Skip to main content

Advertisement

Springer Nature Link
Log in

Revisioning Education for All in the age of migration: Global challenges and opportunities for lifelong learning

  • Published:
International Review of Education Aims and scope Submit manuscript

Abstract

This paper revisits and revisions Education for All (EFA) in the age of global migration with the aim of developing more inclusive approaches towards social justice and equity in education. Drawing on cases of internal and international migration in China and Canada, this paper compares and contrasts policies and practices in the education of migrants and their children to discern common issues and challenges in both country contexts. The findings reveal that despite China’s nine-year compulsory education law for all school-aged children, migrant children are often deprived of equitable learning opportunities, resulting in their being the most educationally marginalised in China. The case of Canada demonstrates some of the challenges facing immigrants in having their prior learning and work experience recognised. Lessons learned from this comparative analysis have important implications for the post-2015 EFA revisioning process in terms of developing a holistic, inclusive lifelong learning framework which ensures that the learning needs of both young and adult learners are met through access to equitable learning opportunities as well as recognition of their prior learning and experience.

Résumé

Reconsidérer l’Éducation pour tous à une époque de migration : opportunités et défis mondiaux pour l’apprentissage tout au long de la vie – L’auteur de cet article réexamine et reconsidère l’Éducation pour tous (EPT) dans le contexte actuel de migrations mondiales, en vue d’élaborer des approches plus inclusives favorables à la justice sociale et à l’équité devant l’éducation. À partir des exemples de migrations internes et internationales que connaissent la Chine et le Canada, il compare et oppose les politiques et les pratiques appliquées dans l’éducation des migrants et de leurs enfants, pour en dégager les problématiques et défis communs aux deux contextes nationaux. Ses conclusions signalent qu’en dépit de la législation chinoise qui prescrit neuf ans d’éducation obligatoire pour tous les enfants scolarisables, les enfants de migrants sont souvent privés d’opportunités éducatives équitables, d’où leur situation de groupe le plus exclu de l’éducation dans le pays. L’exemple du Canada illustre plusieurs défis auxquels sont confrontés les immigrants dans la reconnaissance de leurs apprentissages antérieurs et expériences professionnelles. Les enseignements de cette analyse comparative ont d’importantes implications pour une nouvelle conception de l’EPT après 2015 en vue de l’élaboration d’un cadre global et inclusif d’apprentissage tout au long de la vie. Ce dernier doit garantir une réponse aux besoins éducatifs tant des jeunes que des adultes, par l’accès à des opportunités éducatives équitables et par la reconnaissance de leurs expériences et apprentissages antérieurs.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
€32.70 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Finland)

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Notes

  1. Besides “internal migration” which occurs within nation states (e.g., China) and “international migration” between nation states (e.g., China to Canada), the relatively recent term “transnational migration” is used to describe multiple and circular migrations that occur across transnational spaces with migrants who maintain close contact with their country of origin.

References

  • Anderson, B. (2002). The new world disorder. In J. Vincent (Ed.), The anthropology of politics: A reader in ethnography, theory, and critique (pp. 261–270). Malden, MA: Blackwell Publishers.

    Google Scholar 

  • Andersson, P., & Guo, S. (2009). Governing through non/recognition: The missing ‘R’ in the PLAR for immigrant professionals in Canada and Sweden. International Journal of Lifelong Education, 28(4), 423–437.

    Article  Google Scholar 

  • Bloemraad, I. (2000). Citizenship and immigration: A current review. Journal of International Migration and Integration, 1(1), 9–37.

    Article  Google Scholar 

  • Bloom, D. E., & Cohen, J. E. (2002). Education for All: An unfinished revolution. Daedalus, 131(3), 84–95l.

    Google Scholar 

  • Buchert, L. (1995). The concept of Education for All: What has happened after Jomtien? International Review of Education, 41(6), 537–549.

