Education Of Migrant Children Research Articles

The educational predicament of migrant children: Understanding it from the concept of citizenship

In China, the restrictions on population mobility imposed by the hukou (‘household registration’) system are in contradiction with the demand for increased population mobility in the context of economic production. The phenomenon of migrant children arises out of this contradiction, as they move between the place of household registration and the place of residence, unable to enjoy full citizenship rights and facing multiple dilemmas. Therefore, using the concept of citizenship, this article attempts to explore the interaction between the awakening of citizenship, government laws and responses and citizenship rights in terms of the right to education, so as to provide a foundational perspective for the study of the educational dilemmas of migrant children. Citizenship in China is influenced by a combination of China’s historical background, Confucian culture and the socialist ideology of the Communist Party of China, and it is firmly linked to the hukou system, possessing differentiated characteristics. The special meaning of citizenship in Chinese society and the differentiated stratification caused by the urban–rural dichotomy are the root causes of the inequality in education for migrant children, and the differentiated stratification and the awakening of civic consciousness further promote population mobility.

International legal protection of the right to the education of migrant children

The education of children from migrant families is a pressing issue, with approximately 36 million school-age children and adolescents among international migrants, a number that continues to rise. Their education is an important long–term strategic priority and an investment in the future of the whole world. The article examines the problems of the education of migrant children, considers the recommendations for different countries in the field of organizing access of children to preschool, primary and secondary education, the creation of a favorable environment. Special attention is given to issues related to access to education, adaptation in the educational environment, and overcoming language barriers. The choice of a particular integration model depends on the immigration history of each country. Some integration models contribute to the formation of a multicultural society, while others aim at the complete assimilation of migrants. The selected models of realization of the right to the education of migrant children are reflected in the education system and determine how it will respond to the challenges associated with an increase in the number of children from migrant families in educational institutions. The study results highlight the necessity of creating efficient policies to safeguard the educational rights of migrant children.

Research on Educational Equity for Migrant Children in China

The educational inequality has always been a practical problem hindering the educational development. Educational inequality is associated to social inequality and it is an important prerequisite for a countrys political stability, economic prosperity, and social development. In the context of urbanization, the education of migrant children has aroused widespread concern in society. Due to the restrictions of household registration and the lack of relevant laws and regulations, migrant children face many difficulties and injustices in every link of education. This paper specifically discusses the unfairness of migrant children in the process of enrollment and further education and proposes ways to help migrant children get rid of the difficulties they face in education from the aspects of household registration reform and the formulation of relevant laws. In conclusion, revising the household registration system, improving laws and regulations, clarifying government responsibilities, and reducing the developmental gap between urban and rural areas can be feasible means to improve the plight of migrant children in education.

Analysis and Suggestions towards Chinese Educational Migration Based on Ecological Systems Theory

Nowadays, the government and society pay more attention to educational fairness and quality of disadvantaged groups include migrant students of workers, and a series of relevant policies have been addressed to protect rights of them who have positive impacts on their families and society. Scholars have studied this issue from multiple perspectives, but few articles have comprehensively analyzed factors of migrant childrens education and interaction among them. The article is based on literature analysis and Ecological Systems Theory to sort out positive impacts for individual long-term development, workers entrepreneurship, urbanization, social stability and equality between urban and rural, and finds some negative impacts of migrant education like regional differences in learning, ideological cultural discrepancies, talent loss and instability of agricultural economy. It then summarizes government's attitude and a series of proposed policies and finds that policies became more precise and focused on solving migrant students problems. Based on these foundations, the article provides comprehensive and targeted suggestions to groups that affect education of migrant children from angles of Microsystem, Mesosystem, Exosystem and Macrosystem comprehensively.

