s new life. These values, when related to the values which are included in the ”good” citizen idea, also lead to either a resistance or a readiness towards the meaning giving that is embedded in the ”good” citizen notion.Denna studie handlar om nyanlända vuxna migranters meningsskapande och lärande i det svenska samhället under deras tvååriga introduktionsperiod, efter att de har fått uppehållstillstånd. Jag har specifikt studerat arabisktalande vuxnas meningsskapande och lärande, genom observationer och enskilda djupintervjuer med 12 nyanlända. Introduktionsperioden består främst av tre s.k. etableringsinsatser; kursen i samhällsorientering, svenska för invandrare (SFI) samt olika arbetsrelaterade och arbetsfrämjande insatser, såsom praktik på olika arbetsplatser. Resultatet visar att etablering handlar om att forma de vuxna nyanlända till ”goda” medborgare, genom etableringsinsatserna, bl.a. i samhällsorienteringskursen, som regleras genom policydokumenten, och som s.a.s. tillhandahåller mening för de nyanlända. Den ”goda” medborgaren har vissa specifika kännetecken, vilka, i grova drag, är att han eller hon är självständig (och förespråkar individualitet), fri, jämlikhetstänkande, sekulariserad, laglydig (vilket inkluderar ärlig), ansvarsfull, och en ”god” förälder. Dessa karaktärsdrag kommer på olika sätt till uttryck i samhällsorienteringskursen, exempelvis genom kursmaterialet. Det svenska samhället framställs då också som något eftersträvansvärt, och skilt från det som antyds vara ”arabiska” värderingar och tänkesätt. Föreställningen om den ”goda” medborgaren verka syfta till att konstruera den vuxna nyanländas (och dennas familjs) identitet, något som många av studiens respondenter gör motstånd mot. Vad gäller migrantens nya erfarenheter, är det exempelvis de som migranten har fått genom kontakt med Arbetsförmedlingen som påverkar meningsskapandet i det nya samhället. Den mening som de flesta av respondenterna har gjort om Arbetsförmedlingens insatser för dem är att denna myndighet enbart erbjuder dem ”förpaketerade” lösningar, och inte tillhandahåller den hjälp eller det stöd som de behöver. Även erfarenheter som migranten gör i samhällsorienteringskursen, samt den mening som ”gamla” migranter förmedlar till honom eller henne, spelar roll för hur vederbörande skapar mening om Sverige och svenskar, och om sin nya livssituation. Dessutom har det visat sig att det är de erfarenheter som den vuxna har blivit socialiserad genom, samt de som han eller hon har fått genom utbildning eller arbete i ursprungslandet, som påverkar migrantens meningsskapande i Sverige. Det är främst värderingar som är knutna till barnuppfostran och religion som leder till en viss förståelse och konstruktion av ens nya liv. Dessa värderingar leder också, när de stöts mot de värderingar som ingår i föreställningen om den ”goda” medborgaren, antingen till ett motstånd mot eller en beredvillighet inför det meningsgivande som ingår i den ”goda” medborgaren.
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Röder, Anne, Lars Leidl, and Hanno Hortsch. "Wege in die berufliche Ausbildung." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-155207.
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Der Zugang zum Arbeitsmarkt ist eine wesentliche Voraussetzung für eine erfolgreiche Integration in die Gesellschaft. Gleichzeitig zeigt sich, dass die Übergänge von jungen Migrantinnen und Migranten in Ausbildung insgesamt zahlenmäßig geringer sind und deutlich länger dauern als bei jungen Menschen ohne Migrationshintergrund. Die vorliegende, durch die TU Dresden durchgeführte Verbleibsuntersuchung knüpft an bundesweite Übergangsstudien an und liefert einen Beitrag zur Erfassung der Situation arbeitsmarktbezogener Integration von Jugendlichen und jungen Erwachsenen mit Migrationshintergrund in Sachsen. Neben der Beschreibung von soziodemografischen, schulischen und sprachlichen Merkmalen der Befragten, gibt die Studie einen Einblick in Motivation und persönliche Einstellungen der Zielgruppe hinsichtlich ihres beruflichen Werdegangs. Im Mittelpunkt der Untersuchung stehen jedoch der Verbleib im Berufsbildungssystem sowie die Analyse einflussgebender Faktoren.
Die Verbleibsuntersuchung wurde im Rahmen des XENOS-Projekts „GE.W.IN.N.“. durch den Lehrstuhl für Didaktik des beruflichen Lernens am Institut für Berufspädagogik und Berufliche Didaktiken der TU Dresden durchgeführt und durch Mittel des Europäischen Sozialfonds gefördert.
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Thorén, Matilda, and Riim Said. "”Det är nyckeln in i livet, allt blir lättare när jag har språket” : En fenomenografisk studie om språkinlärningens betydelse för integrationen hos nyanlända kvinnor och män." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40186.
