此為英文文檔-People on the move and the use of EMIS in the planning and management of inclusive education policies - lessons learned and recommendations

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RegionalForumonEducationPolicy/vol.5/2021

PeopleonthemoveandtheuseofEMISintheplanning

andmanagementofinclusiveeducationpolicies

Lessonslearnedandrecommendations

JessicaLobos,ErnestoYá?ezyPaulaKlennerForttes

OREALC/UNESCOSantiago

FrancescaPinna

UNESCO

Aboutthispublication

Inrecentyears,countriesinLatinAmericaandtheCaribbeanhavebeenexposedtomultiplecrisessimultaneously.Theseweretheresultofnaturalhazards,humanmobility,andhealth,economicandsocio-politicalemergencies,

whichaffectednationaleducationsystems

inacumulativeway(UNICEF,2020,2021).

Thishighlightedthedifficultiesingeneratingandmanagingdatathrougheducation

managementinformationsystems(EMIS)forthedevelopmentofeducationalresponses

tothesecrises,especiallyincontextsof

humanmobility.Thisdocument,partofthe

presentationcarriedoutintheRegionalForumonEducationPolicyin2021,aimstoexplore

howEMISintheregioncanplayakeyrole

bothinbuildingresilienceinemergencyand/orcrisiscontextsandingeneratingevidencetoinformthedevelopmentofpoliciesand

initiativesthatrespondtotheneedsofpeopleonthemove.Tothisend,thefindingsand

recommendationsemergingasaresultofdifferenteffortsundertakenbyUNESCOatboththeglobalandregionallevelswillbeshared.

Howtocitethispublication:Lobos,J.,Yá?ez,E.,KlennerForttes,P.yPinna,F.(2022).PeopleonthemoveandtheuseofEMISinthe

planningandmanagementofinclusiveeducationpolicies:Lessonslearnedandrecommendations.IIPEUNESCO.

Index

1.Introduction 1

2.StrengtheningEMISforincreasedresilience

tocrisis 2

3.TheuseofEMISintheplanningandmanagement

ofinclusiveeducationpoliciesforstudentson

themoveinLatinAmerica 5

4.Regionalframeworkformonitoringstudentsin

situationofvulnerability 8

5.Conclusion 10

6.Bibliography 1

1

1.Introduction

Theexistenceofeffectiveandrelevant

processesforplanningandmanagingeduca-

tionalresponsesislargelycontingentonthe

useofevidencetosupportthem(INEE,2010).

Therefore,inparticular,itisessentialtohave

evidence-basedmechanismsforplanning

andmanaginginclusiveeducationpolicies

forpeopleonthemove.Thisimplieshaving

relevant,accurate,reliable,consistent,acces-

sible,andtimelyeducationaldatathatreflect

theeducationalneedsofthisprioritygroup.

Itisalsonecessarytoincorporatecrisis-sen-

sitiveprocessestogeneratetheinformation

neededtopreventandmitigatetheimpactof

emergencysituationsoneducationsystems

andaffectedgroups(INEE,2010).

Index

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EMIS

RegionalForumonEducationPolicy

Inlightoftheaforementionedimportance

ofimplementingprocessesforplanning

andmanagingevidence-basededucationalresponsesincontextsofhumanmobility,

nationaleducationmanagementinformationsystems(EMIS)becomeparticularlyrelevant.TheUnitedNationsEducational,Scientific

andCulturalOrganization(UNESCO,2008)definesEMISas:

...asystemforthecollection,integration,

processing,maintenanceand

disseminationofdataandinformationto

supportdecision-making,policy-analysis

andformulation,planning,monitoringandmanagementatalllevelsofaneducationsystem.Itconsistsofasystemofpeople,

technology,models,methods,processes,procedures,rules,andregulationsthat

functiontogethertoprovideeducation

leaders,decision-makers,andmanagersatalllevelswithacomprehensive,integratedsetofrelevant,reliable,unambiguous,andtimelydataandinformationtosupport

themincompletionoftheirresponsibilities.(p.117).

