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  • 1.
    Gärdegård, Anna
    et al.
    Nordic Council of Ministers, Nordic Centre for Welfare and Social Issues.
    Hadnagy, JuditNordic Council of Ministers, Nordic Centre for Welfare and Social Issues.
    School - a basis for successful inclusion: Newly arrived children and young people in the Nordic countries2018Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    Between 2011 and 2016, nearly 200 000 children and young people arrived in the Nordic countries as asylum seekers, either unaccompanied or with their families. The most important platform for inclusion and integration of newly arrived children and young people is school.

    We know from research that completing primary education is the single most important protective factor for a number of social problems, regardless of a family’s socioeconomic background. There are many young people in the Nordic countries today who have not completed secondary education or vocational training; their employment prospects are significantly impaired, and they are at greater risk of social exclusion.

    Newly arrived children and young people must have the same opportunities as their peers to become established in the employment market in the future, to earn a steady income and play an active part in society. There is every reason, therefore, to mobilise and to study what has been learned from research and practical experience to see how we can create suitable conditions for learning and inclusion in school.

    In this publication we have interviewed researchers and practitioners with extensive experience and knowledge of this field. We hope that their experiences will provide inspiration and ideas to advance the important work that is being done now and in the future.

  • 2.
    Gärdegård, Anna
    et al.
    Nordic Council of Ministers, Nordic Centre for Welfare and Social Issues.
    Tägtström, Jenny
    Nordic Council of Ministers, Nordic Centre for Welfare and Social Issues.
    Skolan en grund för lyckad inkludering: -Nyanlända barn och unga i Norden2017Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Mellan åren 2011–2016 har närmare 200 000 barn och unga kommit som asylsökande till de nordiska länderna, ensamma eller med sin familj. Den viktigaste arenan för inkludering och integration av nyanlända barn och unga är skolan.

    Vi vet genom forskning att en genomgången grundskola är den enskilt viktigaste skyddsfaktorn mot en rad framtida sociala problem, oavsett familjens socioekonomiska bakgrund. I dag står även många unga i Norden utan fullföljd gymnasie- och yrkesutbildning. För dem är utsikterna till arbete avsevärt försämrade och risken större att hamna i utanförskap.

    Nyanlända barn och unga ska få samma möjligheter som sina jämnåriga kamrater till att i framtiden kunna etablera sig på arbetsmarknaden, få en stabil inkomst och aktivt kunna delta i samhällslivet. Det finns därför all anledning till kraftsamling och att ta del av kunskap från forskning och praktiska erfarenhet om hur vi kan skapa goda förutsättningar för lärande och inkludering i skolan.

    I denna skrift har vi intervjuat forskare och praktiker med lång erfarenhet och kunskap på området. Vi hoppas att deras erfarenheter ger inspiration och idéer till det viktiga arbete som görs i dag och i framtiden.

  • 3.
    Heleniak, Timothy
    Nordic Council of Ministers, Nordregio.
    From Migrants to Workers: International migration trends in the Nordic countries2018Report (Other academic)
    Abstract [en]

    This paper is one of several outputs of a project called From Migrants to Workers: Immigrants’ Role in Local Labour Markets in the Nordic Region for the 2013–2016 Nordic Working Group on Demography and Welfare (Nordregio, 2016). This paper analyses data on recent migration flows into the Nordic countries. Another working paper analysed case studies of the process of integration in selected Nordic regions (Harbo, Heleniak, & Hildestrand, 2017). The paper also provides additional detail for the chapter on migration in the State of the Nordic Region 2018 report.

  • 4.
    NOSOSCO, Editorial Group
    Nordic Council of Ministers, NOMESCO-NOSOSCO. SSB Norway.
    Nordic Welfare States, challenged by ageing and immigration?: - Comparable indicators2018Report (Other academic)
    Abstract [en]

    This report is the third in a series of reports financed by the Nordic Social Statistical Committee (NOSOSCO), discussing future challenges to the Nordic Welfare states. Building on the assumption that there are some key common traits shared by the Nordic welfare states justifying the use of the label “Nordic welfare model”. The purpose of the report is to use comparable indicators to analyse some key challenges faced by the welfare states. Identifying and describing comparative indicators for common challenges may be suitable both for analysing the challenges and for policy making in the Nordic countries. At their best, indicators are measures that condenseinformation on relevant issues and facilitate policy making. More emphasis on the challenge coming from increased immigrationto the Nordic countries in the recent years, since this has reached the forefront ofpublic and political debate in all of the Nordic countries.

  • 5.
    Visser, Jacco
    VU University Amsterdam.
    Rural-urban migration and redefining indigeneity in Dhaka, Bangladesh2015In: Asia in Focus: A Nordic journal on Asia by early career researchers, ISSN 2446-0001, no 1, p. 53-58Article in journal (Other academic)
    Abstract [en]

    This paper examines how students from indigenous groups from the Chittagong Hill Tracts in Southeast Bangladesh who migrated to Dhaka navigate the city. It does so by investigating how students relate to discourses of modernity and urban lifestyles while not disregarding the importance of belonging to an indigenous group. This way challenging notions of being indigenous as related to a non-industrial mode of production and essentially rooted in rural areas. In addition, by revealing the ways in which these students redefine themselves as Bangladeshi, the dominant notion of a Bangladeshi as ethnic Bengali and Muslim are challenged since indigenous migrant students are neither ethnic Bengalis nor Muslims.

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