The influx of refugees crossing the continent’s borders has elicited a mixed wave of emotions among politicians and citizens - but where some see chaos and a burden for Europe, academics see the potential for a great contribution. Education is essential for giving refugee children hope for the future; development goals cannot be achieved without educating those who have been left behind. Education brings long-term societal benefits: aside from increased political engagement, educated children contribute intellectual capital and pursue entrepreneurial opportunities when they grow up, boosting economic growth. First, “for all” means that we must focus on the children who have been left behind. Millions of children are out of school or are receiving a sub-standard education because of whom they are or where they live. According to the UN High Commissioner for Refugees, refugee children are five times more likely to be out of school than other children in the countries to which they’ve been displaced. Getting these children into school will require new approaches that directly address their exclusion and make schooling genuinely accessible and relevant. For refugees who have already received an education, it is vital to recognize this part of their identity and to nurture their knowledge and intellectual capital. A refugee’s academic training and intellectual interests travel with them wherever they go and follow their flight. If refugees are given the necessary resources, networks, and opportunities, they can reconnect with their true identities in any of the EU countries or elsewhere in the world.
Refugees, Intellectual, Education
2019 Special Focus—Border Crossing Narratives: Learning from the Refugee Experience
Paper Presentation in a Themed Session
Prof. Konstantinos Kalemis is an Instructor at the National Centre for Public Administration and Local Government (E.K.D.D.A.) in Adult Education and Lifelong Learning and assigned at the Department of Primary Education (PTDE) in National and Kapodistrian University of Athens. He has authored a large number of scientific articles, studies and papers in Educational Congress and Seminars. His interests focus on the introduction of New Technologies as an alternative teaching process and the design of new curriculum plans for the open and d-Learning. His research interests also include the education of immigrant ethnic minorities focusing on the gifted and talented students and aim to advance the theory and technology of natural language and knowledge processing, especially semantic analysis that bridges the gap between language and knowledge, by the novel use of both machine learning and inference methods; and to develop usable and competitive knowledge retrieval, question answering and textual entailment approaches enhanced by the semantic analysis techniques for providing context- and knowledge-aware intelligent services such as knowledge querying, delivering, assessing and sharing in education and business information systems. Member at the New Club of Paris, took place in the Mutual Learning Workshops (MLW) organized in Romania in the period October 2012 – May 2013 which have been developed in the frame of the Project "Quality Assurance in Higher Education through Habilitation and Auditing" initiated by the Executive Agency for Higher Education and Research Funding of Romania (EUFISCDI).