strength through diversity
TRANSCRIPT
Strength through Diversity The Integration of Immigrants and Refugees
in School and Training Systems
31 May 2018
Francesca Borgonovi
Senior Analyst - Migration and Gender
Directorate for Education and Skills, OECD
The project
The Strength through Diversity project combines in-depth data analysis and
indicator development with thematic workshops and country reports of
policies and practices
What is the focus: Key Areas
• Integration into Education: Migrants’ integration processes into education systems
• Integration through Education: Links between education and training systems, and skill development, an important determinant of migrants’ ability to integrate into their host communities
• Education and Social Cohesion: The role of education systems in promoting social cohesion
• 2017-2018 – Migration induced diversity
• 2019-2020 – Different sources of diversity and intersectionality of dimensions of diversity
– Migration
– Cultural
– Neurodiversity and physical disabilities
– Gender
– Socio-economic
Current focus and future plans
Project Components The Strength through Diversity project combines IN-DEPTH DATA ANALYSIS with
THEMATIC WORKSHOPS and COUNTRY REPORTS of policies and practices in three key areas.
Data Analysis and Indicator Development
Three Analytical Reports
• The resilience of students with an immigrant background: Risk and protective factors that shape well-being
• The labour market and well-being outcomes of foreign-born adults: Evidence from the OECD Survey of Adult Skills
• Education for resilient societies: The association between education and public perceptions on social diversity
The resilience of students with an immigrant background: Factors that shape
well-being
Paris 19 March 2018 Francesca Borgonovi
Co-funded by the European Union
Migration flows are changing the composition of classrooms
Trends in the prevalence of students without an immigrant background
0
10
20
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100
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epu
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7
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-6
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PISA 2015 PISA 2003% %
On average across OECD countries 77% of students in 2015 did not have an immigrant background. In 2003 this
figure was 83%.
How many students have an immigrant background?
Percentage of students with an immigrant background, by group
0
10
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100
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Second-generation immigrant students Native students of mixed heritage First-generation immigrant students Returning foreign-born students%
On average across OECD countries: 5% of students were first-generation immigrant students
7% of students were second-generation immigrant students 2% of students were returning foreign-born students
9% of students were native students of mixed heritage
Resilience and a whole child perspective
• Academic – reaching PISA level 2 in reading, mathematics and science
• Social – reporting feelings of belonging at school
• Emotional – reporting high satisfaction with life and low school-work related anxiety
• Motivational – reporting high motivation to achieve
Academic and well-being outcomes of immigrant students (OECD average)
0 10 20 30 40 50 60 70
Academic under-performance
Weak sense of belonging at school
Low satisfaction with life
High schoolwork-related anxiety
Poor achievement motivation
Students without an immigrant background Second-generation immigrant studentsFirst-generation immigrant students Native students of mixed heritageReturning foreign-born students
Percentage of students
The Labour Market and Well-being Outcomes of Foreign-born Adults
• Focus on labour market and broader well-being outcomes
• Key barriers to skill development, economic and social integration considered: – language proficiency
– access and participation in adult education and training
– job placement and skills mismatch
• Specific focus on highly-skilled and low-performance migrants
• Specific focus on young migrants
• Key data source: PIAAC
Education for Resilient Societies
• The relationship between education and self-reported interpersonal trust, with a specific focus on the role of cognitive skills
• The relationship between education and attitudes towards migration
• Migrants’ own attitudes and dispositions
• Students’ civic knowledge and openness to diversity
2017 2018 2019
1st Policy Forum Paris
3rd Policy Forum Paris
Working Papers (ongoing)
Spotlight Reports
(ongoing)
Resilience Report
5th Policy Forum ? 6th Policy Forum
?
Strength through Diversity Outputs
PIAAC Report Synthesis
2nd Policy Forum Paris
4th Policy Forum Canada
Aim of the Thematic Policy Forum Series
• Identify country-specific challenges
• Suggest promising practices and innovative approaches used by countries
• Identify policy levers that could help to re-think how schools and education systems can help countries respond to migration challenges
• Facilitate peer-learning both within and between countries
2017 2018 2019
1st Policy Forum Paris
3rd Policy Forum Paris
Working Papers (ongoing)
Spotlight Reports
(ongoing)
Resilience Report
5th Policy Forum ? 6th Policy Forum
?
Strength through Diversity Outputs
PIAAC Report Synthesis
2nd Policy Forum Paris
4th Policy Forum Canada
Themes
• Teacher diversity and teacher preparation
• Governance of migrant integration
• Social and emotional well-being
• Sense of belonging and identity formation
• Schools as core social centres
• Diversity management
• Curriculum and global citizenship
Website material
2017 2018 2019
1st Policy Forum Paris
3rd Policy Forum Paris
Working Papers (ongoing)
Spotlight Reports
(ongoing)
Resilience Report
5th Policy Forum ? 6th Policy Forum
?
Strength through Diversity Outputs
PIAAC Report Synthesis
2nd Policy Forum Paris
4th Policy Forum Canada
SWEDEN CHILE
Thank you!
For more information:
[email protected] [email protected] [email protected]
http://www.oecd.org/edu/school/strength-through-diversity.htm