scholarly journals What Shapes the Integration Trajectory of Refugee Students? A Comparative Policy Analysis in Two German States

Refuge ◽  
2020 ◽  
Vol 36 (2) ◽  
pp. 31-44
Author(s):  
Annette Korntheuer ◽  
Ann-Christin Damm
Keyword(s):  
Policy Analysis ◽  
Vocational Education And Training ◽  
Refugee Children ◽  
Federal State ◽  
Access To Education ◽  
Refugee Students ◽  
Demographic Challenges ◽  
Settlement Policies ◽  
German States ◽  
Parallel Integration

Enabling the successful integration of refugee students into the German schooling system poses a crucial challenge for the coming years. Drawing from the human rights frame- work of the Inter-agency Network for Education in Emergencies standards, we applied a rights-based approach to policy analysis on educational provisions for refugee students from 2012 to 2018. According to international and European law, Germany is obliged to grant similar access to education for nationals as well as refugee children and youth. In reality, the realization of educational rights varies from state to state. This will be highlighted and discussed in this article, using the example of two very different German states, Hamburg and Saxony. The sudden rise of numbers of refugees led only slowly to an increase in educational policy density and intensity on federal state and national levels in 2016 and 2017. We find that the differences in compulsory schooling, models of integration into schooling, and the asylum and settlement policies in both states shape the educational participation of refugee children and youths. Both states implemented parallel integration models that might bear risks of stigmatization and limit educational possibilities. However, transition and language support concepts in both contexts contain integrative phases offer- ing language supports in the regular classrooms. Asylum policies and state-specific settlement policies have profound implications for the rights and access to education. Further, vocational education and training programs play a crucial role, especially in Saxony, to tackle demographic challenges.  

scholarly journals Mouvements Armés, Déplacements Forcés Et Enseignement/Apprentissage Dans Les Établissements Scolaires Des Pays Aux Abords Du Lac Tchad

2018 ◽  
Vol 14 (29) ◽  
pp. 152
Author(s):  
Mahamat Alhadji
Keyword(s):  
Teaching And Learning ◽  
Refugee Children ◽  
Boko Haram ◽  
Refugee Students ◽  
Lake Chad ◽  
School Services ◽  
Attitudes And Practices ◽  
Learning Conditions ◽  
Teaching Learning

In a context marked by fear and instability of the populations, this article describes the influence of the armed movements as well as forced displacements caused by the exactions of the Boko Haram sect on the teaching and learning in schools of refugee children in countries bordering Lake Chad. The study conducted in the Minawao External Refugee Camp and the Zamani IDP site in the Far North Region of Cameroon reveals that crisis situations have a significant impact on the teaching/learning of refugee children. This influence can be seen through the learning conditions and difficult school pathways of refugee students in the Minawao and Zamai camps. In addition, the attitudes and practices of teachers, the quality of supervision and effective monitoring of students by their parents appear as other real niches that should not be lost sight of. Thus, it would be important for all refugee students arriving in camps to benefit from continuity of appropriate school services in order to match the teaching and learning of refugee children with the education systems of Lake Chad countries.

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

Max Weber and federal democracy

2019 ◽  
Vol 19 (4) ◽  
pp. 346-360 ◽  
Author(s):  
Sam Whimster
Keyword(s):  
Political Parties ◽  
Direct Democracy ◽  
Max Weber ◽  
Voting Rights ◽  
Federal State ◽  
Political Situation ◽  
German States ◽  
Class Voting ◽  
Voting System ◽  
German Federal State

This article challenges the received view of Max Weber as a supporter of unitary centralised state presided over by a plebiscitary leader. His wartime writings on Germany’s political situation demand the end of Prussian hegemony and the abolition of the three-class voting system. Democracy in the mass age means that all citizens of the state have equal voting rights, political parties can freely compete for votes and parliamentary representative democracy, argued Weber, is superior to all forms of direct democracy. Weber strongly supported federal democracy and argued for the division of executive, administrative and political functions between the Reich and the separate German states, not unlike the constitution of today’s German federal state. Weber advances a number of process arguments about how large states within a confederation are able to exert control that is insufficiently accountable to parliaments. It is suggested his views on federal democracy can be used as a critique of hegemonic and undemocratic features of today’s European Union.