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Att leva i ett nytt land ställer nya utmaningar. Den nyanlända måste anpassa sig till nya traditioner, en ny kultur och ett nytt språk. Att lära sig kommunicera på ett nytt språk är för det mesta en komplicerad och lång process. Det finns många utmaningar och motivationen och drivkraften hos den nyanlända måste vara stark Syftet med den här uppsatsen är att undersöka vilken syn nyanlända har på språkets betydelse för integration och vilka faktorer de upplever som centrala för sin språkinlärning. Uppsatsen är byggd på tidigare forskning samt det insamlade intervjumaterialet med hjälp av fenomenografisk forskningsanalys. En kvalitativ studie med fenomenografisk analys har genomförts, där resultatet baseras på data från semistrukturerade intervjuer. Fjorton respondenter deltog i undersökningen, hälften män och hälften kvinnor. Respondenterna är alla elever på SFI i Nässjö kommun och intervjuerna utfördes på Nässjö Lärcenter. Intervjuerna genomfördes med hjälp av en intervjuguide som gav utrymme för följdfrågor. Resultatet har sedan analyserats med hjälp av fenomenografisk forskningsanalys med utgångspunkt från tidigare forskning samt det insamlade intervjumaterialet för att kunna besvara uppsatsens frågeställningar. I resultatet presenteras fem kategorier som är indelade efter respondenternas inställningar som uppkom ur intervjuerna. Kategorierna fokuserar på deras generella inställning till språkinlärningen och dessa är: Den glada med positiv inställning, den tacksamma som vill ge tillbaka till samhället, den överlevande och praktiska, den uppgivna och frustrerade samt den målmedvetna och ambitiösa som törstar efter kunskap. I resultatet framkommer det att språket är ett viktigt verktyg för integrationen. Resultatet visar även att för flera av respondenterna var språket både det svåraste och det viktigaste med att integreras. De intervjuade diskuterade i flera fall att utan språket kan man inte bli en del utav samhället och att det svenska språket är som en nyckel in i Sverige och samhället. Detta belyser vikten av både institutionell språkutbildning och informella sätt att lära sig språket.Living in a new country poses new challenges. The immigrants must adapt to new traditions, a new culture and a new language. Learning to communicate in a new language is for most people a complicated and long process. They face many challenges and the immigrant’s motivation and willingness must be strong. The purpose of this paper has been to investigate what views immigrant have on the importance of language for integration and what factors they perceive as central to their language learning. The essay is based on previous research as well as the collected interview material using a phenomenografic research analysis. A qualitative study with phenomenografical analysis has been conducted, based on data from semi-structured interviews. Fourteen participants took part in the conducted interviews, half of the participants were men and half of them were women. The participants were all students at SFI in Nässjö Municipality and the interviews were conducted at Nässjö Lärcenter. The interviews were conducted using an interview guide that gave scope for follow-up questions. The result has then been analyzed by means of a phenomenographic research analysis, starting with previous research and the collected interview material in order to answer the essay questions. The result presented five categories that were sorted according to the participants conceptions that arose from the interviews. The categories focused on their general attitude towards language learning and these were: The happy one with positive attitude, the grateful one who wants to give back to society, the survivor and the practical, the stated and frustrated as well as the goal-conscious and ambitious who thirsts for knowledge. In the result, it appeared that language is a very important tool for integration. The result also showed that for many of the participants, the language was both the most difficult and the most important matter in integrating into society. The participants discussed in several cases that without the language one cannot be a part of society and that the Swedish language is a key in to Sweden and the society. This highlights the importance of both institutional language education and informal ways of learning the language.
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Hopf, Diether. "Τριάντα χρόνια ελληνογερμανικής μετανάστευσης και παλιννόστησης : Σχολικά προβλήματα και κοινωνική ένταξη των παιδιών των μεταναστών στην Ομοσπονδιακή Δημοκρατία της Γερμανίας και στην Ελλάδα = Dreißig Jahre griechisch-deutsche Migration und Remigration : Schulprobleme und soziale Integration der Migrantenkinder in der Bundesrepublik Deutschland und in Griechenland." Universität Potsdam, 1991. http://opus.kobv.de/ubp/volltexte/2010/4532/.
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Περιεχόμενα:
1. Εισαγωγικές παρατηρήσεις
2. Ποσοτικά δεδομένα
3. Η σχολική κατάσταση κατά τη μετανάστευση
3.1. Η κατάσταση στο κανονικό γερμανικό σχολείο
3.2. Διδασκαλία μητρικής γλώσσας, εθνικές τάξεις και εθνικά σχολεία στην Ομοσπονδιακή Δημοκρατία της Γερμανίας
4. Η κατάσταση μετά την παλιννόστηση
4.1. Η κατάσταση στο κανονικό ελληνικό σχολείο
4.2. Ειδικά μέτρα για παλιννοστούντα παιδιάστην Ελλάδα
5. Ανακεφαλαίωση - συμπεράσματαInhalt: 1. Einführende Bemerkungen 2. Quantitative Verhältnisse 3. Die schulische Situation während der Migration 3.1. Die Situation in der deutschen Schule 3.2. Muttersprachlicher Unterricht, Nationalklassen und -schulen in der BRD 4. Die Situation nach der Rückkehr 4.1. Die Situation in der Regelschule 4.2. Besondere Maßnahmen für Rückkehrerkinder in Griechenland 5. Zusammenfassung und Schlussfolgerungen
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Yang, Peidong. ""Foreign talent" : desire and Singapore's China scholars." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:176d27e0-0554-4429-94eb-f706792accd5.
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This thesis addresses the “foreign talent” situation in Singapore with an ethnographic account of the lived experiences of immigrant PRC students on scholarships, or “PRC scholars.” For some two decades, the Singapore government has annually recruited middle school students from China in their hundreds, selecting them through tests and interviews, granting them full scholarships at either pre-undergraduate or undergraduate level, and, very often, “bonding” them to work subsequently in Singapore for a number of years. Wooed and appropriated in such a way as prized potential human capital, PRC scholars exemplify the Singapore state’s desire for “foreign talent.” In the first decade of the twenty-first century, as the influx of all manners of “foreign talent” into the small city-state gathered pace, local sentiments and discourses of resentment arose. The local-vs-“foreign talent” problem became a serious strain on a city and people proud of their cosmopolitanism. This thesis analyzes the “foreign talent” situation through the ethnographic “macro-trope” of desire. It argues that “foreign talent” is a site of convergence and divergence, collusion and collision, accommodation and contestation, fulfillment and failure of various individual, sociocultural, and political desires and longings. Through the lens of desire, and its psychoanalytic undertones and insights, this thesis looks ethnographically into the PRC scholars’ “foreign talent” journeys in nuanced ways. Based on ethnographic fieldworks carried out in a Chinese middle school and a Singaporean university, the thesis shows how Chinese students are constituted as specific subjects of desire, and how they subsequently develop certain perceptions, attitudes, and stereotypes about the local “other” as well as about themselves after arriving in Singapore as “foreign talent.” Infused with multifarious desires, the PRC scholars’ experiences are often characterized by angst and dissatisfaction; yet it is also argued that generative subjective transformations take place precisely amidst these dynamics and pragmatics of desiring. Ultimately, this thesis seeks to make possible an ethical re-imagination of the “foreign talent” situation in Singapore from the perspective of desire; to provide an account of the so far little-studied Chinese migrant students in the context of Singapore; and to speak more broadly to the cultural and subjective dimensions of human experiences in the context of educational mobility, identity politics, and globalization.
