migration and remigration: role of education liesma ose, deputy director, department of policy...
TRANSCRIPT
![Page 1: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/1.jpg)
Migration and Remigration: Role of Education
Liesma Ose, Deputy Director, Department of Policy
Initiatives and Development, Ministry of Education and Science, Republic of Latvia
![Page 2: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/2.jpg)
We have invited workforce, people came instead
Max Frisch
![Page 3: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/3.jpg)
![Page 4: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/4.jpg)
Context
• EDUCATION • EMPLOYMENT • HEALTH/SOCIAL SERVICES• HOUSING • Political participation of migrant
organizations/advocates matters, when elaborating those policies at the national level.
![Page 5: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/5.jpg)
Methodology
• Needs assessment first, policy formulation follows• Social system approach ( Martin, 1998): involvement
of all the stake holders in all stages of policy making: from problem formulation to policy implementation. Permanent work with organizations, representing diaspora
• Collaborative governance: when implementing education strategies, consultating with our partners from Ministry of Foreign Affairs, Ministry of Culture
![Page 6: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/6.jpg)
Integration policy context
• MoES Action plan for the enhancement of social cohesion in education ( 2012-2014)
• Social capital building via enhancement of political participation of Latvian Diaspora
• Diversity mainstreaming to ensure inclusive education environment
• Flexible and accessible Latvian language learning
![Page 7: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/7.jpg)
Practical measures • Tackling educational and cultural needs of young migrant population• Creation of safe /friendly school/class environment (teacher and school
administration training for work with culturally diverse student population)
• Diverse distance learning opportunities in basic and high school levels;• Accessible and flexible Latvian language classes, summer schools, on – line
language learning resources• Recently developed financial and in – kind assistance to so called support
schools (teaching Latvian culture, language , usually operating on weekends).
![Page 8: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/8.jpg)
![Page 9: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/9.jpg)
More practical measures• Recognition of diplomas and professional credentials (Center
for Academic Information); • Diaspora teachers’ (working in support schools) professional
capacity building, utilizing resources of Latvian language agency.
![Page 10: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/10.jpg)
Resources
• On - line support system for foreign youth studying and working in Latvia www.jaunatneslietas.lv ( LV, EN,RU)
• Latvian Language agency has elaborated portfolio of teaching learning tools on Latvian as a foreign language learning and cultural adaptation for 5 to 12 years, and 13-18 years olds, as well as digital/on – line language learning resources;
• The book on Latvian language as a foreign language for students, released in 2012
• Supportive manual on understanding Latvian culture and social/political system for foreign students, developed by NGO Workshop of Solutions, widely used by universities.
![Page 11: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/11.jpg)
New developments’2012
• Mapping needs/developing partnerships/creating new policies
• Fostering distance learning (licensing education programs starting at grade 5 till grade 12),
• Easy and fast enrollment procedure plus adaptation support in the school of enrollment since March 2012;
• New initiative to develop procedures on students studying abroad credit repayment for occupations of national interest.
![Page 12: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/12.jpg)
Discussion
• Dynamics of emigration and immigration: once family migrates (emigration), children become 2nd generation immigrants. When they return to home country, one call them re-emigrants or repatriates.
• In circular migration process we are debating today, all three facets are included.
• Are learning needs of immigrants and re-emigrants that different?
![Page 13: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/13.jpg)
Discussion• In line with the effective school model the OECD (Quality and Equity, 2012) has
identified some major policy elements for migrant education. • These are among others: • Eliminate system level obstacles to equity • o Manage school choice to avoid inequities • o Make funding responsible to needs • o Design equivalent upper secondary pathways • Support low performing disadvantaged schools • o Strong school leadership • o Supportive school climate • o Quality teaching • o Effective classroom strategies • o Parental and community engagement • Invest early and through upper secondary
![Page 14: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/14.jpg)
Regarding education of re-emigrants,
• ...same for migrant students in general, five areas of expertise seem most important ( Severiens et al, 2012):
• 1) language learning (teachers should be competent in supporting language development when the language of instruction is not the mother tongue or the mother tongue is not well developed),
• 2) didactics (teachers should be competent in methods of differentiation), • 3) social interaction and identity (teachers should be competent in dealing
with stereotypes, group processes as well as identity development), • 4) parent involvement (teachers should know how to reach out and
involve parents) • 5) schools and community (teachers should know how to establish and
maintain relationships with community organizations).
![Page 15: Migration and Remigration: Role of Education Liesma Ose, Deputy Director, Department of Policy Initiatives and Development, Ministry of Education and Science,](https://reader035.vdocument.in/reader035/viewer/2022070412/56649e315503460f94b22625/html5/thumbnails/15.jpg)
Discussion: Teachers’ role
• Most recently, Hargreaves and Fullan (2012) have developed the concept of ‘professional capital’ to describe what is necessary in area of teacher profession.
• Effective teaching for the whole profession is a product of three kinds of capital, human, social and decisional, amplifying each other. The emphasis is currently mostly on human capital, teacher training.
• Besides, social capital – parent and wider community involvement matters, as well as decisional capital - wise, professional evaluation of teachers’ performance, taking into account their cultural competence, adaptability to student learning needs and flexibility in language teaching.