Regionale Bildungsrenditen – von der Methode zur Rendite

2012 ◽  
Vol 63 (1) ◽  
Author(s):  
Julia Reilich
Keyword(s):  
Least Squares ◽  
Empirical Analysis ◽  
Efficient Method ◽  
Returns To Education ◽  
Least Squares Method ◽  
Federal State ◽  
Average Return ◽  
German States ◽  
East German ◽  
Three Stage Least Squares

SummaryThe paper shows an empirical analysis of regional returns to education in Germany. Therefore the returns to education are estimated for Germany as a whole and for the eastern and western part seperately. Additionally the analysis examines the returns for each federal state. For the estimations it is necessary to identify an efficient method and the best estimable model. It can be shown that the Three-Stage-Least-Squares-method yields the best results. For Germany the regression shows an average return for an additional year of education of about 10 %. By comparing the eastern and western part, it can be shown that in the east german states - the New Länder - employees get a much higher return. A further separation of states verifies the heterogeneities of the regions.

scholarly journals Crossing Boundaries: VET, the Labour Market and Social Justice

2018 ◽  
Vol 5 (3) ◽  
pp. 178-190 ◽  
Author(s):  
James Avis
Keyword(s):  
Social Justice ◽  
Policy Analysis ◽  
Labour Market ◽  
Vocational Education And Training ◽  
Equal Opportunities ◽  
Critical Policy Analysis ◽  
Labour Process ◽  
Critical Policy ◽  
The Relationship ◽  
And Training

Purpose: The paper explores the relationship between vocational education and training (VET), the labour market and social justice in the current conjuncture.Approach: The paper adopts an approach rooted in critical policy analysis. It consequently sets the discussion within the wider socio-economic and political context. Such an approach enables an exploration of the changing nature of waged labour in current conditions.Results: A critical policy analysis facilitates a discussion of the labour process, waged labour and its intensification. At the same time these processes are allied to the effective expulsion and marginalisation of particular groups of workers from employment.  Importantly, such processes need to be placed in their localised and spatial context within particular social formations.Conclusion: Equity models of social justice that emphasise equal opportunities, are restrictive and can be contrasted with equality models which have a more expansive and philosophically rooted understanding of justice. The paper through its examination of the salience of VET in the current conjuncture as well as its significance for a post austerity democratic and radical politics, argues for a relational analysis that seeks to interrupt the patterns of inequality precipitated by neo-liberalism.

scholarly journals Gaining Insights into the Schooling Experiences of Refugee Students through Art and Accompanied Narratives

2019 ◽  
Author(s):  
Alaa Azan
Keyword(s):  
Open Space ◽  
Research Question ◽  
Interdisciplinary Studies ◽  
War Trauma ◽  
Refugee Children ◽  
Community Centers ◽  
Refugee Students ◽  
Refugee Families ◽  
Schooling Experience ◽  
Typical Day

through Art and Accompanied Narratives Presenter: Alaa Azan, Institute of Interdisciplinary Studies, Child Studies program Faculty Supporter: Carol Rowan   Recent scholarly writing concerning refugees and education are sometimes drawn towards deficit- perspectives. As a result, refugee families and children could be viewed as “Subjects of trauma” and “Vulnerable victims.” The dominant deficit-discourse is perpetuated by focusing on themes of war, trauma, and fear when examining children’s drawings. The current study aims to move away from this problem- based discourse and instead employ a strength-based approach to analyze the meaning of the school-based experiences of refugee students in Canada. The study will investigate the research question: How do a small group of refugee children, depict their lived school experiences in two Ottawa area community centers through drawings and verbal descriptions? The purpose of the study is to open space for discussions on the ways refugee students are viewing their schooling in Canada, building the capacity of educators, policymakers and everyone concerned with refugee’s success to serve them better. Guided by a post-structural theoretical framework, the study used drawings and descriptions to document refugee children schooling experience. Arabic speaking refugee students ages 6-12 were asked to draw “a typical day at school.” 18 Students were recruited from two community centers in Ottawa. The drawing activity took 20-30 minutes. Thematic analysis was applied to the data to help organize the emerging findings from the drawings and the verbal data. The results demonstrated the domination of themes on play and learning as reflecting the schooling experience and revealed the overall positive outlook of the participants towards their schooling in Canada.

scholarly journals Forced Labour and access to Education of Rohingya Refugee Children in Bangladesh: Beyond a Humanitarian Crisis

2021 ◽  
Vol 6 (3) ◽  
pp. 20-35
Author(s):  
Md Mahmudul Hoque
Keyword(s):  
Formal Education ◽  
Research Work ◽  
Child Labour ◽  
Household Composition ◽  
Host Community ◽  
Refugee Children ◽  
Access To Education ◽  
Structured Interviews ◽  
Humanitarian Crisis ◽  
Forced Labour