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Dijkshoorn, Anna. "Inclusive Education for Refugees and Asylum Seeking Children : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30510.
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BACKGROUND In recent years, there has been an increase in the number of children with a refugee background in the Netherlands. All of these children who are under 18 years of age must go to school, but they face many barriers towards inclusion. Appropriately educating this diverse group of children presents schools with challenges. Supportive programs are needed to overcome these barriers and challenges. AIM The aim of this paper was to explore what supports are put in place to foster refugee students’ inclusion in school. METHOD A systematic literature review was conducted to synthesize research on school-based programs and practices. RESULTS A broad range of supports were identified. Most studies addressed access barriers to learning by offering emotional and educational support, while fewer studies focused on opportunity barriers such as negative attitudes and lack of parental involvement. CONCLUSION It was concluded that schools can play an important role in supporting the inclusion of refugee children and their families because of their accessibility, but that more high quality research is necessary in order to assess the effectiveness of supports that minimize barriers towards learning and promote their inclusion in school.
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Duarte, Luís Miguel Marques. "Imigração portuguesa no Grão-Ducado do Luxemburgo : aspectos sociais e económicos." Master's thesis, Instituto Superior de Economia e Gestão, 2005. http://hdl.handle.net/10400.5/18801.
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Mestrado em Desenvolvimento e Cooperação InternacionalEste trabalho assenta em três pilares principais: a revisão das teorias da emigração, incluindo as suas causas e consequências; a análise da emigração portuguesa em geral e dos destinos mais demandados; e o estudo aprofundado da emigração portuguesa no Luxemburgo. Este último pilar suporta todo o "peso" dos problemas sentidos pelos imigrantes portugueses no Grão-Ducado do Luxemburgo e pelas suas famílias. A aliviar este "peso" estão as vantagens desta imigração - a tentar integrar-se cada vez mais na sociedade do país que a acolheu. Esta emigração que conseguiu proporcionar aos seus agentes um nível de vida que nunca atingiriam para cá do "cais" que os viu partir, assegurando-lhes trabalho, mais justiça salarial, direito a boas estruturas de saúde e respeito pela sua dignidade pessoal e social. Em troca deste "bem-estar" foi a força dos seus braços, a sua dedicação ao trabalho, a sua humildade, o seu apego ao cumprimento das regras e leis vigentes no país de acolhimento, que contribuíram, e contribuem, para o desenvolvimento económico, laboral e equilíbrio social deste "pequeno - grande" país. O imigrante português no Grão-Ducado do Luxemburgo não lhe alterou a história; não mexeu com os princípios dos seus naturais; não perturbou a sua paz social; antes o enriqueceu com a sua contribuição generosa. Quando a mão-de-obra escasseava os imigrantes portugueses souberam dizer "presente", aceitando desempenhar trabalhos, bem humildes, que os naturais desprezavam. Em vagas, mais ou menos numerosas, chegaram, constituindo hoje a maior comunidade de imigrantes neste país da Europa Central. Aí preparam os seus filhos para um trabalho mais qualificado e estes para, a exemplo dos seus pais, educarem os seus filhos formando a segunda e terceira geração. Tudo na vida tem o seu lado positivo e o seu lado negativo. Este é, sem dúvida, o insucesso escolar e a dificuldade em obter a dupla nacionalidade.
The sum of this work is set on three nuclear aspects which are: the grounds on which emigration theory are base as well as their causes and consequences, the Portuguese emigration and the most seeked destinations, Portuguese emigration in Luxembourg. This last aspect withstands the "weight" of the problems felt by Portuguese emigrants in the Grand Duchy of Luxembourg and by their families. In relieving this "weight" are the advantages of such emigration - furthering their integration inside the society of lhe host country - providing lhem with a good levei of life, that was never achieved in their home country, therefore ensuring them better salaries, right to better health system and respcct for their personal and social dignity. In exchange for this well-being, blue collar work, dedication humiliíy and obedience to the national mies and laws were a price to pay, thus contributing to the economical, laboural and social equilibrium of this small sized / big sized country. The Portuguese immigrant in the Grand Duchy of Luxembourg did not change its history or altered the native's principies. In fact nor only did they not disturb the existing social peace but enriched it with their generous contribution. When the labour force scarced, Portuguese immigrants were there to accept any sort of jobs despised by the inhabitants of the host country. Large numbers of immigrants came in tlows making them the largest emigrant community in this Central Europe country. There they prepare their children for more qualifíed jobs, giving them foundations for the following generations. Everything in life has a bright side and a bad side. The latter is defmitely school failure and the difficulty to obtain dual nationality.
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Ouali, Nouria. "Migration et accès au marché du: les effets émancipateurs sur la condition des femmes issues de l'immigration." Doctoral thesis, Universite Libre de Bruxelles, 2008. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210479.
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La thèse a pour objet l'émancipation des femmes issues de l'immigration. Elle propose d'évaluer les effets de la migration et de l'accès au marché du travail sur l'émancipation des filles de migrantes d'origine marocaine en Belgique francophone.L'étude tente d'abord de mettre en lumière le rôle des femmes immigrées dans l'histoire de la Belgique en le ré-articulant à l'histoire sociale, l'histoire des femmes et l'histoire de l'immigration. Ensuite, elle montre que l'approche dominante des travaux sur les migrations ne prend pas en compte la dimension du genre, ce qui a pour conséquence de masquer la différenciation des expériences migratoires selon le sexe. Enfin, elle replace l'analyse du statut des femmes immigrées et de leurs descendantes dans la complexité des rapports sociaux de sexe, de race et de classe afin de mieux rendre compte des réalités concrètes et de sortir du simplisme des approches culturalistes.
