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Intellectual Capital in
the EU Universities
during the Refugee Crisis
Challenges and perspectives
towards the 21st century
Konstantinos Kalemis
Structure of Presentation
 Key elements of IC
 Bilingual Education in the 21st Century
 Beyond Access To Education: Inclusive and Fair Education in
Diverse Societies
 Integration of refugees in higher education in Europe
 Principles, Policies and Practice from a European Perspective
 Conclusion – Discussion
 Questions
The present situation
The significant increase in refugees in Europe
and worldwide during 2015, challenges the
paradigm of refugee education.
For many decades, ‘refugee education’ has
been primarily associated with the education of
refugees in countries far-away as the majority
of the world’s displaced persons and refugees
are hosted by countries mainly outside the EU.
The educational challenges
 The recent European ‘refugee crisis’, that is, the large
influx of refugees and migrants in Europe, has definitely
turned refugee education into a European issue.
 As refugee students from all over the world enter
European classrooms, policy makers, educators and
researchers need to rethink refugee education ‘at home’
in order to ensure quality and equity.
How can universal principles
of quality and equity for all
students be implemented in
national education policies,
schools and classroom
practice?
Netties 2018 kalemis_presentation
And why we should re-think?
As many refugees in Europe are here to
stay, the challenge is how education can
contribute to their inclusion in school as
well as their integration into the host
society.
There is a great need for rethinking the
education of refugees resettling in Europe
and their inclusion in national school
systems.
Refugees inclusion in National Schools
Key elements of IC
Intellectual capital is the intangible value
of a business, covering its people (human
capital), the value inherent in its
relationships (relational capital), and
everything that is left when the employees
go home (structural capital), of which
intellectual property (IP) is but one
component.
We should care about, because….
Europe has an opportunity.
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
potential for a great contribution.
Why to consider Refugee Education in IC?
 Today the concept of intellectual capital is increasingly
recognized as one of the most important strategic assets
of organizations in knowledge-based economy.
 In knowledge-based economy, modern and high tech
enterprises not only focus on innovation of new products,
services, and marketing, research and development
activities but also pay particular attention to the
development and management of organization
intellectual capital.
Don’t forget:
When all else is left behind, a refugee's knowledge remains within
them.
 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 the world.
Structure that not only facilitates personal engagement between professors
and academic refugees but perhaps even extends to other marginalized
groups suffering from a similar absence of intellectual exchange.
Bilingual Education in the 21st Century: A Global
Perspective
In this globalized era, many individuals around the
world are becoming members of multiple
language and sociocultural networks due to
factors such as socioeconomic and geopolitical
restructuring, increased international migrant
mobility, growing minority rights movements, and
revolutionary communication technologies.
And how to assist?
An academic need to apply their knowledge, to
keep their intellect active, or risk losing it.
Knowledge is valuable wherever it is located - a
Syrian engineer can both apply his skills and
contribute to technological advances in his host
country and, one day, bring them back to Syria to
help in the rebuilding process.
Institutions must facilitate, not neglect, this inclination to
make society recognise refugees’ human capital.
In need of a heteroglossically-informed bilingual
education
 bilingual education is ultimately "an enterprise of love for
the children of the world who will be the men and
women of the future"
 bilingualism is a resource
 those language-in-education policy agents who operate
from the efficiency principle of "minimize difference,
maximize reach" might view leaving the linguistic
landscape to be shaped in a bottom-up fashion by
different linguistic subjectivities as an avenue to creating
unmanageable linguistic diversity situations.
Beyond Access To Education: Inclusive & Fair
Education In Diverse Societies
In relation to refugees and education “the
right to education” has been emphasized in
global policy frameworks and discourses.
migrants are forced to learn the national
language and to take integration classes and
perform public service in return for welfare,
which presumably counteracted the image
of not belonging and not reciprocating.
Integration of refugees in higher education in
Europe
After the huge influx of refugees in Europe in
2015, many international and national
organizations have taken the initiative to be
involved actively in helping refugees better
integrating in the new host country.
The role of higher education is crucial in
embracing the refugee crisis. However, this
role should not be restricted to merely
language improvement.
Rethinking Refugee Education: Principles, Policies
and Practice from a European Perspective
Facilitating educational opportunities for refugees
would enhance their chances of not only being
well-integrated in the society but also enable
them to have better careers in the future.
On the other hand, ‘Brain Gain’ and investment of
human capital is a critical side of the refugee crisis
where European HEIs have to exert more efforts
to enhance the potentials of refugee which will
bring about more economic growth.
 The European Union holds the responsibility towards the
member states, especially when it comes to policy-
making.