Rohingya refugee children in Bangladesh are forced into labour inside and outside the camps for a range of reasons. The article explores the child labour situations inside and outside the camps and relates the issue with access to education for Rohingya children. Being informed by various perspectives concerning child labour and education in developing country context, this research work takes a qualitative approach to study the issue. After collecting data through a few qualitative methods including observations and semi-structured interviews, the researcher explores the issue with those informed perspectives. The study finds that lack of formal identity, lack access in the formal market, absence of social sanctions against child employment, lack of aspirations, household composition and poor living conditions are some of the key factors that force children to various forms of labour. The host community members employ Rohingya children as cheap labourers and domestic workers while undocumented children often become victims of bonded labour, sex trade and trafficking. Forced labour and lack of access to formal education have formed a humanitarian crisis in the largest refugee camp in Cox’s Bazar which demands support and actions from local and international agencies.

scholarly journals Niemiecka polityka zdrowia publicznego w okresie pandemii COVID-19. Widziane z perspektywy Dolnej Saksonii

2020 ◽  
Vol 18 (1) ◽  
pp. 65-74
Author(s):  
Izabela Czuba
Keyword(s):  
Federal State ◽  
Federal Law ◽  
Lower Saxony ◽  
State Laws ◽  
Federal States ◽  
German States ◽  
General Rules ◽  
State And Local Government ◽  
Coronavirus Infection ◽  
State And Local

Due to the federal system in Germany, we find different forms of organization of healthcare in each of 16 federal states. In addition to the federal law being in force in all German states, there are state laws that only apply in a given state. The federal, state and local government institutions as well as their competences, functions and tasks will be described in the context of the Covid-19 epidemic. The statistical data from the federal states, particulary of the state of Lower Saxony, allow to observe the differences in the intensity of the spread of coronavirus infection cases, cures and death rate. The document “Lower Saxony everyday life in the context of Covid 19” is indicating a gradual exit from lockdown. Information about assistance measures, but also restrictions, bans and general rules as well as a reflection on social reactions, habits and moods will complete the whole picture.

scholarly journals Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey

2021 ◽  
Vol 46 (11) ◽  
pp. 18-36
Author(s):  
Nina Maadad ◽  
◽  
Manube Yilmaz ◽  
Keyword(s):  
Historical Analysis ◽  
Refugee Children ◽  
Financial Resources ◽  
Education Policies ◽  
Refugee Students ◽  
Syrian Civil War ◽  
Comparative Historical Analysis ◽  
History Of ◽  
Geographical Position ◽  
Arabic Speaking

This paper aims to compare refugee settlement and education policies between two geographically and culturally distinct nations, Australia and Turkey. Due to its geographical position in the Middle East, Turkey now hosts millions of refugees especially following the outbreak of the Syrian civil war in 2011. Australia also has a long history of hosting and supporting refugees from many countries and the Arabic-speaking nations are no exception. Conducting a comparative historical analysis, this study aims to fill the gap in our knowledge about the education policies and practices of both countries. Based on the expectations and needs of refugee students, it emerges that new policy practices and approaches backed by adequate academic and financial resources are required in both countries.

scholarly journals Online Learning During the COVID-19 Pandemic and Inequality of Access to Education

Federalism ◽  
2020 ◽  
pp. 188-206
Author(s):  
M. L. Agranovich ◽  
Ju. V. Ermachkova ◽  
M. A. Livenets
Keyword(s):  
Online Learning ◽  
Quality Education ◽  
Quality Of Education ◽  
Federal State ◽  
Access To Education ◽  
Using Data ◽  
Online Format ◽  
Equity Of Access ◽  
The Impact

The urgent worldwide shift of school education to online format resulted from the COVID-19 pandemic raised a number of problems of a technical, organizational, methodological, and psychological nature. These problems are surveyed by both the international community and national researchers. Equally important is the assessment of the consequences of education in a remote format for the quality of education and equal access to education. The article considers how the transition to remote education will affect the equity of access to quality education, differentiation of students’ educational results on a territorial and socio-economic basis. Analysis and evaluation were carried out using data collected before the mass transition to online learning: the results of the international survey of the quality of education PISA, surveys of the Federal State Statistics Service, and regular educational statistics. Differentiation of learning conditions, interregional variation, and differences in the ability of households to use ICT to participate in online learning are examined. Preliminary assessments of the impact of the transition to online learning during the COVID-19 pandemic on strengthening differentiation of access to quality education and learning outcomes are made.

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