In our last article we returned to look at some of the more recent data concerning international migrant destinations.
This week we will briefly look into the origins of those who migrate.According to United Nations (UN), two thirds of all European-born international migrants were born in Europe, more than a third of all international migrants have moved between developing countries and 80% of all international migrants in Asia and Africa were born in their country of residence.Data from UN population division indicate that in 2017, 41% or 106 million of the global migrating population originated from Asia. This largest source is followed by Europe which accounts for 24% or 61 million, then Latin America and the Caribbean, Northern America and finally Oceania. It may surprise you to know that in 2017 “38% of all international migrants wereborn in a country of the less developed regions and were residing in another developing country…”This information poses many questions relating to education and migration. What are the main barriers or potential barriers to education for those who were born in their region of residence? Is it language, cultural acceptance, integration or mindsets? Are issues related to specific generations; first, second and so on?For those who migrate from less developed regions to other developing countries, the challenges surrounding education may be exacerbated, particularly if a new language is added to the challenge of learning.It is often assumed that when it comes to migration and statistics, that they present the complete picture. However, it must be remembered that there are gaps in the information presented and that according to United Nations, “The origin of about 11 million international migrants, representing 4 percent of the total number of international migrants, is not available. Thus, the origin data represented here is based on information for 96% of the target population, who are treated as being representative of all international migrants”.It has been said that when it comes to global migration, the role of developing countries is an increasing one. It will be interesting to see what that role is.Are you willing to influence that role when it comes to education? Is there any reason why the so called developing countries cannot emerge to be the leaders in education and education development for the current and upcoming generations? Although finance is an important influencer when is comes to developmental change, it is not the leader. That place is held by the mind to change and the power of collective determination for improvement, anchored of course in individual responsibility and corporate accountability.
Shepperson & Shepperson Consultants Ltd
Source:Lesley Shepperson / ANA-Zongonews / email@example.com