The Study of Rural Migrant Children's Education Problems

China have seen the most unprecedented economic growth in the human history. If it wasnt the continuous flow of labor, the migrant workers, migrated from the rural areas to urban areas that keep the economy productive, China would not be able to maintain such a high growth rate economically. However, these labor migrations are restricted by the dual system inside Chinas society. Although these migrate workers work in the cities, but they are still treated as rural peasants. This laid many restrictions to these migrate worker, and their own economic conditions, that made them decide to left their children in rural areas. Therefore, alongside the rising of the migrate workers, another socially vulnerable class in the Chinese society also rises the children of the migrate workers.. The main content of this work is to study the causes of the education problem of the children of migrate workers, which includes a qualitative study using economic theories and education theories to analyse the causes of education problems theoretically. Then this work also used a qualitative method by using data collected by national bureau of statistic and other researchers in this field to get a more realistic reflection on the current situation of migrate workers childrens education. All in all, the education problem of migrate workers children matters because it affects the overall quality of education and mental conditions that Chinas new generation of migrate workers would have, and the quality of labor would be the vital means that Chinas economy would have to rely on for continuous growth.

An Analysis of The Educational Policies Related to Chinese Migrant Children

This article mainly analyses a series of problems in the education of migrant children in the context of China's existing educational development, especially the shortcomings exposed by the government when making politic decisions. These include that local government policies do not well meet the educational needs of migrant children and hidden danger in implementation. In addition, the policies issued by the central government have not been learned and borrowed by local governments in various regions, thus exacerbating the education problem of migrant children. At the school level, infrastructure needs to be improved, and migrant children cannot equally enjoy the same teaching resources as other students in the school. Moreover, they will also be treated unequally by teachers. The impact of the family is also crucial, and the negative emotions of parents are likely to affect the educational environment of migrant children. All these problems will greatly test the physical and mental health development of migrant children. This paper puts forward corresponding solutions to these problems and hidden dangers, and puts forward countermeasures one by one from the four levels which are the government policy, family environment, school and teacher responsibilities, and migrant children themselves to ensure that the education problems of migrant children can be gradually solved in Chinese society.

Comparison of Migrant Children Education in China and the United States

This study compares the education status of migrant children in China and the United States, with a specific focus on K–12 education. Migrant children, also known as children moving from rural areas to urban areas, and the children of immigrant families face unique challenges in both countries, including regional prejudice brought by Hukou policy in China and racial and social class inequality in the US. Using a comparative approach, this study examines the similarities and differences in the education of migrant children from political, cultural, and economic perspectives. Through this analysis, the study identifies existing problems and proposes solutions to improve the education of migrant children in both countries. Ultimately, this study highlights the importance of addressing the education status of migrant children in promoting social equity and justice.

EDUCATIONAL EXPECTATION, EDUCATIONAL INVESTMENT AND EDUCATIONAL PERFORMANCE OF MIGRANT CHILDREN -- FROM THE PERSPECTIVE OF EMOTIONAL BEHAVIOR CHANGE