La thèse développe une analyse des politiques d'intégration (politiques éducative, de l'emploi et de lutte contre les discriminations) visant l'émancipation des immigrées et en évalue l'impact sur les filles de migrant-es d'origine marocaine. Elle présente enfin les trajectoires individuelles des filles de migrant.es marocain.es et examine les facteurs individuels et collectifs favorisant leur émancipation.
Doctorat en sciences sociales, Orientation sociologie
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Souza, Carlos Roberto Pereira de. "As vozes dos educandos do Projeto Educativo de Integração Social - PEIS." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251148.
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Orientador: Sonia GiubileiDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-19T11:56:10Z (GMT). No. of bitstreams: 1 Souza_CarlosRobertoPereirade_M.pdf: 640762 bytes, checksum: 324f1d40ffc0614367dfc54b49142a80 (MD5) Previous issue date: 2011
Resumo: Este trabalho teve como objetivo reconstruir a trajetória educacional dos educandos do Projeto Educativo de Integração Social - PEIS. A pesquisa investigou os educandos que frequentavam o curso superior e que, ao mesmo tempo, continuavam a frequentar o PEIS. Para isso, recorremos à Metodologia da História Oral, método qualitativo fundamentado nos testemunhos dos educandos envolvidos, pois essa metodologia tem como lema "dar vozes aos atores sociais envolvidos na investigação". A dissertação concentra-se em dois eixos de reflexão: o primeiro objetiva compreender o passado recente, a manutenção da longevidade do Projeto e seu papel sócio-político e pedagógico; e o segundo eixo refere-se à pesquisa, ao procurarmos compreender as origens (regionais, sociais, educacionais), a trajetória educacional dos educandos do PEIS e as contribuições das práticas pedagógicas do Projeto em suas vidas e atividades profissionais. Através da Metodologia da História Oral, este trabalho conseguiu descrever a trajetória educacional dos educandos que retornaram ao PEIS mesmo após alcançarem o ensino superior, relacionando as suas falas com as práticas pedagógicas do Projeto.
Abstract: This work presents a reconstruction of students' trajectory of Educational Project for Social Integration - PEIS. The research investigated the students were enrolled in a university course and continued to attend the PEIS. To this end, we chose Oral History Methodology, a qualitative method based on testimonies of the students involved. This methodology has as a motto: "giving voice to the social actors involved in research". This work focuses on two axes of reflection: first, the compression of the recent past, the maintenance and the role socio-political and educational of the Educational Project for Social Integration. Second, the research to understand the origins (regional, social, educational), the educational trajectory of the PEIS students and the contributions of the teaching practices in their lives and professional activities. Through Oral History Methodology, this work was able to describe the trajectory of education of the students who returned to PEIS even after they reach a university course, relating their speeches with the teaching practices used in PEIS.
Mestrado
Politicas, Administração e Sistemas Educacionais
Mestre em Educação
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Hämmerling, Aline. "Die Bedeutung kultureller Faktoren beim Bildungserwerb von Migrantenkindern." Doctoral thesis, Universitätsbibliothek Leipzig, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-123316.
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Die Arbeit untersucht die kulturellen Bestimmungsfaktoren des Bildungserwerbs von Zuwandererschülern im Vergleich zu Schülern aus nichtgewanderten Familien. Genauer handelt es sich bei den untersuchten Migrantengruppen um ex-sowjetische (Spät-)Aussiedler in Deutschland und ex-sowjetisch jüdische Zuwanderer in Israel, die nach dem Zusammenbruch des Sowjetregimes ausgewandert sind. Den Ausgangspunkt der Arbeit bildet die Frage, ob sich Bildungsdisparitäten zwischen Migranten und Einheimischen sowie innerhalb einer Migrantengruppe auf Differenzen in den kulturellen Orientierungen der Zuwandererfamilien und auf die damit verbundenen kulturspezifischen Fertigkeiten der Schüler zurückführen lassen. Die bisherige soziologische Bildungsforschung klammert kulturelle Aspekte bei der Erklärung von Unterschieden im Bildungserwerb zwischen Schülern mit und ohne Migrationshintergrund weitestgehend aus. Die Arbeit versucht auf theoretischer Ebene, die kulturelle Dimension ethnischer Bildungsungleichheiten zu erfassen. Zur systema-tischen Erschließung der kulturellen Dimension migrantenspezifischer Ungleichheiten im Bildungssystem werden im Theoriekapitel drei Theoriestränge – integrations- bzw. assimilationstheoretische Ansätze, der Kultureller Kapitalansatz, der Ressourcen-Investitionsansatz – miteinander verknüpft und daraus Hypothesen abgeleitet. Die aufgestellten Annahmen werden mit den Daten des Immigrants’ Children in the Educational System of Germany and Israel-Projekts (BMBF-Förderung, Laufzeit: 2006-2010) bei ex-sowjetischen Zuwanderern in Deutschland und in Israel empirisch überprüft. Die Arbeit liefert Befunde, wie die intergenerationale Übertragung kultureller und kulturspezifischer Fertigkeiten in Migrantenfamilien im Vergleich zu einheimischen Familien verläuft und welche Bedeutung der Kultur des Herkunftslandes im Vergleich zu der des Aufnahmelandes beim Bildungserwerb von Migranten zukommt. Zusätzlich stellt die Arbeit die konträren Argumente der assimilationstheoretischen Ansätze gegenüber und fragt nach der empirischen Gültigkeit der theoretischen Ansätze.
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Bekouchi, Mohamed. "Cultures, hommes, migrations." Phd thesis, Université de Caen, 1986. http://tel.archives-ouvertes.fr/tel-01024024.
