Promoting Education Decision Makers' Use of Evidence in Austria

Köster, Florian; Shewbridge, Claire; Krämer, Clara

doi:10.1787/0ac0181e-en

Cited by 2 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Wiseman and Bell (2021[16]) also point out to the lack of standardised and disaggregateable data, as well as extremely localised nature of the data that is available. There are some promising examples to address the issue of data availability, such as the IAB-BAMF-SOEP-Refugee Study in Germany; the planned monitoring system for the implementation of the Swiss Integration Agenda at the national level; and Refugee Education Management Information System (REMIS), which would feed into the United Nations Educational, Scientific and Cultural Organisation (UNESCO)'s Education Management Information System (EMIS) 3 at the global level. However, along with the data availability issue researchers further highlight the capacity issuereferring to the ability of policy and practice to effectively use data for understanding the needs of refugee students in education and gaps in provision (Cerna, 2019[7]).…”

Section: Challenges To Overcomementioning

confidence: 99%

See 1 more Smart Citation

Multi-stakeholder approach for better integration of refugee students

2022

OECD Education Working Papers

View full text Add to dashboard Cite

This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.  EDU/WKP(2022)3Unclassified OECD EDUCATION WORKING PAPERS SERIESOECD Working Papers should not be reported as representing the official views of the OECD or of its member countries. The opinions expressed and arguments employed herein are those of the author(s).Working Papers describe preliminary results or research in progress by the author(s) and are published to stimulate discussion on a broad range of issues on which the OECD works. Comments on Working Papers are welcome, and may be sent to the Directorate for Education and Skills, OECD, 2 rue André-Pascal,

show abstract

Section: Challenges To Overcomementioning

confidence: 99%

“…City of Vienna (2020[62]), Integrations-und Diversitätsmonitor der Stadt Wien (Vienna's Integration and Diversity Monitor), https://www.wien.gv.at/menschen/integration/pdf/monitor-2020.pdf (accessed on 02 September 2021); Koehler, C. (2017[3]). Continuity of learning for newly arrived refugee children in Europe.…”

mentioning

confidence: 99%

Multi-stakeholder approach for better integration of refugee students

2022

OECD Education Working Papers

View full text Add to dashboard Cite

show abstract

Non-formal encounters between Israeli families and African immigrant families foster lifelong learning competence

Ganz Meishar

2024

QEA

View full text Add to dashboard Cite

Purpose This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives? Design/methodology/approach The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source. Findings The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them. Research limitations/implications The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered. Practical implications This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning. Social implications The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect. Originality/value Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

show abstract

Promoting Education Decision Makers' Use of Evidence in Austria

Cited by 2 publications

References 0 publications

Multi-stakeholder approach for better integration of refugee students

Multi-stakeholder approach for better integration of refugee students

Non-formal encounters between Israeli families and African immigrant families foster lifelong learning competence

Contact Info

Product

Resources

About