Abstract Background Educational expectation has a certain impact on the educational performance of migrant children, which can be achieved through the establishment of expected objectives and educational investment of migrant children, so as to improve the educational performance of migrant children. The education quality of migrant children has many complex factors in both macro and micro aspects. Macroscopically, it is affected by factors such as education policy and social integration, and microscopically by schools and families. In addition, educational expectation is the expectation of parents or children for the future of education, which has an important impact on educational investment. At the same time, with the development of migrant children's education, the changes of children's related emotional behavior are also advancing. Subjects and Methods According to China Education follow-up survey (CEPs) (2014-2015), the subjects were migrant children who lived in the household for more than 6 months and under the age of 16. Based on fcsp-eip theory, this paper analyzes the relationship between educational expectation, investment and educational performance in four environments by constructing structural equation model and using Amos 22.0 statistical software. We also searched the databases of CBM, VIP, CNKI, Wanfang Data, PubMed, web of science and EBSCO based on the computer to collect relevant studies on the characteristics and changes of emotional behavior of older children. The retrieval time limit is from the establishment of the database to December 31, 2019. After two researchers independently screened the literature, extracted data, and evaluated the bias risk of the included study, the results of the included study were summarized by qualitative analysis. Results In the EIP structure, parents' educational expectations were significantly correlated with migrant children's educational performance, and educational investment as an intermediary had a significant impact on educational performance. After adding other environment related variables, it is found that education policy has a negative impact on children's educational performance; Community and school conditions have a positive impact on educational performance; Educational expectation is an important intermediary variable affecting educational performance. Children's anxiety, confrontation, attachment and other behaviors show three different patterns over time. The results of two children's emotional studies show that when parents' educational expectations are too high, children are easy to show negative emotions. Conclusion With the help of Chinese education tracking data and structural equation, this paper draws some conclusions. Through the parents' attention to the education of migrant children, the state strongly supports the education of migrant children, and provides good community and educational conditions to effectively improve the educational performance of migrant children. Firstly, the limitation of education policy is a negative variable that affects the educational expectation and performance of migrant children. At the same time, migrant children may also have unfair psychology, which will also have a negative impact on communication and psychological performance. Secondly, educational expectation is an important intermediary variable affecting educational performance. Parents' educational level and family economic status can help children choose high-quality educational resources, improve educational expectations, and then affect educational performance. Third, quality community and school conditions have a positive impact on educational expectations and performance. The higher the quality of the school, the higher the educational expectations of parents and children. Finally, the family structure dominated by one-child in China will also affect children's emotional changes, resulting in the inconsistency between parents and children's expectations for the future. More social support should be given to children's psychological and emotional changes. Acknowledgments Supported by a project grant from general project of national social science fund: Research on Theory, Path and Practice Model of Healthy China Construction (Grant No. 20BJY014) and from key research project of philosophy and social sciences of the ministry of education: Research on Management Innovation Mechanism of Megacities in the New Era (Grant No. 20JZD030).

Influence Analysis of Education Policy on Migrant Children's Education Integration Using Artificial Intelligence and Deep Learning.

This work intends to solve the problem that the traditional education system cannot reasonably adjust the educational integration of children with the arrival of labor force in a short time, and support the education of migrant children (MC) in the education policy (EP) to integrate them into the local educational environment as soon as possible. Firstly, this work defines the surplus labor force and MC. Secondly, the principles of Artificial Intelligence (AI) and Deep Learning (DL) are introduced. Thirdly, it analyzes the education of MC and relevant policies, and the data of the education effect of MC are collected and the evaluation effect model is built. Finally, the evaluation model of MC’s education effect is applied to test the effect of EP. The results show that using AI technology combined with DL technology to model the education effect of MC can establish an effective and accurate evaluation model of the education effect of MC, effectively evaluate the impact of local education policies on the education of MC, and give an effective effect analysis of relevant education policies in each period. The result of Adaptive Resonance Theory (ART)–Back Propagation algorithm is 65 ∼ 96%, which is much higher than the efficiency of traditional algorithms. This shows that the education integration evaluation model of MC based on AI technology and DL technology can effectively and accurately evaluate the integration effect of MC on the local education system, and then provide reference for local and even national adjustment of education policies. The results provide a new idea for the application of new technology in EP.

Kształcenie dzieci imigrantów

The education of immigrant children The article undertakes the problem of education of migrant children in early school education. The first part is an attempt to discuss the phenomenon of migration, models of children support and theoretical background of the problem in Polish schools. The second part presents practical solutions — the role of cultural assistant, preparatory units and work methods. The third part focuses on students’ difficulties, both Polish and those of foreign origin.

Education of Migrant Children from Myanmar in Thai Government Schools

Abstract At the dawn of the 1990s, Thailand began to accept migrant workers from neighboring countries, namely Myanmar, Laos and Cambodia to work in labor sectors to meet with the high demand for manpower due to rapid economic development. Thirty years since the early batches of migrant workers entered the country, the number of migrant workers steadily increased and reached 3.9 million in 2018. Among this number, approximately 390,015 were children. Around thirty-five percent of these children were enrolled in Thai government schools. As the government school is a place where government policy and national ideology are manifested, this paper explores the forms and effects of education provided in government schools to children of migrant workers from Myanmar. These issues are examined through the lens of how nation-states integrate migrants into their societies.