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CETTE RECHERCHE A POUR OBJET DE METTRE EN RELIEF L'EMIGRATION D'UN POINT PRECIS ; LA SOURCE. TOUT DEPART DE LA TERRE N'EST PAS SEULEMENT ECONOMIQUE ; L'IMPORTANCE DE LA CULTURE APPARAIT, PETIT A PETIT. LE MIGRANT NOURRIT DES TRANSFORMATIONS SOCIO-ECONOMIQUES ET CULTURELLES DANS SON PAYS D'ORIGINE COMME DANS CELU D'ACCUEIL. L'ITINERAIRE DE NOS MIGRANTS EST TRES SIGNIFICATIFS. LE PASSAGE D'UN STATUT SOCIAL D'INVISIBLE A CELUI DE TRAVAILLEUR RECONNU SOCIALEMENT, CULTURELLEMENT, POLITIQUEMENT, NE PEUT S'ACQUERIR QU'AVEC LE TEMPS. C'EST LA DURABILITE TEMPORELLE. L'ARRIVEE DE NOUVELLES GENERATIONS NEES DANS LE PAYS ADOPTIF SERONT LE TRAIT D'UNION ENTRE LES CULTURES PARENTALE ET FRANCAISE. TOUT RETOUR NE PEUT ETRE QU'UN NOUVEAU DEPART POUR LE MIGRANT, D'OU LA PLACE FRAGILE QU'ELLES OCCUPENT ENTRE LES DEUX CULTURES.
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Ritucci, Raffaella. "Bambine e ragazzi bilingui nelle classi multietniche di Torino." Doctoral thesis, Humboldt-Universität zu Berlin, 2018. http://dx.doi.org/10.18452/19485.
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Das Schulregister des Kultusministeriums MIUR verzeichnet, dass mehr als jede/r zehnte aller Schüler/innen in Italien keine italienische Staatsbürgerschaft hat, obwohl sie mehrheitlich dort geboren wurden. Zahlreiche Erhebungen weisen für sie im Vergleich zu den italienischen Mitschülern/innen geringere Italienischkenntnisse und weniger schulischen Erfolg auf.
Innerhalb dieser explorativen Feldforschung haben Einzelinterviews mit 121 Schülern/innen (5.-8. Klasse) in Turiner Schulen und mit 26 Eltern, sowie die Auswertung von 141 an 27 Italienisch- und Herkunftsprachlehrer/innen verteilten Fragebögen ergeben, dass viele Schüler/innen "zweisprachige Natives" sind, da sie mit Italienisch und einer anderen Sprache aufwachsen. Dieser Polyglottismus, den die Interviewten sehr positiv bewerteten, findet jedoch in der Schulpraxis keine Entsprechung: Gezielte Förderung im Italienischen und der Unterricht der Familiensprache sind meist Wunschdenken.
In der Kohorte haben die Schüler/innen mit den besten Italienischkenntnissen einen italophonen Elternteil bzw. kamen im Vorschulalter nach Italien und besuchten dort den Kindergarten. Dagegen sind, wie auch bei den INVALSI-Tests, die in Italien geborenen und die dann die Krippe besuchten, leicht benachteiligt. Was die Familiensprache angeht, verbessert ihr Erlernen die Kompetenzen darin, ohne dem Italienischen zu schaden: Im Gegenteil. Diese Ergebnisse bestätigen die wichtige Rolle der "anderen" Sprache für einen gelungen Spracherwerb.
Das MIUR sollte also sein Schulregister mit Sprachdaten ergänzen, um die Curricula im Sinn der EU-Vorgaben umzuschreiben und den sprachlich heterogenen Klassen gezielte Ressourcen und definierte Vorgehensweisen zur Verfügung zu stellen. Mit geringeren Mitteln, im Vergleich zu den jetzigen Kosten für Herunterstufung, Klassenwiederholung und Schulabbruch würde man Schulerfolg, Chancengerechtigkeit und Mehrsprachigkeit fördern, mit positiven Folgen für den Einzelnen sowie für die Volkswirtschaft.The Italian Ministry of Education (MIUR) student register records that today in Italy more than one out of ten students is not an Italian citizen, although the majority of them were born there. Several statistical surveys indicate that "foreign" students, when compared to native students, show a poorer performance in Italian and in academic achievement. This exploratory fieldwork carried out in schools in Turin (5th to 8th grade) analyzed data obtained through semi-structured interviews with 121 students and 26 parents as well as 141 questionnaires filled in by 27 teachers of Italian and family language. It showed that many students are "bilingual natives", as they grow up acquiring both Italian and another language; however, despite the fact that the interviewees rate polyglottism positively, schools don't usually offer targeted support in either language. Within the cohort the broadest range of competences in Italian are found first among those with an Italian-speaking parent, then among those who arrived in Italy at pre-school age attending kindergarten there; this latter group shows higher competences than those born in Italy attending nursery there, as also in the INVALSI tests. As far as family language is concerned, data illustrate that its teaching increases its competences without affecting those in Italian: quite the opposite in fact. These results confirm the remarkable role played by the "other" language in successful language education. MIUR is therefore called upon to include also linguistic data in its student register, so as to redefine its curricula according to EU Guidelines, and to identify specific procedures and resources for multilingual classes. This new policy would reduce the current cost of placing students in a lower grade, grade retention and drop-outs, and would promote school success, equal opportunities and multilingualism, with positive consequences both for the individuals and for the national economy.