    Article  Google Scholar 

  • Carm, E. (2013). Rethinking Education for All. Sustainability, 5(8), 3447–3472.

    Article  Google Scholar 

  • Castles, S., & Miller, M. (2009). The age of migration: International population movements in the modern world. New York: Guilford Press.

    Google Scholar 

  • Chen, S., Adams, J., Qu, Z., Wang, X., & Chen, L. (2013). Parental migration and children’s academic engagement: The case of China. International Review of Education, 59(6), 693–722.

    Article  Google Scholar 

  • Crowther, J. (2004). “In and against” lifelong learning: Flexibility and the corrosion of character. International Journal of Lifelong Education, 24(2), 125–136.

    Article  Google Scholar 

  • Fan, C. (2008). Migration, hukou, and the city. In S. Yusuf & T. Saich (Eds.), China urbanizes: Consequences, strategies, and policies (pp. 65–89). Washington, DC: The World Bank.

    Google Scholar 

  • Fishman, T. (2005). China Inc: How the rise of the next superpower challenges American and the world. New York: Scribner.

    Google Scholar 

  • Fraser, N. (2000). Rethinking recognition. New Left Review, 3, 107–120.

    Google Scholar 

  • Fraser, N. (2008). From redistribution to recognition? Dilemmas of justice in “postsocialist” age. In S. Seidman & J. Alexander (Eds.), The new social theory reader (pp. 188–196). London: Routledge.

    Google Scholar 

  • Gale, T., & Densmore, K. (2000). Just schooling: Explorations in the cultural politics of teaching. Buckingham: Open University Press.

    Google Scholar 

  • Gouthro, P. (2007). Active and inclusive citizenship for women: Democratic considerations for fostering lifelong education. International Journal of Lifelong Education, 26(2), 143–154.

    Article  Google Scholar 

  • Grace, A. (2004). Lifelong learning as a chameleonic concept and versatile practice: Y2K perspectives and trends. International Journal of Lifelong Education, 23(4), 385–405.

    Article  Google Scholar 

  • Grant, P., & Nadin, S. (2007). The credentialing problems of foreign trained personnel from Asia and Africa intending to make their home in Canada: A social psychological perspective. Journal of International Migration and Integration, 8(2), 141–162.

    Article  Google Scholar 

  • Guo, S. (2009). Difference, deficiency, and devaluation: Tracing the roots of non/recognition of foreign credentials for immigrant professionals in Canada. Canadian Journal for the Study of Adult Education, 22(1), 37–52.

    Google Scholar 

  • Guo, S. (2010). Toward recognitive justice: Emerging trends and challenges in transnational migration and lifelong learning. International Journal of Lifelong Education, 29(2), 149–167.

    Article  Google Scholar 

  • Guo, S. (2012). Globalization, market economy and social inequality in China: Exploring the experience of migrant teachers. Canadian and International Education, 41(2), 8–27.

    Google Scholar 

  • Guo, S. (2013a). Economic integration of recent Chinese immigrants in Canada’s second-tier cities: The triple glass effect and immigrants’ downward social mobility. Canadian Ethnic Studies, 45(3), 95–115.

    Article  Google Scholar 

  • Guo, S. (2013b). The changing face of work and learning in the context of immigration: The Canadian experience. Journal of Education and Work, 26(2), 182–186.

    Article  Google Scholar 

  • Guo, S., & DeVoretz, D. (2006). Chinese immigrants in Vancouver: Quo vadis? Journal of International Migration and Integration, 7(4), 425–447.

    Google Scholar 

  • Guo, S., & Zhang, J. (2010). Language, work and learning: Exploring the urban experience of ethnic migrant workers in China. Diaspora, Indigenous, and Minority Education, 3(4), 47–63.

    Article  Google Scholar 

  • Henry, F., Tator, C., Mattis, W., & Rees, T. (2006). The colour of democracy: Racism in Canadian society. Toronto: Thompson Nelson.

