GLOBAL EDUCATION MONITORING REPORT
G LO BA L E D U C AT IO N M O N I TO R I N G R E P O RTARAB STATESMigration, displacementand education:BUILDING BRIDGES, NOT WALLSUnited NationsEducational, Scientific andCultural OrganizationSustainableDevelopmentGoals2019
G LO B A L E D U C AT IO N M O N I TO R I N G R E P O R T2019Arab StatesM I G R AT I O N , D I S P L A C E M E N T A N D E D U C AT I O N :B U I L D I N G B R I D G E S , N OT WA L L S
A R A B S TAT E S G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 9The Education 2030 Incheon Declaration and Framework for Action specifies that the mandate of the GlobalEducation Monitoring Report is to be “the mechanism for monitoring and reporting on SDG 4 and on education in theother SDGs” with the responsibility to “report on the implementation of national and international strategies tohelp hold all relevant partners to account for their commitments as part of the overall SDG follow-up and review”.It is prepared by an independent team hosted by UNESCO.The designations employed and the presentation of the material in this publication do not imply the expression ofany opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area,or of its authorities, or concerning the delimitation of its frontiers or boundaries.The Global Education Monitoring Report team is responsible for the choice and the presentation of the facts containedin this book and for the opinions expressed therein, which are not necessarily those of UNESCO and do not committhe Organization. Overall responsibility for the views and opinions expressed in the Report is taken by its Director.The Global Education Monitoring Report teamDirector: Manos AntoninisDaniel April, Bilal Barakat, Madeleine Barry, Nicole Bella, Erin Chemery, Anna Cristina D’Addio,Matthias Eck, Francesca Endrizzi, Glen Hertelendy, Priyadarshani Joshi, Katarzyna Kubacka,Milagros Lechleiter, Kate Linkins, Kassiani Lythrangomitis, Alasdair McWilliam, Anissa Mechtar,Claudine Mukizwa, Yuki Murakami, Carlos Alfonso Obregón Melgar, Judith Randrianatoavina,Kate Redman, Maria Rojnov, Anna Ewa Ruszkiewicz, Laura Stipanovic Ortega, Morgan Strecker,Rosa Vidarte and Lema Zekrya.The Global Education Monitoring Report is an independent annual publication. The GEM Report is funded by agroup of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO.MINISTÈREDE L’EUROPE ET DESAFFAIRES ÉTRANGÈRESDÉLÉGATION PERMANENTE DELA PRINCIPAUTÉ DE MONACOAUPRÈS DE L'UNESCOUnited NationsEducational, Scientific andCultural OrganizationivSustainableDevelopmentGoals
G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 9 A R A B S TAT E SThis publication is available in Open Access under the Attribution-ShareAlike 3.0 IGO (CC-BY-SA 3.0 IGO) 3.0/igo/). By using the content of this publication, the users accept tobe bound by the terms of use of the UNESCO Open Access Repository -en).The present licence applies exclusively to the text content of the publication. For the use of any materialnot clearly identified as belonging to UNESCO, prior permission shall be requested from:publication.copyright@unesco.org or UNESCO Publishing, 7, place de Fontenoy, 75352 Paris 07 SP France.This publication can be referenced as: UNESCO. 2019. Global Education Monitoring Report 2019 – Arab States –Migration, displacement and education: Building bridges, not walls. Paris, UNESCO.For more information, please contact:Global Education Monitoring Report teamUNESCO, 7, place de Fontenoy75352 Paris 07 SP, FranceEmail: gemreport@unesco.orgTel.: 33 1 45 68 07 wordpress.comAny errors or omissions found subsequent toprinting will be corrected in the online version atwww.unesco.org/gemreportRegional Reports of theGlobal Education Monitoring Report series2019Arab States – Migration, displacement andeducation: Building bridges, not wallsCover photo: Mark Kaye/Save the ChildrenCaption: Iraq. Yasmina recently fled fighting in Mosul.She attends the Temporary Learning Space organisedby Save the Children. UNESCO, 2019First editionPublished in 2019 by the United NationsEducational, Scientific and Cultural Organization7, Place de Fontenoy, 75352Paris 07 SP, FranceTypeset by UNESCOPrinted on recycled, PEFC certified paper,with vegetable inks.Graphic design by FHI 360Layout by FHI 360ISBN: 978-92-3-100347-9References for this publication can be downloaded port/files/arabstatesregionalreport references 2019.pdfThis publication and all related materials are available for download here: http://gem-report-2019.unesco.org/arab-states/v
A R A B S TAT E S G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 9KEY MESSAGESNo part of the world is currently as much affectedby migration and displacement as the Arab States.The region accounts for 5% of the global populationbut 32% of the global population of refugees and38% of the global population of people internallydisplaced by conflict. Although migration offersopportunities, humanitarian crises have slowed downthe pace of education development in the regionrelative to other regions, undermining the prospects ofthis and future generations.make up 73% of private school students in Kuwait,81% in Qatar and 83% in the United Arab Emirates. INTERNAL MIGRATIONRural to urban migration, a particularly salientphenomenon in middle-income countries, and seasonalor circular flows tend to pose the biggest challenges foreducation systems. But the pace of urbanization andinternal migration intensity are lower in the Arab Statesthan in other