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Wednesday 15 August 2018
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ZongoNews Radio

ZONGONEWS EDITORIAL: Global Education – Internatioanal Migrant Destinations ( Part 53 )

The ‘Economic Development in Africa Report 2018: Migration for Structural Transformation’ issued by the United Nations Conference on Trade and Development (UNCTAD), makes for very interesting reading. The report seeks to understand the many impacts of migration and intra-migration on Africa in two specific areas. Firstly, Africa’s economy; socio-economic, economic and trade, and secondly, how migration patterns within and between regions can positively impact Africa’s transformation within origin and destination countries. Recommendations based on deductions are then made concerning how Africa might best be supported to achieve its Sustainable Development Goal targets.
In 2017, there were an estimated 258 million international migrants which equates to approximately 3.4% of the world population. African migrants accounted for around 10% of those international migrations. With projections that by 2050 Africa will have the largest global population growth of any demographic region, you can see why there is a special interest in Africa.
For those that migrate, Sweden is the eighth in our series of top ten most accepting countries for those who migrate, according to the Gallup World Poll 2016-2017.
In Sweden, non-compulsory preschool education, Förskola, takes place between 0-5 years. Most children undertake a pre-school year in the autumn of the year that they become 6 years old in preparation for compulsory education. Compulsory education takes place in the year that a child turns 7 until they are 15/16 years of age. There are 3 stages: Stage 1, Lågstadiet, school years 1-3. Stage 2, Mellanstadiet (school years 4–6) and Stage 3, Högstadiet (school years 7–9). Most children then go on to Gymnasium (upper secondary school or high school, years 10–12) which is optional.
For those with an interest in the economic development and transformation of Africa, in all its forms, it is great to know that Africa is centre stage in these discussions. Let’s not miss this golden opportunity for individuals to collectively and independently ensure that African voices are being expressed and are making their valuable contributions to the decision-making process. After all, acquiring knowledge is of little or no use if it is not analysed and the deductions put to work to create the desired Africa for its inhabitants. This is also true for education the world over.
Lesley Shepperson
Shepperson & Shepperson Consultants Ltd
www.sheppersonandshepperson.co.uk

Lesley Shepperson / ANA-ZongoNews TV & Radio