Integración educativa de personas desplazadas forzadamente en los países de la UE

Autores/as

DOI:

https://doi.org/10.17162/au.v13i1.1329

Palabras clave:

Unión Europea, Ucrania, adaptación, integración, lengua extranjera, choque cultural.

Resumen

El objetivo de este trabajo fue estudiar la política de los estados miembros de la UE sobre la integración educativa de las personas desplazadas por las fuerzas de Ucrania e identificar sus consecuencias. Se realizaron entrevistas con personas desplazadas por la fuerza de Ucrania a seis países de la UE. Se utilizó el Cuestionario de Motivación Escolar de Luskanova y la Escala de Ansiedad Escolar de Phillips. Se observó que los países de acogida tienen no solo una carga adicional de organizar y proporcionar asilo, sino también el capital humano adicional que puede contribuir a su desarrollo económico en el futuro. Por lo tanto, el tema de la rápida adaptación de las personas desplazadas por la fuerza y su integración en la educación de los países de acogida es importante. Se encontró que todos los países de la UE han tomado medidas para brindar protección a los ciudadanos ucranianos y sus hijos y muchos han creado las condiciones adecuadas para una rápida integración educativa. El principal obstáculo en la adaptación es la falta de conocimiento del idioma del país de acogida, que se supera a través de cursos intensivos de idioma, provisión de traductores, así como la creación de clases de idioma ucraniano con una transición gradual a la enseñanza en el idioma de el país anfitrión.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Abamosa, J. Y., Hilt, L. T., & Westrheim, K. (2020). Social inclusion of refugees into higher education in Norway: A critical analysis of Norwegian higher education and integration policies. Policy Futures in Education, 18 (5), 628-647. https://doi.org/10.1177/1478210319878327

Akhmadova, G. (2022). Goal-Oriented Teaching English to Refugees and Immigrants. Theory and Analytical Aspects of Recent Research, 1 (5), 654-658. https://doi.org/10.5281/zenodo.6598584

Altinkalp, I., Vonkova, H., & Moore, A. (2022). The Policy of Inclusion: A Comparative Analysis of Refugee Education Policies in Germany and Turkey. Bulgarian Comparative Education Conference (BCES). https://www.researchgate.net/publication/361424085_The_Policy_of_Inclusion_A_Comparative_Analysis_of_Refugee_Education_Policies_in_Germany_and_Turkey

Angenendt, S., Biehler, N., Bossong, R., Kipp, D., & Koch, A. (2022). Maintaining mobility for those fleeing the war in Ukraine: From short-term protection to longer-term perspectives (No. 26/2022). SWP Comment. https://doi.org/10.18449/2022C26

Bacher, J., Fiorioli, E., Moosbrugger, R., Nnebedum, C., Prandner, D., & Shovakar, N. (2020). Integration of refugees at universities: Austria’s more initiative. Higher Education, 79 (6), 943-960. https://doi.org/10.1007/s10734-019-00449-6

Drolia, M., Sifaki, E., Papadakis, S., & Kalogiannakis, M. (2020). An overview of mobile learning for refugee students: juxtaposing refugee needs with mobile applications’ characteristics. Challenges, 11 (2), 31. https://doi.org/10.3390/challe11020031

Efendic, A., Kovaéc, D., & Shapiro, J. N. (2022). Exposure to conflict, migrations and long-run education and income inequality: Evidence from Bosnia and Herzegovina. IWH Discussion Papers. https://nbn-resolving.de/urn:nbn:de:gbv:3:2-869153

Er-Türküresin, H. (2022). Bibliometric Analysis of Educational Research on Refugees. International Journal of Education Technology and Scientific Researches, 7 (17), 266-307. http://dx.doi.org/10.35826/ijetsar.452

European Commission. (2022). Migration management: Welcoming refugees from Ukraine. https://home-affairs.ec.europa.eu/policies/migration-and-asylum/migration-management/migration-management-welcoming-refugees-ukraine_en

Gomez, M. V. (2022). Open higher education for refugees to access: Virtual learning in the covid-19 pandemic. International Journal of Instruction, 15 (2), 715-736. https://doi.org/10.29333/iji.2022.15239a

Grüttner, M., Schröder, S., Berg, J., & Otto, C. (2018). Refugees on Their Way to German Higher Education: A Capabilities and Engagements Perspective on Aspirations, Challenges and Support. Global Education Review, 5 (4), 115-135. https://eric.ed.gov/?id=EJ1200230

Ismail, A. A. (2019). Immigrant children, educational performance and public policy: A capability approach. Journal of international migration and integration, 20 (3), 717-734. https://doi.org/10.1007/s12134-018-0630-9

Koehler, C., & Schneider, J. (2019). Young refugees in education: the particular challenges of school systems in Europe. Comparative migration studies, 7 (1), 1-20. https://doi.org/10.1186/s40878-019-0129-3

Kushnir, I. (2022). The Role of the European Education Area in European Union Integration in Times of Crises. European Review, 30 (3), 301-321. https://doi.org/10.1017/S1062798721000016

Lems, A. (2020). Being inside out: the slippery slope between inclusion and exclusion in a Swiss educational project for unaccompanied refugee youth. Journal of Ethnic and Migration Studies, 46 (2), 405-422. https://doi.org/10.1080/1369183X.2019.1584702

Manhica, H., Berg, L., Almquist, Y. B., Rostila, M., & Hjern, A. (2019). Labour market participation among young refugees in Sweden and the potential of education: A national cohort study. Journal of Youth Studies, 22 (4), 533-550. https://doi.org/10.1080/13676261.2018.1521952

Marcu, S. (2018). Refugee students in Spain: The role of universities as sustainable actors in institutional integration. Sustainability, 10 (6), 2082. https://doi.org/10.3390/su10062082

Martin, M., & Stulgaitis, M. (2022). Refugees’ Access to Higher Education in their Host Countries: Overcoming the ‘super-disadvantage’: Policy Paper. Office of the United Nations High Commissioner for Refugees, UNHCR.

Negron, Z. (2022). Subsidiary Protection for Ukrainian Asylum Seekers: A Practical Protection Measure For Europe’s Next Refugee Crisis. AmeriQuests, 17 (1). https://homiletic.net/index.php/ameriquests/article/view/5289

Ochana, S. (2022). International experience on inclusive education in European Union countries: The regulatory-legal framework. Dspace. http://dspace.aap.gov.md//handle/123456789/2041

Persson, K. E. (2022). Creating an Integration Framework for the European Union? Comparing the Role of Language in Integration Policy Regarding Education and Labor Participation Rates in Germany and Sweden. Scholars. https://scholars.unh.edu/honors/647

Santini, S., Finco, M., & Galassi, F. (2022). Education and Employment of Refugees and Migrants in the Formal Elderly Healthcare Sector: Results from an Online Survey in Italy. Sustainability, 14 (6), 3540. https://doi.org/10.3390/su14063540

Sarmini, I., Topçu, E., & Scharbrodt, O. (2020). Integrating Syrian refugee children in Turkey: The role of Turkish language skills (A case study in Gaziantep). International Journal of Educational Research Open, 1, 100007. https://doi.org/10.1016/j.ijedro.2020.100007

Schneider, L. (2018). Access and aspirations: Syrian refugees’ experiences of entering higher education in Germany. Research in Comparative and International Education, 13 (3), 457-478. ps://doi.org/10.1177/174549991878476

Soriano, E., & Cala, V. C. (2019). What attitudes toward refugees do future European teachers have? A comparative analysis between France and Spain. Sustainability, 11 (11), 3066. https://doi.org/10.3390/su11113066

Streitwieser, B., & Brück, L. (2018). Competing motivations in Germany’s higher education response to the “refugee crisis”. Refuge: Canada's Journal on Refugees/Refuge: Revue Canadienne Sur les Réfugiés, 34 (2), 38-51. https://doi.org/10.7202/1055575ar

Tarozzi, M., & Inguaggiato, C. (2018). Implementing global citizenship education in EU primary schools: The role of government ministries. International Journal of Development Education and Global Learning, 10 (1), 21-38. https://doi.org/10.18546/IJDEGL.10.1.03

Taskin, P., & Erdemli, O. (2018). Education for Syrian refugees: Problems faced by teachers in Turkey. Eurasian Journal of Educational Research, 18 (75), 155-178. https://doi.org/10.14689/ejer.2018.75.9

Tzoraki, O. (2019). A descriptive study of the schooling and higher education reforms in response to the refugees’ influx into Greece. Social Sciences, 8 (3), 72. https://doi.org/10.3390/socsci8030072

Vergou, P. (2019). Living with difference: Refugee education and school segregation processes in Greece. Urban Studies, 56 (15), 3162-3177. https://doi.org/10.1177/0042098019846448

Zlatkin-Troitschanskaia, O., Happ, R., Nell-Müller, S., Deribo, T., Reinhardt, F., & Toepper, M. (2018). Successful integration of refugee students in higher education: Insights from entry diagnostics in an online study program. Global Education Review, 5 (4), 158-181. https://ger.mercy.edu/index.php/ger/article/view/448

Descargas

Publicado

2022-12-02

Cómo citar

Zvarych, I. ., Маrushkevych А. ., Yuvkovetska, Y. ., Poliak, O. ., Levytska, L. ., & Grynevych, O. . (2022). Integración educativa de personas desplazadas forzadamente en los países de la UE. Apuntes Universitarios, 13(1), 301–318. https://doi.org/10.17162/au.v13i1.1329

Artículos similares

También puede {advancedSearchLink} para este artículo.