Global Journal of Management and Business Research, G: Interdisciplinary, Volume 23 Issue 1

“Education for Migrant Children and Youth in the Americas”, it consisted of observing the similarities of complex situations of home and school environments among migrant students and the adaptation process to international migration. The first OAS study in 2009, presented a preliminary mapping of several countries in America that focused on migrant educational policies. The results showed that the main recipient country of migrants was the United States, which together with Mexico and Canada, is one of the only countries that have implemented systematized migration-related educational policies. No other countries have implemented programs or platforms capable of establishing the number of registered migrants. Migration control is quite disorganized and there exist too many problems in solving migration problems, especially with budgets and the teacher training plans, and the entrance of war refugees from Colombia and Venezuela, for example. In short, there do not exist any specifically developed curricula directed at the consolidation of cultures. By the 2010 and 2011 field research done by the said organization, most Argentinians that were interviewed were poor migrants. Researchers were unable to interview working parents of Bolivian, Paraguayan, and Ecuadorian migrants considered to be the main groups of migrants that sought to improve their living standards in this country since they would not show up for their appointments at the school. School infrastructure, in terms of comfort as well as study and school service areas, was quite deficient. There was great teacher, and most worrisome, student absenteeism at several of the schools we visited, partly because fieldwork was done during the rainy season. Another aspect that requires consideration is the immigration data and secondary documentation related to the official census on school enrolment, which does not match the official information presented to school authorities. Regarding educational policies, Argentina did allow for the autonomy of the curriculum for early, elementary, and secondary stages of study. However, there was such a level of disarray that the curriculum was centralized once again as of 2006. That same year, intercultural, bilingual education was born. A Bolivian interviewee declared that education at the primary and secondary levels varies from one community to another, therefore, as a migrant, it is good to be able to attend school, but one also needs to think about eating and having a roof over one’s head. As for the fieldwork in Costa Rica, this same study found that it had not been possible to contact the parents of migrant students due to job schedule interference. It was only possible to interview three migrant women; Nicaraguan migrants whose uprooting was due to armed conflicts or volcano eruptions, among other reasons. However, in Costa Rica, there exists political, social, and economic stability since 1948 and it is among the Latin American countries with the highest human development index. Wages are high, even in agricultural areas, and the development of educational policies has gone smoothly within a centralized, functional educational system. Poor, uneducated youngsters tend to move to Costa Rica, and better- educated people migrate to the United States. The OAS study in Antigua and Barbuda detected that difficulties for the interviews did not have so much to do with the parents as with teachers and administrators. Those who migrate to these islands are most frequently the inhabitants of Dominica, the Dominican Republic, Jamaica, and Guyana. The service sector represents the leading economy of the country. The government provides free uniforms, food, and schoolbooks, but there is an ever-increasing government debt. In their conclusions, researchers of this OAS international study proposed the development of a workshop directed at the Ministries of Education to reflect on the need for more research and actions tending toward the provision of better migration services. A seminar called "Migrants, My School, my world", based on a 2016 study in Chile, was held in five schools around the metropolitan area. It was broadcast under the title "Migration in the School World" (2016: 15). The seminar dealt with student migration to Peru, Bolivia, Argentina, Ecuador, Uruguay, Colombia, Venezuela, the Dominican Republic, and Haiti. It was possible to detect refused enrollment of these migrant students due to “unsuitability”. On the other hand, there exists a request to establish more schools for migrants, but researchers declared that this only leads to more difficulties for student enrollment. Another measure promoted in this Chilean study was the use of folk dance from these countries to help migrant communities feel “more at home” and to raise curriculum awareness among the faculties of schools, thus helping each child during the adaptation process at his or her own pace and capability. This has to do with the diversity of educational policies brought by these students from their countries of origin. Moreover, the Ministry of Education took responsibility for the data collection on migrant students and other agreements related to the flexibility of all documentation on access to Chilean education benefits. Another study, also done in Chile by Salas et al (2017: 1-15) analyzes the situation of 75% of Latin American migrants to this country between 1992 and 2002, mainly due to the economic and political stability of the country during the said period. Objectives focused on the detection of prejudices and negative perceptions regarding migrant students among Chilean teachers and society in general. In this study, the Pettigrew and Martens contact test hypothesis was 8 Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( )G © 2023 Global Journals Mass Migration of Students: Analysis of the Geopolitical and Social Contexts of Origins