SOCIOCULTURAL AND EDUCATIONAL ANALYSIS OF PROGRAMS AND POLICIES FOR MIGRANT CHILDREN IN ASIA-PACIFIC COUNTRIES: A MULTIPLE CASE STUDY

This study aims to analyze the educational and sociocultural aspects of migrant education programs and policies implemented in selected Asia-Pacific countries exposed to high migration flows for many years. This research was based on a multiple case study design. The study group included four Asia-Pacific (the United States, New Zealand, Japan and the Republic of Korea) countries. The data for this study consisted of official documents and was analyzed using content analysis. From an educational standpoint, this study found that most countries provided individual learning opportunities for migrant children in their programs or policies through pedagogical ways, considering migrant children’s past academic experiences, cultural backgrounds, and social life standards. The second educational perspective observed in education programs or policies was the role and importance of language development programs. From a sociocultural standpoint, most countries aimed to provide continuous social adaptation support, especially for migrant children, from their first entry into the host country to the following years without exposure to interruption/administrative challenges. This study suggests key policy actions for countries that are increasingly exposed to migration movements and do not have extensive historical experience in accepting and integrating domestic and international migrants into their social systems.