About this Research Topic
Drawing on recent Eurydice data (2019) there are three main categories of educational challenges that migrant children are facing upon their arrival in the host context:
1) those directly linked to the migratory process, i.e. adaption to the new environment, rules and values, etc.;
2) those linked to the socio-economic and political context of the host country, i.e. policies;
3) those linked to student participation in the formal, non-formal and informal educational contexts, i.e. missing language provision, insufficient learning and socio-emotional support, lacking home-school cooperation, unsatisfactory trained educators etc.
Accordingly, approaches in the nexus between educational inclusion in a lifewide perspective, competence assessment and building and promoting collaborative learning can create tangible results. In effect, there is a complementary link among educational inclusion, social integration, and participation in society. Consequently, three major stages of competence building (recognition-processing-transfer) can be linked as indications of the development of measures for educational integration. These measures account in general for learners within a learning society that “systematically increases the skills and knowledge of all its members to exploit technological innovation and so gain a competitive edge for their services in fast-changing global markets” (Ainley 1998: 559), and, in particular, for migrant children.
The goal of this Research Topic is to provide evidence of the effects and a better understanding on the specific conditions that allow different aspects of educational integration practices to bring about tangible results. In effect the core objective is to move the academic discussion on guiding integration processes of (migrant, but also non-migrant) children in educational and societal contexts by promoting competences as a reciprocal set of knowledge (acquisition), skills (training) and attitudes (transfer) that enable the target groups to enter into dialogue (collaboration) and to tap the full potential of lifelong and lifewide learning (LLL).
The Research Topic will cover different aspects of educational integration through the evaluation of different approaches, including, but not restricted to:
1. Buddy system approaches;
2. LLL Competences approaches;
3. Comparative research between typical and non-typical education approaches;
4. Comparative research between different national contexts;
5. Comparative research between different age groups;
6. Comparative research between different key characteristics of migrant children.
Contributions of more theoretical or more practical nature are welcomed.
1) those directly linked to the migratory process, i.e. adaption to the new environment, rules and values, etc.;
2) those linked to the socio-economic and political context of the host country, i.e. policies;
3) those linked to student participation in the formal, non-formal and informal educational contexts, i.e. missing language provision, insufficient learning and socio-emotional support, lacking home-school cooperation, unsatisfactory trained educators etc.
Accordingly, approaches in the nexus between educational inclusion in a lifewide perspective, competence assessment and building and promoting collaborative learning can create tangible results. In effect, there is a complementary link among educational inclusion, social integration, and participation in society. Consequently, three major stages of competence building (recognition-processing-transfer) can be linked as indications of the development of measures for educational integration. These measures account in general for learners within a learning society that “systematically increases the skills and knowledge of all its members to exploit technological innovation and so gain a competitive edge for their services in fast-changing global markets” (Ainley 1998: 559), and, in particular, for migrant children.
The goal of this Research Topic is to provide evidence of the effects and a better understanding on the specific conditions that allow different aspects of educational integration practices to bring about tangible results. In effect the core objective is to move the academic discussion on guiding integration processes of (migrant, but also non-migrant) children in educational and societal contexts by promoting competences as a reciprocal set of knowledge (acquisition), skills (training) and attitudes (transfer) that enable the target groups to enter into dialogue (collaboration) and to tap the full potential of lifelong and lifewide learning (LLL).
The Research Topic will cover different aspects of educational integration through the evaluation of different approaches, including, but not restricted to:
1. Buddy system approaches;
2. LLL Competences approaches;
3. Comparative research between typical and non-typical education approaches;
4. Comparative research between different national contexts;
5. Comparative research between different age groups;
6. Comparative research between different key characteristics of migrant children.
Contributions of more theoretical or more practical nature are welcomed.
Keywords: Integration, Migrant Children, Buddy system, Life Long Learning Competences, Education
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
