Project Details
Description
In 2019, more than a million children migrated from Venezuela to various Latin American countries.
About half of them interrupted their educational career.
Their educational risk situation worsened with the closure of schools caused by the COVID-19 pandemic in 2020.
The double crisis of migration and pandemic constitutes an unprecedented challenge for the right to education of these children.
Despite the magnitude of this double crisis, we know little about how governments are making decisions about the educational needs of migrants while responding to multiple pressures deepened by the pandemic.
This project contributes to filling that gap by examining what guides actions in Colombia regarding the education of Venezuelan migrants during the pandemic.
Colombia is the main recipient of this diaspora, receiving more than 400 thousand children in the last three years.
At the same time, Colombian public schools in the poorest areas, areas where migrants also tend to concentrate, have been hit hard by the pandemic to the extent that their students do not have access to connectivity and technology that allows them to continue their education. from distance.
Our analysis considers collective action dilemmas at three levels: between international organizations and national governments, between national governments and subnational actors, and between subnational governments and schools.
Through technical documents and interviews with actors at different levels, we will identify logics of coercion and political negotiation that shape the decisions and implementation of educational policies for migrants.
This study will document the changing educational policies that arise from the intersection between transnational, national and subnational negotiations, which impact the educational opportunities of migrants in Colombia and Latin America.
Our unique contribution derives from the bottom-up and on-the-ground analysis that we will develop around the coordination between various actors at different levels to advance towards the 2015 Sustainable Development Goals in the midst of a global crisis such as the pandemic.
Our study will reveal the new political challenges of this double crisis and will contribute to improving the coordination of various actors around the right to education of migrant children.
The project will disseminate this knowledge in the academic community, decision makers, the educational community, and the general public.
About half of them interrupted their educational career.
Their educational risk situation worsened with the closure of schools caused by the COVID-19 pandemic in 2020.
The double crisis of migration and pandemic constitutes an unprecedented challenge for the right to education of these children.
Despite the magnitude of this double crisis, we know little about how governments are making decisions about the educational needs of migrants while responding to multiple pressures deepened by the pandemic.
This project contributes to filling that gap by examining what guides actions in Colombia regarding the education of Venezuelan migrants during the pandemic.
Colombia is the main recipient of this diaspora, receiving more than 400 thousand children in the last three years.
At the same time, Colombian public schools in the poorest areas, areas where migrants also tend to concentrate, have been hit hard by the pandemic to the extent that their students do not have access to connectivity and technology that allows them to continue their education. from distance.
Our analysis considers collective action dilemmas at three levels: between international organizations and national governments, between national governments and subnational actors, and between subnational governments and schools.
Through technical documents and interviews with actors at different levels, we will identify logics of coercion and political negotiation that shape the decisions and implementation of educational policies for migrants.
This study will document the changing educational policies that arise from the intersection between transnational, national and subnational negotiations, which impact the educational opportunities of migrants in Colombia and Latin America.
Our unique contribution derives from the bottom-up and on-the-ground analysis that we will develop around the coordination between various actors at different levels to advance towards the 2015 Sustainable Development Goals in the midst of a global crisis such as the pandemic.
Our study will reveal the new political challenges of this double crisis and will contribute to improving the coordination of various actors around the right to education of migrant children.
The project will disseminate this knowledge in the academic community, decision makers, the educational community, and the general public.
| Status | Finished |
|---|---|
| Effective start/end date | 10/5/21 → 6/20/23 |
UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This project contributes towards the following SDG(s):
Main Funding Source
- Competitive Funds
- Small Amount
Location
- Bogotá D.C.
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