AlthoughthecharacteristicsofEMISvary

accordingtothespecificneeds,context

anddevelopmentofeachcountry,allEMIShavethecapacitytoprovideclarityand

transparencyaboutthedifferentprocessesofnationaleducationsystems;promote

theincorporationofpredictiveratherthan

reactiveelementstostrengthenstrategic

planning;facilitatesupportfromnational,

regionalandinternationalstakeholders;andenablethegenerationofmoreeffectiveandefficienteducationalresponses(UNESCO,

2020).EMISprovidetheinformationneces-sarytoassesscontextsandsetpriorities

basedonthevulnerabilitiesandseverityoftheneedsidentified.Inaddition,thevisuali-zationandorganizationofinformationintheframeworkofEMISallows,inparticular,fortheidentificationandanalysisofpatternsincrisiscontexts,whichhelpstoprovidemoretimelyresponses.ThenitbecomesevidentthatstrengtheningEMISwouldcontributetofacilitatingtheplanningofrelevantpoliciesandinterventionstoensuretheeducationalcontinuityofpeopleonthemove,thusgua-ranteeingtheirrighttoeducation.

2.StrengtheningEMISforincreased

resiliencetocrisis

Theframeworkforactionfortheachieve-

mentofSustainableDevelopmentGoal4

(SDG4)ofthe2030Agenda(forSustainable

Development)highlightstheimportanceof

‘...[developing]educationsystemsthatare

moreresilientandresponsiveinthefaceof

conflict,socialunrestandnaturalhazards

–andtoensurethateducationismaintained

duringemergency,conflictandpost-con-

flictsituations’(UNESCO,2015,p.27).

Consequently,UNESCOseekstostrengthen

thecapacitiesofeducationsystemstoin-

creasetheirlevelofpreparedness,mitigation

andresponsetotheimpactthatcrisesmay

haveoneducation;andallthiswiththeaimof

ensuringaquality,safe,inclusive,andequi-

tableeducation,andofpromotinglifelong

learningopportunitiesforall(UNESCO,2015).

Thegenerationoftimelyandqualityedu-

cationaldataisessentialtounderstandthe

educationalbarriersandneeds,andthe

vulnerabilitiesfacedbychildrenandyoung

peoplewhoareatriskofbeing‘leftbehind’.

Inturn,thegreatertheunderstanding,the

greaterthepossibilityofbuildingasolid

basisonwhichtocarryouteducational

planning.Inaddition,strengtheningEMIS

wouldalsocontributetoprotectinglearners

andeducationworkers;ensuringeducational

continuityinthefaceofalltheexpected

hazardsandthreats;safeguardingeducation

investments;mitigatingrisks;andbuildingre-

siliencethroughevidence-basededucational

planning.Thesesystemshavethecapacityto

capturerelevantandcomparabledataover

time;theyreflectvaluabletrendsforcrisis

preparedness,mitigation,andresponse.

AspartoftheeffortstoconsolidateEMIS

asaprivilegeddataproviderinemergency

situations,betweenlate2019andearly

2020UNESCOconductedcasestudiesinsix

countries:1Chad,Ethiopia,Palestine,South

Sudan,Syria,andUganda.UNESCO’saimwas

1Thecasestudiesinthesixcountrieswereconductedby

UNESCOwiththecollaborationoftheNorwegianRefugee

Council.Thisinitiativewascarriedoutwithfinancialsupport

fromtheEducationCannotWaitglobalfundandtheSwedish

InternationalDevelopmentCooperationAgency(SIDA).

Index

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RegionalForumonEducationPolicy

toexaminetheEMISinthosecountries,andthemainchallengesrelatedtothegenerationanduseofeducationalinformationincrisis

contexts.Thesestudieswereconductedfromaneducationinemergenciesperspective

ratherthanfromastatisticalperspective,andfocusedontherelevanceofeducationaldatageneratedbytheministriesofeducationin

crisiscontexts.

Tothisend,UNESCOhascollaborated

directlywithboththeministriesofeducationintheselectedcountriesandstrategic

partnersinthehumanitariansectoratthe

locallevel.Thecasestudiesweredevelopedonthebasisofquestionnaires,semi-struc-turedinterviews,focusgroupswithrelevanteducationauthoritiesandpersonnel,and

strategicpartners–definedaccordingtothepeculiaritiesofeachcontext(UNESCO,2021,p.13).Keyinformationsystemsandtoolsfordatacollectionandmanagementwerealsoanalysed,aswellasdocumentsrelatedto

nationaleducationpolicies,educationplans,humanitarianresponseplans,andrelevantreportsfromstrategicpartners.Themain

findingsweresubsequentlycompiledinareportentitledStrengtheningEducationManagementInformationSystems(EMIS)andDataforIncreasedResiliencetoCrisis(UNESCO,2021).