regions. In Egypt, children of internal migrants have slightlylower dropout rates in primary and lower secondaryeducation and are more likely to persist intosecondary and post-secondary education.In Iraq, 13% of the population lives in 3,700 slumswhere there are almost 2,200 uncompleted schools.In Sadr City, 9% of inhabitants cited education as atop-priority need.Field schools for nomads and pastoralists incountries such as Djibouti focus on farming-relatedskills aimed at increasing livestock managementefficiency and mitigating climate change effects. First, Gulf Cooperation Council countries have thehighest immigration rates in the world. In Qatar andthe United Arab Emirates, immigrants are the majorityboth in the overall and in the student population. viExcept for Bahrain, countries cater for migrantsthrough a private education system, where accessand quality are linked to ability to pay. ImmigrantsThe Arab States display higher student mobility thanthe global average. The inbound mobility ratio in theArab States increased from 2.3% in 2006 to 3.2% in2017, reaching 35% in Qatar and 49% in the UnitedArab Emirates.Internationalization in higher education camewith a switch from Arabic to English as a languageof instruction, not only at university but also atpre-university level. Expatriate Arab, mostly Egyptianand Jordanian, teachers are being replaced byEnglish-speaking recruits, largely from high-incomecountries, who are hired under much morefavourable terms.Second, regional emigration rates are above the globalaverage of 3.4%, notably in Lebanon (12%) but alsoin the Maghreb countries of Algeria, Tunisia andespecially Morocco (8%). INTERNATIONAL MIGRATIONMigration from and to the Arab States has historicallyhad two main facets, while a third one is emerging.Private schools represent a lucrative market inthese countries, valued at some US 13.2 billion in2016/17 and expected to double to US 26.2 billion by2023. These private schools offer curricula mostly inline with the country of origin of the student body. The highest – and rising – shares of the totalimmigrant population from Arab States are foundin France (37%; mostly Maghreb) and Sweden (18%;mostly from Iraq and the Syrian Arab Republic).Immigrant students from Algeria, Morocco andTunisia do worse in France. For instance, 25% ofthem repeat a grade compared to 15% on average.But once their socioeconomic background is takeninto account, their academic results do not differfrom those of native French students.Lebanon and Morocco have the largest highly skilledemigration rates, about one in four. The effect ofthe prospect for skilled migration on human capitalaccumulation can be positive in sending countries,reaching a maximum at 14%, a moderate rate ofhigh-skilled migration.A third emerging trend is that sub-Saharan Africanmigrants increasingly settle in Northern Africa.In Morocco, the government is developing policiesand a framework to guide their integration into the
G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 9education system. An estimated 53,000 school-agerefugee and migrant children in Libya needed supportfor education access.Despite an overwhelming response in the five countrieshosting Syrian refugees, 39% of school age childrenare still not in education. And many are still placed inparallel systems, which are mostly unsustainable.Faced with crises, most governments used to provideparallel education systems for refugee populations.This is still the case with Malian refugees in Mauritania.However, refugees should be fully included in nationaleducation systems. The 2017 Djibouti Declaration onRegional Refugee Education commits its signatories,including Djibouti and Sudan, to integrate educationfor refugees and returnees into their education sectorplans by 2020. Turkey has committed to include allSyrian refugee children phase out separate provision intemporary education centres by 2020.INTERNAL DISPLACEMENTWhile the Syrian Arab Republic has by far the highestpercentage of internally displaced people (IDPs) as ashare of the population (36%), Yemen (8%) and Iraq,Palestine and Sudan (each about 5%) are among thetop 12 countries on this list. Geography, history, resource availability and systemcapacity all affect the degree of refugee inclusion. Jordan and Lebanon adopted double-shift systems.While the only realistic solution in the short- tomedium-term, it is necessary that governmentsstrengthen their teacher and school administrationprofessional development and all actors preparefor eventually dismantling the second shiftand addressing the consequences of includingthose who stay.Sahrawi refugees in Algeria have a separateeducation system and curriculum in Arabic andSpanish. While all children attend basic education,most of the over 2,200 lower secondary schoolgraduates in 2017 had left for secondary schools inother cities.UNRWA, in partnership with UNESCO, providesaccredited free basic education to 526,000 Palestinerefugee children in 711 schools. It closely cooperatesA R A B S TAT E Swith four host governments to ensure the smoothtransition of students into their secondary educationsystems, including recognition and accreditationof their qualifications, curricula, examinations andtimetabling.INTERNATIONAL DISPLACEMENTAt the end of 2018, there were 25.9 million refugees,of whom 5.5 million were Palestinian. The Syrian ArabRepublic (6.7 million) was the country from whichthe largest number of people had fled, while