L'anagrafe studenti del MIUR registra come oggi in Italia più di uno studente su dieci non è cittadino italiano, pur essendo la maggioranza di loro nata in questo paese. Numerose indagini statistiche mostrano come gli allievi "stranieri" presentino, rispetto a quelli italiani, ridotte competenze in italiano e minore successo scolastico. Questa ricerca esplorativa svolta in alcune scuole di Torino (V elementare-III media) ha analizzato dati ottenuti tramite interviste semi-strutturate a 121 studenti e 26 genitori e 141 questionari compilati da 27 insegnanti di italiano e di lingua di famiglia. Da essa è emerso che molti studenti sono "nativi bilingui", poiché crescono usando l'italiano e un'altra lingua. Questo poliglottismo, valutato dagli intervistati assai positivamente, non si rispecchia però nella prassi scolastica: un supporto mirato in italiano e l'insegnamento della lingua di famiglia sono di regola una chimera. All'interno del campione le più ampie competenze in italiano si trovano fra chi ha un genitore italofono e chi è arrivato in Italia in età prescolare frequentandovi la scuola materna; come constatato anche nei test INVALSI, chi è nato in Italia e vi ha frequentato l'asilo nido è leggermente svantaggiato. Rispetto alla lingua di famiglia risulta che il suo studio porta a migliori competenze in essa, senza nuocere all'italiano: anzi. Emerge quindi il ruolo significativo della lingua "altra" per un'educazione linguistica efficace. L'invito al MIUR è quindi di integrare la propria anagrafe con dati linguistici, così da ridefinire i propri curricula secondo le Linee Guida Comunitarie, individuando procedure e risorse specifiche per le classi multilingui. Con un investimento ridotto, paragonato con il costo attuale dato da retrocessioni, ripetenze e abbandono scolastico, si riuscirebbe a sostenere il successo scolastico, le pari opportunità e il plurilinguismo, con conseguenze positive per i singoli e per l'economia nazionale.
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Němcová, Kateřina. "Možnosti vzdělávání dospělých cizinců v ČR." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-328835.
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There are more and more foreigners living every year in the Czech Republic. Their lives, working opportunities and overall social integration are significantly affected by their education and the access to it. This diploma thesis brings essentially an overview of possibilities of education in four areas: the learning of the Czech language and the access to university, high school or higher vocational school education; the acquisition of social, cultural and legal awareness, as well as other paths for gaining qualification or retraining. However, foreigners are commonly faced with deterrents when coming from a foreign educational system to the Czech one: nostrification of their documents, bureaucracy, language barriers and financial difficulties. The research part of the thesis has shown that there are some differences between two large minorities - the Americans and the Ukrainians - as to their access to education and motivation to learn. Furthermore, it has ascertained that their integration also hinges upon whether they are coming to the Czech Republic with a secure goal (job, studies, Czech partner or family) and what their financial background is.
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Brožová, Vendula. "Zařízení pro děti - cizince: aktuální situace v péči o nezletilé cizince bez doprovodu se zaměřením na práci speciálního pedagoga." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-379469.
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The topic of the diploma thesis is description of care system for unaccompanied minors in the Czech Republic and mapping of special pedagogical methods used within this system. In my own research I show examples of concrete case studies how individual forms of educational and special pedagogical care help unaccompanied minors in successful integration into the major society. The aim of the thesis is not only to describe the current state of care for minors and special pedagogical methods used, but also its evaluation. Based on the critical assessment of the case studies, they try to outline the possibilities of further development of care for unaccompanied minors in the Czech Republic from the perspective of special pedagogy.
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Gomes, Susana Gonçalves. "(Re)construindo vidas: integração de refugiados em Portugal." Master's thesis, 2018. http://hdl.handle.net/1822/59715.
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Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção
Comunitária)A migração sempre ocorreu ao longo da história. As pessoas que tentam chegar às costas da Europa, fazem-no por diferentes motivos e utilizam os mais diversos meios para o fazer de forma legal, mas quando isso não é possível, encontram-se igualmente dispostas a arriscar a vida, para fugir à repressão política, à guerra e à pobreza, ou para se juntarem às suas famílias à procura de melhores condições de vida. É neste contexto, que surge este projeto –(Re)Construindo vidas: integração de refugiados em Portugal, no qual se trabalhou com famílias refugiadas acolhidas na cidade de Braga, com a finalidade de promover a sua integração numa nova sociedade. Este projeto tem como finalidade, promover a integração de famílias de refugiados, numa nova sociedade, com base nos seguintes objetivos gerais: Integrar os participantes na sociedade; Desenvolver competências sociais, culturais e pessoais nos participantes; Potenciar o desenvolvimento integral dos participantes; Promover o interesse pela história; Estimular nos participantes a curiosidade pelas ações de sensibilização; e Promover uma integração ativa e emancipatória dos participantes. Para isso, o projeto desenvolveu-se em três fases: fase de diagnóstico, onde se percebe quais os interesses e necessidades do público-alvo, posteriormente existe a fase de implementação do projeto de acordo com o diagnóstico de necessidades realizado, e por fim a fase de avaliação, onde se percebe o impacto e os resultados obtidos com a implementação do projeto, onde é possível verificar o cumprimento dos objetivos propostos na fase inicial deste projeto. A dimensão bibliográfica ocupa também um papel importante, pois foi o grande suporte deste projeto relativamente à sua atuação no terreno.
Migration has always occurred throughout history. People that try to arrive on Europe’s coast, do it for different motives and use diverse legal means, though, when that is not possible, they find themselves also ready to risk their lives, in order to flee from political repression, war and poverty, or to join their families in attempting to find more favourable conditions of life. It is in this context, that this project appears ‒(Re)Constructing lives: integration of refugees in Portugal, in which work was done with families of refugees, welcomed into the city of Braga, with the intention of promoting their integration in a new society. This project has as a goal the encouragement of integrating these refugee families, in a new society, based on the following general objectives: integration of the participants in the community; Development of social, Cultural and personal competences of the participants; Enabling the total development of the participants; Promoting interest in history; Stimulating the participants’ curiosity in the actions of sensitization; and Promoting active and emancipatory integration of the participants. Therefore, the project developed into three phases: diagnostic phase, when one understands what the interests and needs of the targeted public are, later, the phase of the implementation of the project in accordance with the diagnosis of needs realized, and finally the evaluation phase, when one understands the impact and result obtained with the implementation of the project, where it is possible to verify the fulfilment of the objectives proposed in the initial phase of this project. The bibliographic dimension also occupies an important role, since it was the great pillar of this project in relation to the performance in the field.
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Caetano, Diandra Solange Canhundo. "A perspetiva dos jovens afrodescendentes do ensino secundário sobre o racismo no sistema educativo Português." Master's thesis, 2020. http://hdl.handle.net/10071/22136.