Conductingthesecasestudiesenabled

UNESCOtoidentifyanumberofchallengesfacedbyEMISinthecountriesanalysed.

Thesecanbeclassifiedintothreeareas:

1.Institutionalcontext:legal,policy,andinstitutionalframeworksfordataandeducationinemergencies.

2.Dataproduction:coverage,relevance,accuracy,andreliability.

3.Datadisseminationanduse:availability,

accessibility,andcoordinationforinforma-tionexchange.

2.1.Institutionalcontext

Thestudyhighlightedtheabsenceorlackofupdatedlegal,political,andinstitutionalfra-meworksrelatedtoEMISand/oreducationinemergencies.Thisnotonlyleadstoanunclearrelationshipbetweenemergencyeducation

andEMIS,butalsotoaninadequatedelimi-tationoftherolesandpurposesofeachof

theircomponents,thushavingadirectimpactonthecapacityofEMIStomonitoremergingneeds(intermsofdata).

Inaddition,alllevelsofthedatamanagementprocessshowedinsufficienttechnical,human,andinfrastructurecapacities.Intermsofte-chnicalcapacities,thecasestudiesidentifiedahighdegreeofdatailliteracy,inadequateITinfrastructure(toensureoptimalfunctioning

ofEMIS),andinsufficienttraininginemer-

gencyeducation,analysisandcrisis-sensitive

planning.Regardinghumancapacities,itwaspossibletoobservefrequentstaffturnover

andinsufficientpersonneltomanageedu-

cationaldataatthenationallevel.Finally,in

termsofinfrastructure,thecasestudiesiden-tifiedpowercuts,limitedinternetcoverage,areasofdifficultaccess,andscarcematerials.Althoughexacerbatedbythefinancialcons-traintslinkedtothelackofinstitutionalcom-mitmentstostrengthenthefunctioningand

developmentofEMIS,allthesechallengesarealignedtotheprioritiesoftheso-called‘edu-cationinemergencies’2andtotheneedsof

educationalresponsesincontextsofcrisisandemergencies3asdetailedintheFrameworkforActionfortheimplementationofSDG4.

2.2.Dataproduction

RegardingthemechanismsusedbyEMISfordataproduction,limitationsweredetected

intermsofcoverageandcompleteness.Theeducationaldataproducedispoorinrelationtotheirabilitytoreflectandaccountfor:

2Theconceptof‘educationinemergencies’refersto‘...qualitylearningopportunitiesforallagesinsituationsofcrisis,

includingearlychildhooddevelopment,primary,secondary,

non-formal,technical,vocational,higher,andadulteducation.Educationinemergenciesprovidesphysical,psychosocial,

andcognitiveprotectionthatcansustainandsavelives’(INEE,2010,p.125).

3Fromemergencyresponsetorecoveryandrebuilding,natio-naleducationsystemsmustincorporateacrisisresponsema-nagementsystem:‘Theprinciplesofprevention,preparednessandresponse,andestablishedinternationalguidelines,suchastheInter-AgencyNetworkforEducationinEmergencies

(INEE)MinimumStandards,shouldguideplanningandres-ponse.Educationsectorplansandpoliciesshouldanticipaterisksandincludemeasurestorespondtotheeducational

needsofchildrenandadultsincrisissituations;theyshouldalsopromotesafety,resilienceandsocialcohesion,withtheaimofreducingtherisksofconflictandnaturaldisaster’

(UNESCO,2015,p.34).

EMIS

Index

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EMIS

RegionalForumonEducationPolicy

—Thelevelsandtypesofeducationofferedbynationaleducationsystems,especiallyonearlychildhoodeducationandnon-for-maleducation.

—Thegroupswhicharerelevantforedu-cationalplanninginemergencycontexts,suchasinternallydisplacedpersons,

refugeesandlinguisticminorities.

—Thequalityofeducation,sincedatacollec-tionfocusesonthedimensionsofaccesstoeducation.

—Theindicatorsspecifictoeducationin

emergencies,suchasthoserelatedto

WASH(water,sanitationandhygiene,psy-chosocialsupport,nutrition,andhealth).Theyarevaluabletoidentifytheimme-

diateneedsofaffectedcommunitiesandthecapacitiesavailableintheeducationsystemtorespondtothem.