Sudan(0.7 million) was also in the top 10. Lebanon and Jordanare the two top refugee hosting countries in the worldas a share of their population. In Iraq, there are 1.6 million IDPs. Of these, almost700,000 live in the Kurdistan region, whereone of the challenges is the small number ofArabic-language schools and uncertainty overwhether qualifications from Kurdistan region schoolswill be recognized, as the curriculum is different.In Sudan, conflict in Blue Nile, South Kordofan and,especially, the five Darfur states means there arean estimated 1.9 million IDPs, of whom 1.6 millionlive in camps. The Ministry of Education supports360 primary schools in camps, serving about260,000 children but these are only temporaryarrangements, including provision of supplies andconstruction.In the Syrian Arab Republic, there remain more than6 million IDPs, of which 52% are children and 86% livein urban areas. Only government-affiliated schoolsprovide widely recognized certification and displacedchildren in opposition-held areas seeking access toexaminations in government-held schools face risks.A 2018 report found that 13% of children requiredspecialized psychosocial support in the classroom tofacilitate learning and well-being.In Yemen, there are 2.3 million IDPs. The presenceof two ministries, one ruled by the Houthis inSana’a and another ruled by the internationallyrecognized government in Aden, poses a challengefor humanitarian actors. Like other civil servants inHouthi-controlled governorates, teachers have notreceived their salaries since 2016. Incentive paymentswere meant to begin in 2018 but were delayedbecause the Aden-based ministry claimed theteacher list submitted by the Sana’a-based ministryincluded Houthi followers.vii
A R A B S TAT E S G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 9Syrian children living in southern Turkey after fleeingtheir homes in war‑torn Syria play and learn at achild‑friendly space supported by Save the Children.Credit: Ahmad Baroudi/Save the Children
INTRODUCTION A R A B S TAT E SCHAPTER 1IntroductionPowerful stories of ambition, hope, fear, anticipation,ingenuity, fulfilment, sacrifice, courage, perseveranceand distress remind us that ‘[m]igration is anexpression of the human aspiration for dignity, safetyand a better future. It is part of the social fabric, part ofour very make-up as a human family’ (United Nations,2013). Yet migration and displacement are ‘also a sourceof divisions within and between States and societies .In recent years, large movements of desperatepeople, including both migrants and refugees, havecast a shadow over the broader benefits of migration’(United Nations, 2017, p. 2).While there is shared responsibility for the commondestiny formally endorsed in the 2030 Agenda forSustainable Development, migration and displacementcontinue to elicit some negative responses in modernsocieties. These are exploited by opportunists whosee benefit in building walls, not bridges. It is here thateducation’s role to ‘promote understanding, toleranceand friendship among all nations, racial or religiousgroups’, a key commitment in the Universal Declarationof Human Rights, takes centre stage and was the focusof the 2019 Global Education Monitoring (GEM) Report.The report looked at migration and displacementthrough the eyes of teachers and educationadministrators faced with the reality of diverseclassrooms, schoolyards, communities, labour marketsand societies. Education systems around the worldare united in the commitment to achieve the fourthSustainable Development Goal (SDG) – ‘Ensureinclusive and equitable quality education and promotelifelong learning opportunities for all’ – and to leaveno one behind. For all students to fulfil their promise,systems need to adjust to their needs irrespective oftheir backgrounds. Education systems also need torespond to societies’ need to be resilient and adapt tomigration and displacement – a challenge affectingcountries with large or small migrant and refugeepopulations (Box 1.1).B OX 1 .1 :Education is both a tool and a vulnerability for populations on the moveThis report covers all types of population movements (Figure 1.1).The largest but most neglected is internal migration. On average,1 out of 8 people lives outside their region or province of birth.While many internal movements have innocuous consequences,some – particularly in rapidly urbanizing low- and middle-incomecountries – have serious effects on the education opportunitiesof those moving and those left behind. Access to education at thedestination may be constrained due to deliberate administrative rulesor simple neglect.On average, about 1 out of 30 people lives outside their country ofbirth. Almost two-thirds are in high-income countries, which explainsthe political prominence of the issue in those countries. Internationalmigrants are more likely to be of working age and therefore older thanthe population in destination countries. While most move to work,the extent to which their skills are recognized, utilized and rewardedis a key factor in the decision to move. Many also move for education,which several measures can facilitate. Their migration also affectsdescendants, in the next generation if not beyond.Some 1 out of 80 people is displaced within or across borders byconflict or natural disasters, the number having risen rapidly in recentyears. Nine out of ten of the displaced live in low- and middle-incomecountries. Delivering