 Another type of stakeholders are university leaders who
should exert some efforts towards changing the
organizational culture of European universities that would
enhance better educational opportunities for refugees’
students.
 European universities should develop strategic plans
which involve all stakeholders in order to come up with
comprehensive agenda that facilitate the process of
refugees’ integration.
 Most importantly is the position of refugees of both
students and academic staff in understanding the
dimension of their integration in the educational systems.
 Access to higher education, recognition of prior
qualifications, campus support, language
development and employability development were
all highly relevant topics that were discussed in the
seminar.
 since language development is a crucial aspect to
accelerate the integration of refugee, Erasmus+ has
established Online Linguistic Support (OLS) for
refugees to facilitate language learning without
charging any fees.
 Some universities in Romania (West University of
Timisoara) and Germany (TU Berlin) have provided
support to refugee students, not only through
facilitating their access to language courses but also
by helping them to decide on their future study plans.
 However, there are still many HEIs that are reluctant
to take any initiative to assist refugees since there is
no direct policy on the national or European level that
guide universities towards integration refugees in
their system.
 That is why, in my opinion, universities themselves,
since they are the main stakeholder in such crisis,
should push the policy makers to regulate the
procedures of integration. This will bring about more
fruitful results that would definitely benefit both
refugees and HEIs as well.
 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.
Education..
“for all”
 means that we must focus
on the children who have
been left behind.
 Getting these children
into school will require
new approaches that
directly address their
exclusion and make
schooling genuinely
accessible and relevant.
“quality”
 education must be effective,
so that children actually
learn.
 We must address the
barriers to learning, both in
the classroom and at home,
by improving the quality of
teaching and classroom
conditions and teaching
parents how they can
support their children’s
education.
To do so, we need:
 equitable financing, with more investment in early
childhood care and development
 budgets must be focused on the most excluded
children, and primary education must be free at the
point of use
 more transparency and accountability, so that budgets
are visible and communities have a say in school
governance.
 to strengthen domestic education systems so that
governments see themselves as the guarantor of
accessible, quality schools for their citizens
 It is crucial not only to prioritize working with refugees
but to formulate a system that allows academics to
make use of their positions of influence.
 academics can reach out based on shared interests to
identify possibilities for interesting collaborations and
exchanges of ideas within their field of expertise.
 Institutions must facilitate, not neglect, this inclination
to make society recognize refugees’ human capital.
Thank you very much for
your attention
Questions

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Netties 2018 kalemis_presentation

  • 1. Intellectual Capital in the EU Universities during the Refugee Crisis Challenges and perspectives towards the 21st century Konstantinos Kalemis
  • 2. Structure of Presentation  Key elements of IC  Bilingual Education in the 21st Century  Beyond Access To Education: Inclusive and Fair Education in Diverse Societies  Integration of refugees in higher education in Europe  Principles, Policies and Practice from a European Perspective  Conclusion – Discussion  Questions
  • 3. The present situation The significant increase in refugees in Europe and worldwide during 2015, challenges the paradigm of refugee education. For many decades, ‘refugee education’ has been primarily associated with the education of refugees in countries far-away as the majority of the world’s displaced persons and refugees are hosted by countries mainly outside the EU.
  • 4. The educational challenges  The recent European ‘refugee crisis’, that is, the large influx of refugees and migrants in Europe, has definitely turned refugee education into a European issue.  As refugee students from all over the world enter European classrooms, policy makers, educators and researchers need to rethink refugee education ‘at home’ in order to ensure quality and equity. How can universal principles of quality and equity for all students be implemented in national education policies, schools and classroom practice?
  • 6. And why we should re-think? As many refugees in Europe are here to stay, the challenge is how education can contribute to their inclusion in school as well as their integration into the host society. There is a great need for rethinking the education of refugees resettling in Europe and their inclusion in national school systems.
  • 7. Refugees inclusion in National Schools
  • 8. Key elements of IC Intellectual capital is the intangible value of a business, covering its people (human capital), the value inherent in its relationships (relational capital), and everything that is left when the employees go home (structural capital), of which intellectual property (IP) is but one component.
  • 9. We should care about, because…. Europe has an opportunity. 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 potential for a great contribution.
  • 10. Why to consider Refugee Education in IC?  Today the concept of intellectual capital is increasingly recognized as one of the most important strategic assets of organizations in knowledge-based economy.  In knowledge-based economy, modern and high tech enterprises not only focus on innovation of new products, services, and marketing, research and development activities but also pay particular attention to the development and management of organization intellectual capital. Don’t forget: When all else is left behind, a refugee's knowledge remains within them.