Infact,itwasobservedthattheEMISinthecountriesanalyseddonothavethecapacitytocomprehensivelyreflectinformationrela-tedtohard-to-reachterritories,especiallyincrisiscontexts.Furthermore,theexistenceofobsoleteoroutdateddata–duetoextremelylengthyanduncertaindatacollectionand

verificationprocesses,andthepresenceof

highlevelsofconfusionaboutcrisis-relatedconcepts(refugee,internallydisplaced

persons,amongothers)–hasanegative

impactontheaccuracyandreliabilityoftheinformationproduced.Similarly,thereisa

weakunderstandingofboththeprocessesandpurposesinvolvedindatamanagement,andthedefinitionsandtermsusedbythe

peopleinchargeofdatacollectionand

provision.Thisweaknessmakesitimpossible,ontheonehand,toassessthedegreeofdataaccuracyandreliability,and,ontheother,todeterminewhethertheinformationisbeingcorrectlyanalysedand/orinterpretedforthedevelopmentofrelevantinitiativesorpolicies.

2.3.Datadisseminationanduse

Thestudiesconductedrevealedalarge

amountofinformationthatisnotusedcon-sistentlytoensureitsaccessibility.Thistendstoleadtoconfusionabouttheavailabilityofcertaininformationforeducationalplanning,oraboutcollaborationbetweendifferent

sectorsorareastothatend.Atthesame

time,itwaspossibletoidentifythat,inthe

absenceofastrategicpresentationofthe

educationaldatacollectedandofregular

effortstoupdateinformation,thereisahigh

levelofdatadispersion.Inthesamecontext,

datacanbefoundindifferenttoolsthatdo

notnecessarilycomplementeachother(such

aswebsitesofrelevantgovernmentagencies,

maps,dashboards,annualstatisticalreports,

monthlybriefs,reportstodonors,evaluations,

amongothers).

Theselimitations–relatedtoaccessto

information–areexacerbatedbyalackof

coordinationtoshareanduseeducational

databothwithothergovernmentagenciesat

thenationallevelandwithlocal,regionaland

internationalstrategicpartnersinthefield.

Theanalysisofthecasestudiesindicates,

ontheonehand,thatinformationsharing

betweenministriesofeducationandtheir

strategicpartnersisinconsistentand,onthe

other,thateachministryofeducationenga-

gesdifferentlywitheducationalclusters.

Theuseofdifferentdefinitionsandmethods

toestimateindicatorsorthedisaggregated

presentationofinformationmakeitdifficult

tocomparedataobtainedovertimeinthe

frameworkofEMISnationwideorwiththose

ofotherorganizations.

Finally,itwasobservedthat,ingeneral,EMIS

haveinsufficientfeedbackmechanismsfor

collectingandusinginformationnationwide.

Thisgeneratesuncertaintyaboutthepurpo-

ses(whattheinformationwasusedfororthe

resultsofdatacollection)amonginformation

providers(localeducationalinstitutions,go-

vernmentagencies,affectedcommunities).

Inlightofthechallengesidentified,UNESCO

presentedaseriesofrecommendationsaimed

atstrengtheningEMISforeffectiveeducatio-

naldatamanagementwithintheframeworkof

contextsofeducationinemergencies:

—Tostrengthenframeworks(legal,policy

andinstitutional)fordataandeducation

inemergencies,andtopromotestronger

linksamongthem.Tothisend,theyshould

beupdatedonaregularbasis,theyshould

listresponsibilitiesinaclearandprecise

Index

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EMIS

RegionalForumonEducationPolicy

manner,andtheyshoulddeterminetheirrelationshipwithstrategiceducationalobjectives,inparticularinacontextofeducationinemergencies.

—Tobuildcapacities(technical,financial,

humanresourcesandinfrastructure),

emphasizingtheirsustainabilityandrele-vancethroughoutthewholedatamana-

gementprocess.Atthispoint,itiscriticalthateveryoneinvolvedinthedevelopmentanduseofdataunderstandsthepurposeofthedatabeingcollectedandanalysed,soastoensurethattheycanreachtheirfullpotential(especiallyinemergencyandprotractedcrisiscontexts).

—Tomaximizeimpactthroughcoordinationefforts(establishingrolesandprocessesforinformationsharinganduse).Hereitisimportanttoensureandpromotecoor-dinationinrelationtothegenerationanduseofdatathatseeks,ontheonehand,toachievelong-lastingresultsand,ontheotherhand,tooptimizetheuseoflimitedresourcesforeducationalresponsein

emergencycontexts.

