Equal Educational Opportunities for Immigrant Children - Insight to the Czech and Norwegian Education Policy

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14210%2F17%3A00097370" target="_blank" >RIV/00216224:14210/17:00097370 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Equal Educational Opportunities for Immigrant Children - Insight to the Czech and Norwegian Education Policy

Popis výsledku v původním jazyce

By equal opportunities it is understood that personal and social circumstances such as gender, ethnicity or family background, do not pose obstacles in achieving maximum of educational potential (MSMT, 2016). Equal opportunity doesn’t mean the same as the same treatment to everybody. So that everybody has the equal educational opportunities, it is necessary to favor some pupils. Children with immigrant background need such a special treatment so that they can attend school in the new country, they or their parents have moved in. What kind of special measures countries chose, it is task for policy makers. In this contribution I will show what the politics (legislation and strategical documents) of equal opportunities for immigrant children in education looks like. The main research question is: What is characteristic for the Czech and Norwegian legislation and strategical documents for ensuring equal opportunities for immigrant children in education? The main aim of the contribution is to introduce global and European tendency in immigrant children education, and on examples of two contexts (Czech and Norwegian) to show similarities and differences in the legislation, highlight these points and explain them by using political, historical, social and economic context of these countries (Bereday, 1964).

Název v anglickém jazyce

Equal Educational Opportunities for Immigrant Children - Insight to the Czech and Norwegian Education Policy

Popis výsledku anglicky

By equal opportunities it is understood that personal and social circumstances such as gender, ethnicity or family background, do not pose obstacles in achieving maximum of educational potential (MSMT, 2016). Equal opportunity doesn’t mean the same as the same treatment to everybody. So that everybody has the equal educational opportunities, it is necessary to favor some pupils. Children with immigrant background need such a special treatment so that they can attend school in the new country, they or their parents have moved in. What kind of special measures countries chose, it is task for policy makers. In this contribution I will show what the politics (legislation and strategical documents) of equal opportunities for immigrant children in education looks like. The main research question is: What is characteristic for the Czech and Norwegian legislation and strategical documents for ensuring equal opportunities for immigrant children in education? The main aim of the contribution is to introduce global and European tendency in immigrant children education, and on examples of two contexts (Czech and Norwegian) to show similarities and differences in the legislation, highlight these points and explain them by using political, historical, social and economic context of these countries (Bereday, 1964).

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50300 - Education

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů