1. Education of migrant children and youth March 23, 2011 Office of Education and Culture Dep. of Human Development, Education and Culture Executive Secretariat for Integral Development

2. Policy framework Inter-American Program for the Promotion and Protection of the Human Rights of Migrants – Adopted by the General Assembly in resolution AG/RES. 2141 (XXXV-O/05) Inter-American Program on Education for Democratic Values and Practices – Approved by the Fourth Meeting of Ministers of Education within the framework of CIDI (OEA/Ser. W/I.18/05) and ratified by the General Assembly in resolutions AG/RES 2164 (XXXVI-O/06), AG/RES. 2423 (XXXVIII-O/08), and AG/RES. 2481 (XXXIX-O/09)

3. Objective: To document, systematize, and promote lessons learned from successful policies, programs, and practices geared towards providing quality educational experiences to migrant children and youth. Expected impact: To increase knowledge and capacity within Ministries of Education in order to develop, implement, and evaluate programs to improve educational opportunities and outcomes for migrant children and youth.

4. Beneficiaries: Migrant children and youth in OAS member states, families of migrant children and youth, policy makers, program coordinators, and educators working with migrant children and youth. Territories: All OAS member states Funding: Canadian International Development Agency (CIDA) Duration: 3 years: 2009 - 2011

5. Phase 1: Mapping of Public Policy and Program at the national levels Phase 2: Case Studies Phase 3: International Seminar Final Report Activities Phase 1: Literature review about education of migrant children and youth in the region Survey of the Ministries of Education about existing policies and programs. 23 countries have answered the survey. Analitical report about national policies and programs Policy recommendations for the education of migrant children and youth Activities Phase 2: Case Studies Visits to selected countries: Surveys and interviews of key actors (students, parents, teachers) Country reports. Analitical report about demands on education for immigrant children and about ongoing practices detected in the countries (as appropriate)

6. 9 countries reported that they had no policy or program geared towards migrant children and youth. 7 countries replied that while they had no policies, they did have activities that included the target populations of this study. Many of these measures are programs that also benefit another type of vulnerable population (Indigenous peoples or children that have dropped out of school or are at risk of doing so, persons with disabilities, etc.) 7 countries replied that they do have an education policy in place for migrant children and youth. However, some of these countries had no specific law, resolution, or institutions, or a specifically-allocated budget. Phase 1: General results of the surveys performed for the mapping of Public Policies

7. Phase 1: Preliminary Conclusions Specific needs: Language issues, cultural integration, the uprooting from the country of origin, family separation and reunification, the interruption in the studies, the recognition of educational certificates. These problems are aggravated in the case of populations with low resources or in a situation of poverty and marginality. The lack of accurate and updated data on migrants suggests that the issue of education of migrant children and youth is not a high priority on the region’s public agenda.

8. Achievements: International cooperation actions, exchange of methodologies and information on students, particularly among countries with a shared border such as Bolivia and Argentina, the United States and Mexico, and Colombia with Venezuela and Ecuador Problems: Ability to measure and assess the population of immigrant students in the different countries, so as to better define policies and programs. Phase 1: Preliminary Conclusions (cont’d)

9. Phase 2: Rationale for the Case Studies Despite the increase of migrants in countries of the continent and with the expected increase in diversity of nationalities and cultures in the classrooms, this phenomenon has not been matched by a commensurate interest in public education policy regarding migrant students in education in most countries. The hypothesis is that there is a potential demand from migrant families to have programs and policies that focus on the education of their children. Second stage: Develop case studies in immigrant communities in 4 countries in the region.

10. Phase 2: Selected Countries Latin American immigrant students in the US Immigrant students in Costa Rica Immigrant students in Argentina Immigrant students in Antigua and Barbuda

11. Phase 2: Field Work SchoolsStudentsParentsTeachesMin. of Education Argentina4 92 surveys, 19 interviews 6 surveys and interviews 2 focus groups, 4 interviews of principals, 3 interviewsInterview EIB Method Costa Rica3 55 surveys, 1 focus group, 13 interviews 5 surveys and interviews2 focus groups Interview Office of Education and Intercultural affairs Antigua & Barbuda3 68 surveys, 22 interviews 6 surveys and interviews2 focus groups Interview Director of Education

12. Some images

13. Educadem Portal- Mapping

14. THANK YOU More information at www.educadem.oas.org csleiman@oas.org Music: -Quilapayun, El paso del ñandú [instrumental] -Grupo Cantares, El sueño que habrá de ser -Olomana, Ku’u Home O Kahalu’u