Neglected Part of Education Sustainability: Social Work Intervention on the Quality of Extracurricular Life of Migrant Workers’ Children

The extracurricular life and education of migrant children are significant to the formation of personality and values, but it has been ignored for a long time. The aim of this study is to obtain evidence supporting the theoretical argument that social work intervention in extracurricular education can have a positive impact on migrant children’s learning ability, social adaptability, personality, and interest shaping. From the perspective of practice, including participatory observation and case study method, this paper analyzes the situation of 71 migrant children in order to improve their extracurricular life quality by social work intervention. In the short term, project members have generally developed good study habits. In the long term, the academic performance is generally excellent, which is beneficial to the development of school teaching tasks. The project has an obvious beneficial impact on the academic learning ability and mental health of migrant workers’ children, especially the ability of social adaptation and the shaping of personality interests. The project helps to strengthen the sustainability of migrant children’s education.

Immigration, education and insecuritisation. School principals’ small stories on national immigration and integration policies

ABSTRACT International migration in general and the recent refugee crisis in particular are complex and much debated topics in European politics. Concurrently, education systems must operate under uncertain and unpredictable conditions. In this situation, migrant children become a group at particular educational risk of exclusion and marginalisation. This paper explores reflections of principals of schools with migrant students regarding how to navigate in those uncertainties related to how migrants are received in Denmark and whether current Danish policies on migration and integration affect the everyday practices in education. Thus, the paper looks at how problematisation and insecuritisation processes stemming from current immigration and integration policies in Denmark influence professionals’ working conditions in the field of education. Drawing on methodological perspectives from narrative theory, a selection of five out of 15 interviews with school principals are analysed, focusing on their small stories about approaching the complex processes of risk production when providing education for migrant children. The conclusion drawn from the study is that immigration and integration policies that do not stem from the field of education still influence the field of education in a way that creates complex dilemmas for school professionals when navigating in the (co-)production of risks.

Education of migrant children as a contribution to Russia’s future

The article explores the relationship between education and migration, statistics of children from migrant families in educational institutions in Russia, access to education for children from migrant families in Russia, and the integration of migrant children in schools in Russia. Recommendations on state interaction with the children of migrants are offered. Population movements and migration processes are an integral part of human history. Another modern phenomenon, globalisation, entails fundamental changes in the world and the world market. Migration is a constant concomitant phenomenon of these changes. Education plays a crucial role in supporting third-country migrants in adapting to a new country and culture as well as in building social relations in their host communities. Education is a key resource for participating in the economic, social, political and cultural life in today’s education and knowledge society.Experience has repeatedly shown that differences in occupational status and chances on the labour market and associated income, social welfare living standards and public reputation, as well as differences in political, social and cultural participation, are linked to differences in educational attainment.Social integration of migrants through participation in the institutions of the host society, such as the education system and the labor market, is undoubtedly one of the most significant social problems in Russian society. For migrant children, language and structural assimilation in the education system in the sense of formal equality of opportunity are key to social integration in the host country.The main donor countries, from which most people migrate to Russia, are primarily the CIS countries. About 30 % of the total flow of migrants in Russia, finding with family and children. The birth rate among migrants is higher than local ones. Accordingly, Russia faces a big challenge, led by migrant children, from whom it can get a big contribution in the future, if they get a good education.The main problems faced by migrant children in Russian schools are lack of knowledge of the Russian language, discrimination, refusals of enrolment, etc. The aim of the study is to examine the educational situation of migrant children in Russian schools, as well as their education as a contribution to the future of Russia.

Increasing accountability for the education of migrant children

As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the appropriate policies and practices in place to provide equitable accountability for migrant students. Specifically, domestic governments should work to ensure immigrant students who are not yet proficient in the host country's language are being systematically identified and provided the language supports necessary to engage in their education. Over the past two decades, the US has been able to hone its approach to educating immigrant children. Drawing from this experience, this brief will show how the federal government has used education policy to increase access and accountability for immigrant children enrolled in US schools. Specifically, this brief will highlight the policies the US has adopted to facilitate uniform and objective procedures in how schools: identify immigrant students with linguistic needs upon enrollment; assess their language skills upon enrollment to create a baseline; and systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content. By highlighting these practices and policies, this brief will show key steps other domestic governments can take to increase the visibility of and accountability over the education of migrant children by ensuring their linguistic needs are proactively addressed.

