{"id":2757,"date":"2019-05-21T08:12:03","date_gmt":"2019-05-21T07:12:03","guid":{"rendered":"https:\/\/swissmig.wordpress.com\/?p=2757"},"modified":"2019-05-21T08:12:03","modified_gmt":"2019-05-21T07:12:03","slug":"lintegration-des-demandeurs-dasile-et-des-refugies-dans-lenseignement-superieur-en-europe-politiques-et-mesures-nationales","status":"publish","type":"post","link":"https:\/\/swissmig.unine.ch\/?p=2757","title":{"rendered":"L\u2019int\u00e9gration des demandeurs d\u2019asile et des r\u00e9fugi\u00e9s dans l\u2019enseignement sup\u00e9rieur en Europe : politiques et mesures nationales."},"content":{"rendered":"

Author(s) : Commission europ\u00e9enne\/EACEA\/Eurydice<\/h3>\n

Source : http:\/\/dx.doi.org\/10.2797\/527261<\/a><\/h3>\n

Abstract: <\/strong><\/p>\n

\n
“Quel r\u00f4le l\u2019enseignement sup\u00e9rieur a-t-il jou\u00e9 face \u00e0 la crise des r\u00e9fugi\u00e9s? De nombreux demandeurs d\u2019asile et r\u00e9fugi\u00e9s arriv\u00e9s en Europe en 2015 et en 2016 se trouvaient dans la tranche d\u2019\u00e2ge typique de l\u2019enseignement sup\u00e9rieur et suivaient des programmes universitaires dans leur pays d\u2019origine. Toutefois, si la poursuite des \u00e9tudes peut se r\u00e9v\u00e9ler b\u00e9n\u00e9fique tant pour les personnes que pour les pays d\u2019accueil, l\u2019int\u00e9gration des personnes ayant fui un conflit majeur, pouvant<\/span> \u00eatre traumatis\u00e9es et ne pas ma\u00eetriser la langue de leur pays d\u2019accueil ou d\u2019autres comp\u00e9tences, est loin d\u2019\u00eatre une t\u00e2che ais\u00e9e. Vous d\u00e9couvrirez que dans une majorit\u00e9 de pays, il n\u2019existe aucune approche strat\u00e9gique sp\u00e9cifique sur cette question et que seulement six syst\u00e8mes d\u2019enseignement sup\u00e9rieur assurent le suivi de l\u2019int\u00e9gration des demandeurs d\u2019asile et des r\u00e9fugi\u00e9s dans leurs \u00e9tablissements. On retrouve n\u00e9anmoins de bonnes pratiques dans quelques pays, notamment en ce qui concerne la reconnaissance des qualifications qui ne peuvent \u00eatre prouv\u00e9es par des documents les attestant, le soutien \u00e0 l\u2019apprentissage des langues, la fourniture d\u2019une aide financi\u00e8re et de services d\u2019orientation personnelle. Pr\u00e9vu au terme de deux ann\u00e9es d\u2019augmentation des taux de migration, le pr\u00e9sent rapport vise \u00e0 \u00e9valuer dans quelle mesure les syst\u00e8mes nationaux ont \u00e9labor\u00e9 des politiques et des mesures en vue de r\u00e9pondre aux besoins des demandeurs d\u2019asile et des r\u00e9fugi\u00e9s. Le rapport comprend deux parties: la premi\u00e8re pr\u00e9sente une s\u00e9lection d\u2019indicateurs sur les flux migratoires; la deuxi\u00e8me partie fournit une vue d\u2019ensemble des politiques et des strat\u00e9gies men\u00e9es dans 35 pays europ\u00e9ens en vue de l\u2019int\u00e9gration des demandeurs d\u2019asile et des r\u00e9fugi\u00e9s dans l\u2019enseignement sup\u00e9rieur.<\/span>“<\/section>\n
<\/section>\n
Keywords:<\/strong> \u00a0 access to education, child of migrant, education of foreigners, education policy, educational reform, higher education, integration into employment, integration of migrants, re-integration into school, refugee, right to education, social integration<\/span><\/section>\n<\/blockquote>\n","protected":false},"excerpt":{"rendered":"

Author(s) : Commission europ\u00e9enne\/EACEA\/Eurydice Source : http:\/\/dx.doi.org\/10.2797\/527261 Abstract:<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_kadence_starter_templates_imported_post":false,"_kad_post_transparent":"","_kad_post_title":"","_kad_post_layout":"","_kad_post_sidebar_id":"","_kad_post_content_style":"","_kad_post_vertical_padding":"","_kad_post_feature":"","_kad_post_feature_position":"","_kad_post_header":false,"_kad_post_footer":false,"_kad_post_classname":"","jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[61],"tags":[582,407,362,57,120,77,275,78,58,190,52,80,103,249,117,264,91,290,118],"class_list":["post-2757","post","type-post","status-publish","format-standard","hentry","category-education","tag-582","tag-access-to-education","tag-access-to-employment","tag-comparative-analysis","tag-data-analysis","tag-education-policy","tag-educational-programmes","tag-educational-system","tag-europe","tag-european-commission","tag-french-language","tag-higher-education","tag-refugees","tag-report","tag-school-integration","tag-skills","tag-social-integration","tag-students","tag-youth"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/posts\/2757","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2757"}],"version-history":[{"count":0,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=\/wp\/v2\/posts\/2757\/revisions"}],"wp:attachment":[{"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2757"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2757"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/swissmig.unine.ch\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2757"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}