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Esta investigação tem em conta as perceções sobre racismo em contexto escolar dos jovens afrodescendentes do ensino secundário. Seguiu-se uma abordagem multidimensional explorando-se temáticas como a migração, integração social, as representações sociais e racismo, a educação e as políticas educativas relativamente aos afrodescendentes. Foram realizadas 10 entrevistas a jovens afrodescendentes do ensino secundário da cidade de Setúbal e da cidade de Faro, com idades entre os 18 e os 19 anos. O objetivo foi conhecer o perfil social, étnico e escolar dos jovens, percebendo de que forma percecionam o racismo. Procurou-se relacionar as diferentes vivências dos jovens. A escola é para estes adolescentes um local de pertença e criação de laços de amizade. Concluiu-se que o racismo emerge de diversas formas no quotidiano dos jovens negros, se por um lado este está presente de uma forma mais subtil, por outro é bastante visível no discurso e nas atitudes dos demais.This investigation takes into account the perceptions of racism in the school context of young people of African descent in secondary education. A multidimensional approach was followed, exploring themes such as migration, social integration, social representations and racism, education and educational policies regarding people of African descent. Ten interviews were conducted with young people of African descent from secondary education in the city of Setúbal and in the city of Faro, aged between 18 and 19 years. The objective was to get to know the social, ethnic and school profile of young people, realizing how they perceive racism. We tried to relate the different experiences of young people. For these teenagers, school is a place of belonging and the creation of bonds of friendship. It was concluded that racism emerges in different ways in the daily lives of young blacks, if on the one hand it is present in a more subtle way, on the other hand it is very visible in the discourse and in too many attitudes.
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Simão, Mariana Rodrigues. "A educação no caminho do asilo: A resposta dos sistemas de ensino na integração das crianças refugiadas na Alemanha, França e Portugal." Master's thesis, 2021. http://hdl.handle.net/10071/24333.
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Num contexto em que proliferam os percursos de asilo de crianças refugiadas e onde a migração forçada é cada vez mais expressiva, este trabalho procurou aprofundar o conhecimento sobre como contribuem os sistemas de ensino para a integração das crianças refugiadas na Alemanha, França e Portugal, no âmbito do programa de recolocação voluntária lançado em 2020. Utilizando a metodologia qualitativa de análise documental, através dos relatórios AIDA, exploram-se as tendências, convergências e divergências nas respostas nacionais de integração escolar das crianças refugiadas. Conclui-se pelo reconhecimento do papel de referência dos sistemas de ensino e da escola na integração e desenvolvimento das crianças, assim como a importância de uma integração gradual no sistema de ensino e o reforço da aprendizagem da língua. Contudo, e não obstante os avanços verificados e as respostas adotadas, subsistem ainda obstáculos no acesso à educação, nomeadamente para as crianças que se encontram perto de atingir a maioridade, para as que são acolhidas em determinadas respostas de acolhimento e para as com menor escolaridade, decorrente dos percursos de asilo. A ausência de recolha sistemática de dados e informação sobre o tema evidencia a premência do aprofundamento do conhecimento sobre este campo de investigação.In a context where asylum pathways of refugee children proliferate and where forced migration is increasing, this paper sought to deepen the knowledge on how education systems contribute to the integration of refugee children in Germany, France, and Portugal, in the context of the voluntary relocation programme launched in 2020. Using the qualitative methodology of documentary analysis, through the AIDA reports, trends, convergences, and divergences in national responses to refugee children's school integration are explored. It concludes with the recognition of the reference role of education systems and schools in the integration and development of children, as well as the importance of gradual integration into the education system and the reinforcement of language learning. Nevertheless, and despite the progress achieved and the responses adopted, there are still obstacles regarding access to education, namely for children who are close to reaching adulthood, for those who are hosted in certain welcoming facilities and for those with less education, resulting from asylum trajectories. The lack of systematic collection of data and information on the subject highlights the urgency of deepening the knowledge on this field of investigation.
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Faria, Maria João Ferreira. "“IntegrArte”: um projeto comunitário com famílias refugiadas." Master's thesis, 2018. http://hdl.handle.net/1822/59718.
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Relatório de estágio de mestrado em Educação (área de especialização em Educação de Adultos e Intervenção
Comunitária)Oriundas dos mais variados países, em condições desumanas, atingidas pelo desespero, medo e incerteza do presente e do futuro, procuram apenas um lugar seguro, falamos por ora de pessoas refugiadas. Os conflitos armados, a pobreza, a violência, o racismo, a xenofobia, são motivos que os levam a fugir de todas estas adversidades. Cabe por isso aos educadores encontrar soluções com vista a substituir esta cultura de violência por uma cultura de paz. Portugal, é atualmente o sexto país da União Europeia com o maior número de refugiados acolhidos no âmbito do programa de recolocação, tendo acolhido 1.520 cidadãos. É urgente e fundamental a ação com este público. O estímulo do desenvolvimento pessoal e social, a capacidade de aplicar práticas que potenciem o empoderamento e o desenvolvimento da sensibilidade artística das famílias são os pilares fundamentais deste projeto. Neste sentido, o projeto “IntegrArte”: um projeto comunitário com famílias refugiadas, desenvolvido no CLIB (Colégio Luso-Internacional de Braga), teve como finalidade a inclusão de pessoas refugiadas na nossa sociedade através da integração da arte. A arte é uma ferramenta que transforma a vida do ser humano. Atividades de gastronomia, artes plásticas, música, dança, jogos e visitas guiadas, originaram resultados notáveis.
Refugees fleeing from different countries in war, under inhuman despairing, frightening conditions, and uncertain of the future are merely looking for a safe place. War conflicts, poverty, violence, racism and xenophoby are some of the reasons that brought them to fleeing. Is one of the educator’s duty to find solutions for interchanging a war culture with a peaceful one. Portugal is the 6th country in the European Union program of relocation, that has taken in the biggest number of refugees, a total of 1 520 refugees. The interaction with this public is urgent. Encouragement of personal and social development, the ability to apply practices that enable empowerment and the integration of art into the lives of families are the fundamental basis of this project. In this manner, “IntegrArt" a communitarian project with families of refugees, developed by CLIB (The Braga International School), aimed at including refugees in our society through art. Art is a tool with which human life can be transformed. Activities of gastronomy, plastic arts, music, dance, games and guided tours, obtained remarkable results.
