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Seven million displaced in Latin America and the Caribbean: UNESCO publishes tools for their educational inclusion

13 April 2023


A new document from the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago) was launched on April 12, 2023 in Arica, a border city of Chile. The publication provides tools for the educational inclusion of people in mobility contexts and includes information to strengthen the capacities of professionals who design and implement response actions from the education sector, whether in the face of armed conflicts, disasters caused by climate change, health crises, among other causes.


The text was launched in Arica, at an event convened by UNESCO, Fundación SM, the Ministry of Education and the Chinchorro Local Public Education Service. This latter entity plays a fundamental role in fulfilling the right to education for those in mobility contexts in the north of the South American country.


The Framework for action to ensure the right to education: tools for the educational inclusion of people in a mobility context is aimed at the teams of the Ministries of Education, decision-makers, policy planners, and professionals and teams of civil society organizations and the United Nations system. Its content supports the design and implementation of concrete actions towards the guarantee of the right to education for migrants, refugees, asylum seekers, and returnees and offers proposals for planning related actions.


The document was born out of the scarcity of tools for preparing for emergency situations from the educational system. The book mainstreams and incorporates a rights-based approach in all components of an educational policy and response, with a view to full inclusion. The material presents activities to be implemented with work teams or the educational community and includes general steps, guiding questions and reference material, as well as resources and tools for its application.


"Often times, learning opportunities do not take into account cultural and linguistic variables, and the responses do not consider the active participation of displaced and host communities. This scenario challenges us to continue strengthening the institutional capacities of national education systems. The possibility of sustainable responses over time depends on this process."


  - Claudia Uribe, Director of the Regional Bureau for Education in Latin America and the Caribbean (OREALC/UNESCO Santiago)


The publication is part of the second installment of the initiative "Rebuilding without Bricks: support guides for the education sector in emergency contexts", a collaboration between UNESCO and the SM Foundation to promote the educational inclusion of people in vulnerable and historically marginalized situations, and that focuses on the needs and rights of those in mobility contexts.

"It is easy to transfer the problem to the migrant and not want to look at the background, which not only questions our sensitivity to forced displacements or even how we welcome, but it questions us in the way of how we relate to others and live together in spaces of diversity and in the construction of the common good. This publication appeals to that reconstruction of ties, care and recognition as articulating principles for the update of educational policy and the school is empowered as a space to learn to live well", indicated Rafael Gómez, director of the SM Foundation.




In Chile, the country where this publication was launched, UNESCO supports the Chilean Ministry of Education in the process of updating the national policy for foreign students, with the aim of generating new institutional commitments to advance in the full guarantee of the right to education for students in mobility. The Action Framework is one of the main tools for technical assistance.


In a broader sense, this document is part of UNESCO's new Regional Strategy on Human Mobility for Latin America and the Caribbean 2022-2025, a project that seeks to support countries in ensuring the right to education for people in mobility situations, and addresses the main challenges to move towards inclusive and equitable quality education with lifelong learning opportunities.