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Background

Refugee and migration crises have seen an increase in scale and occurrence in the last couple of decades, profoundly changing the composition of societies, and accordingly of schools and classrooms. Education systems now face new challenges in providing effective interventions to support equity and inclusion, having to match resources within schools to individual student learning needs. Many OECD countries have already implemented policies and practices to foster the inclusion of students with an immigrant background and refugee students. Despite the progress made, important gaps remain around policy responses that ensure that education systems are equipped to respond to diverse learners’ needs in changing and uncertain environments.

The 10th Education for Inclusive Societies Policy Forum convened diverse stakeholders - from policy makers to representatives of international organisations, the Trade Union Advisory Committee to the OECD (TUAC), foundations and OECD analysts - to reflect on how to move from immediate responses to crises to long-term strategies. The Forum participants also discussed social and emotional learning of refugee learners, and the uses of data to inform education policies.

Objectives

• To identify the key policy issues and challenges faced by education systems during and immediately following large influxes of refugee students.
• To reflect on the role of social and emotional learning in supporting learners, particularly in the context of refugee crises.
• To explore data collection tools and approaches that can help ensure education systems are equipped to meet the needs of refugee and immigrant learners.
• To reflect on the policy issues that need to be considered in ensuring that education systems are equipped to respond to diverse learners’ needs in changing and uncertain environments.

Presentations

Introduction:

• Immigrant and refugee students in education: an overview (Lucie Cerna, OECD)

Session 1 - Education in the context of refugee crises: challenges and policy responses

• An education system´s experience of a refugee crisis:Challenges faced, Responses adopted and Lessons learnt for Education policy (Eva Arered, National Agency for Education, Sweden)
• Estonian education system and the Ukrainian war refugees (Laura Limperk-Kütaru, Counsellor for Education and Science Permanent, Representation of Estonia to the OECD and UNESCO)

Session 2 - Social and emotional learning of refugee learners

• Social and emotional learning of refugee learners (Ulrike Storost, European Commission)

• Social and Emotional Wellbeing of Refugee Learners (Sara Hommel, Save the Children) 

Session 3 - Learning from data to inform education policies

• Learning from data to inform education policies: Preliminary results of the survey on “Ensuring a long lasting return of Ukrainian refugee students to learning” (Corinne Heckmann, OECD)
• On data collection in the context of the Ukrainian refugee crisis: A policy-data nexus perspective (Artur Krzysztof Borkowski and Lily Calaycay, UNESCO)

Session 4 - Education in the context of crises: from initial responses to long-term strategies

• Education in Contexts of Crises: From Immediate Responses to Long term Strategies (Eliana Chamizo Álvarez, Ministry of Education of Chile)