    Google Scholar 

  • Honneth, A. (2008). Personal identity and disrespect. In S. Seidman & J. Alexander (Eds.), The new social theory reader (pp. 43–49). London: Routledge.

    Google Scholar 

  • Inter-Agency Commission (1990). World declaration on Education for All: Meeting basic learning needs. New York: Inter-Agency Commission for the World Conference on Education for All; UNDP; UNICEF; World Bank.

  • Inwin, J. (2000). China’s migrant children fall through the cracks. UNESCO Courier, 53(9), 13–15.

    Google Scholar 

  • Jarvis, P. (2006). Towards a comprehensive theory of human learning. London and New York: Routledge.

    Google Scholar 

  • Jordan, B., & Düvell, F. (2003). Migration: The boundaries of equality and justice. Cambridge: Polity.

    Google Scholar 

  • Kwong, J. (2004). Educating migrant children: Negotiations between the state and civil society. The China Quarterly, 180, 1073–1088.

    Article  Google Scholar 

  • Kymlicka, W. (2008). Multicultural citizenship. In S. Seidman & J. Alexander (Eds.), The new social theory reader (pp. 270–280). London: Routledge.

    Google Scholar 

  • Lai, F., Liu, C., Luo, R., Zhang, L., Ma, X., Bai, Y., Sharbono, B. & Rozelle, S. (2012). Private migrant schools or rural/urban public schools: Where should China educate its migrant children? Stanford REAP Working Paper #224. Stanford, CA: Stanford University.

  • Li, P. S. (2008). The role of foreign credentials and ethnic ties in immigrants’ economic performance. Canadian Journal of Sociology, 33(2), 291–310.

    Google Scholar 

  • Li, X., Zhang, L., Fang, X., Stanton, S., Xiong, Q., Lin, D., et al. (2010). Schooling of migrant children in China: Perspectives of school teachers. Vulnerable children and Youth Studies, 5(1), 79–87.

    Article  Google Scholar 

  • Liang, Z., & Chen, Y. P. (2007). The educational consequences of migration for children in China. Social Science Research, 36(1), 28–47.

    Article  Google Scholar 

  • Lu, Y. (2007). Educational status of temporary migrant children in China: Determinants and regional variations. Asian and Pacific Migration Journal, 16(1), 29–55.

    Google Scholar 

  • Martin, I. (2003). Adult education, lifelong learning and citizenship: Some ifs and buts. International Journal of Lifelong Education, 22(6), 566–579.

    Article  Google Scholar 

  • Mundy, K. (2006). Education for All and the new development compact. International Review of Education, 52(1–2), 23–48.

    Google Scholar 

  • National Bureau of Statistics of China. (2011). Communiqué of the National Bureau of Statistics of People’s Republic of China on Major Figures of the 2010 Population Census[1] (No. 2). Retrieved 15 October 2013 from http://www.stats.gov.cn/english/newsandcomingevents/t20110429_402722516.htm.

  • Rawls, J. (1971). A theory of justice. London: Oxford University Press.

    Google Scholar 

  • Shan, H. (2009). Practices on the periphery: Highly educated Chinese immigrant women negotiating occupational settlement in Canada. Canadian Journal for the Study of Adult Education, 21(2), 1–18.

    Google Scholar 

  • Shenzhen Municipal Statistics Bureau. (2011). Communiqué of the 2010 Population Census of Shenzhen City. Retrieved 15 October 2013 from http://www.sztj.gov.cn/xxgk/tjsj/pcgb/201105/t20110512_2061597.htm.

  • Simosko, S. (2012). Assessing the skills and competencies of internationally trained immigrants: A manual for regulatory bodies, employers and other stakeholders. Retrieved 15 October 2013 from http://recognitionforlearning.ca/library/assessing-skills-and-competencies.

  • Solinger, D. (2008). The political implications of China’s social future: Complacency, scorn, and the forlorn. In L. Cheng (Ed.), China’s changing political landscape: Prospects for democracy (pp. 251–266). Washington, DC: Brookings Institution Press.