education for displaced people is part of restoringtheir sense of normalcy, structure and hope, but it can be challenging,conditioned by the unique social, economic and political contexts ofdisplacement. Education needs to help these populations cope withprotracted displacement and prepare them for a variety of futures.Definitions for various categories of people on the move are meantto establish clear criteria that ensure respect for their rights.Yet even apparently clear-cut categories are less so in practice.In defining international migrants, for instance, some countries andorganizations base nationality on descent, others on place of birth.Some categories provoke considerable controversy; fierce politicalarguments erupt over whether people migrate willingly to seek abetter future or are forcibly displaced by human-caused or naturaldisasters. Host communities may interrogate migrants’ and refugees’motivation (e.g. whether for work or education), legality (e.g. whetherdocumented) or responsibility (e.g. whether victims of a crisis).Such arguments can divert focus from migrants’ well-being.9
A R A B S TAT E S G LO B A L E D U C AT I O N M O N I TO R I N G R E P O R T 2 0 1 9F I GURE 1 .1 :People move for a variety of reasonsInternal migrants move within acountry, usually in one direction, fromvillage to town, but also on circularroutes, following their livelihoods.Nasser is a teacher working in a school in Giza,Greater Cairo, Egypt, a city that has expandedgreatly as a result of internal migration.International migrants move acrosscountry borders to work, either withauthorization from the host country Sofia’s parents migrated from Morocco.She grew up in France but also feels stronglinks to Morocco. Both countries feellike home to her. or without the documents requiredunder immigration laws and rules toenter, reside or work abroad.Migrants rescued last March in the Channel ofSicily by Italian Coast Guard.Some young people move acrossborders to pursue further studies in aforeign university.Khadidja, an Algerian medical schoolgraduate, went to France to fine-tune herskills because of the country’s reputation formedical education.Internally displaced people areforced to move within their country,remaining under the protection oftheir government.Four siblings stand in the doorway oftheir parents’ rented house in DhamarGovernorate, Yemen. They were forced tomove from Al Dhale’e at the start of the war.The conflict has displaced over 2 million peoplein the country.Asylum-seekers are those whoserequests to seek refuge frompersecution in another country needto be processed.These young men are among the manyasylum-seekers from Afghanistan, Iraq and theSyrian Arab Republic who sleep rough aroundBudapest’s railway stations.If successful in their requests,asylum-seekers obtain refugee status,which protects them and providesrights under international conventions.Vinda sits with her mother, Hamrin,and two sisters in their home in a camp in Iraq.Originally from Qamishli, Syrian Arab Republic,the family fled the war. Her father worksoutside the camp. Vinda hopes tobecome a teacher.Photo credits (top to bottom): Magali Corouge/UNESCO, Dominic Egan, Franc
The Global Education Monitoring Report is an independent annual publication. The GEM Report is funded by a group of governments, multilateral agencies and private foundations and facilitated and supported by UNESCO. The Global Education Monitoring Report team Director: Manos Antoninis
GLOBAL EDUCATION MONITORING REPORT Migration, displacement and education: BUILDING BRIDGES, NOT WALLS Brussels, 4 December 2018 Global Education Meeting Manos ANTONINIS Director, Global Education Monitoring Report. The 2030 Agenda for Sustainable Development commits us to leave no one behind
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It entrusts UNESCO with the leadership, coordination and monitoring of the Education 2030 agenda. It also calls upon the Global Education Monitoring (GEM) Report to provide independent monitoring and reporting of the Sustainable Development Goal on education (SDG 4), and on education in the other SDGs, for the next fifteen years.
Quarterly LARP Monitoring Report, March - May 2017 4 Dec 2015 - Feb 2016 Quarterly Internal Monitoring Report March - May 2016 Quarterly Internal Monitoring Report June - Aug 2016 Quarterly Internal Monitoring Report Sep - Nov 2016 Quarterly Internal Monitoring Report
What is Media Monitoring and How Do You Use it Monitoring: a history of tracking media What is monitoring? Getting started with monitoring The Benefits and Uses of Monitoring Using media monitoring to combat information overload Tools to maximize monitoring and measurement efforts Using media monitoring to develop media lists
This profile was commissioned by the Education for All Global Monitoring Report as background information to assist in drafting the 2008 report. It has not been edited by the team. The views and opinions expressed in this paper are those of the author(s) and should not be attributed to the EFA Global Monitoring Report or to UNESCO.
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BEC HIGHER PART TWO Questions 2 – 4 4 Write an answer to one of the questions 2 – 4 in this part. Write 200 – 250 w ords on pages 5 and 6. Write the question number in the box at the top of page 5. Question 2 Your manager is keen to introduce new practices into your company. He has asked you to write a report which includes .