Education as Community Mobilization: Minjian Society and the Education of Migrant Children in China

Grassroots migrant organizations, especially schools serving migrant children, function as centers of collective action which address the needs of the community and counter the deficit notions of migrant students and their families, by illuminating the powerful ways that migrant teachers and students utilize various forms of community cultural wealth. Situating in the context of migrant communities’ social and political struggles in urban cities, this article aims to demonstrate the mobilization in China’s migrant communities as teachers and activists work to provide educational opportunities for migrant children and to explore the ways in which their actions changed community members’ perceptions of who they are, what they can do, and how they can do it.

К ВОПРОСУ ОБ ОБУЧЕНИИ ДЕТЕЙ-МИГРАНТОВ В РОССИЙСКИХ ШКОЛАХ

Current problems of education of migrant children in contemporary Russian schools are described in this article. The value of this article is that the author gives practical recommendations for improving the quality of education of migrant children in teaching Russian language for nonnative speakers considering new Federal and State educational standards requirements.

Humanitarian Action and Intra-Continental Migrant Children’s Education: Evidence from the Governance at the Grassroots in Nigeria

How does humanitarian action at the grassroots shape support for children of intra-continental migrant? Despite a large volume of research outputs and public policy advocacy on migration, there has been little work on the crucial nexus between local humanitarian efforts and migrant children’s educational needs. Conceptually, we viewed humanitarian action beyond the traditional definition as a tool for emergency response. We included efforts aimed at dignifying migrant children with basic education and enhancement of their integration in the new location. Cross-sectional data obtained from agencies of government at the grassroots were employed to measure the effects of local humanitarian action on the education of migrant children. The finding showed that institutionalised humanitarian efforts provide real-time support for basic education of migrant children. Also, burdensome obligations and lack of financial independence for governance at the grassroots curtailed the magnitude of assistance rendered by local authorities. Using Talcott Parson’s functionalist theory, we suggested three mutually transformative approaches. First, constraints by the upper levels of government– State and Federal tiers– exacerbate financial incapacitation and, ultimately, impede humanitarian effort at the grassroots. Second, provision of critical humanitarian needs, such as migrant children’s education, fosters social integration and crime control among migrants. Finally, intra-continental migration is not debased by acculturation. The findings showcase the need for strengthening the financial capacity of governance at the grassroots to reinforce common interests between migrants and host communities.

Consensus organising as a strategy for child labour prevention: a case study of Samut Sakhon, Thailand

ABSTRACT Little research has examined the complexity of preventing child labour at the local levels. This article examines the use of consensus organising model as an intervention to promote transitional education for migrant children and implement Corporate Social Responsibility strategies in the seafood processing industry in Samut Sakhon, Thailand. We review the literature on local-specific anti-child labour efforts and explore consensus organising as an intervention strategy. A case study approach is employed to explain how consensus organising was used and to identify its strengths and weaknesses. The paper concludes with research implications for using consensus organising for child labour prevention.

Opening up new spaces for languaging practice in early childhood education for migrant children

ABSTRACT This paper explores language practice in early childhood education for children new to the majority language, discussing how language practice can be transformed through actions such as reflexive dialogues with educators. In a Swedish action-research project, educators and researchers collaborated in reflexive dialogues to develop language practice in a preschool with large linguistic diversity. Various activities forming the basis of the dialogues were implemented, including photography by children enabling them to share their experiences. The results indicate that the educators positioned themselves between two common approaches to language practice for migrant children, i.e. multilingualism and monolingualism, a positioning evident in their language practice. Although striving for a multilingual approach, the educators’ daily activity structure and talk about the children recalled monolingual norms, assuming that people with access to several languages must master one before learning another. Through implementing actions including children’s perspectives and introducing ‘translanguaging’, language practice developed towards multilingualism, focusing increasingly on language as a process for expression and meaning-making rather than a tool for mastering the majority language. This approach turned educators away from deficit assumptions, instead emphasising children’s skills and agency.