—Toincreaseinteroperabilityandintegra-

tionofdifferentdatasetsandinformationsystemstoimprovedataqualityand

facilitatetheiruseinthehumanitarian

anddevelopmentfields.Thisimplies

standardizingdefinitionsandmethodolo-gies,developingtermsandindicatorsforshareduse,andharmonizingexistingtoolsandmechanismstoensureconsistency

betweentheEMIS(atthenationallevel)andthemechanismsusedbyotherrele-vantstakeholders(atthelocal,regionalandinternationallevels).

—Todevelopacultureofdatarelevantto

emergencyandprotractedcrisiscontextsthatpromotesaccountabilityfromthe

pointofviewofprevention,responseandrecovery.Tothisend,theprovisionof

trainingopportunitiesandthecreationofcommunicationspacesareencouraged

forstrategicpartnerstointeractwithbothgovernmententitiesandtheaffected

population.Theaimistoshareup-to-dateinformationandprovideregularfeedback.

Acrosstheboard,itisimportanttohighlightthattheprocessesinvolvedinthemanage- mentanduseofeducationaldata–especially

ineducationinemergencycontexts–must

becontext-specificandseektheirown

sustainability.

3.TheuseofEMISintheplanningand

managementofinclusiveeducationpolicies

forstudentsonthemoveinLatinAmerica

Inrecentyears,asaresultofnaturalhazards,

humanmobility,andhealth,economicand

socio-politicalemergencies,theregionhas

beensimultaneouslyexposedtodifferent

kindsofcrises(UNICEF,2020,2021).Interms

ofhumanmobility,thenumberofpeople

movingbetweencountriesintheregion

hasdoubled.Thishasposedconsiderable

challengesfornationaleducationsystems.

Inparticular,theregioniscurrentlyexpe-

riencingthedisplacementofVenezuelan

refugeesandmigrants–around4.9million

displacedpersons–,whichmakesitthe

largestexodusintheregionandthesecond

largestintheworld,afterSyriaandthe

migrationflowsfromHaitiandCentral

Americancountries(mainlyfromGuatemala,

Honduras,andElSalvador).

Regardingtheplanningandmonitoringof

educationalresponsestothesesituations,

thedifficultiesfacedbyeducationsystems

inrelationtodatamanagementandindicator

productionprocesseshavebeenexposed.

Thus,thesecontextsmakeitnecessaryto

strengthenandincreasethecapacityof

educationinformationsystemsintheregion

togenerateandusedataintheplanningof

educationalresponsesforstudentsonthe

move.ThiswouldallowEMIStoprovidea

quickandeffectiveresponsetothecha-

llengesandeducationalneedsfacedbythe

affectedcommunities.Insum,EMIShave

thecapacitytoproducevaluableinformation

aboutstudentsonthemove.Whilethereis

atendencytoonlyfocuseffortsonaccess

toeducationforthisgroup,itisessentialto

usetheseinformationsystemstomonitor

theirparticipationandcontinuanceintheir

nationaleducationsystems,i.e.,inthewhole

schooltrajectory.

Existingmigrationflowsintheregioninvolve

themovementofpeopleacrossmultiplebor-

dersoverextendedperiodsoftime.Moreover,

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EMIS

RegionalForumonEducationPolicy

EMISarerequiredtoincorporatecrisis-sensi-tiveprocessesaspartoftheirdatamanage-mentandproductionmechanisms.

Asafirsteffortinthisdirection,theUNESCORegionalBureauforEducationinLatinAmericaandtheCaribbean(OREALC/UNESCO

Santiago)carriedoutaconsultationprocess

in11countriesintheregion(Anguilla,

Argentina,Bolivia,Chile,CostaRica,Ecuador,Mexico,Panama,Paraguay,Dominican

Republic,andUruguay),inordertoascertaintheavailabilityofeducationaldatageneratedwithintheframeworkofEMIS.Asaresult,itwasobservedthat,althoughdataonstudentsonthemoveareavailableintheEMISofthecountriesconsulted,theidentificationcriteriaobservedvaryfromcountrytocountry(fromtheuseofthecriterionofnationalityor

countryofbirthtoaclassificationthatonlyindicateswhetherthepersonisa‘foreigner’ornot).Inmostofthecountriesconsulted,

