Educational integration of refugees: A comparative analysis of educational systems in Georgia, Italy, Tunisia, and Nigeria
DOI:
https://doi.org/10.7346/-fei-XXI-02-23_05Keywords:
Refugees, Educational integration, Procedures of access, Providers, Comparative methodologyAbstract
The article presents a descriptive comparative analysis of the systems for learning opportunities for refugees at national level in four countries: Georgia, Italy, Nigeria, and Tunisia. It is a reflection that finds its roots in the experience of the Adult Education Academy (AEA) of February 2021, focused on the analysis, at a macro level, of the educational integration of refugees. Through a comparative perspective, the purpose of this contribution is to highlight who the providers are, what the procedures and the challenges that characterize the process of educational integration of refugees in the four countries. The comparative analysis conducted has highlighted differences and similarities between countries, but also the additional efforts that should be made to ensure good learning opportunities for refugees, starting with the implementation of an intercultural curriculum.
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