Description
Contributors: Kuusipalo Paula / Migration from one country to another has practical consequences both to individuals and the service structures of the receiving societies. Multiple layers of personal and societal factors are at work. Education system is one of the core mechanisms of inclusion, and its goals are mainly set in the framework of nation states. However, migrant children enter the educational system with various resources and anticipations. In a situation of forced migration education is often disrupted or hindered due to lacking resources and opportunities. In case of asylum seekers and refugees the journey from country of origin to destination country may entail various phases when access to school is denied, hampered or enabled. In most cases children's right to education is acknowledged but nevertheless the conditions and situations in camps and countries of residence do not always allow enrolment in schools.When settling to countries of destination and pursuing their personal goals young people are faced with the expectations of the receiving society. For those who are still in compulsory school age it goes without saying that they will get enrolled into school. However, many challenges arise due to their different previous school experiences in countries of origin and residence and their routes of migration. In addition, legislation and mechanisms of guidance and services of integration vary in the receiving societies. In schools, the language of tuition and the pupils' age at arrival condition the learning environment as do the practicalities and communication of the school community that form basis for climate of inclusion or exclusion in schools.| Period | 21 Sept 2017 |
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| Event title | International Metropolis Conference 2017 |
| Event type | Other |
| Degree of Recognition | International |