Migration Flows in Serbia with the focus on economic dimension of migration Lisbon, Portugal, 26 28

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Migration Flows in Serbia with the focus on
economic dimension of migrationLisbon,
Portugal, 26 28 April, 2007
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Main types of migration flows

• Forced migration flows
• Economic migration flows (from and into Serbia)

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Forced migration flows

• Refugees from Bosnia and Croatia approximately
  106 000, 28 000 from Bosnia and 78 000 from
  Croatia
• IDPs from Kosovo (in Serbia, in Montenegro,
  returns to Kosovo) about 207 000 in Serbia, 16
  000 in Montenegro and 21 000 within Kosovo
• Returnees from Western Europe between 50 000 and
  150 000 will be returned
• Asylum Seekers 44 persons made a claim in 2006
• Victims of Trafficking 44 new victims

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Economic migration flows

• Brain drain phenomenon ( at least 12 migrants
  emigrate with a university degree)
• Serbian diaspora (3,5 million people)
• Remittances (3-4 billion per year)
• Immigrants to Serbia (16 556 temporary residents,
  4 781 aliens granted permanent residence)

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Multiculturalism and education

• The main principles in working on the topics
  related to multiethnic and multiconfessional
  society are as follows.
• 1) Equal representation of communities
• 2) Multiperspectiveness
• 3) Research based on sources
• 4) Analytical and critical thinking

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Multiculturalism and education

• To add topics from the history of everyday life
  to common history topics, taking care that the
  selection of topics is relevant and interesting
  for younger learners (the history of childhood,
  school, games, customs, etc. )
• To fill the somewhat abstract topics
  (multiculturalism, nation, religion, migration,
  history, etc.) with concrete content
• To understand changes through time that many
  concepts which are nowadays taken for granted
  (equality, the right to education, general human
  rights, rights of people in refuge and
  displacement, the right to freedom of choice,
  freedom of religion, gender equality,, etc. )
  have gone, and still are going through,
  historical development

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Multiculturalism and education

• To show to the youth the similarities and
  differences that were, and partially are still,
  present in everyday life in the same and
  different geographical regions
• To enable the youth to discuss, analyse, and
  understand different types of sources and
  material (archive material, photographs,
  paintings, the things people had taken with them
  from their homes to refuge and displacement,
  books, films, interviews, etc.)
• To familiarise the youth with their own everyday
  life history, so that they could understand that
  history is primarily related to people and their
  ordinary lives
• To teach the youth to work with interdisciplinary
  methods, to use the experiences from other
  sciences, and to use books
• To free the youth from the stereotypes related to
  others, in the event they have such stereotypes.

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