  • 11.  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 the world. Structure that not only facilitates personal engagement between professors and academic refugees but perhaps even extends to other marginalized groups suffering from a similar absence of intellectual exchange.
  • 12. Bilingual Education in the 21st Century: A Global Perspective In this globalized era, many individuals around the world are becoming members of multiple language and sociocultural networks due to factors such as socioeconomic and geopolitical restructuring, increased international migrant mobility, growing minority rights movements, and revolutionary communication technologies.
  • 13. And how to assist? An academic need to apply their knowledge, to keep their intellect active, or risk losing it. Knowledge is valuable wherever it is located - a Syrian engineer can both apply his skills and contribute to technological advances in his host country and, one day, bring them back to Syria to help in the rebuilding process. Institutions must facilitate, not neglect, this inclination to make society recognise refugees’ human capital.
  • 14. In need of a heteroglossically-informed bilingual education  bilingual education is ultimately "an enterprise of love for the children of the world who will be the men and women of the future"  bilingualism is a resource  those language-in-education policy agents who operate from the efficiency principle of "minimize difference, maximize reach" might view leaving the linguistic landscape to be shaped in a bottom-up fashion by different linguistic subjectivities as an avenue to creating unmanageable linguistic diversity situations.
  • 15. Beyond Access To Education: Inclusive & Fair Education In Diverse Societies In relation to refugees and education “the right to education” has been emphasized in global policy frameworks and discourses. migrants are forced to learn the national language and to take integration classes and perform public service in return for welfare, which presumably counteracted the image of not belonging and not reciprocating.
  • 16. Integration of refugees in higher education in Europe After the huge influx of refugees in Europe in 2015, many international and national organizations have taken the initiative to be involved actively in helping refugees better integrating in the new host country. The role of higher education is crucial in embracing the refugee crisis. However, this role should not be restricted to merely language improvement.
  • 17. Rethinking Refugee Education: Principles, Policies and Practice from a European Perspective Facilitating educational opportunities for refugees would enhance their chances of not only being well-integrated in the society but also enable them to have better careers in the future. On the other hand, ‘Brain Gain’ and investment of human capital is a critical side of the refugee crisis where European HEIs have to exert more efforts to enhance the potentials of refugee which will bring about more economic growth.
  • 18.  The European Union holds the responsibility towards the member states, especially when it comes to policy- making.  Another type of stakeholders are university leaders who should exert some efforts towards changing the organizational culture of European universities that would enhance better educational opportunities for refugees’ students.  European universities should develop strategic plans which involve all stakeholders in order to come up with comprehensive agenda that facilitate the process of refugees’ integration.  Most importantly is the position of refugees of both students and academic staff in understanding the dimension of their integration in the educational systems.
  • 19.  Access to higher education, recognition of prior qualifications, campus support, language development and employability development were all highly relevant topics that were discussed in the seminar.
  • 20.  since language development is a crucial aspect to accelerate the integration of refugee, Erasmus+ has established Online Linguistic Support (OLS) for refugees to facilitate language learning without charging any fees.  Some universities in Romania (West University of Timisoara) and Germany (TU Berlin) have provided support to refugee students, not only through facilitating their access to language courses but also by helping them to decide on their future study plans.
  • 21.  However, there are still many HEIs that are reluctant to take any initiative to assist refugees since there is no direct policy on the national or European level that guide universities towards integration refugees in their system.  That is why, in my opinion, universities themselves, since they are the main stakeholder in such crisis, should push the policy makers to regulate the procedures of integration. This will bring about more fruitful results that would definitely benefit both refugees and HEIs as well.
  • 22.  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.
  • 23. Education.. “for all”  means that we must focus on the children who have been left behind.  Getting these children into school will require new approaches that directly address their exclusion and make schooling genuinely accessible and relevant. “quality”  education must be effective, so that children actually learn.  We must address the barriers to learning, both in the classroom and at home, by improving the quality of teaching and classroom conditions and teaching parents how they can support their children’s education.
  • 24. To do so, we need:  equitable financing, with more investment in early childhood care and development  budgets must be focused on the most excluded children, and primary education must be free at the point of use  more transparency and accountability, so that budgets are visible and communities have a say in school governance.  to strengthen domestic education systems so that governments see themselves as the guarantor of accessible, quality schools for their citizens
  • 25.  It is crucial not only to prioritize working with refugees but to formulate a system that allows academics to make use of their positions of influence.  academics can reach out based on shared interests to identify possibilities for interesting collaborations and exchanges of ideas within their field of expertise.  Institutions must facilitate, not neglect, this inclination to make society recognize refugees’ human capital.
  • 26. Thank you very much for your attention Questions