About the congress

Education and training require thinking about the increase in international migration and the population displacements that affect both those who migrate, those who remain and those who welcome migrants.

On average, one in eight people are internal migrants (763 million) and one in 30 people (258 million) live in a country other than their birth. Internal and international migration therefore covers 14% of the world's population [1]. The latter has increased significantly in recent decades at a rate higher than that predicted by demographers. Almost two thirds of international migrants go to high-income countries where the percentage of immigrants increased from 10% in 2000 to 14% in 2017 [2]. Most of them do it to work, but some to study. Irregular migration has also increased significantly due to the displacement of population groups, both internal and cross-border, mainly due to civil and transnational conflicts and environmental catastrophes. The data indicate that in 2017 there were 68.5 million internally displaced persons worldwide and 25.4 million refugees (asylees or asylum seekers) [1], 14% of whom are children. Both groups are equivalent to almost 1% of the world population. The high presence of children highlights the need to implement appropriate educational mechanisms to fight school inequalities and to move towards a more inclusive education system in the world.

Some of the questions that are specifically raised for education and training are the following:

What educational and training policies are developed to serve the different types of migrants?

What specificities are found regarding the characteristics of migrations according to the different categories such as: by countries and regions, by demographic groups, by levels of government (municipal, subnational, national, regional, world) and by the migratory periods (temporary or permanent)?

How do countries plan and what resources do they invest in the education and training of migrants?

What are the connections between the educational attainment achieved by the different types of migrants compared with those of the native population of the receiving area and with those reached by the non-migrant population of the geographical area of ​​origin?

What inequalities are registered in the access and educational trajectory of the different groups of migrants?

What pedagogical and didactic practices manage to resolve favorably the problem of the inclusion of the different types of migrants both in terms of language, diversity and discrimination?

[1] OIM, Informe sobre las migraciones en el mundo 2018. Disponible en: https://publications.iom.int/system/files/pdf/wmr_2018_sp.pdf

[2] Unesco, Informe de seguimiento de la educación en el mundo 2019. Migración desplazamiento y educación. Disponible en: https://unesdoc.unesco.org/ark:/48223/pf0000265866



Virtual modality

From June 6 to 9, 2022


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Coordinator: Camila Cosse

Email: support@amse2020.org