theavailabledataexceedfiveconsecutive

yearsandcoverbothpublicandprivate

institutions.Inallcases,datadisaggregatedbyterritorywereidentified.Otherfrequentlyuseddisaggregateddataincludesexand

urban/ruraldefinitionand,toalesserextent,age.Themajorlimitationsintermsofdata

disaggregationintheEMISanalysedare

relatedtoethnicity,disabilityand/ormothertongue.Finally,itwasfoundthatinformationabouttheeducationserviceprovidedby

nationaleducationsystemstendstofocusontheprimaryandsecondarylevelsand,toa

lesserextent,onthepre-primarylevel.Thereisaclearlackofdataonothereducational

levels,suchas,forexample,technicaledu-cation(whichishighlyrelevantforpeopleonthemove).

During2018and2019,OREALC/UNESCO

Santiagoalsoconductedarapidassessmentoftheavailabilityofinformationaboutstu-dentsonthemoveineducationmanagementinformationsystemsinfivecountriesintheregion(Guatemala,Ecuador,Colombia,Peru,andChile).Suchassessmentinvolvedthe

collaborationoftheministriesofeducationthatcomprisetheEducationandHuman

MobilityWorkingGroupandwaspartoftheregionaleffortsoftheEducationCannot

Waitglobalfund(UNESCO,2020).Oneof

themainobjectivesofthisrapidassessment

wastoexplorehowpeopleonthemovewere

identified;howEMISweredealingwiththe

challengeofidentification;whatinformation

wasbeinggenerated;theproblemsfaced

byEMISwhenprocessinginformationabout

studentsonthemove;thequalityofthe

proceduresforprocessingandvalidatingthis

information;andotherissuesrelatedtothe

dissemination,timelinessandrelevanceof

theinformationaboutstudentsonthemove.

Theassessmentwasconductedconsidering

fourdimensionswhichwerebasedonthe

bestpracticesthatguidetheEducationData

QualityAssessmentFramework(Ed-DQAF),a

tool“thatcomprehensivelyaddressesissues

relatedtothecollection,processing,use,

anddisseminationofinformationandthat

usestheinformationgatheredthroughase-

mi-structuredquestionnaire,interviewswith

officials,anddocumentreviewing”(UNESCO,

2020,p.5).Thedimensionsconsideredwere:

—Prerequisites:itseekstodeterminewhe-

therthereexistsafavourablelegaland

institutionalcontextfordatacollection;

whethertheresourcesavailable–human

andfinancial–aresufficient;andwhether

thereareguaranteesofconfidentiality

duringthestatisticalproductionprocess.

—Definition,statisticalprocessesandsto-

rage:itseekstodeterminetheexistence

oruseofgenerallyacceptedconcepts

anddefinitions;theadequacyofdata

classificationandstorageprocessesin

relationtobestpractices;andwhetherthe

methodologicalbasesforstatisticsfollow

generallyacceptedpractices.

—Consistency,relevanceandtimeliness:

itfocusesonverifyingwhetherthedata

provideanadequatepictureofreality

andmeetusers’needs.Italsoreviews

thetechniquesusedfordatageneration,

consistencyandvalidationprocesses,and

timeliness.

—Accessibilityanduse:itassessesthe

clarity,understanding,andtimelinessof

disseminationprocesses;theexistence

andavailabilityofmetadata;themanage-

mentofreports;theuseofinformation;

andassistancetousers.

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EMIS

RegionalForumonEducationPolicy

Theanalysiswascarriedoutonthebasisofsemi-structuredquestionnairesandin-depthinterviewswithrepresentativesofthemi-

nistriesofeducation,andalsoofareviewofaseriesofkeydocuments(policies,official

publications,legalframeworks).Thisexercisemadeitpossibletocorroboratethatmany

ofthechallengesidentifiedbyUNESCOat

thegloballevel(mentionedintheprevioussection)werealsopresentintheEMISoftheregion.Therapidassessmentallowedfortheidentificationofaseriesofchallengesthatneedtobeaddressedandstrengthenedattheregionallevelinrelationtotheeducatio-nalinclusionofstudentsonthemove.

Firstly,inLatinAmerica,EMIStendtobe

quiteinflexibleandfarfromacrisis-sensitiveapproach.Theyaredeemedasreactiveratherthanproactivetocrises.Thismeansthattheytendtores