    Google Scholar 

  • Tamir, Y. (1995). Two concepts of multiculturalism. In Y. Tamir (Ed.), Democratic education in a multicultural state (pp. 3–14). Oxford: Blackwell Publishers.

    Google Scholar 

  • Taylor, C. (1994). The politics of recognition. In A. Gutmann (Ed.), Multiculturalism: Examining the politics of recognition (pp. 25–73). Princeton, New Jersey: Princeton University Press.

    Google Scholar 

  • Torres, R. M. (2000). One decade of Education for All: The challenge ahead. Buenos Aires: IIEP UNESCO.

    Google Scholar 

  • Tuijnman, A., & Bostrom, A. (2002). Changing notions of lifelong education and lifelong learning. International Review of Education, 48(1–2), 93–110.

    Article  Google Scholar 

  • UNESCO (United Nations Educational, Scientific and Cultural Organization) (2000). The Dakar framework for action. Paris: UNESCO.

  • UNESCO (United Nations Educational, Scientific and Cultural Organization) (2010). EFA global monitoring report 2010: Reaching the marginalized. Paris: UNESCO.

  • Unterhalter, E. (2005). Global inequality, capabilities, social justice: The millennium development goal for gender equality in education. International Journal of Educational Development, 25(2), 111–122.

    Article  Google Scholar 

  • Wong, F. K. D., Chang, Y. L., & He, X. S. (2009). Correlates of psychological wellbeing of children of migrant workers in Shanghai, China. Social Psychiatry and Psychiatric Epidemiology, 44(10), 815–824.

    Article  Google Scholar 

  • Woronov, T. E. (2004). In the eye of the chicken: Mierarchy and marginality among Beijing’s migrant schoolchildren. Ethnography, 5(3), 289–313.

    Article  Google Scholar 

  • Xiang, J. (2004). China focus: 2003–2004. Beijing: China International Press.

    Google Scholar 

  • Young, I. M. (1995). Polity and group difference: A critique of the ideal of universal citizenship. In R. Beiner (Ed.), Theorizing citizenship (pp. 175–207). Albany: State University of New York.

    Google Scholar 

  • Young, I. M. (2008). Justice and the politics of difference. In S. Seidman & J. Alexander (Eds.), The new social theory reader (pp. 261–269). London: Routledge.

    Google Scholar 

  • Zajda, J., Majhanovich, S., & Rust, V. (2006). Introduction: Education and social justice. International Review of Education, 52(1–2), 9–22.

    Google Scholar 

  • Zhang, L. (2005). Migrant enclaves and impacts of redevelopment policy in Chinese cities. In L. Ma & F. Wu (Eds.), Restructuring the Chinese city: Changing society, economy and space (pp. 243–259). London: Routledge.

    Chapter  Google Scholar 

  • Zhang, L. (2008). Conceptualizing China’s urbanization under reforms. Habitat International, 32(4), 452–470.

    Article  Google Scholar 

  • Zhang, L., & Tao, L. (2012). Barriers to the acquisition of urban hukou in Chinese cities. Environment and Planning A, 44(12), 2883–2900.

    Article  Google Scholar 

  • Zhang, L., & Wang, G. X. (2010). Urban citizenship of rural migrants in reform-era China. Citizenship Studies, 14(2), 145–166.

    Article  Google Scholar 

  • Zhu, M. (2001). The education problems of migrant children in Shanghai. Child Welfare League of America, 80(5), 563–569.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Calgary, Calgary, AB, Canada

    Shibao Guo

Authors
  1. Shibao Guo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Shibao Guo.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Guo, S. Revisioning Education for All in the age of migration: Global challenges and opportunities for lifelong learning. Int Rev Educ 60, 481–497 (2014). https://doi.org/10.1007/s11159-014-9441-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11159-014-9441-1

Keywords

Search

Navigation