The OECD Strength through Diversity project, in collaboration with the Global Education Monitoring Report convened the 3rd Policy Forum with the theme “Learning from Data”.
Migration and displacement are complex phenomena with an important role in development. It is for this reason that Sustainable Development Goal (SDG) target 17.18 calls on countries to “increase significantly the availability of high-quality, timely and reliable data disaggregated by … migratory status … and other characteristics relevant in national contexts” by 2020.
Migration and displacement pose particularly important challenges for education and training systems. Yet, collecting statistics on migrants and displaced people to ensure that education and training systems have the capacity to meet their needs is complicated. Population movements take very different forms: international vs. internal; temporary vs. permanent; those moving in successive stages vs. those returning; documented vs. undocumented; voluntary vs. forced, including internally displaced and refugee populations; students vs. workers and, in the latter case, skilled or unskilled, and so on. The flows may be in any direction, for example, South–North or South–South in the case of international migration and rural-to-urban or urban-to-rural in the case of internal migration. Migrants and displaced people themselves may be in different stages in their life cycle or may differ in their circumstances, for example adults vs. children or individuals vs. families.
Several information sources have attempted to include questions related to education, migration, and displacement. However, collecting such information is particularly challenging. Given the challenges of education systems, the complex forms of population movements, the differences in background characteristics of migrants and displaced people, the different outcomes of education, and the different sources of information available, it is clear that there is a patchwork of issues, which requires coordination between researchers and practitioners working in different fields. Important questions emerge, including:
• How should inequalities in access, participation progression, completion, and learning by migration/displacement status be monitored and communicated?
• What are the limitations of existing data sources and what can be done to improve them?
|The objectives were to|
Session 1: Collecting cross-country data on the education of migrants and refugees
Session 2: Collecting background information on migrants and displaced people in household surveys to inform education policy
Session 3: Issues related to administration of surveys that focus on the educational and skills outcomes of migrants and displaced people
Session 4: Data related to values, attitudes and perceptions to inform education policy
Session 5:Data on teachers, their preparation and practice to work with students from migrant and displaced communities
Session 6: Country approaches to issues of education and migration
The importance of learning from data on education, migration and displacement (Manos Antoninis, UNHCR, and Francesca, Borgonovi, OECD)