Session Overview: Forced Migration & Teacher Quality
Forced Migration in Conflict - Impact on Teacher Quality and Effectiveness
Global Consultation 2009, Istanbul
Wednesday 1 April 11:00-12:45, Concurrent Learning Session Block 3
Abstract
Migration is a phenomenon that has impacted, both positively and negatively, teachers and learners over the last century. Since 1949, the International Labour Organization (ILO) in the Migration for Employment Convention (Revised) 1949 has sought to guide and influence national policies, laws and regulations relating to emigration and immigration. In the 1960’s, recognising the impact of migration on “underdevelopment”, the ILO noted that there was cognizance of the “stress” that migration can create in developing countries and the need to “encourage the transfer of capital and technology rather than of workers”.
Whether it is the qualified teachers of developing countries migrating to the “greener pastures” of the industrialized or learners seeking university qualifications to “better” their education in metropolis, the education systems of the source and the receiving countries can be affected by a multitude of factors . However, where migration is “forced”, the impact and effect can be perilous for the teachers, learners and the education systems from which they come. The loss of dignity and sense of hope experienced by those who are forced to migrate internally and beyond their own borders can have untold detrimental impact on all persons, not least, teachers and learners
The Guiding Principles (1998) on Internal Displacement caused by forced migration in conflict and emergencies speak to the fact that displaced persons may be discriminated against merely for being displaced and it is more difficult for them to access basic services. They are more vulnerable than other groups to abuse by others, reflected in the high levels of sexual and gender-based violence in IDDP settings.
Session Objectives
- Objective 1: Assess and determine the global context within which forced migration is taking place and explore the factors which have led to a new kind of internal and international displacement.
- Objective 2: Consider the extent to which the provisions of the CTRP, INEE Minimum Standards and IOM instruments reflect the current reality of forced migration and its impact on the quality and effectiveness of teachers, learners and education systems
- Objective 3: Define the role which INEE, Commonwealth, IOM and their partner agencies can play in addressing the effects of forced migration on education service delivery in conflict circumstances.
Expected Outcomes
- Outcome 1: Assessment of the particular nature and context in which “forced migration” is currently taking place and the position of the highly skilled, teachers and learners.
- Outcome 2: Review of the provisions of the CTRP, INEE Minimum Standards and the IOM Guiding Principles.
- Outcome 3: Definition of the way forward and the role which can be played by INEE, ComSec and IOM
Panel
Chair: Mr. Harendra DeSilva, Sri Lanka
Presenters:
- Honourable Shaik Baksh, Minister of Education, Guyana
- Prof. Harendra de Silva, Sri Lanka
- Dr. Leith Dunn, Centre for Gender and Development, University of the West Indies (Jamaica)
- Mr. Ramesh Joshi, Municipal teachers Organization of Mumbai, India
- Dr. Meera Sethi, Senior Regional Advisor for Sub-Saharan Africa, International Organisation for Migration (IOM)
- Ms. Sherill Whittington, Consultant on Gender, Peace and Conflict (Australia)
For further information on this session please contact the Session Coordinators Dr. Roli Degazon-Johnson at {encode="R.Degazon-Johnson@commonwealth.int" title="R.Degazon-Johnson@commonwealth.int"} or Ms. Elsie Onubogu at {encode="E.Onubogu@commonwealth.int" title="E.Onubogu@commonwealth.int"}
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