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首页> 外文会议>European Distance and E-learning Network Annual Conference >FREE DIGITAL DISTANCE LEARNING FOR EMPLOYABILITY AND SOCIAL INCLUSION: THE PERCEPTIONS OF MIGRANTS LIVING ON THE MALTESE ISLANDS
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FREE DIGITAL DISTANCE LEARNING FOR EMPLOYABILITY AND SOCIAL INCLUSION: THE PERCEPTIONS OF MIGRANTS LIVING ON THE MALTESE ISLANDS

机译：自由数字远程学习就业性和社会包容性：生活在马耳他岛屿上的移民的看法

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In general terms, education systems in Europe often do a poor job in providing opportunities for existing disadvantaged students, let alone vast numbers of new (and often traumatized) populations. The evidence of PISA research, for example, demonstrates a gap between rich and poor students in Europe which is significant and already growing before the refugee crisis emerged. The socio-economic crisis since 2008 exacerbated this. The reality is that education systems in most EU countries are not inclusive. Segregation is often seen by school type: students from disadvantaged backgrounds tend to be disproportionally in vocational secondary schools. In these the quality of schooling appears poorer and the resulting reading and mathematics skills are weaker. Immigrant children end up in poorer schools, usually vocational, and problems multiply into a systemic crisis of low expectations and inadequate outcomes.
机译：一般而言，欧洲的教育系统往往在为现有弱势群体的学生提供机会，更不用说大量的新（且经常受伤）人口。例如，比萨研究的证据表明，在难民危机出现之前，欧洲的富人和贫困学生之间的差距在难民危机之前。自2008年以来的社会经济危机加剧了这一点。现实是大多数欧盟国家的教育系统并不包容。学校类型经常看到隔离：来自弱势背景的学生往往在职业中学方面往往不成比例。在这些上，学校的质量似乎较差，所产生的阅读和数学技能较弱。移民儿童最终在较贫穷的学校，通常是职业，问题繁殖，融入了低期望的系统危机和不充分的结果。

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