User:Jennanand/New sandbox
Newcomer education[edit]
Germany newcomer programs:
The German government has designed and funded a well-regarded newcomer education program. Refugees in Germany can avail of Germany's free public education system for primary and secondary schooling.[1] The program is especially well known for its emphasis on higher education.[2] The most recent wave of refugees have been from Syria, and have been under the age of 25, of which 50,000 embraced the opportunity for higher education in Germany.[2][3] The German government created an initiative where approximately 2,400 refugees would be integrated into universities every year and allocated 110 million to spend between 2015-2019.[2] The German Academic Exchange Service, which is funded by federal ministries, integrated refugees into degree programs that included preparatory colleges and foundation courses.[4] A unique policy funded by the German Federal Ministry of Education is their “Welcome Students Helping Refugee” program which is a mentorship program that connects refugees to local university students to help them in language exchanges and expose them to cultural events.[5] Furthermore, programs by Fraunhofer-Gesellschaft, the Leibniz Association, and the Max Planck Society offered “internships lasting up to three months, research assistant positions, and training opportunities” for professional development.[2] Not only does Germany solely focus on incorporating refugees into higher educational spaces, but they are also making the effort to help them receive professional opportunities.
United States newcomer education program:[edit]
Including information after this sentence"The organization of newcomer programs vary. One example of a newcomer program are the International Networks Schools that works to provide immigrants a school where they use student's cultural and linguistic backgrounds as a backbone to create academically and language appropriate instruction":
The International Schools' curriculum includes English Language Learning, assessment, professional learning, governance, and organization.[6] To accommodate this, International schools try to integrate language development by engaging students in “deeper learning”. Deeper learning includes project-based learning, work-based learning, and performance assessments which allows students to learn in a personalized way.[7] This includes a lot of collaboration within the classroom setting to help enhance students' communication and English language skills. In addition to classroom approaches, International Schools also include “structures to address their social and emotional needs, including regular access to social workers, counselors, and wraparound services”.[7] Another teaching approach...
Refugee children[edit]
Pedagogical approaches[edit]
After "In order to adequately address state-less migrant populations, curricula has to be relevant to the experiences of transnational youth."
One way to incorporate the experiences of transnational youth in the classroom is through what scholars have described as Narrative and Constructive Education. In Narrative and Constructive Education, teachers are often themselves immigrants and they share their own personal experience to “connect and inspire their students''[8]. This teaching method has proved to be effective in a case study of schools that are part of Ednovate, a charter school management company located in Southern California that contains a majority ethnic immigrant and first-generation population.[8] When students “interact with teachers that come from a similar background, their interest in schooling increases”.[8] This type of instruction can help motivate refugee children to advance their education as they are able to identify with their authoritative figures.
Another pedagogical approach that can be incorporated is an inclusive language approach. In 2005, Arnot and Pinson’s study discussed the “ethos of inclusion” as an important characteristic of schools that have refugee students.[9][10] This classroom approach provided “intensive language and learning support...used visual resources to provide information” and developed “a student-centred, inclusive curriculum which is designed to provide a learning environment and structure suitable for a whole range of students”.[9][10]
Structure of education system[edit]
The UNHCR discusses how refugee education can help reduce child marriage, child labour, exploitative and dangerous work and teen pregnancy.[11] However, since only half of refugees have access to education in comparison to children globally, refugee childrens' needs and achievements remain largely unmet and invisible. The lack of access to education for refugees, according to the UNHCR, treats education as a "luxury" and not the "necessity" that it is. [11]
Education[edit]
(under the first paragraph after discussing the UNCHR sources: plan to include the following information:
In 2016, at the General Assembly Summit for Refugees and Migrants, the UNHCR called “for a broad partnership between government humanitarian agencies, development partners and the private sector to address the huge gaps in the provision of quality education for all refugees”.[11] Following this summit, the UNHCR met with companies, governments and philanthropists at the 2016 World Humanitarian Summit in Turkey to create the “Education Cannot Wait fund, an initiative to meet the educational needs of millions children and youth affected by crises around the world”.[11] Even though there have been global discussions, the UNHCR still believes there needs to be more action taken to fully address this issue at a global level.
(including this before the second paragraph)
References[edit]
Arnot & Pinson (2005). The Education of Asylum Seeker and Refugee Children: A Study of LEA and school values, policies, and practices. Cambridge University.
Bonneville, Lucie (2019). A Model for Student Success: How Immigrant/First Generation Teachers Use Cultural Identity and Experience in Pedagogical Practices with Immigrant/First-Generation Youth. Honors College.
Grandi, Filippo (2016). Missing Out: Refugee Education in Crisis. The UN Refugee Agency. pp. 3–46.
Taylor & Sidhu (2012). Supporting Refugee Students in Schools: What Constitutes Inclusive Education. International Journal of Inclusive Education.
- ^ Korntheuer, Annette (2018). "Education Pathways: Policy Implications for Refugee Youth in Germany and Canada". Today's Youth and Mental Health: 287–304.
- ^ a b c d Al-Mabuk, Radhi (2018). Strategies, Policies, and Directions for Refugee Education. Emerald Publishing Limited.
- ^ Detourbe (2018). "Revisiting the Issues of Access to Higher Education and Social Stratification through the Case of Refugees: A Comparative Study of Spaces of Opportunity for Refugee Students in Germany and England". Revisiting the Issues of Access to Higher Education and Social Stratification through the Case of Refugees: A Comparative Study of Spaces of Opportunity for Refugee Students in Germany and England.
- ^ "German Academic Exchange Service".
{{cite web}}: CS1 maint: url-status (link) - ^ "Inclusion via Education: Integrating Refugees in German Society". 28 Aug 2019.
{{cite web}}: CS1 maint: url-status (link) - ^ Kessler, J (2018). The Internationals Network for Public Schools: Educating Language Learners Well. Stanford Career Center for Opportunity Policy in Education.
- ^ a b Roc, Martens (2019). Internationals Network for Public Schools: A Deeper Learning Approach to Supporting English Learners.
- ^ a b c Bonneville, Lucie (2019). A Model for Student Success: How Immigrant/First Generation Teachers Use Cultural Identity and Experience in Pedagogical Practices with Immigrant/First-Generation Youth. Honors College.
- ^ a b Arnot & Pinson (2005). The Education of Asylum Seeker and Refugee Children: A Study of LEA and school values, policies, and practices. Cambridge University.
- ^ a b Taylor & Sidhu (2012). Supporting Refugee Students in Schools: What Constitutes Inclusive Education. International Journal of Inclusive Education.
- ^ a b c d Grandi, Filippo (2016). Missing Out: Refugee Education in Crisis. The UN Refugee Agency. pp. 3–46.