Context rules! Top-level education policies for newly arrived migrant students across six European countries

Amalee Meehan, Sílvia Almeida, Barbara Bäckström, Glorianne Borg-Axisa, Nathanaël Friant, Øystein Lund Johannessen, Monica Roman

Research output: Contribution to journalArticlepeer-review

Abstract

Migration across Europe is an increasing reality over the last number of decades, affecting countries with long histories of immigration as well as countries newer to the phenomenon. Although education remains a key factor in receiving and integrating migrants, policies and practices differ among countries. How contextual factors shape these differences is under-represented. This article reviews the top-level education policies on receiving Newly Arrived Migrant Students (NAMS) in six European countries – Belgium, Ireland, Malta, Norway, Portugal and Romania – in an attempt to fill this gap. Employing the European Commission four-dimensional framework of educational support for migrants, we examine how the context of each country shapes these policies. Findings are somewhat paradoxical, indicating both the contextual nature of top-level policies, and a trend towards policy homogenisation at a European level, despite very different national contexts.
Original languageEnglish
Article number100046
JournalInternational Journal of Educational Research Open
Volume2
DOIs
Publication statusPublished - 18 Apr 2021

Keywords

  • Newly arrived migrant students (NAMS)
  • Migration
  • Education
  • Context
  • Top-level policy
  • Europe

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