The (In)Coherence of Canadian Refugee Education Policy with the United Nations' Strategy
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| Title: | The (In)Coherence of Canadian Refugee Education Policy with the United Nations' Strategy |
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| Language: | English |
| Authors: | Schutte, Valerie (ORCID |
| Source: | Education Policy Analysis Archives. Mar 2022 30(39). |
| Availability: | Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa |
| Peer Reviewed: | Y |
| Page Count: | 59 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Descriptors: | Foreign Countries, Refugees, Educational Policy, Access to Education, Acceleration (Education), Second Language Instruction, Mental Health, Student Needs, Students with Disabilities, Special Education, Equal Education, Student Rights |
| Geographic Terms: | Canada |
| ISSN: | 1068-2341 |
| Abstract: | This study assesses the coherence of Canada's educational policy regime with the United Nations High Commissioner for Refugees' (UNHCR) "Refugee Education 2030" strategy. We articulate a theoretical framework that combines theories about policy coherence, policy attributes, and policy tools, which informs a two-phase methodology. First, we conducted jurisdiction-based scoping reviews of policies in Canada's 13 provinces and territories which have constitutional authority over education. This yielded a sample of 155 documents, which we then analyzed for its vertical coherence with "Refugee Education 2030." Our analysis focused on five categories of need in the UNHCR strategy with respect to refugee students, namely access to education, accelerated education, language education, mental health and psychosocial support, and special education. The findings reveal there are policies across Canada that target responses to the five categories of need. Although some policies are exemplary in their coherence with "Refugee Education 2030," Canada's refugee education policy regime is characterized by many inconsistencies and significant gaps. Policymakers in Canada could use the specific findings to develop or revise policies to address shortcomings. Researchers and policymakers in other countries who find value in our approach could replicate the study's method in their own jurisdictions, using the instruments provided in appendices to identify strengths and gaps. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1358245 |
| Database: | ERIC |
| Abstract: | This study assesses the coherence of Canada's educational policy regime with the United Nations High Commissioner for Refugees' (UNHCR) "Refugee Education 2030" strategy. We articulate a theoretical framework that combines theories about policy coherence, policy attributes, and policy tools, which informs a two-phase methodology. First, we conducted jurisdiction-based scoping reviews of policies in Canada's 13 provinces and territories which have constitutional authority over education. This yielded a sample of 155 documents, which we then analyzed for its vertical coherence with "Refugee Education 2030." Our analysis focused on five categories of need in the UNHCR strategy with respect to refugee students, namely access to education, accelerated education, language education, mental health and psychosocial support, and special education. The findings reveal there are policies across Canada that target responses to the five categories of need. Although some policies are exemplary in their coherence with "Refugee Education 2030," Canada's refugee education policy regime is characterized by many inconsistencies and significant gaps. Policymakers in Canada could use the specific findings to develop or revise policies to address shortcomings. Researchers and policymakers in other countries who find value in our approach could replicate the study's method in their own jurisdictions, using the instruments provided in appendices to identify strengths and gaps. |
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| ISSN: | 1068-2341 |