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ČEKALOVÁ, Petra. "Vietnamský žák na základní škole a jeho vnímání učiteli a spolužáky." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-155417.
Full textAbstract:
The goal of my diploma thesis is to find out, what kind of relations exists between minority and majority at Czech primary schools. Vietnamese minority was chosen for this thesis. We research differences in perception between girls and boys and between older and younger pupils. We also research differences between formal and informal situations. Another goal is to find out if pupils have some basic knowledge about native land of this minority. The thesis is divided into two parts, theoretical and practical. The theoretical part includes the explanation of basic terms about minorities at all, historical and cultural information about Vietnam, information about life and distribution of Vietnamese in the Czech Republic and also information about Vietnamese pupils in Czech schools. In the practical part the questionnaire method is used for pupils and the interview is used for teachers. Results of these research studies are processed into graphs and tables, which are supplemented by relevant comments.
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Procházková, Nikola. "Integrace žáků s odlišným mateřským jazykem do české základní školy." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-389228.
Full textAbstract:
This diploma thesis deals with the integration of pupils with another mother tongue into the Czech elementary school. The thesis has a theoretical-empirical character. The theoretical part is based on professional literature and provides basic information on the number of foreigners in the Czech Republic, migration, categories of foreigners and legislation related to the stay of foreigners in the Czech Republic. It also deals with the term of a pupil with another mother tongue, as well as the legislation related to the education of these pupils in the Czech Republic. It describes in detail how to integrate a pupil with another mother tongue into school. At the end of the theoretical part of the thesis are described barriers that prevent inclusion of pupils and activities that would facilitate integration. The aim of the empirical part of the thesis is to find out how the integration of pupils with a different mother tongue into the Czech elementary school from the point of view of pedagogues and teachers assistants is taking place. The research survey is of good quality. Data are obtained through semi-structured interviews with 4 teachers and 4 teacher assistants. Among the main findings of the research is that a key factor in integrating the pupil is his family, which can help with inclusion and...
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Guerra, João Daniel Gonçalves. "Monitorização da introdução do International Baccalaureate Programme numa organização escolar: O caso do St. Peter’s International School." Master's thesis, 2016. http://hdl.handle.net/10071/12672.
Full textAbstract:
A globalização é um processo multidimensional através do qual as pessoas e as empresas trocam ideias, realizam transações financeiras e comerciais e difundem aspetos culturais à escala planetária.
Neste sentido, em Portugal, a instituição social “Escola” deverá ser capaz de se adaptar a este novo contexto, preparando-se para receber e formar alunos de proveniências socioeconómicas cada vez mais diferentes e de diferentes partes do mundo.
É neste contexto que surge este projeto de intervenção, monitorizando a introdução do currículo internacional – International Baccalaureate Diploma Programme – numa organização escolar portuguesa.Globalization is a multidimensional process through which people and businesses exchange ideas, conduct financial and business transactions and divulge cultural aspects on a global scale. In this sense, in Portugal, "school" as a social institution should be able to adapt to this new context, preparing to receive and train students from increasingly different socio-economic backgrounds and from different parts of the world. It is in this context that this project arises, monitoring the introduction of an international curriculum - International Baccalaureate Diploma Programme – in a Portuguese school organization.
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Madziyire, Sekai Mable. "Integration experiences and challenges of immigrant students : a case study of a private secondary school in the Tshwane North district in Gauteng." Diss., 2017. http://hdl.handle.net/10500/23475.
Full textAbstract:
The research sought to study the integration experiences and challenges of immigrant students in a private secondary school in the Tshwane North district in Gauteng.
The study focused on investigating the experiences of immigrant learners when integrating with the local learners at the private secondary school. Integration denotes how various cultural groups interact within the bounds of a single society. Scholars argue that the dominant group in a society sets the tone and determines the nature of the integration activities and objectives. However, in other instances integration is facilitated by both the immigrants and the host people.
Literature review helped the researcher to gain a broader and deeper knowledge base of the concept of migration and experiences faced. Literature review indicated the sociological and economic explanations for migration. Literature covered integration of immigrants, assimilation and acculturation. Sources of stress for immigrant students and cross-cultural adaptation were also outlined.
The investigation was a case study research. Mixed methods were used to collect data. The researcher used questionnaires, interviews and observations. Questionnaires were issued to 28 immigrant learners who participated in the study.
The 28 immigrant learners were also interviewed in order to obtain richer data.
All indications show that the integration process at the school was positive. The results of the study showed that most immigrant learners have friends among local learners. The immigrant learners disclosed that local learners were friendly to them. Many immigrant learners indicated that they would be interested in learning local languages.M. Ed. (Socio-Education)
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Ferreira, da Silva Rosa Sirléia. "Une étude exploratoire sur l’usage des sites de réseautage social dans la trajectoire d'intégration des étudiants internationaux brésiliens à l’Université de Montréal." Thèse, 2018. http://hdl.handle.net/1866/22448.
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Leontiyeva, Yana. "Mozky nebo svaly: Srovnání vzdělanostního a zaměstnaneckého statusu pracovních migrantů ze zemí mimo EU." Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-306312.
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The main aim of this thesis is to examine the educational and occupational structure of non-EU labour migration to the Czech Republic. Using insights from human capital theory and the sociology of migration this thesis explores the extent to which there is an educational-occupational mismatch among non-EU migrant workers in the Czech Republic. This thesis uses currently available statistical data and evidence from qualitative and quantitative sociological studies. The dissertation exploits data from two unique surveys conducted by the Institute of Sociology, Academy of Sciences of the Czech Republic in 2006 and 2010.
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Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.
Full textAbstract:
The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.